Investigating Strategies for Ensuring Equitable Access to Quality Education in Uganda
DOI:
https://doi.org/10.69760/aghel.026002008Keywords:
educational equity, Uganda, resource allocation, teacher quality, professional developmentAbstract
In addition to being a basic human right, equitable access to high-quality education is essential to sustainable development. This study explores strategies for ensuring equitable access to high-quality education in Uganda using a qualitative research design. Fifty-six people from 12 Ugandan universities participated in the study. Purposive sampling was used in the participant selection process to guarantee a varied representation of experiences and points of view. Through semi-structured interviews, data were gathered and subsequently analysed using thematic analysis. The results highlight the significance of focused funding in underprivileged regions, ongoing professional development for educators, community engagement, equitable policies, and reliable data systems. Policymakers, educators, and other stakeholders may work to ensure that all Ugandans have equitable access to high-quality education by focusing on these important areas.
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