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Gender, empowerment, and Uganda’s Universal Secondary Education reform

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Abstract:

In January 2007 Uganda embarked on a strategy to implement a nationwide Universal Secondary Education (USE) program. While the program is still in its infancy many are anxiously awaiting the four-year mark, when the first set of USE students will sit for their National Examinations. These exams will most likely be used as one of the preliminary indicators for the policy’s supposed success or failure. However, as officials and donors await the results of the 2010 National Exams, teachers, students, and parents are embroiled in constant debates surrounding the purpose of USE, its commitment to educational access and quality, and the controversial abolition of school lunch provision for all USE classes. Interestingly enough, even as USE is being promoted as a tool for educational empowerment and equality, gender remains noticeably absent in both political and school level discourse. This paper, which is part of a larger ethnographic study on girls’ empowerment education in Uganda, will investigate how gender is both sidelined and mobilized to create differing arguments in opposition for and support of Universal Secondary Education.
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Name: 53rd Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p302082_index.html
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MLA Citation:

Molyneaux, Kristen. "Gender, empowerment, and Uganda’s Universal Secondary Education reform" Paper presented at the annual meeting of the 53rd Annual Conference of the Comparative and International Education Society, Francis Marion Hotel, Charleston, South Carolina, <Not Available>. 2013-12-13 <http://citation.allacademic.com/meta/p302082_index.html>

APA Citation:

Molyneaux, K. J. "Gender, empowerment, and Uganda’s Universal Secondary Education reform" Paper presented at the annual meeting of the 53rd Annual Conference of the Comparative and International Education Society, Francis Marion Hotel, Charleston, South Carolina <Not Available>. 2013-12-13 from http://citation.allacademic.com/meta/p302082_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: In January 2007 Uganda embarked on a strategy to implement a nationwide Universal Secondary Education (USE) program. While the program is still in its infancy many are anxiously awaiting the four-year mark, when the first set of USE students will sit for their National Examinations. These exams will most likely be used as one of the preliminary indicators for the policy’s supposed success or failure. However, as officials and donors await the results of the 2010 National Exams, teachers, students, and parents are embroiled in constant debates surrounding the purpose of USE, its commitment to educational access and quality, and the controversial abolition of school lunch provision for all USE classes. Interestingly enough, even as USE is being promoted as a tool for educational empowerment and equality, gender remains noticeably absent in both political and school level discourse. This paper, which is part of a larger ethnographic study on girls’ empowerment education in Uganda, will investigate how gender is both sidelined and mobilized to create differing arguments in opposition for and support of Universal Secondary Education.

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