Quality and inclusion in the SDGs: Tension in principle and practice

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract / Description of output

The Sustainable Development Goals, which focus on inclusion, equity, and quality, have reignited debate on whether these overarching aims of education are compatible in practice. This chapter explores the dilemma of primary school leaving exams. Attention is paid to Uganda, where the primary leaving exam creates different levels of exclusion, resulting in over 50% of exam takers in 2014 being denied access to government-funded secondary schools. To overcome this conflict between inclusion and perceived quality in practice, policy options are explored, with likely outcomes shaped by the extent test scores have been internalized as quality markers in a country.
Original languageEnglish
Title of host publicationTesting and Inclusive Schooling
Subtitle of host publicationInternational Challenges and Opportunities
EditorsBjorn Hamre, Anne Morin, Christian Ydesen
PublisherRoutledge
Pages89-104
Number of pages15
Edition1
ISBN (Electronic)9781315204048
ISBN (Print)9781138701489
DOIs
Publication statusPublished - 10 May 2018

Publication series

NameRoutledge Research in International and Comparative Education

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