Situational Factors and Quality of Girl Child Education in Uganda:

Evidence from Ibanda District

Godwin Tindyebwa Muhangi

(St. Joseph’s Vocational School, Mbarara, Uganda)

Abstract: The battle against human underdevelopment characterised by diseases, poverty and ignorance can be won through education. Access to better quality education for all humans is important for the acquisition of healthy and poverty-free lives. This underscores the importance of quality education for all in the alleviation of poverty and underdevelopment in the world. The above notwithstanding, girls in Uganda continue to face substantial barriers to getting a quality education and particularly; secondary education. This can be explained basing on situational factors at school and in homes of girl children. For example, studies have shown that families living in poverty usually cannot afford sending all children to school and, when forced to choose, they send their sons. Additionally, traditional divisions of labor often puts girls at a disadvantage regarding education, since assignments given to girls in agriculture, cooking, and caring for young siblings and the sick often interfere with schooling and their chances of attaining quality education. Because of such reasons, many Ugandan girls are prone to receiving poor quality secondary education. Using a mixed methods approach, the study investigated the influence of situational factors on the quality of girl child secondary education in Ibanda District; Uganda. Specifically; the study: 1) assessed the influence of family background on the quality of girl child secondary education; 2) examined the relationship between school environment and the quality of girl child secondary education and; 3) established the influence of teacher quality on the quality of girl child secondary education. It was reported that family background influences the quality of girl child education. Also, a better school environment was found to improve the quality of girl child secondary education while teacher quality in terms of qualification and experience didn’t significantly influence the quality of girl child secondary education.

Key words: situational factors, quality, secondary education, girl child