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dc.contributor.authorUrwick, James
dc.contributor.authorKisa, Sarah
dc.date.accessioned2022-02-07T08:03:39Z
dc.date.available2022-02-07T08:03:39Z
dc.date.issued2014-05
dc.identifier.citationUrwick, James., Kisa, Sarah...(2014). Science teacher shortage and the moonlighting culture: the pathology of the teacher labour market in Uganda. International Journal of Educational Development. https://doi.org/10.1016/j.ijedudev.2013.11.004.en_US
dc.identifier.urihttps://doi.org/10.1016/j.ijedudev.2013.11.004
dc.identifier.urihttps://kyuspace.kyu.ac.ug/xmlui/handle/20.500.12504/383
dc.description72-80 p.en_US
dc.description.abstractThe Ugandan Government promotes the rapid expansion of secondary education and requires an emphasis on mathematics and science subjects at that level, but has a “market” approach to the recruitment of teachers. This study uses both national and local evidence to demonstrate that, not only are the teachers of these subjects too few for the policies to be effective, but many of them are employed in more than one school, and some in other work. This “moonlighting” trend, which contributes to problems of poor service, is seen as part of a questionable tendency to commercialise teaching. Policy changes and practical steps are suggested in order to regulate and reduce moonlighting.en_US
dc.language.isoenen_US
dc.publisherInternational Journal of Educational Development.en_US
dc.subjectDevelopmenten_US
dc.subjectEducational policyen_US
dc.subjectMathematics teachersen_US
dc.subjectScience teachersen_US
dc.subjectUgandaen_US
dc.titleScience teacher shortage and the moonlighting culture: the pathology of the teacher labour market in Ugandaen_US
dc.typeArticleen_US


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