ABSTRACT

Earlier studies of educational effectiveness in resource-constrained countries tended to focus on fiscal and material resources. However, the impact thereof can be limited where effective processes at the school and classroom levels are not present. Using hierarchical linear modelling, this study draws on SACMEQ data to generate an effective education model for resource-constrained countries, using Uganda as a case study. Rasch modelling was used to construct the educational process indicators, and the dynamic model of educational effectiveness provided the basis for the conceptual framework used. On adjusting for confounding variables, the factors that significantly predicted both mathematics and reading outcomes included opportunity to learn (OTL), school management competences, school–community relationships, and school-based HIV/AIDS support. The effect of teacher academic and professional capital (TAPC) was mediated by OTL. The study argues for refocused attention on the school and teaching processes as key to enhancing educational effectiveness in resource-constrained countries.

摘要

在资源有限的国家中，较早的教育有效性研究倾向于集中在财政和物质资源上。但是，如果没有在学校和教室一级的有效流程，则其影响可能会受到限制。这项研究使用分层线性建模，利用SACMEQ数据，以乌干达为案例研究，为资源有限的国家建立了有效的教育模型。Rasch建模用于构建教育过程指标，教育有效性的动态模型为所使用的概念框架提供了基础。在调整混杂变量后，可以显着预测数学和阅读结果的因素包括学习机会（OTL），学校管理能力，学校与社区的关系以及基于学校的HIV / AIDS支持。教师学术和专业资本（TAPC）的作用是由OTL介导的。该研究认为，应将注意力重新集中在学校和教学过程上，这是在资源有限的国家中提高教育效率的关键。