1. From the Cradle to the Grave: The Ugandan Muslim Woman’s plight in seeking higher Education Fatihiya Migdad Saad fms7@le.ac.uk fms7@le.ac.uk School of Education The Prophet Muhammad (P.B.U.H) is reported to have said: “Seek knowledge from the Cradle to the Grave” Introduction According to the U.N. Study, "Traditional cultures and sexist stereotypes diffused by media and religious extremists often affect girls' access to education, drop out rates, professional or higher education opportunities." (Women’s United Nations Report Network 2003). Equality of access to and attainment of educational qualifications is necessary if more women are to become agents of change. Various factors (see central diagram) seem to lower the academic performance and aspirations of girls even when they do remain in school. Girls in a Secondary School in Central Uganda Importance of the Study Very few studies have been done on African women in the field of Higher Education. Almost nothing on Muslim African Women. Education for girls is the single most effective way of alleviating poverty. Literacy of women is an important key to improving health, nutrition and education in the family and to empowering women to participate in decision-making in society. The world has an unprecedented opportunity to improve the lives of billions of people by adopting practical approaches to meeting the eight Millennium development goals. Human rights issues are interwoven in these goals and unless Education for all is promoted none of the eight goals can be achieved by the target date of 2015. (UN millennium development goals, 2005) Methods The Research would be a qualitative feminist paradigm using Makerere University, Uganda, as a case study. The main research tool would be face to face in-depth semi-structured interviews where women’s voices would identify the barriers in place. Objectives The study aims to investigate the level of under representation of the Ugandan Muslim woman in the field of higher education. The study serves to further illuminate the nature of the problem, the obstacles in place and the need for change to occur in line with the millennium development goals. Despite Uganda’s affirmative action campaign, women still fare badly in accessing higher education and by using female voices, the research would like to explore the reasons why. Economic Factors  Low SES (Social Economic Status)  Low Employment levels  Low Incomes  Low Investments  Dependence on Agriculture  Lack of Skills and Technology Under Representation Of the Ugandan Muslim Woman in Higher Education Government Policies Political factors  Lack of women Representation in Government decision and policy making sectors  Few Girls government aided Schools  UPE (Universal Primary Education)  USE (Universal Secondary Education)  Tertiary Institutions enrolment policies (Government Universities 1.5 point system)  Muslim Organization Activities Higher Education Girls Accessibility to Primary, Secondary and Tertiary Institutions Human Rights Issues  UN Convention  Millennium development goals  Widening participation into Higher Education  Women’s action groups (Feminism/Emancipation)  Affirmative action for Women Historical Factors  Colonial factors  Post Colonialism  Missionaries  Slave Trade  Federal Kingdoms  Civil War Social Cultural factors  Religion  Cultural practices  Bride price  FGM (Female Genital Mutilation)  Poverty  Geographical environment  Rural Urban Settings  Gender Issues  Health Issues: HIV/AIDS Primary School students in Western Uganda Muslim Women join a cookery class in Sudan Girls receive text books in a Secondary School in Tanzania In comparison with three other countries, Uganda has one of the lowest literacy levels among Adult females Traditional Maasai Women in Kenya