Gender Equality in Education in Uganda, Rwanda & South Sudan: A Comparative Study of Milieus
Journal Title: Saudi Journal of Humanities and Social Sciences - Year 2018, Vol 3, Issue 8
Abstract
Abstract:This is a theoretical paper with a charge to examine the scope and character of gender equality in the education systems of Uganda, Rwanda and South Sudan through a review of cross-national literature using feminist lens to interpret their connotations. While Uganda and South Sudan have invariably sought to enact affirmative action geared at achieving increased access for girl children, Rwanda has by and large focused on shifting from affirmative action to more holistic gender-responsive strategies in its crusade. This, perhaps, is the most convincing notion of salience among the three East African countries; confirming that formal opportunities for equal treatment of girl children ensure neither a shared starting point nor equal outcomes because of different cross-national milieus of change. In Uganda, the flagship of government initiative is the 1997 UPE which has since its launch spurred a big rise in the number of school girls across the country. The extension of the free education policy to 12 years represents Rwanda’s best bid to attain gender equality; while the Go to School Initiative is South Sudan’s rarest case of success in promoting access and participation but remains largely embryonic and sporadic. Cultural thinking, economic insecurity and social disadvantage immensely affect the way poor and rural households decide about investing in their girl children’s education. There is need, therefore, to emphasize the intrinsic developmental value of education over and above the compulsion for productivity and employability. It is audaciously mistaken to establish that gender inequality could be altered by education or within the education system without restructuring sexual division of labour in the home and the market at large. To achieve gender equality in their education systems, Uganda, Rwanda and South Sudan must decode the cultural capital of their social classes and use that knowledge to empower women and girl children at the family and community levels while schools offer prospect. If these initiatives could be further institutionalised, resourced, and embedded in durable policy visions, it is possible for schools to become standard for broader societal transformation. Keywords: Gender, education, equality, milieu, comparison, feminism, salience.
Authors and Affiliations
Joseph Ladu Eluzai Mogga
Keywords
Related Articles
- EP ID EP400860
- DOI -
- Views 142
- Downloads 0
Primary Education as Means of Achieving Sustainable Development: An Assessment of Universal Basic Education (UBE) Program in Nigeria
Abstract: Education has been directly equated with the overall development process of any human society. Basic or primary education being the foundation, is necessary not only for the sake of basic literacy and numeracy,...
A Comparative Study of Conceptual Metaphor in Chinese and American Commencement Speeches
Abstract: The main objectives of the study are to further explore the connection between conceptual metaphor and the language expression structures through the comparative analysis of the conceptual metaphor in the comme...
Adoption of E-government Services in Libya: A Critical Review
Abstract:An overview about the situation of electronic government in Libya is presented in this paper. In addition, to provide number of studies that related to the electronic government adoption in both developed and de...
Evaluation Implementation of Training and Development Policy for Widyaiswara (Case Study on ASN Employees (Apparatus Civil Servants) ofMinistry of Village, Development of Disadvantaged Regions, and Transmigration Training and Development Center)
Abstract:This research is aimed to evaluate the execution of the directions and the policies for training and development of Trainers at Training and Development Center of ASN employees (Apparatus Civil Servants) Ministr...
Planning Strategies Employed in the Financing Public Pre-School Education in Kenya
Most public pre-school centres in Kenya have stalled programmes marked by irregular and delay of teachers’ salaries, inconsistent feeding programmes, poor infrastructure and unclear policy guidelines. It is clear that fi...