High Sound for Children appreciates the Hon. Minister of Education for raising this timely and important concern regarding the completion rates of boys in the primary education cycle.
While it is encouraging to see increased completion rates among girls, a reflection of sustained national and global efforts to address historical gender disparities, the declining proportion of boys completing primary school warrants careful and evidence-based examination.
Analysis by gender shows that 389,469 (47.6%) boys were registered compared to 428,324 (52.4%) girls, indicating that more girls than boys completed the primary education cycle. This was been the trend in the recent year with 52.5% girls completing Primary in 2024 compared to boys at 47.5%.
As the Minister rightly notes, it is critical to establish whether this trend is demographic in nature or indicative of higher dropout rates among boys.
From our experience working directly with children, schools, and communities, we recognize that boys face distinct vulnerabilities that may contribute to disengagement from school. These include child labour pressures, early involvement in income-generating activities, negative peer influence, substance abuse, limited male role models in lower primary, and social norms that may discourage academic persistence among boys.
At the same time, improved policy focus and targeted programming for girls’ education over the years have yielded measurable gains. This progress should not be reversed; rather, it should inspire a balanced, data-driven approach that ensures no child, boy or girlis left behind.
High Sound for Children therefore calls for:
- A comprehensive analysis of enrolment, attendance, and completion data disaggregated by sex, region, and socio-economic status.
- Qualitative research to understand the lived experiences of boys who drop out or are at risk of dropping out.
- Strengthened school-based mentorship and psychosocial support systems for both boys and girls.
- Community engagement initiatives that address harmful norms and promote the value of education for all children.
Education equity requires that we pay attention to emerging gaps with the same urgency previously applied to long-standing disparities. We remain committed to working with the Ministry of Education and Sports, schools, development partners, and communities to ensure that every child in Uganda not only enrols in school but completes the primary cycle with dignity, confidence, and opportunity.
Together, we can build an education system that responds to the realities of all children and upholds their right to learn and thrive.
For God and my Country
Hadijah Mwanje
Executive Director- High Sound for Children.