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”New era towards gender equality in Uganda?”: A case study in rural Lukonko on households’ perceptions towards sending their girls and boys to primary school
Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
2018 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

Background: Worldwide, gender inequality has existed for a long time due to culture, religion and patriarchal structures, sometimes maintained by law. As a result, millions of girls lose their right to schooling, and it is affecting the development of entire nations. Uganda one the other hand, has for the past decade had many girls accessing school and hence, an increase in the quantitative perspective of gender equality. This is a result of efforts and different projects to bring girls to school mobilised by many organizations, together with the government. Uganda implemented free universal primary education over 20 years ago, and was the first of all nations in Sub-Saharan Africa to apply free universal secondary education in 2007. However, do these structural changes contribute to a development in the qualitative perspective of gender equality in Uganda? Have this led to changed perceptions in the rural households regarding education for their girls and boys respectively?

Purpose: The purpose of this thesis is to understand the development of gender equality in Uganda focusing on school attendance. This will be identified through listening to the perceptions of rural households towards sending their girls and boys to primary school. The result intends to contribute to a greater understanding of the qualitative development of gender equality in Uganda, in line with the Sustainable Development Goal number 5 implemented by the United Nations.

Research question: What are the perceptions of rural households in Uganda towards sending their girls and boys respectively to primary school?

Method: A qualitative method through 18 interviews, one focus group discussion and discussions with 22 children in a rural area. The village Lukonko in Eastern Uganda was chosen based on a convenience selection and since the number of girls attending school has grown rapidly in this area.

Conclusion: Girls’ access to primary school was more valued than boys’ access which constitutes reversed gender inequality. The main reason was that girls provide more future support to the household. Yet, many of the reasons for sending girls to primary school were rooted in issues of gender inequality. The qualitative development of gender equality has progressed in terms of the value of the girls’ education, but not regarding the underlying societal issues of gender inequality.

Place, publisher, year, edition, pages
2018. , p. 46
Keywords [en]
Gender equality in rural sites, attendance in primary school, changing perceptions, development, Uganda
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:sh:diva-35575OAI: oai:DiVA.org:sh-35575DiVA, id: diva2:1216507
Subject / course
Development and International Cooperation
Uppsok
Social and Behavioural Science, Law
Supervisors
Available from: 2018-06-12 Created: 2018-06-11 Last updated: 2018-06-12Bibliographically approved

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Citation style
  • apa
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