Government policy on science education in Uganda: A glass-ceiling for women’s access to higher education
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Date
2013
Authors
Namatende-Sakwa, Lydia
Longman, Chia
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Abstract
The paper assesses the Ugandan policy on science education and its implications for girls‟
access to higher education. The rationale behind this policy was to build capacity in the field
of science in Uganda. Consequently, science subjects were made compulsory in schools, and
75% of the Government scholarships to public universities made science based. We
demonstrate that this has created a “glass ceiling”: it has put girls at a disadvantage by
reinstating the former status quo, where access to higher education favoured boys. This is
because Ugandan society (at home and in school) discourages girls‟ pursuit of the sciences.
In addition, the policy was prematurely implemented with no adequate preparation for girls to
take science based courses. Using content analysis, this study found that the policy was not
guided by inclusion and/or equity principles to which Uganda committed as a signatory more
than two decades ago, to the World Conference of Education for All (EFA) held in Jomtein,
Thailand. These principles advocate removing obstacles to learning, and embracing diversity
in education so that every learner is included.
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Keywords
Science education, Uganda, Science subjects