Neglect of gender questions at the vocational stage of judicial education in Uganda

Discriminatory practices on the grounds of gender preponderate in the performance of judicial duties in Uganda. This paper examines the curricula of judicial education providers, most particularly the Law Development Centre in Uganda. Its post-graduate Diploma in Legal Practice is a prerequisite for appointment as a judicial officer. We argue that persistent omission of consideration of linkages between law and the social realities of gender contributes to ongoing gender bias and insensitivity by judicial officers. The Uganda Gender Policy as revised in 2007 obliges public institutions such as the Law Development Centre to integrate gender and equality into their programmes. We examine the institutional norms and culture which constrain inclusion of gender-related content and skills development in the curriculum. We argue that a paradigm shift in the approach to curriculum review is vital if the Law Development Centre is to put into practice the Uganda Gender Policy.