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Aufsatz (Sammelwerk) zugänglich unter
URN: urn:nbn:de:0111-pedocs-358036
DOI: 10.25656/01:35803; 10.35468/6239-11
URN: urn:nbn:de:0111-pedocs-358036
DOI: 10.25656/01:35803; 10.35468/6239-11
| Titel |
Primary school in the Global South. A case study of Uganda |
|---|---|
| Autoren |
Bürger, Thomas  ;
Seifert, Anja  ;
Kyasanku, Charles |
| Originalveröffentlichung | 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. - (Grundschule International / Primary Education International) |
| Dokument | Volltext (3.136 KB) |
| Lizenz des Dokumentes |
|
| Schlagwörter (Deutsch) | Grundschule; Lehrerbildung; Primarbereich; Grundschulpädagogik; Übergang; Lehrer; Ungleichheit; Bildungskosten; Bildungssystem; Globaler Süden; Uganda |
| Teildisziplin | Interkulturelle und International Vergleichende Erziehungswissenschaft Schulpädagogik |
| Dokumentart | Aufsatz (Sammelwerk) |
| ISBN | 978-3-7815-6239-4; 978-3-7815-2777-5; 9783781562394; 9783781527775 |
| Sprache | Englisch |
| Erscheinungsjahr | 2026 |
| Begutachtungsstatus | Peer-Review |
| Abstract (Englisch): | 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.) |
| Beitrag in: | Foundations of learning. Unveiling the mosaic of primary education systems worldwide |
| Statistik |  Anzahl der Zugriffe auf dieses Dokument
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| Prüfsummen | Prüfsummenvergleich als Unversehrtheitsnachweis |
| Bestellmöglichkeit | Kaufmöglichkeit prüfen in buchhandel.de |
| Eintrag erfolgte am | 15.07.2026 |
| Quellenangabe | Bürger, Thomas; Seifert, Anja; Kyasanku, Charles: Primary school in the Global South. A case study of Uganda - In: 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. - (Grundschule International / Primary Education International) - URN: urn:nbn:de:0111-pedocs-358036 - DOI: 10.25656/01:35803; 10.35468/6239-11 |
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