Abstract
Aim. The aim of the research is to investigate the relationship between formal education and female entrepreneurship in Uganda. This research hopes to contribute to the literature on education and women’s entrepreneurship in this country. Methods. Data is collected from 109 women through semi structured interviews. These are participants from the agribusiness sector and own businesses ranging from market stalls, retail shops to street businesses. Through the iterative process, emerging themes are analysed and discussed. Results. The research finds that formal education programs and macroeconomic policies negatively impact formal education and female entrepreneurship. Macroeconomic policies such as privatisation and the programs of universal formal education do not incentivize students (specifically female ones) to pursue a full formal education, influencing them to leave schools early for necessity entrepreneurship to meet immediate needs. Conclusions. Even though the study indicates that a formal education demonstrates high outcomes in terms of economic growth and development, the education level attained by women entrepreneurs is insufficient to meet true entrepreneurial success. Furthermore, the macroeconomic environment adds to the challenge of successful women entrepreneurship. Originality. Various economic initiatives have been implemented in the quest for gender parity in education and women empowerment in Uganda since its independence. Statistics have demonstrated an increase in women’s education and empowerment through entrepreneurship, however, such data do not necessarily reflect economic development. The results suggest that the relationship between formal education and women entrepreneurship is more complex and nuanced than previously believed.
Highlights
The measures for the promotion of women in education and in the productive sector of the economy through business creation have been two fundamental measures in the search for greater equality between men and women in the world of development, especially beginning with the Beijing Conference in 1995
The research finds that formal education programmes and macroeconomic policies negatively impact formal education and female entrepreneurship
Even though the study indicates that a formal education demonstrates high outcomes in terms of economic growth and development, the education level attained by women entrepreneurs is insufficient to meet true entrepreneurial success
Summary
The measures for the promotion of women in education and in the productive sector of the economy through business creation have been two fundamental measures in the search for greater equality between men and women in the world of development, especially beginning with the Beijing Conference in 1995. A quality formal education is necessary for female entrepreneurs who define themselves as business organisers and managers to consolidate their entrepreneurial success (Asongu & Odhiambo, 2018). This is important because the Government of Uganda, like several African governments, is considering female entrepreneurship as a mechanism to boost economic growth and development in order to reduce poverty levels in the country (Etim & Iwu, 2019; Panda, 2018). Proponents of formal education assert that it is the gateway to success in life given the achievements it can bring, such as prestige as a qualified professional in a society, more opportunities, social influence, and higher incomes from employment (Ahimbisibwe, 2019)
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