| dc.description.abstract | 1.0 BACKGROUND
The vision of the Education Sector is to provide quality education for all Ugandans and the principle of equitable access to the education service is central in the Sector activities. Government has therefore put in place various policies and programmes for the democratisation of Education and Sports.
Despite the various interventions that have been put in place by Ministry of Education and Sports (MOES) in collaboration with partners in education, challenges to gender equity in education still persist. While gender parity has somewhat been achieved i.e. enrolment for girls (49.9%), and boys (50.1%) at primary education level in 2008, survival rates of children to grade five was 54.1% in 2008 while the completion rate at Primary seven was 47% in the same year (boys 50% and girls 44%, MOES- ESAPR 2008). Enrolment and transition to Post Primary (secondary, tertiary and university) education and training for girls is still low, which presents an obstacle to the achievement of the Millennium Development Goals (MDGs). At Secondary education level, completion rate for girls at senior four was 31% compared to 39% for boys while transition rate to senior five was 43% for boys and 38.1% for girls (ESAPR 2008). Unequal outcomes for men and women in the education sector ultimately have implications for the achievement of gender equality and empowerment in society as a whole. The planning and budgeting process does not adequately consider gender in education because there is no formal over arching sector policy to guide and govern the mainstreaming of gender in the Education Sector.
In 2000 the Government of Uganda developed the Strategy for Girls' Education aimed at eradicating barriers that kept girl children from school and inequalities which still persist at various levels of education. The barriers were caused by Socio-Cultural, school related as well as Political/Economic and Administrative factors.
The Gender in Education Policy (GEP) has been designed in line with the 10 Year Education Sector Strategic Plan (ESSP 2007-2017) and provides a framework for the implementation and monitoring of a gender sensitive and responsive education system in Uganda. By 2015 it is expected that the major policy objectives will have been achieved, particularly with regard to reducing existing disparities and ensuring retention, quality and completion at different levels of education.
This policy has been developed in line with the Uganda Gender Policy of 2007 which aims to guide and direct the mainstreaming of gender in the country at large including the Education and Sports Sector.
The Gender in Education Policy (GEP) presents a situational analysis, guides effective gender mainstreaming and addresses gender issues throughout the Education Sector. As such, it is not a "stand alone" document, but one that links with each and every policy and programme of the Ministry of Education and Sports (MOES).
The GEP is aimed at promoting the achievement of the education sector strategic objectives which are laid out in the Education Sector Strategic Plan (ESSP 2004-2015). The latter provides a coherent framework for channeling Government and Funding Partner finances, to maximize progress towards achieving key policy targets. The successful implementation of the GEP will depend on the synergistic actions of other Ministries, Local government and Development Agencies, of Non Governmental and Civil Society Organisations and of the women, men, girls and boys of Uganda. | en_US |
