Management and motivation in Ugandan primary schools: Impact evaluation final report

Abstract

We document the results of a randomized, controlled trial that examined policies to improve functioning of School Management Committees in rural, government primary schools in Uganda. The trial evaluated the impacts of two variations on a school monitoring scorecard, each of which was collected on a termly basis by School Management Committee (SMC) members. The results suggest that the participatory design component of community- monitoring interventions may be important to their success. Delegation of this process appears to have fostered a stronger sense of ownership among school stakeholders. Given its low costs, such a participatory approach to community-based monitoring is a promising policy intervention for improving quality in UPE schools