<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>It is through education that communities and governments can tackle political, economic, social and geographic inequalities and ills in the continent of Africa. It is for this reason that policies like the Universal Primary Education were adopted. Children have the right to basic quality education as espoused in several agreements such as the Convention of Childrens Rights of 1989 and the Sustainable Development goals. Access to quality education for success is a social justice trajectory and promotes social justice principles. This article was intended to examine the impediments in the effective implementation of Universal Primary Education policy in Uganda. The authors view the identified impediments as social injustice practices. In exploring the phenomenon, this study deployed a qualitative research approach within a constructivist paradigm. The authors located their thesis within Rawl’s perspective of social justice. This theoretical lens is fundamental and apposite in education in that social justice theorists believe that schools as social systems should create opportunities for inclusive and enabling schooling environments, and in addition provide quality education for students. This study is of great significance in that it contributes to the epistemology in the discipline of the management of universal primary education. The study yielded critical findings which can be summarized as follows: limited capitation grants, demotivated teachers, challenges related to stakeholder collaboration and coordination, communication, cooperation, engagement and consultation.</p>
</abstract>

It is through education that communities and governments can tackle political, economic, social and geographic inequalities and ills in the continent of Africa. It is for this reason that policies like the Universal Primary Education were adopted. Children have the right to basic quality education as espoused in several agreements such as the Convention of Childrens Rights of 1989 and the Sustainable Development goals. Access to quality education for success is a social justice trajectory and promotes social justice principles. This article was intended to examine the impediments in the effective implementation of Universal Primary Education policy in Uganda. The authors view the identified impediments as social injustice practices. In exploring the phenomenon, this study deployed a qualitative research approach within a constructivist paradigm. The authors located their thesis within Rawl’s perspective of social justice. This theoretical lens is fundamental and apposite in education in that social justice theorists believe that schools as social systems should create opportunities for inclusive and enabling schooling environments, and in addition provide quality education for students. This study is of great significance in that it contributes to the epistemology in the discipline of the management of universal primary education. The study yielded critical findings which can be summarized as follows: limited capitation grants, demotivated teachers, challenges related to stakeholder collaboration and coordination, communication, cooperation, engagement and consultation.

Universalization, Sustainability and “Justiceness” of Primary Education: Perspectives and Lessons from Uganda

Discourse and Communication for Sustainable Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

It is through education that communities and governments can tackle political, economic, social and geographic inequalities and ills in the continent of...

Universalization, Sustainability and “Justiceness” of Primary Education: Perspectives and Lessons from Uganda

Publicado en línea: 09 feb 2024

Páginas: 144 - 160

DOI: https://doi.org/10.2478/dcse-2023-0023

Palabras clave
Universal primary education, social justice, John Rawls, stakeholder collaboration, stakeholder coordination, local government representative

© 2023 James Kyambadde et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Universalization, Sustainability and “Justiceness” of Primary Education: Perspectives and Lessons from Uganda

Publicado en línea: 09 feb 2024

Páginas: 144 - 160

DOI: https://doi.org/10.2478/dcse-2023-0023

Palabras claveUniversal primary education, social justice, John Rawls, stakeholder collaboration, stakeholder coordination, local government representative

© 2023 James Kyambadde et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Palabras clave
Universal primary education, social justice, John Rawls, stakeholder collaboration, stakeholder coordination, local government representative