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The Impact of Globalization on Education Reform: a Case Study of Uganda

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The Impact of Globalization on Education Reform: a Case Study of Uganda ABSTRACT Title of Dissertation: THE IMPACT OF GLOBALIZATION ON EDUCATION REFORM: A CASE STUDY OF UGANDA Jane C. Millar Wood Doctor of Philosophy, 2008 Dissertation directed by: Professor Jing Lin and Professor Steven J. Klees Department of Education Leadership, Higher Education and International Education This case study examines the impact of globalization on education policies, structure and practice in Uganda during a 20-year period from 1987-2007. Post-primary education is the principal focus of this research as it is critical to preparing young people to participate in Uganda’s socio-economic and political development process and thus position the country for participation in the global economy. However, given post- primary’s pivotal position between primary and tertiary education, it has to be viewed in the context of the longer educational continuum. Thus, the “before” and “after” levels of education are also addressed. The dissertation explores an array of issues related to globalization and education. These include stakeholders’ perceptions and understandings of globalization, the modalities of “transmitting” reform ideas and policies around the world, and specific educational reforms in Uganda at the sector and sub-sector levels. It also explores the impact of these educational reforms (a) on beneficiaries in terms of access, equity, relevance, and quality and (b) on Uganda in terms of positioning the country to respond to the opportunities and challenges of globalization. The study concluded that globalization has had an impact on education reform in Uganda in several ways. The reforms themselves have yielded some positive benefits for the beneficiaries but much remains to be done to ensure the expansion of access and equity as well as improvements in the relevance and quality of education. Uganda’s experience in implementing these reforms has some lessons for other countries considering similar changes in education policy and practice. THE IMPACT OF GLOBALIZATION ON EDUCATION REFORM: A CASE STUDY OF UGANDA by Jane C. Millar Wood Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2008 Advisory Committee Professor Jing Lin, Co Chair Professor Steven J. Klees, Co Chair Professor James Greenberg Professor Rebecca Oxford Professor James Williams ©Copyright by Jane C. Millar Wood 2008 Dedication This study is dedicated to the many people in Uganda who are committed to improving the educational experiences and opportunities for young people and adults at all levels of education and who demonstrate through their work that education is a right that everyone should enjoy. ii Acknowledgements I am deeply grateful to Professor Jing Lin, my advisor and mentor throughout my PhD studies who served as co-chair of my dissertation committee. Her commitment to infusing peace and love into education, to raising complex issues of gender, culture, and justice and their relationship to education, and to nurturing the diverse interests of her students was a constant inspiration for me. Dr. Lin helped me to discover the scholar within and directed my dissertation and other coursework in a way that expanded my thinking about the role of education in society. I always appreciated her constructive comments and her personal support of my academic endeavors. I am grateful for the other members of my committee, especially Professor Steven J. Klees who also served as co-chair. Dr. Klees nurtured my understanding of the critical perspective and continually challenged me to think in alternative ways about the purpose and practice of education. These are lessons I will carry into my future work. Professor Rebecca Oxford and Professor James Greenberg from the University of Maryland and Professor James Williams from George Washington University shared their knowledge, experience, and enthusiasm for international education with me and improved my research as a result. Many people in Uganda supported this study by sharing generously of their time, often on short notice, during my fieldwork. Uganda’s Minister of Education, Hon. Namirembe Bitamazire, shared thoughtful insights on globalization and education that helped shape my understanding of education in the context of Uganda. Many others also shared their insights about education and their experiences, both personal and professional, working to expand and improve educational opportunities in Uganda. They iii patiently answered my questions, provided me with useful documentation, and assisted my research by introducing me to their colleagues in various education organizations and agencies. I appreciated their deep commitment to their work and their energy and enthusiasm for the daunting task of educating Uganda’s children. I am blessed with wonderful family and friends who encouraged me and supported my work. My husband, Dr. Dennis Wood, strongly encouraged me to do a PhD and conduct fieldwork in Africa, and he always supported my choices. My adult children, Sarah, Jonathan, and Rebecca, and my son-in-law, Chris, cheered me on through their frequent e-mails, phone calls, and visits. It would have been impossible to complete this PhD program and dissertation without their loving support. A large number of friends and colleagues supported my efforts throughout this process. Many colleagues in the International Education Program, especially Wendy Ralaingita, gave me good advice. I appreciated their camaraderie. A special, small group of friends (Anne, Brenda, Joan, Mary Carol, and Sharon) celebrated milestones with me along the way. My Bible study group prayed for me and encouraged my work. Other family members, friends, neighbors and professional colleagues too numerous to name here provided constant support of many kinds. This research and the relationships I have been privileged to develop during this work have immeasurably enriched my life and my spirit. I will always be grateful for this opportunity to have explored with others the importance and meaning of education in our lives. iv Table of Contents Page Dedication ii Acknowledgements iii Table of Contents v List of Tables ix List of Figures x List of Text Boxes xi List of Abbreviations xii SECTION 1: BACKGROUND 1 Chapter I Introduction 2 Overview 2 Focus and Purpose 3 Research Questions 4 Framework of Analysis 5 Potential Significance 5 Chapter II Literature Review 6 Introduction 6 Theoretical Traditions 6 Critical Theory 7 Globalization Theories 13 Introduction 13 Defining Globalization 14 Globalists and Skeptics 17 The World Is Flat (Or Is It?) 19 Globalization Fault Lines 24 Globalization and Education Reform 31 The Context 31 The Impact of Globalization: Education Reforms 33 Transmitters of Educational Reform 44 Conclusion 46 Chapter III Research Methodology 48 Overall Approach and Rationale 48 Selection Decisions 51 Data Collection 57 Data Analysis 65 v Data Integrity 68 Trustworthiness and Reliability 68 Verification and Threats to Validity 70 Ethical and Political Considerations 72 Limitations of the Study 74 SECTION 2: THE CONTEXT FOR EDUCATION 76 Chapter IV Uganda: The Context for Education 77 Introduction 77 History 79 Government 83 Economy 91 Society and Culture 102 Chapter V Education in Uganda 105 Overview 105 Brief History 107 Before 1986 107 1987 to 2007 110 Financing Education 114 Overview 114 The Role of Donors 115 Efficiency 120 Assessment 121 Primary Education 125 Secondary Education 133 Business, Technical, and Vocational Education, and Training 143 Tertiary Education 155 Adult Literacy Education 162 Special Issues in Education 167 Girls’ Education 167 Education and ICT 170 Refugee and IDP Education 173 Hard-to-Reach Populations 176 SECTION 3: RESEARCH FINDINGS 183 Chapter VI Education Stakeholders’ Perspectives on Globalization 184 Introduction 184 Defining Globalization 188 Globalization and Uganda 189 vi Globalization and Education Reform 197 Observations 204 Chapter VII Globalization and Education Reform: Timelines and Transmitters 210 Timelines 210 Transmitters 218 Linking Transmitters with Education Reforms 229 Chapter VIII Globalization and Education Reforms: Sector Level 233 Introduction 233 Decentralization 234 Description of Reform 234 Implementation Issues and Debates 239 Privatization 251 Description of Reform 251 Implementation Issues and Debates 262 Reflections 275 Chapter IX Globalization and Education Reforms: Sub-Sector Level 283 Overview 283 Universal Primary Education 284 Description of Reform 284 Implementation Issues and Debates 287 Universal Post-Primary Education and Training 303 Description of Reform 303 Implementation Issues and Debates 308 Reflections 322 SECTION 4: CONCLUSION 329 Chapter X Observations 330 Introduction 330 Assessing the Impacts of Reforms 332 Access 332 Equity 339 Relevance 347 Quality 350 Adopting and Adapting Education Reforms 353 Reflections on Education and Globalization in Uganda 358 vii Relevance of Uganda’s Experience for Other Countries 367 Topics for Further Study 368 Private Schools in Uganda 368 “Out of School” Youth 369 Role of “Non-Traditional” Development Partners 370 Decentralization and Educational Governance 371 Appendix: Interview Protocol 372 References 376 viii List of Tables 1. Key Economic Indicators for Uganda and Sub-Saharan Africa 95 2. Key Health and Social Indicators for Uganda And Sub-Saharan Africa 104 3. Key Education Indicators for Uganda and Sub-Saharan Africa 106 4. Tertiary Institutions 159 5. Domestic and International
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