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Updates on private returns to education in Uganda: evidence from universal primary education policy
By Sakaue K.
This study updates private returns to education in Uganda using consumption measures as an outcome variable, focusing on obtaining estimates using instrumental variables based on the introduction of the universal primary education policy. Unlike common findings from developed countries, the evidence from this study for a low-income country suggests that returns to education are smaller for liquidity-constrained individuals than for average individuals. The finding also suggests that smaller returns are observed for self-employed farmers than self-employed workers in non-agricultural sectors. The trend, showing smaller returns for liquidity-constrained individuals, is particularly obvious among self-employed farmers. © 2024 Informa UK Limited, trading as Taylor & Francis Group.
Impact of School Facilities Grant on Access and Learning Achievements in Public Primary Schools in Uganda: A Randomised Experiment
By Wokadala J.
The study explored the impact of the availability of school facilities on the access and learning achievements in primary education in Uganda. It employed a randomised phase-in design by randomly assigning surveyed schools into phase I (treatment) and phase II (control). Of the 301 schools, 160 were randomly selected to receive a facilities grant (SFG) in FY2016/17 and FY2017/18 (phase I) while the remaining 141 were to receive the grant after 2019 (phase II). The results revealed a statistically significant impact on access and attendance in the lower grades of primary education. Schools that received SFG support in FY2017/18 and FY2016/17 significantly increased enrolment by 23.61 and 23.33 pupils, respectively, relative to the control group. The impacts in FY2016/17 and FY2017/18 on school attendance were 16.2 per cent and 13.2 per cent, respectively. Further, schools that received the grant in FY2017/18 recorded a significant increase in numeracy and literacy test scores by 1.28 and 1.05 percentage points, respectively, more than the control group. The study demonstrates that adequate school infrastructure remains a key component of learning support as it promotes access to education as well as students’ learning engagement. Further analysis is recommended to examine the appropriate and effective model of investment in school infrastructure. © 2023 Unisa Press.
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