In Northern Uganda, girls aspire to secure livelihoods and economic independence. Yet, many girls drop out of school or complete their education without the practical skills and confidence to fulfil these aspirations.
The current education systems remain largely exam-oriented and insufficiently responsive to the lived realities of girls. This disconnect raises critical questions about how education systems can better support girls’ aspirations, strengthen their agency, and promote livelihood pathways in Northern Uganda.
The author argues that justice-oriented education would move beyond helping girls stay in school to ensuring learning that equips them with the skills, dignity, and opportunities needed to shape their own futures.