This Monitoring Brief summarises the findings from a recent qualitative assessment of the resonance and impact of the Uwezo data collection in Kenya, Uganda and Tanzania.
Uwezo’s annual large-scale education assessment has been covered substantially in the media in the three countries, and the data appear to have stimulated considerable debate and garnered a variety of reactions from policy-makers.
In Kenya, there is convincing evidence that Uwezo’s findings are informing public debate: for instance, Uwezo findings are mentioned more than 25 in the NESSP Report, which is a seminal policy level document. Uwezo findings and their implications are also considerably covered by the media, as evidenced by the numerous citations in print and broadcasts. However, the report finds that Uwezo was criticized for not involving teachers, and various respondents stated Uwezo ought to be working closer with the Ministry of Education. While important to take seriously, such criticism also indicates that Uwezo has managed to stimulate public as well as policy debate on the quality of education.
In Tanzania, Uwezo has played a role in “highlighting the quality crisis” and reframing how the media covers education as well as government policy. At the same time, several respondents noted that while Uwezo has been successful at reaching politicians and the media, there is limited success in reaching parents and citizens, including those who were part of the assessment.
In Uganda, most respondents from the national level recognized the importance of the results and the quality of the independent research of Uwezo. However, respondents also called for improving links with rural and locally-based media as well as the most local level of government, since most of the general population – and the worse learning outcomes – tend to be in rural areas.
Editors: Varja Lipovsek
Type: Policy brief
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