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Uganda : TeachersThere is increasing interest across the
 globe in attracting, retaining, developing, and motivating
 great teachers. Student achievement has been found to
 correlate with economic and social progress (Hanushek and
 Woessmann 2007, 2009; Pritchett and Viarengo 2009; Campante
 and Glaeser 2009), and teachers are key: recent studies have
 shown that teacher quality is the main school-based
 predictor of student achievement and that several
 consecutive years of outstanding teaching can offset the
 learning deficits of disadvantaged students (Hanushek &
 Rivkin 2010; Rivkin, et al. 2005; Nye et al. 2004; Rockoff
 2004; Park and Hannum 2001; Sanders and Rivers 1996).
 However, achieving the right teacher policies to ensure that
 every classroom has a motivated, supported, and competent
 teacher remains a challenge, because evidence on the impacts
 of many teacher policies remains insufficient and scattered,
 the impact of many reforms depends on specific design
 features, and teacher policies can have very different
 impacts depending on the context and other education
 policies in place.
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Uganda Student Assessment : SABER Country Report 2012In 2012, Uganda joined the Russia
 Education Aid for Development (READ) trust fund program, the
 goal of which is to help countries improve their capacity to
 design, carry out, analyze, and use assessments for improved
 student learning. As part of the READ trust fund program,
 and in order to gain a better understanding of the strengths
 and weaknesses of its existing assessment system, Tajikistan
 participated in a formal exercise to benchmark its student
 assessment system under The World Bank's Systems
 Approach for Better Education Results (SABER) program. SABER
 is an evidence-based program to help countries
 systematically examine and strengthen the performance of
 different aspects of their education systems. SABER-student
 assessment is a component of the SABER program that focuses
 specifically on benchmarking student assessment policies and
 systems. The goal of SABER-student assessment is to promote
 stronger assessment systems that contribute to improved
 education quality and learning for all. The importance of
 assessment is linked to its role in: providing information
 on levels of student learning and achievement in the system;
 monitoring trends in education quality over time; supporting
 educators and students with real-time information to improve
 teaching and learning; and holding stakeholders accountable
 for results. The SABER-student assessment framework is built
 on the available evidence base for what an effective
 assessment system looks like. The framework provides
 guidance on how countries can build more effective student
 assessment systems. The framework is structured around two
 main dimensions of assessment systems: the types/purposes of
 assessment activities and the quality of those activities.
 Assessment systems tend to be comprised of three main types
 of assessment activities, each of which serves a different
 purpose and addresses different information needs. These
 three main types are: classroom assessment, examinations,
 and large scale, system level assessments. This report
 focuses specifically on policies in the area of student assessment.
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A Study on National University and Affiliated Colleges in BangladeshA nation's utilization and creation of knowledge endeavors are globally acknowledged as the driving forces for economic development and competitiveness. Public and private investments in institutions of higher education and research require strengthening in tandem with the development of a regulatory environment that supports national and institutional growth. In recognition of these issues, the Government of Bangladesh's first Higher Education Strategic Plan (2006-2026) proposed a long-term development plan for the higher education sector, recommending that the plan will need to be cognizant of both universities and the Bangladesh National University-affiliated colleges where the majority of post-secondary graduates are enrolled. This study addresses challenges faced by a major part of the higher education sector in Bangladesh - the colleges. The objectives of the study are to: a) review and analyze the college education system of Bangladesh and b) identify policy options which will guide the government as it prepares a long-term strategy to improve the quality and relevance of higher education. This report is divided into the four key areas ripe for reform: a) access and equity, b) quality and relevance, c) financing, and d) governance.