The Challenge of Inequality in University Education: Is the District Quota Scheme Addressing Socio-Economic Disparities in Access to University Education in Uganda?

Autor/inn/en	Bagonza, Godfrey; Kaahwa, Yuda Taddeo; Itaaga, Nicholas
Titel	The Challenge of Inequality in University Education: Is the District Quota Scheme Addressing Socio-Economic Disparities in Access to University Education in Uganda?
Quelle	In: International Journal of Higher Education, 11 (2022) 3, S.110-120 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Barriers; Equal Education; Higher Education; Socioeconomic Influences; Rural Areas; Foreign Countries; Access to Education; Low Income Students; Gender Differences; Family Income; Geographic Location; Educational Policy; Rural Urban Differences; Family Characteristics; Educational Attainment; Uganda + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozioökonomischer Faktor; Rural area; Ländlicher Raum; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Geschlechterkonflikt; Familieneinkommen; Politics of education; Bildungspolitik; Stadt-Land-Beziehung; Bildungsabschluss; Bildungsgut
Abstract	Access to university education is one of the fundamental educational questions in contemporary educational debates. This is because university education is seen as having an array of benefits to individuals, their households, and their nations. However, the challenge of inequality in terms of gender, income, location, and socio-economic status has constrained some individuals and households to access quality university education. In 2005 the government of Uganda introduced the District Quota Scheme to address the social inequalities in accessing university education. This study examined how the District Quota Scheme is addressing the rural-urban divide in access to university; how the District Quota Scheme has increased access to university education for children with parents who have low levels of education; and whether the District Quota Scheme is improving access to university education for children from low-income families. Following the social constructivist research paradigm and integrating both quantitative and qualitative research methods, the study found a change in access to university education by students from rural areas, students whose parents have lower levels of education, and those from low-income families as a result of introducing the District Quota Scheme. The study recommends that the government of Uganda and other stakeholders in the higher education sector should address the structural challenges to ensure that mainly the socially disadvantaged students take the biggest advantage of this scheme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01