Ethical issues in the marketisation of education: the case for social justice and market-oriented reforms in Uganda's higher education

Ssesanga, Karim

doi:10.4314/majohe.v1i1.38231

Cited by 6 publications

(6 citation statements)

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“…All that existed was that students, regardless of their socio-economic status, must have completed the university dues in order to sit for the final exams. This practice agrees with what Natifu (2010), Ssesanga (2004) assessed that with such a practice, it is the disadvantaged students of LSES who may not be able to accomplish their academic goals. Listening and responding to the challenges of individuals is one of the practices of equity.…”

Section: Obligation To Support Lses Studentssupporting

confidence: 88%

Practices of Managing Students’ Socio-Economic Status for Achievement of Educational Goals in Makerere University (Uganda)

Mukisa

Kimoga

Musoke

2021

IJP

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Purpose: Prompted by persistent complaints from different stakeholders in regard to the problem of managing diversity of student socio-economic status in Makerere University, the study set out to examine the factors that enable or disable the students from Low Socio-Economic Status (LSES) backgrounds from achieving their educational goals at Makerere University (Uganda). Methodology: The study drew on social justice literature to stimulate debate on why and how such LSES students can be supported to achieve their educational goals. The study adopted a cross-sectional survey design, which was approached from a mixed research paradigm where both qualitative and quantitative data were collected from 410 Makerere University students. Using closed-ended questionnaires and focused interview guides Findings: The study discovered that management practices like financial and material resources mobilization for the underprivileged were absent. It was therefore concluded that practices on socio-economic diversity reflected absence of recognitive and distributive equity. Unique contribution to theory, practice and policy: The study’s major contribution lies in the provision of knowledge on up-to-date policies and practices of managing student SES diversity to enable students of a LSES background to achieve their educational goals.

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Section: Obligation To Support Lses Studentssupporting

confidence: 88%

Practices of Managing Students’ Socio-Economic Status for Achievement of Educational Goals in Makerere University (Uganda)

Mukisa

Kimoga

Musoke

2021

IJP

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“…It may be noted that such partnership would provide for sustainable university-private-sector responsiveness, since needs would be identified as they arise and solutions devised as such. Through creating value for the private sector, and facilitating the translation of research into products, such partnership could also earn revenue for the University, thereby reducing dependency on government and donor funding (and undermine of autonomy due to the dependency) let alone reduce the adoption of unsustainable, in principle maladaptive, strategies of coping with under funding that relegate the ideals of university education (Olweny, 2008;Ssesanga, 2004;Mamdani, 2007).…”

Section: Discussionmentioning

confidence: 99%

“…This means that university managers need to extend their range of conceptual insight into university leadership for sustainable development. Nonetheless, the market-driven reforms that have shaped the development of university education over the last three decades cannot enhance national development, since they relegate educational ideals (Olweny, 2008;Ssesanga, 2004;Mamdani, 2007). In view of this consideration, the role of university education in national development vis-à-vis that of government and the private sector becomes complicated, furthering the controversy on what university education is for.…”

Section: Introductionmentioning

confidence: 99%

Education for Sustainable Development: Implications for University Managers, Government and the Private Sector in Uganda

Baligidde¹,

Ssempebwa²

2011

J. Sci. Sust. Dev.

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Taking the case of Makerere University, this study delved into the rati onale underlying university parti cipati on in development planning and steps that universiti es could take to enhance their partnership with government and the private sector. Data were collected from 381 respondents, who included academic staff , managers and student leaders at the University. The respondents suggested that the University should help the government in drawing and implementi ng development plans, adding that this could provide a means of overcoming its antagonisti c relati onship with the government. Regarding the steps the University could take to help government, they suggested that it could tailor its research and teaching programs to complement the latt er's eff orts; restrain from parti san politi cs; include more government representati ves on its committ ees; and mobilize private sector support for its programmes. Regarding government's role in harnessing the University's contributi on to nati onal development, the respondents suggested that government should respect the University's autonomy as well as its members' academic and democrati c freedom. Finally, the respondents argued for university-private-sector-alignment, urging that the University partners with relevant private sector actors to design curricula and research programmes that, respecti vely, produce graduates and informati on that are demanded in the contemporary market.

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“…The emphasis on pro tability over educational quality is another pressing issue within Ugandan private HEIs. Ochwa and Sessanga [14,43] highlight that these institutions often prioritise revenue generation over the academic needs of their students. This shift in focus results from the nancial pressures they face, leading them to prioritise revenue maximisation over delivering high-quality education, thus undermining educational outcomes and institutional integrity.…”

Section: Challengesmentioning

confidence: 99%

Uganda’s Post-colonial Privatisation Policy in Higher Education. An Integrative Literature Review and Case Study Analysis

Muganga,

Oladipo,

Adarkwah

2024

Preprint

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Privatisation of higher education has been declining for scores of reasons to embrace publicness in the last decade. However, Uganda stands as one of the few African countries that have implemented a privatisation policy for higher education institutions. The motivation for privatising higher education and the benefits and challenges in the aftermath of the policy remain underexplored. To date, no study presents an intricate account to gauge the progress of the policy. The current study evaluates this policy’s progress by examining its main challenges and benefits using two private universities as case studies. An integrative literature analysis revealed contextual challenges regarding the privatisation policy of HEIs in Uganda. This was followed up by a qualitative approach involving sixteen (16) stakeholders (students, n = 10; parents, n = 3, and employers, n = 3) directly affected by the policy to measure the policy in terms of its impact on educational accessibility, quality, funding, and employment. Semi-structured interviews involving students, parents, and employers revealed that although the policy led to the massification of higher education, it also led to the commodification and academisation of education, whereby business principals have been imported into the country’s higher education sector, thus focusing more on profit maximisation other than quality education delivery. The study recommends the Ugandan government and policymakers such as the Ministry of Education and Sports and the National Council for Higher Education take a step to safeguard higher education from being too commercialised, commodified, and over-marketised.

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Ethical issues in the marketisation of education: the case for social justice and market-oriented reforms in Uganda's higher education

Cited by 6 publications

References 0 publications

Practices of Managing Students’ Socio-Economic Status for Achievement of Educational Goals in Makerere University (Uganda)

Practices of Managing Students’ Socio-Economic Status for Achievement of Educational Goals in Makerere University (Uganda)

Education for Sustainable Development: Implications for University Managers, Government and the Private Sector in Uganda

Uganda’s Post-colonial Privatisation Policy in Higher Education. An Integrative Literature Review and Case Study Analysis

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