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Government policy on science education in Uganda: a glass ceiling for women's access to higher education

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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.
Keywords
glass ceiling, policy, Uganda, Sciences, Education, Gender

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MLA
Namatende Sakwa, Lydia, and Chia Longman. “Government Policy on Science Education in Uganda: a Glass Ceiling for Women’s Access to Higher Education.” 2nd International Gender Symposium : Engender Research and Transform Practices, Proceedings. Eldoret, Kenya: Institute for Gender Equity, Research and Development, Moi University, 2013. Print.
APA
Namatende Sakwa, L., & Longman, C. (2013). Government policy on science education in Uganda: a glass ceiling for women’s access to higher education. 2nd international gender symposium : engender research and transform practices, Proceedings. Presented at the 2nd International Gender Symposium : Engender Research and Transform Practices, Eldoret, Kenya: Institute for Gender Equity, Research and Development, Moi University.
Chicago author-date
Namatende Sakwa, Lydia, and Chia Longman. 2013. “Government Policy on Science Education in Uganda: a Glass Ceiling for Women’s Access to Higher Education.” In 2nd International Gender Symposium : Engender Research and Transform Practices, Proceedings. Eldoret, Kenya: Institute for Gender Equity, Research and Development, Moi University.
Chicago author-date (all authors)
Namatende Sakwa, Lydia, and Chia Longman. 2013. “Government Policy on Science Education in Uganda: a Glass Ceiling for Women’s Access to Higher Education.” In 2nd International Gender Symposium : Engender Research and Transform Practices, Proceedings. Eldoret, Kenya: Institute for Gender Equity, Research and Development, Moi University.
Vancouver
1.
Namatende Sakwa L, Longman C. Government policy on science education in Uganda: a glass ceiling for women’s access to higher education. 2nd international gender symposium : engender research and transform practices, Proceedings. Eldoret, Kenya: Institute for Gender Equity, Research and Development, Moi University; 2013.
IEEE
[1]
L. Namatende Sakwa and C. Longman, “Government policy on science education in Uganda: a glass ceiling for women’s access to higher education,” in 2nd international gender symposium : engender research and transform practices, Proceedings, Eldoret, Kenya, 2013.
@inproceedings{2890724,
  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.},
  author       = {Namatende Sakwa, Lydia and Longman, Chia},
  booktitle    = {2nd international gender symposium : engender research and transform practices, Proceedings},
  keywords     = {glass ceiling,policy,Uganda,Sciences,Education,Gender},
  language     = {eng},
  location     = {Eldoret, Kenya},
  pages        = {19},
  publisher    = {Institute for Gender Equity, Research and Development, Moi University},
  title        = {Government policy on science education in Uganda: a glass ceiling for women's access to higher education},
  year         = {2013},
}