132 | The Role of Intergovernmental Fiscal Transfers in Improving Education Outcomes
60. Budget 2019–20, Online Transfer Information Management System (database), Republic of Uganda (accessed August 2020), otims.go.ug. 61. Household consumption figures for 2019 are from World Bank (2019a). Household spending shares on different levels of education are from the National Education Accounts of 2014 (Government of Uganda et al. 2016). Shares of household education spending for 2012–13 and 2016–17 are from the national household surveys of those years (Uganda Bureau of Statistics 2016a, 2016b). 62. The number of government-supported secondary students in both partnership and government schools has declined by an estimated 30 percent over the past four years according to capitation grant records. 63. Also as reported in the 2018 Uwezo survey as an average of 933 classes (Twaweza 2018b). However, the survey methods differed as the Service Delivery Indicators study recorded “in-use books” and made classroom visits unannounced (Wane and Martin 2016). 64. For a discussion of the likely resource capacity of a district in the first few years after it has been created, see Green (2015). 65. Urban areas are expected to more than triple in total population before 2050, and rural areas are expected to increase their total population by 46 percent (United Nations 2018). 66. Wage grant values per teacher are similar across LGs, making this a good proxy for the student-teacher ratio. 67. P1 was not used because of the disguised preprimary enrollment and chronic repetition issues described in Weatherholt et al. (2019) and Brunette et al. (2017). LGs are not disaggregated in the enrollment data in the 2013 and 2014 Statistical Abstracts or in the PLE 2019 outcomes. We used 2013, rather than 2014, data for enrollment, because of recording issues in the Statistical Abstract. 68. Similar sample-based SACMEQ assessments were carried out in 2000 and 2007. 69. See Twaweza (2019a) for a full explanation.
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