Schooling Ugandan Girls: A Policy Historiography

Autor/in	Kabesiime, Mary
Titel	Schooling Ugandan Girls: A Policy Historiography
Quelle	In: Journal for Critical Education Policy Studies, 8 (2010) 1, S.325-360 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Elementary Education; Secondary Education; Females; Illiteracy; Social Mobility; Foreign Countries; Politics of Education; Access to Education; Developing Nations; Socioeconomic Influences; Gender Differences; Public Policy; Womens Education; Educational Policy; Disadvantaged Youth; Low Income Groups; Urban Areas; Rural Areas; Uganda + Suchen Sie Ihr Suchwort? Elementarunterricht; Sekundarbereich; Weibliches Geschlecht; Analphabetismus; Soziale Mobilität; Ausland; Educational policy; Bildungspolitik; Education; Access; Bildung; Zugang; Bildungszugang; Developing country; Developing countries; Entwicklungsland; Sozioökonomischer Faktor; Geschlechterkonflikt; Öffentliche Ordnung; 'Women''s education'; Frauenbildung; Politics of education; Benachteiligter Jugendlicher; Urban area; Stadtregion; Rural area; Ländlicher Raum
Abstract	This is an abstract about Uganda. When the National Resistance Movement (NRM) government came to power in 1986, it had to address many challenges in order to achieve its objectives among which were: poverty eradication, eradication of illiteracy, reducing unemployment, bringing peace and prosperity for all. However, the government realised that in order to achieve the above, there was need to bring all citizens on board for national development. The first major challenge was the wide socio-economic gap between women and men. A deliberate action by the government to promote girls' education therefore took centre stage and resources were quickly mobilised to this effect. This paper is therefore intended to analyse the policy on education for girls in Uganda and the subsequent policies of Universal Primary Education (UPE) and Universal Secondary Education (USE). Through critical analysis, the paper reveals the policy's achievement of increasing the number of girls in schools and changing lives of women, still the disadvantaged girls from lower social economic family background and the northern part of Uganda have not been brought aboard making it difficult for them to access education there by limiting their social mobility, economic empowerment and political participation. Instead, the paper observes, the policy has helped the already advantaged girls from urban areas, central and western parts of the country as well as those from high social economic family backgrounds. (Contains 5 tables.) (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10