Factors Causing Gender Inequality in Education In Uganda: A Case of J1nja District Secondary Schools

TABLE OF CONTENTS

DECLARATION

APPROVAL ii

ACKNOWLEDGEMENTS iv

ABSTRACT V

LIST OF TABLES xii

FIGURE xiii

LIST OF APPENDICES Xiv

LIST OF ABBR~7IATIONS AND ACRONYMS xv

CHAPTER ONE 1

1.0 INTRODUCTION 1

1.1 Background ofthe Study 1

1.2 Statement of the Problem 3

1.3 Research Objectives 4

1.3.1 General Objective ofthe Study 4

1.3.2 Specific Objectives of the Study 4

1.4 Research Questions 4

1.5 Significance of the Study 5

1 .6 Conceptual Framework 5

1.7 Operational Definition of Key Terms 7

1.8 Scope ofthe Study 7

1.9 Organization of Dissertation 8

CHAPTER TWO 9

2.0 LITERATURE REVIEW 9

2.1 Introduction 9

2.2 The Concept of Gender Inequality in Education 9

2.3 Trends of Gender Inequality in Education in Uganda 9

2,4 Why Girl Education is important 10

2.5 Femininity and Masculinity Theory and Gender Inequality 12

2.6 Factors Causing Gender Inequality in Education 12

2. 6.1 Socio-Economic Factors and Gender Inequality in Education 12

2.6.2 Socio-Cultural Factors and Gender lnequality in Education 13

2.6.3 School Infrastructure and Gender Inequality 14 vi

2.6.4 Low Motivation Among Girls and Gender Inequality in Education 14

2.6.5 Violence Against Women and Girl Child and Inequality in Education 14

2.6.6 Pregnancy, Sex Education and Girl Education 15

2.6.7 Gender Stereotypes, Gender Roles and Girl’s Education 15

2.6.8 Parental Education and Gender Inequality 16

2.6.9 Parental Occupation and Gender Inequality 16

2.6.10 Sexual Harassment and Gender Inequality in Education 17

2.6.11 Distance to School and Gender Inequality in Access to Education 17

2.6.12 Bias Education Curriculum and Gender Inequality in Education 18

2.7 Impacts of Gender Inequality on Education 18

2.7.1 Poverty 18

2.7.2 High Fertility Rale 19

2.7.3 Infant and Child Mortality Rate 19

2.7.4 Employment of Girls in informal Sectors 19

2.7.5 Increase Risk of Infection of HIV/ AIDS to Girls 19

2.7.6 Increase Dropout Rates 20

2.8 Strategies to Bring Gender Equality in Secondary Education 20

2.8.1 Gender Mainstreaming and Gender Equality in Education 20

2.8.2 Change ofNegative Socio-Cultural Beliefs, Norms, Values, Attitudes and Practices 21

2.8.3 Women Right and Human Right, Violence Against Women and the Girl Child 21

2.8.4 Increasing Admission or Access to Education 21

2.8.5 Formulation of Policies to Address Gender Inequities and Inequalities 22

2.8.6 Gender Sensitization and Social Mobilization 22

2.8.7 Addressing School and Education System Level Obstacles (Improving School Infrastructures) 22

2.8.8 Feeding Programs in Schools 22

2.8.9 Guidance and Counseling Programs and Access to Girl’s Education 23

2.9 Research Gaps 23

CHAPTER THREE 24

3.0 RESEARCH METHODOLOGY 24

3.1 introduction 24

3.2 Research Design 24

3.2.1 Meaning of Qualitative Design 24

3.2.2 Reasons for Selecting Qualitative Approach 24

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3.2.3 Limitation of Qualitative Approach . 25

3.3 Location ofthe Study 25

3.3.1 Reason for Selecting Jinja District 25

3.4 Population and Sample 26

3.4.1 Justification of Population Selected 26

3.5 Sample and Sampling Technique 27

3.5.1 Sampling Technique 27

3.5.2 Reason for Employing Purposive Sampling 28

3.6 Data Collection Techniques 28

3.6.1 Interview 28

3.6.1.1 Reason for Selecting Semi-Structured Interview 28

3.6.1.2 Issues to be covered by Interview 29

3.6.1.3 Administration of Semi- Structured Interview 29

3.6.1.4 Teacher Interview 29

3.6.1.5 Students Interviews 29

3.6.1.6 Parent Interview 30

3.6.1.7 Recording of Semi- Structured Interview 30

3.6.2 Focus Group Discussion (FGD) 30

3.6.2.1 Reason for Selecting Focus Group Discussion 31

3.6.2.2 Issues to Cover by Focus Group Discussion 32

3.6.3 Documentary Review 32

3.7 Validation of Instruments 32

3.8 Data Analysis Procedures 33

3.9 Limitation ofthe Study 34

3.10 Ethical Considerations 34

3.10.1 Informed Consent 34

3.10.2 Confidentiality

CHAPTER FOUR 35

4.0 DATA PRESENTATION 35

4.1 Introduction 35

4.2 Factors Causing Gender Inequality in Access to Education in Jinja District Secondary Schools

4.2.1 Socio-Economic Factors 35

4.2.2 Socio-Cultural Practice and Gender Inequality in Education 36

4.2.3 School Infrastructure and Gender Inequality 37

VIII

4.2.4 Low Motivation Among Girls and Gender Inequality in Education 38

4.2.5 Violence Against Women and Girl Children and Inequality in Education 38

4.2.6 Pregnancy and Sex Education and Girls Education 39

4.2.7 Gender Stereotypes, Gender Roles and Girl Education 39

4.2.8 Parental Education and Gender Inequality 39

4.2.9 Parental Occupation and Gender Inequality 40

4.2.8 Sexual Harassment and Gender lnequality in Education 41

4.2.9 Distance to School and Gender Inequality in Access to Education 41

4.2.10 Bias Education Curriculum and Gender inequality in Education 42

4.3 Impacts of Gender Inequality in Education 43

4.3.1 Poverty and Gender Inequality 43

4.3.3 High Fertility Rate 43

4.3.3 Increase of Infant and Child Mortality Rate 44

4.3.4 Employment of Girls in Informal Sectors 44

4.3.5 Increase Risk of Affection of HIV/AIDS to Girls and Gender Inequality in Education

4.3.6 Increase of Girl Dropout Rate 46

4.4 Strategies to Bring Gender Equality in Secondary Education 46

4.4.1 Gender Mainstreaming and Gender Equality in Education 46

4.4.1 Change ofNegative Socio-Cultural Beliefs, Norms, Values, Attitudes and Practices

4.4.3 Women Right and I-Iurnan Right, Violence Against Women and Girl Child 47

4.4.4 Increasing Admission or Access to Education 47

4.4.5 Implementation of Policies to Address Gender Inequities 48

4.4.6 Gender Sensitization and Social Mobilization 48

4.4.7 Addressing School and Education System Level Obstacles 49

4.4.8 Feeding Programmes and Gender Equality in Secondary Schools 50

4.4.9 Guidance and Counseling Programmes and Access to Girl Education SO

CHAPTER FIVF 52

5.0 ANALYSIS AND DISCUSSION OF THE FINDINGS 52

5.1 Introduction 52

5.2 Factors Causing Gender Inequality 52

5.2.1 Socio-Econornic Factors 52

5.2.2 Socio-Cultural Practices and Gender Inequality in Education 53

5.2.3 School Infrastructure and Gender Inequality 53

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5.2.4 Low Motivation to Girls and Gender Inequality 54

5.2.5 Violence Against Women and Girl Child and Gender Inequality in Education 54

5.6.6 Pregnancy and Sex Education and Girl Education 55

5.2.7 Gender Stereotypes, Gender Roles and Girl Education 55

5.2.8 Parental Education and Gender Inequality 56

5.2.9 Parent’s Occupation and Gender Inequality 56

5.2.10 Sexual Harassment and Gender Inequality in Education 57

5.2.11 Distance to School and Gender Inequality in Access to Education 57

5.2.12 Bias Education Curriculum and Gender Inequality in Education 98

5.2.13 Conclusion on Research Question One 58

5.3 Impacts of Gender Inequality on Education 59

5.3.1 Poverty 59

5.3.2 High Fertility Rate 99

5.3.4 Employment of Girls in Informal Sectors 60

5.3.5 Increase Risk of HIV/AIDS Affection to Girls 60

5.3.6 increase of infancy and Child Mortality Rate 60

5.3.7 increase of Girl’s School Dropout 61

5.3.8 Conclusion on Research Question Two 61

5.4 Strategies to Bring Gender Equality in Secondary Education 61

5.4.1 Gender Mainstrearning and Gender Equality in Education 61

5.4.2 Change ofNegative Socio-Cultural Beliefs, Norms, Values. Attitudes and Practices 62

5.4.3 Women Right and Human Right, Violence Against Women and the Girl Child 62

5.4.4 increasing Admission or Access to Education 63

5.4.5 Formulation of Policies to Address Gender inequities and Inequalities 63

5.4.6 Gender Sensitization and Social Mobilization 64

5.4.7Addressing School and Education System Level Obstacles (Improving School Infrastructure) 64

5.4.8 Feeding Programmes in School 65

5.4.9 Guidance and Counseling Programs and Access to Girl’s Education 65

5.4.10 Conclusion on Research Question Three 65

CHAPTER SIX 67

6.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS 67

6.1 Introduction 67

6.2 Summary of Study 67

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6.3 Summary of Findings . 67

6.4 Factors Causing Gender Inequality in Education in Jinja District Secondary Schools 67

6.4.1 Impacts of Gender Inequality on Education in Jinja District 68

6.4.2 I\4echanism to Balance Gender Inequality in Education in Jinja District Secondary Schools 69

6.5Conclusion 71

6.6 Implication of Findings 71

6.7 Recommendation 73

6.7.1 Recommendation for Actions 73

6.8 Recommendation for Future Researchers 75

REFERENCES 76

APPENDICES 80

ABSTRACT

Education is the most important instrument for human resource development. Education is

becoming a universal human right and an important component of women empowerment.

Gender inequality in education is a serious problem in Uganda since independence in

1062. There is still lower enrolment rate for girls and higher dropout rates than their male counterparts in Uganda. This study explored factors causing gender inequality in

education in Jii ja district’s secondary schools. The study was conducted in Jinja District

using qualitative design. Forty three respondents were involved in the study through

interview and focus group discussion. The findings indicated that inequality in access to

education in Jinja district secondary schools is caused by various factors including

poverty, inadequate school infrastructure such as hostels and dormitories, lack o toilets

and special room for matured girls, long distance from home to school and lack of sex

education and early pregnancies. These are as barriers to equality in accessing to

education. Furthermore sexual harassment of girls by male teachers and community

members, bad socio-cultural practices such as early and forced marriage, dowry.

polygamy, religion and child labour practices prevent hundreds of girls in .linja district to

access education. The study further found that lack of access to education for girls and

women lead to poverty, increase of infancy and child mortalit~ rate, employment of

women in informal sectors as well as increase of fertility rate. The stud~ established

strategies to bring equality in education in Jinja district including gender mainstreaming in

teacher training colleges, change of negative-cultural beliefs and attitudes through mass

education, protection of women and girls from violence by establishment of strict laws.

increase of girl’s enrolment and guidance and counseling programs.