Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 2006

Full Length Research Paper

Gender Parity Approaches in Uganda’s Education System: A Case of Public Secondary Schools in Bugiri District

Muweesi Charles
  • Muweesi Charles
  • Department of Education Foundations, Busitema University, Uganda.
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Mugenyi Disan Kuteesa
  • Mugenyi Disan Kuteesa
  • Department of Educational Foundations, Kyambogo University, Uganda.
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Kaweesi Muhamadi
  • Kaweesi Muhamadi
  • Department of Education Foundations, Busitema University, Uganda.
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Kintu George
  • Kintu George
  • Department of Education Foundations, Busitema University, Uganda.
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Tomusange Robert
  • Tomusange Robert
  • Department of Foundations of Education, Mountains of the Moon University, Uganda.
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Isabirye Christopher
  • Isabirye Christopher
  • Department of Pedagogical Studies, Health Tutors College-Mulago, Uganda.
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Namagero Tendo Shira
  • Namagero Tendo Shira
  • Department of Educational Languages, Busitema University, Uganda.
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Kaahwa Yuda Taddeo
  • Kaahwa Yuda Taddeo
  • Department of Educational Foundations & Curriculum Studies, Makerere University, Uganda.
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Sserwadda Lawrence
  • Sserwadda Lawrence
  • Department of Educational Foundations & Curriculum Studies, Makerere University, Uganda.
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Wanyana Mercy
  • Wanyana Mercy
  • Department of Education Foundations, Busitema University, Uganda.
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Nakonde Justine
  • Nakonde Justine
  • Department of Sociology and Social Administration, Kyambogo University, Uganda.
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Nakasaawe Victoria
  • Nakasaawe Victoria
  • Department of Educational Foundations & Curriculum Studies, Makerere University, Uganda.
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  •  Received: 31 August 2022
  •  Accepted: 11 May 2023
  •  Published: 31 August 2023

Abstract

The study examined the available approaches to improving gender parity in public secondary schools in Bugiri District. It specifically focused on the approaches put in place to improve gender parities in Public secondary schools, their effectiveness and challenges faced by stakeholder. The study was rooted in the interpretive paradigm and employed a qualitative methodology. Data were obtained from head teachers, teachers and students with the help of semi-structured interview guides that was triangulated with document checks and was analyzed thematically. Findings revealed that in schools where gender-related training was implemented, head teachers and teachers continued to partner with the communities in the provision of school facilities for girls (toilets and restrooms), learning materials, and also advising their children. According to findings, the ministry of education and sports typically advocates for programs that promote gender equality in schools. Further, for female students to feel comfortable and confident in their health while attending school, there are also organizations that produce reusable pads. People who are the victims of gender discrimination typically look for a forum to talk about their issues and need an unbiased listener. According to results, most of the secondary schools have started balancing activities among teachers, with male teachers taking on responsibilities towards female students and female teachers taking care of male students. The gender roles that have been established are still so distinct that many women are referred to as being in charge of the household duties. Conclusively, religious leaders do a lot to participate in the implementation of gender-responsive programs in schools. Most of the secondary schools have started balancing activities among teachers, with male teachers taking on responsibilities towards female students and female teachers taking care of male students.

 

Key words: Gender parity, secondary schools, students and teachers.