A Comparative Analysis of Universal Primary Education Policy in Ghana, Kenya, Malawi, and Uganda

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dc.contributor.authorSifuna, Daniel N.
dc.contributor.authorNishimura, M.
dc.contributor.authorOgawa, K.
dc.contributor.authorChimombo, J.
dc.contributor.authorKunje, D.
dc.contributor.authorAmpiah, J.G.
dc.contributor.authorByamugisha, A.
dc.contributor.authorSawamura, N.
dc.contributor.authorYamada, S.
dc.date.accessioned2014-01-08T15:23:37Z
dc.date.available2014-01-08T15:23:37Z
dc.date.issued2009
dc.description.abstractUniversal Primary Education (UPE) policy in the form of fee abolition has become popular in many countries in sub-Saharan Africa (SSA) since the mid 1990s in order to achieve Education for All (EFA). Even after learning from the past, the current UPE policy is devoid of analytical studies on its impact and challenges beyond school enrollment. This paper is an attempt to make a comparative analysis on UPE in four countries, namely, Ghana, Kenya, Malawi, and Uganda, to identify common and unique themes and to examine how these seemingly similar policies are responding to the capacity and needs of each country. The results show that effective policy implementation would require considerable consultation with key stakeholders and a baseline survey that will enable systematic implementation and consideration of equity. Mutual accountability and a responsibility mechanism between the government and parents/communities is also a key to the sustainability of the UPE policy.en_US
dc.identifier.citationJournal of International Cooperation in Education , Vol.12 No.1 (2009) pp.143 -158en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/8445
dc.language.isoenen_US
dc.publisherJournal of International Cooperation in Educationen_US
dc.titleA Comparative Analysis of Universal Primary Education Policy in Ghana, Kenya, Malawi, and Ugandaen_US
dc.typeArticleen_US
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