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Girls' secondary education in Uganda: assessing policy within the women's empowerment framework

机译：乌干达的女孩中学：在增强妇女权能框架内评估政策

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This paper makes the case that policies, such as the National Strategy for Girls' Education in Uganda (NSGE), intended to achieve gender equity in education for girls in developing countries, have limited relevance to, and impact on girls' actual educational experiences. Recent considerations of girls' education acknowledge that gender equity within education is more than access to schooling; it entails the cultivation of capabilities necessary for girls to participate fully, actively and equally in all aspects of their societies. Drawing on a longitudinal, ethnographic policy research case study with 15 Ugandan schoolgirls in rural Masaka District, Uganda, from August 2004 to September 2006, I explore the girls' educational experiences in relationship to the NSGE. I employ the Women's Empowerment Framework (WEF) to evaluate the NSGE with respect to the extent to which its interventions are ‘empowering’ for girls.View full textDownload full textKeywordsdevelopment studies, equality, girls, ethnography, secondary education, Sub-Saharan AfricaRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/09540253.2010.499854
机译：本文认为，旨在实现发展中国家女童教育中的性别平等的政策，例如乌干达国家女童教育国家战略，与女童的实际教育经历相关性有限，并对其产生影响。最近对女童教育的考虑承认，教育中的性别平等不仅仅是获得教育的机会；它需要培养女孩充分，积极和平等地参与其社会各个方面的必要能力。我从2004年8月至2006年9月在乌干达Masaka乡村的15名乌干达女学生的纵向民族志政策研究案例研究中，探讨了女童与NSGE关系的教育经历。我使用妇女赋权框架（WEF）来评估NSGE干预措施对女孩的“赋权”程度。查看全文下载全文关键词发展研究，平等，女孩，人种志，中学教育，撒哈拉以南非洲相关var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布日期：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/09540253.2010.499854

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