Abstract
The UNESCO SDG4 reflects the view that Education is a fundamental human right and sets an ambitious goal of making an inclusive, equitable quality education, and life-long learning opportunities for all by 2030. The recent global COVID-19 pandemic impacted all countries and the timeline for achievement of transforming education outcomes. Some countries, including Uganda, were more impacted than others due to existing and new factors. This chapter describes how the Ugandan Government's commitment to a free and compulsory education for all learners until the end of secondary school, the provision of a supply of qualified teachers across all schools and regions and the closing of the gap between rural and urban student attainment, are negatively impacted by Uganda's geography, economic condition, history and center-periphery policy decisions. Several possible actions for addressing major issues, including the number of non-completion rates for female students and the more equitable distribution of teachers, are suggested as immediate steps to meet the SDG4 commitments.
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Arinaitwe, G., Williamson, J. (2023). The Challenge of Meeting Sustainable Development Goal 4 in a Developing Country: The Case of Ugandan Secondary Education. In: Beasy, K., Smith, C., Watson, J. (eds) Education and the UN Sustainable Development Goals. Education for Sustainability, vol 7. Springer, Singapore. https://doi.org/10.1007/978-981-99-3802-5_9
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