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      Affirmative action, gender equity and university admissions – Kenya, Uganda and Tanzania

      research-article
      London Review of Education
      IOE Press
      GENDER, ACCESS TO UNIVERSITY EDUCATION
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            Abstract

            The article examines the outcomes of affirmative action policies aimed at improving access for women students to university education in Kenya, Uganda and Tanzania. Different interpretations of affirmative action are found in the three countries. These include lower entry scores, remedial pre-university programmes and financial assistance. There are limitations and weaknesses inherent in the piecemeal strategies that focus only on the point of admission to university. Thus affirmative action as currently applied does not enhance access and gender equity in university education. A multifaceted approach to developing gender equality in universities would require various strategies to support one another in order to enhance access and gender equity in university education in the three countries.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 March 2009
            : 7
            : 1
            : 71-81
            Article
            1474-8460(20090301)7:1L.71;1- s7.phd /ioep/clre/2009/00000007/00000001/art00007
            10.1080/14748460802700710
            19c883eb-1c72-4d48-8c20-fece13e5408f
            Copyright @ 2009
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            ACCESS TO UNIVERSITY EDUCATION,GENDER

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