Management and Motivation in Ugandan Primary Schools: An impact evaluation report

Among the various challenges that the Ugandan government is facing to improve educational outcomes and achieve Universal Primary Education (UPE) in the country, is the necessity to improve the “quality of education”. Service delivery in education in Uganda has been proven to suffer, in great part, from the “weakness of accountability mechanisms between school administrators, teachers and the communities”. In order to assist national decision-makers in solving these issues, a team of local researchers set out to test and assess the effectiveness of two types of community-based monitoring interventions in improving general educational outcomes, using methods of randomized controlled trials (RCTs) on a sample of 100 rural public primary schools in the country. This paper presents the main findings from this experimental impact evaluation project.

Read More

How Useful are RCTs in Evaluating Transparency and Accountability Projects?

How Useful are RCTs in Evaluating Transparency and Accountability Projects?

This paper, produced under the research and evidence (R&E) component of the Making All Voices Count programme, reviews experience in the use of randomized control trials (RCTs) in evaluating transparency and accountability (T&A) initiatives, and where evidence exists, in evaluating Technology-for-Transparency-and-Accountability (henceforth T4T&A, also known as Tech-4-T&A) initiatives. The paper aims to contribute to understanding the potential usefulness of RCT approaches within Making All Voices Count and similar aid and research programmes and grant mechanisms.

Read More