Blog
About

131
views
0
recommends
+1 Recommend
1 collections
    2
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

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

      London Review of Education

      IOE Press

      GENDER, ACCESS TO UNIVERSITY EDUCATION

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          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.

          Related collections

          Most cited references 6

          • Record: found
          • Abstract: not found
          • Article: not found

          Hidden transcripts: The micropolitics of gender in Commonwealth universities

           Louise Morley (2006)
            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            The Participation of Women in Education in the Third World

              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              The challenges of affirmative action in Tanzanian higher education institutions: A case study of the University of Dar es Salaam, Tanzania

                Bookmark

                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
                Product
                Categories
                Articles

                Comments

                Comment on this article

                London Review of Education
                Volume 7, Issue 1

                Similar content 138

                Cited by 2