User:Haydenrandolph/Education in Uganda

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Post-conflict Northern Uganda
Education is important for a successful post-conflict transition in Northern Uganda (see Conflict in Northern Uganda), as it helps develop peoples' abilities to break free of circles of violence and suffering. Uganda's Universal Primary Education (UPE) was initiated under the 1992 Uganda’s Government White Paper to achieve human development by providing the resources for every child to enter and remain in school up until secondary school, ensuring affordable education, and reducing poverty by providing individuals with basic skills. Uganda's UPE has resulted in high enrollment rates in Northern Uganda, but education tends to be of a low quality and few pupils actually complete primary school. There are inadequate facilities; e.g. out of 238 primary schools in Pader, 47 are still under trees, limited teacher accommodation is causing high rates of teacher absenteeism and in some areas the average primary school teacher to student ratio is 1:200. 

Since 2006, when the conflict in Northern Uganda ended, the education system has needed sustained support, and it has played a role in post-war '''recovery and reconciliation. Along with the academic curriculum, teachers in this region are required to guide, support, and serve as role models to the students. Successful international donor-funded programs in northern Uganda have covered the costs of teacher trainings for secondary schools to ensure children stay in school and are taught adequate material that result in higher national test scores. A successful government program provided teachers' classroom aides who focused their attention on students who had fallen behind. It significantly improved the learning outcomes of these students. '''

''There is evidence to suggest that completion of secondary school is necessary to provide an individual with a proper chance to escape poverty, as employment and income levels for those who completed only primary schools are similar to those who did not attend at all. Post-conflict Northern Uganda has particular difficulties as teachers are hard to find. The conflict created a lost generation without an adequate education themselves and teachers from other areas are still concerned about security in the region. 'Many lost family members during the conflict and forced displacement from their homes disrupted their lives and communities, leading to a loss of stability and support systems.  Extra support for children in schools is needed to rebuild the immense loss of a support system, to provide life skills, and have someone they feel safe and comfortable going to after years of instability. Scholars say that boosting education will allow every child to grow up in an environment where they are empowered to contribute freely, safely, and fully to their own lives and those of others in their communities.'''

Female education
Uganda implemented the National Strategy for Girls' Education (NSGE) in order to bring equality in the education system for both women and girls and indicates some of the various impediments to them obtaining an education, and particularly secondary education. Ultimately, the NSGE framework is more inclined to identify these barriers rather than offer insight to help overcome these obstacles such as location, menstruation, home responsibilities and overall attitudes within the school domain.

'''Menstruation is a barrier girls face limiting them to attend school. Since 2016, successful interventions in Ugandan schools include the distribution of reusable sanitary pad kits. This gives girls confidence to attend school without being held back by their menstruation. Providing essential resources like sanitary pads ensures better well-being and reinforces a sense of dignity and self-worth.'''