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  • LGIHE Annual Report – 2020

    The year 2020 started on a high note. However, in March, the outbreak of the COVID-19 pandemic caused a major disruption in the country as the govt enforced lockdowns and other tough measures to stop its spread. However, despite the interruptions, we did not tire in our mission of advancing…

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  • LGIHE Annual Report – 2019

    The year 2019 was a great run for the Luigi Giussani Institute of Higher Education (LGIHE) family. We hit academic and project milestones. Read our 2019 Annual Report here http://lgihe.org/wp-content/uploads/2022/07/LGIHE-annual-report-2019.pdf for more details.

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  • Assessment-driven reform: Lessons from Uganda

    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…

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  • Why critical thinking is key for meaningful learning

    It is becoming patently clear that outdated emphasis on rote learning does not prepare students for an ever changing, automated, and information-saturated world.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…

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  • Contextualisation of critical thinking in sub-Saharan Africa

    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…

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  • How assessment practices can foster high order thinking skills

    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…

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  • A study on Teacher Professional Development

    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…

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  • How can mentorship be used to improve in-service teacher training in Uganda

    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.…

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  • Assessment-driven education reform as a path to instructional quality:

    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…

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  • Effective Civil Society-Government Partnerships

    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.…

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