Education and Health Services in Uganda : Quality of Inputs, User Satisfaction, and Community Welfare Levels
Good health and quality education are essential for economic growth and poverty reduction. Unfortunately, the quality of the education and health services provided in low-income countries is often low. Improving access and quality of education and...
| Main Authors: | , , |
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| Format: | Working Paper |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2017
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/249421498490998219/Education-and-health-services-in-Uganda-quality-of-inputs-user-satisfaction-and-community-welfare-levels http://hdl.handle.net/10986/27619 |
| Summary: | Good health and quality education are
essential for economic growth and poverty reduction.
Unfortunately, the quality of the education and health
services provided in low-income countries is often low.
Improving access and quality of education and health are key
policy goals for Uganda. This paper builds on the Service
Delivery Indicator study by further exploring issues related
to the quality of service delivery in Uganda. The paper
analyzes the quality of service from a poverty perspective,
to contribute to the ongoing policy debate on the quality of
service delivery in Uganda, especially in the education and
health sectors. Combining data from the Service Delivery
Indicator and the Uganda National Household Survey surveys,
the paper shows a strong correlation between welfare and
quality of service. The quality of service is lowest for
those living in poor areas. This has implications for
pupils' learning outcomes. Pupils in poor areas perform
poorly on a standardized test covering English, numeracy,
and nonverbal reasoning. Increased access to education was
not accompanied by improvement in learning outcomes. Results
from econometric analysis suggest that improvements in
school facilities, improvements in the quality of teaching,
and the knowledge base of teachers could bring substantial
gains in student performance, particularly in poor
communities. Despite the low quality they face, if the poor
are more satisfied with the service, this has implications
for demand for social accountability, as the poor often are
not exposed to or ignore the standard of service to which
they should refer. |
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