Gender equality and the effectiveness of primary education in Katosi town council, Mukono district in central Uganda

https://doi.org/10.35912/jshe.v1i2.434
Published: Feb 18, 2021

Abstract:

Purpose: This study aimed to assess ways by which Gender Equality affects primary education in Mukono District

Research methodology: This study is a case study that concentrates on a single institute to provide information that can be used in similar businesses to establish the effect of gender equality on primary school. A case study as the research design was preferred because it helps to measure the relationship among variables. A random sampling technique was applied in the study to produce more reliable results.

Results: Results indicate that majority of pupils said that three pupils shared one text book. Also, schools only hire highly skilled teachers that a helping in the accessibility of gender equal skilled teachers that a helping in the primary education.

Limitations: The study covered only one town council in one district local government and so the results may not be generalized across the country or region.

Contribution: The results of this study can be useful to educationists and policy planners.

Keywords: Gender, Gender equality, Primary schools, UPE

Keywords:
1. Gender
2. Gender equality
3. Primary schools
4. UPE
Authors:
1 . Moreen Amoding
Discipline of Public Administration and Management, Uganda Christian University
2 . David Mwesigwa
Discipline of Public Administration and Management, Lira University, mid-north of Uganda
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How to Cite
Amoding, M., & Mwesigwa, D. (2021). Gender equality and the effectiveness of primary education in Katosi town council, Mukono district in central Uganda . Journal of Social, Humanity, and Education, 1(2), 133–142. https://doi.org/10.35912/jshe.v1i2.434
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Issue & Section
Vol. 1 No. 2 (2021): February
Articles
References

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    Tusiime, W.E., Johannesen, M., and Gudmundsdottir, G.B. (2020). Teaching art and design in a digital age: challenges facing Ugandan teacher educators. Journal of Vocational Education & Training. Doi: 10.1080/13636820.2020.1786439.

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    Van den Broeck, G. (2020). Women’s employment and family planning in rural Uganda. Women & Health, 60(5), 517-33. Doi: 10.1080/03630242.2019.1671948.

    Wheeler, L.B., and Bach, D. (2020). Understanding the impact of educational development interventions on classroom instruction and student success. International Journal for Academic Development. Doi: 10.1080/1360144X.2020.1777555.

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  1. Ahmed, J.U., Ahmed, A., Hoque, M.T., Majid, M.A., and Chhikara, R. (2019). Women entrepreneurs’ fast food business: a case study on challenging social prejudice through entrepreneurship. Small Enterprise Research, 26(3), 307-19.
  2. Bannink, F., Nalugya, R., and Van Hove, G. (2020). ‘They give him a chance’ – parents’ perspectives on disability and inclusive primary education in Uganda. International journal of Disability, Development and Education, 67(4), 357-75. Doi: 10.1080/1034912X.2019.1593326.
  3. Bekana, D.M. (2020). Policies of gender equality in Ethiopia: the transformative perspective. International Journal of Public Administration, 43(4), 312-25. Doi: 10.1080/01900692.2019.1628060.
  4. Bilgin, Z., and Esencan, T.Y. (2020). Perception pf physical exercise in Turkish pregnant women and affecting factors. European Journal of Physiotherapy. Doi: 10.1080/21679169.2020.1790656.
  5. CohenMiller, A.S., Koo, S., Collins, N., and Lewis, J.L. (2020). EXPOsing gender in science: a visual analysis with lesson for gender awareness and science diplomacy. Gender, Technology and Development, 24(2), 215-35. Doi: 10.1080/09718524.2019.1695519.
  6. Cuesta, J., Biggeri, M., Hernadez-Licona, G., Aparicio, R., and Guillén-Fernandez, Y. (2020). The political economy of multidimensional child poverty measurement: a comparative analysis of Mexico and Uganda. Oxford Development Studies, 48(2), 117-34. Doi: 10.1080/13600818.2020.1739261.
  7. Datsberger, S., and Donovan, O. (2020). Silencing the past in Ugandan schools: the role of education in reconciliation processes. Peacebuilding, 8(1), 118-34. Doi: 10.1080/21647259.2018.1517963.
  8. Deng, Q., Patwardhan, I., Rudasill, K., Trainin, G., Wessels, S., Torquati, J., and Coplan, R.J. (2020). Shy and outgoing preservice teachers and their responses to hypothetical problem behaviours in the classroom. Educational Psychology. Doi: 10.1080/01443410.2020.1718613.
  9. Haynes, P. (2020). The impact of home-based educational multi-correlates on academic achievement: an analysis of gender discrepancies in Rwanda. International Journal of Inclusive Education, 24(5), 561-77. Doi: 10.1080/13603116.2018.1466929.
  10. Hennebry, J., Hari, K.C., Piper, N. (2019). Not without them: realizing the sustainable development goals for women migrant workers. Journal of Ethnic and Migration Studies, 45(14), 2621-37. Doi: 10.1080/1369183X.2018.1456775.
  11. Ibrahimhakkio?lu, F. (2019). A feminist genealogy of the lived body? Rethinking the gendered body as a site of excess and indeterminacy. Journal of The British Society for Phenomenology, 50(4), 324-36. Doi: 10.1080/00071773.2019.1610830.
  12. Joshua, T.G., Williams, W.O., Benton, S., and Uhl, G. (2020). Evaluation of an HIV prevention intervention for women living with HIV, AIDS. Care, 32(7), 835-42. Doi: 10.1080/09540121.2019.1659910.
  13. Kimengsi, J.N., Balgah, R.A., Buchenrieder, G., Silberberger, M., and Batosor, H.P. (2020). An empirical analysis of credit-financed agribusiness investments and income poverty dynamics of rural women in Cameroon. Community Development, 51(1), 72-89. Doi:10.1080/15575330.2020.1716031.
  14. Lindqvist, A., Senden, M.G., and Renstrom, E.A. (2020). What is gender, anyway: a review of the options for operationalizing gender?. Psychology & sexuality, Doi: 10.1080/19419899.2020.1729844.
  15. Munene, I.I., and Wambiya, P. (2019). Bridging the gender gap through gender difference: aiding patriarchy in South Sudan education reconstruction. Africa Education Review, 16(5), 86-101. Doi: 10.1080/18146627.2018.1429052.
  16. Oluwafemi, O.O., Bibire, A.H., Mebu, V.A., Dung, P.H., and Aderibigbe, J.K. (2020). Conditional indirect effects of gender and school on internet use of academic activities and social-moral development among secondary school students in Nigeria. Cogent Social Sciences, 6(1). Doi: 10.1080/23311886.2020.1748478.
  17. Passinhas, J., and Proenca, I. (2020). Measuring the gender disparities in unemployment dynamics during the recession: evidence from Portugal. Applied Economics, 52(6), 623-36.
  18. Prieto-Rodriguez, E., Sincock, K., and Blackmore, K. (2020). STEM initiatives matter: results from a systematic review of secondary school interventions for girls. International Journal of Science Education, 42(7), 1144-61.
  19. Robertson, R., Lopez-Acevedo, G., and Savchenko, Y. (2020). Globalization and the gender earnings gap: evidence from Sri Lanka and Cambodia. The Journal of Development studies, 56(2), 295-313.
  20. Sanfelici, M. (2019). Diversity and equality in social work: a qualitative study in Italy. European Journal of Social Work. Doi: 10.1080/13691457.2019.1646215.
  21. Santos, J.O., Horta, H., and Amâncio, L. (2020). Research agendas of female and male academics: a new perspective on gender disparities in academia. Gender and Education. Doi: 10.1080/09540253.2020.1792844.
  22. Schenk, K.D., Tun, W., Shhehy, M., Okal, J., Kuffour, E., Moono, G., Mutale, F., Kyeremaa, R., Ngirabakunzi, E., AMayeiwe, U., and Leclerc-Madlala, S. (2020). Even the fowl has feelings: access to HIV information and services among persons with disabilities in Ghana, Uganda, and Zambia. Disability and Rehabilitation, 42(3), 335-48. Doi: 10.1080/09638288.2018.1498138.
  23. Sheehy, K., Kasule, G.W., and Chamberlain, L. (2019). Ugandan teachers epistemological beliefs and child-led research: implications for developing inclusive educational practice. International Journal of Disability, Development and Education. Doi: 10.1080/1034912X.2019.1699647.
  24. Skoura-Kirk, E., Brown, S., and Mikelyte, R. (2020). Playing its part: an evaluation of professional skill development through service use-led role-plays for social work students. Social Work Education. Doi: 10.1080/02615479.2020.1764521.
  25. Stanziani, M., Newman, A.K., Cox, J., and Coffey, C.A. (2020). Role call: sex, gender roles, and intimate partner violence. Psychology, Crime & Law, 26(3), 208-25. Doi: 10.1080/1068316X.2019.1652746.
  26. Tusiime, W.E., Johannesen, M., and Gudmundsdottir, G.B. (2020). Teaching art and design in a digital age: challenges facing Ugandan teacher educators. Journal of Vocational Education & Training. Doi: 10.1080/13636820.2020.1786439.
  27. UNESCO. (2003). Gender and education for all. The leap to equality. EFA Global Monitoring Report. 2003/4. UNESCO. Paris.
  28. Van den Broeck, G. (2020). Women’s employment and family planning in rural Uganda. Women & Health, 60(5), 517-33. Doi: 10.1080/03630242.2019.1671948.
  29. Wheeler, L.B., and Bach, D. (2020). Understanding the impact of educational development interventions on classroom instruction and student success. International Journal for Academic Development. Doi: 10.1080/1360144X.2020.1777555.
  30. Zaman, T. (2020). An efficient exponential estimator of the mean under stratified random sampling. Mathematical Population Studies. Doi: 10.1080/08898480.2020.1767420.