Girl-Child Inclusive Mindset Change Education in Uganda

Abstract

The study aimed to analyze the impact of national curricular design on girl-child inclusive mindset change education in Uganda. The study was guided by two main objectives namely: To discuss the global girl-child inclusive mindset education changes, and to analyze the Ugandan case of girl-child inclusive attitude transformation education programmes. The study was guided by a qualitative research design involving a secondary data review. Review of data followed case study design. Data collection procedures included a review of textbooks, journal articles and government reports. Data analysis was done through categorization of documents that were grouped into subthemes. The findings were that some cultural norms continue to make it difficult for society and parents to support girl-child education in the same way that they do boy-child education. It is recommended that Uganda should create an enabling environment for girls by addressing harmful social norms and financial barriers that prevent girls from accessing education to advance the effects of girls' education towards gender equality.