Educational process factors for effective education in resource-constrained countries: a multilevel analysis

ABSTRACT

Earlier studies of educational effectiveness in resource-constrained countries tended to focus on fiscal and material resources. However, the impact thereof can be limited where effective processes at the school and classroom levels are not present. Using hierarchical linear modelling, this study draws on SACMEQ data to generate an effective education model for resource-constrained countries, using Uganda as a case study. Rasch modelling was used to construct the educational process indicators, and the dynamic model of educational effectiveness provided the basis for the conceptual framework used. On adjusting for confounding variables, the factors that significantly predicted both mathematics and reading outcomes included opportunity to learn (OTL), school management competences, school–community relationships, and school-based HIV/AIDS support. The effect of teacher academic and professional capital (TAPC) was mediated by OTL. The study argues for refocused attention on the school and teaching processes as key to enhancing educational effectiveness in resource-constrained countries.

KEYWORDS:

• Process factors
• effective education
• resource constrained
• Uganda

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Hamis Mugendawala is multidisciplinary by training and practice. His areas of expertise are education, development, and project management. He is also a PRINCE2® certified project management professional and a chartered member of the British Computer Society. He has just concluded his ESRC fellowship that led to an award of a PhD in Education of the University of Southampton (UK). He has had training and/or work exposure in Africa, Europe, and America.

Daniel Muijs is Deputy Director, Research and Evaluation at Ofsted, and visiting professor at the University of Southampton. He has published extensively in the field of education effectiveness, school improvement, and effectiveness. He was the primary supervisor for Hamis Mugendawala.

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.