Abstract

This case study examines the impact of globalization on education policies, structure and practice in Uganda during a 20-year period from 1987-2007. Post-primary education is the principal focus of this research as it is critical to preparing young people to participate in Uganda's socio-economic and political development process and thus position the country for participation in the global economy. However, given post-

primary's pivotal position between primary and tertiary education, it has to be viewed in the context of the longer educational continuum. Thus, the "before" and "after" levels of education are also addressed. The dissertation explores an array of issues related to globalization and education. These include stakeholders' perceptions and understandings of globalization, the modalities of "transmitting" reform ideas and policies around the world, and specific educational reforms in Uganda at the sector and sub-sector levels. It also explores the impact of these educational reforms (a) on beneficiaries in terms of access, equity, relevance, and quality and (b) on Uganda in terms of positioning the country to respond to the opportunities and challenges of globalization.

The study concluded that globalization has had an impact on education reform in Uganda in several ways.  The reforms themselves have yielded some positive benefits for the beneficiaries but much remains to be done to ensure the expansion of access and equity as well as improvements in the relevance and quality of education.  Uganda's experience in implementing these reforms has some lessons for other countries considering similar changes in education policy and practice.