Primary school in the Global South. A case study of Uganda.

Autor/inn/en	Bürger, Thomas; Seifert, Anja; Kyasanku, Charles
Titel	Primary school in the Global South. A case study of Uganda.
Quelle	Aus: Schlesier, Juliane (Hrsg.); Frey, Anne (Hrsg.); Hoya, Fabian (Hrsg.); Parade, Ralf (Hrsg.); Rank, Astrid (Hrsg.): Foundations of learning. Unveiling the mosaic of primary education systems worldwide. Bad Heilbrunn: Verlag Julius Klinkhardt (2026) S. 295-323 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Reihe	Grundschule International / Primary Education International
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-3-7815-2777-5; 978-3-7815-6239-4
DOI	10.25656/01:35803 10.35468/6239-11
URN	urn:nbn:de:0111-pedocs-358036
Schlagwörter	Bildungssystem; Bildungskosten; Übergang; Grundschule; Grundschulpädagogik; Primarbereich; Lehrer; Lehrerbildung; Ungleichheit; Globaler Süden; Uganda
Abstract	Attending primary school is a key part of a child's typical biography in Uganda, as outlined in the free Universal Primary Education (UPE) programme. However, the transition to secondary education is often financially out of reach for most families due to the high cost of tuition fees. Poverty frequently forces many children, especially those in rural areas, to work, negatively affecting their ability to attend school and succeed there. Furthermore, numerous students fail their final examinations because these assessments require proficient English skills. This significant educational inequality undoubtedly results in social disparity and hinders social mobility. Despite these challenges, there is a growing awareness of the necessity for reforms within the education system. For instance, primary schools teach English alongside regional languages, and Kiswahili has recently been introduced as a second foreign language. There is increasing recognition of the importance of multilingualism. Also, this analysis explores the perceived barriers to educational access and progression in Uganda, drawing insights from transcribed dialogues. Employing a qualitative content analysis approach, the study systematically examined discussions surrounding the costs of primary, secondary, and tertiary education, as well as the broader socio-economic context of families. Findings reveal that financial hardship stands as the primary and pervasive barrier to education across all levels. Parents encounter substantial termly costs for primary schooling, further compounded by the presence of multiple children. The article highlights that, despite existing educational initiatives, the significant and increasing financial demands of schooling in Uganda create a tiered system where economic status has a profound influence on educational opportunities. This necessitates systemic interventions to alleviate the financial strain on families and enhance equitable access to education for all Ugandan children. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/4