From the Cradle to the Grave:The Ugandan Muslim Woman’s plight in seeking higher

EducationFatihiya Migdad Saad

fms7@le.ac.ukSchool of Education

The Prophet Muhammad (P.B.U.H) is reported to have said: “Seek knowledge from the Cradle to the Grave”

IntroductionAccording to the U.N. Study,

"Traditional cultures and sexist stereotypes diffused by media and religious extremists often affect girls' access to education, drop out rates, professional or higher education opportunities." (Women’s United Nations Report Network 2003).

Equality of access to and attainment of educational qualifications is necessary if more women are to become agents of change. Various factors (see central diagram) seem to lower the academic performance and aspirations of girls even when they do remain in school.

Girls in a Secondary School in Central Uganda

Importance of the StudyVery few studies have been done on African women

in the field of Higher Education. Almost nothing on Muslim African Women.

Education for girls is the single most effective way of alleviating poverty. Literacy of women is an important key to improving health, nutrition and education in the family and to empowering women to participate in decision-making in society.

The world has an unprecedented opportunity to improve the lives of billions of people by adopting practical approaches to meeting the eight Millennium development goals. Human rights issues are interwoven in these goals and unless Education for all is promoted none of the eight goals can be achieved by the target date of 2015. (UN millennium development goals, 2005)

MethodsThe Research would be a qualitative

feminist paradigm using Makerere University, Uganda, as a case study.

The main research tool would be face to face in-depth semi-structured interviews where women’s voices would identify the barriers in place.

ObjectivesThe study aims to investigate the

level of under representation of the Ugandan Muslim woman in the field of higher education.

The study serves to further illuminate the nature of the problem, the obstacles in place and the need for change to occur in line with the millennium development goals.

Despite Uganda’s affirmative action campaign, women still fare badly in accessing higher education and by using female voices, the research would like to explore the reasons why.

Economic Factors

Low SES (Social Economic Status)Low Employment levelsLow IncomesLow InvestmentsDependence on AgricultureLack of Skills and Technology

Under Representation Of the Ugandan

Muslim Woman in Higher

EducationGovernment

PoliciesPolitical factorsLack of women Representation in Government decision and policy making sectorsFew Girls government aided SchoolsUPE (Universal Primary Education)USE (Universal Secondary Education) Tertiary Institutions enrolment policies (Government Universities 1.5 point system) Muslim Organization Activities

Higher Education

Girls Accessibility to Primary, Secondary and

Tertiary Institutions

Human Rights Issues

UN ConventionMillennium development goalsWidening participation into Higher EducationWomen’s action groups (Feminism/Emancipation)Affirmative action for Women

Historical Factors

Colonial factorsPost ColonialismMissionariesSlave TradeFederal KingdomsCivil War

SocialCultural factorsReligionCultural practicesBride price FGM (Female Genital Mutilation)PovertyGeographical environmentRural Urban SettingsGender IssuesHealth Issues: HIV/AIDS

Education Statistics in Selected Countries UNDP report 2005

0

20

40

60

80

100

Kenya Uganda Pakistan UnitedKingdom

Countries

Perc

enta

ge

Adult Literacy Males

Adult Literacy Females

Primary School Males

Primary School Females

Secondary School Males

Secondary School Females

Primary School

students in Western

Uganda

Muslim Women join a cookery class in SudanGirls receive text books in a Secondary

School in TanzaniaIn comparison with three other countries, Uganda has one of the

lowest literacy levels among Adult females

Traditional Maasai Women in Kenya