This report compiles, compares and presents the headline findings of the 2011 Uwezo national assessments in Kenya, Uganda, and Tanzania (mainland). About 350,000 children across the three countries were tested in their ability to perform basic numeracy and literacy tasks at the Standard 2 level. The Uwezo methodology, sampling frame, tools and processes have been developed in consultation with national and international experts, and are subject to rigorous scrutiny. Comprehensive information on the methodology and the full datasets are also publicly available. The principal finding is that despite significant gains in expanding access to primary schooling, actual literacy and numeracy outcomes remain significantly deficient across the region. Although children are now enrolled in school in unprecedented numbers, they are not learning core skills expected at their age and grade level. While the findings paint a grim picture of education in East Africa, there are reasons to be hopeful. First, the schools and districts that perform relatively better constitute a potential source of solutions on how to improve children’s learning. Second, there is a marked shift in the public debate towards focusing on quality and learning outcomes, and asking sharper questions on how to achieve greater value from existing investments. Third, globally there is increased experimentation on innovations to spur learning that can benefit East Africa, should we choose to pay attention. The opportunity to help every child learn in East Africa is there. This report seeks to help inform that opportunity.
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