Publications

Over the past few months, we partnered with Global Center for the Development of the Whole Child and Save the Children in developing tools that measure teacher well-being in Uganda. To learn more about the research project and teachers’ experiences, watch the following video: https://www.youtube.com/watch?v=Pa1RKQ9A3Yg

Research has affirmed that assessment driven reform is precarious but possible (Elmore & Fuhrman, 2001). This combination of raising rigour using fewer and deeper standards that focus on higher order thinking (HOT) skills, when paired with a major emphasis on strengthening instructional quality to effectively teach those skills, appears to…

It is becoming patently clear that outdated emphasis on rote learning does not prepare students for an ever changing, automated, and information-saturated world. Studies conducted in various countries emphasize these main competencies that every educational system ought to develop to meet 21st century challenges: creativity, critical thinking, problem solving, and…

Cultural norms affect the efficacy of critical thinking instruction. In several sub-Saharan African countries, governments have publicly declared critical thinking skills to be a major educational priority to increase global economic competitiveness. However, many schools and education systems have not taken action to translate the stated government policies into revised…

The need to nurture learners’ thinking skills both in Uganda and internationally has become a focus of education. This is apparent as studies consistently show the significance of thinking skills for learners both in school and later in life. The intent of this paper is to explore the role of…

A systematic integrative review of the literature on critical thinking in sub-Saharan Africa showed a gap in contextualised studies. It also highlighted the dearth of knowledge related to the pedagogical approaches and strategies for the enhancement of the critical thinking skills among learners. A grounded theory study that investigated the…

It is not just a learning crisis, but a teacher crisis! While Sub-Saharan countries in general and Uganda in particular, are grappling with poor learning outcomes at all levels, the ability of teachers and school leaders to respond to the learners’ needs to raise learning outcomes remains a major challenge.…

What are the keys to successful examination-driven reform in African countries to strengthen higher-order thinking (HOT) skills in education systems? In practice, little priority is given to matters that are not closely aligned to the demands of examinations. This shapes both what is taught and how it is taught in…

What do effective partnerships between government and civil society look like? And how might such partnerships strengthen and extend government capacity rather than competing with the State in service provision? This policy brief draws upon research and an illustrative case study to offer a framework for effective government–civil society partnerships.…

In 2018, Luigi Giussani Institute of Higher Education (LGIHE) in collaboration with Uganda National Examinations Board (UNEB) supported by the Partnership to Strengthen Innovation and Practice in Secondary Education (PSIPSE) PSIPSE conducted a study based on the Uganda Certificate of Education (UCE) examinations of 2017.