The Ministry of Education and Sports in Uganda has identified early marriage, gender-based violence, and household poverty as the primary factors undermining girls' educational progress. According to Nile Post, these challenges result in many students dropping out before finishing primary school and a reduced number transitioning to secondary education. Juliet Muzoora Atuhairwe, the Commissioner for Secondary Education, stated that cultural preferences for boys' education and domestic responsibilities imposed on girls continue to limit their opportunities to remain in school.
Atuhairwe explained that these barriers become more significant as girls advance through their education, with some leaving due to early marriages or the pressure to care for younger siblings. She noted that poverty often forces families to prioritize boys for education, driven by expectations of greater economic returns. Despite these hurdles, she reported that girls who persist are increasingly outperforming boys in examinations, including at the Advanced Level. To address these issues, the ministry is calling for greater mentorship to challenge perceptions of female inferiority and encourage girls to pursue their ambitions.
Dr. Cleophus Muyenyi, Commissioner for Pre-primary and Primary Education, detailed government measures aimed at improving retention rates. These include the installation of menstrual hygiene facilities equipped with water, soap, and sanitary pads, as well as the provision of guidance and counselling services. Muyenyi noted that senior women teachers now provide specific support to girls approaching puberty. The ministry has also collaborated with development partners to distribute sanitary pads and train girls in creating reusable alternatives. Additionally, the government has banned corporal punishment in schools to encourage alternative disciplinary methods.
The ministry reported that approximately 10 million pupils are currently enrolled in Universal Primary Education schools, an increase from 5.2 million when the programme began in 1997. These figures represent overall enrolment rather than completion rates. During the commemorative activities for the International Day of the Girl Child, girls took over selected leadership positions within the ministry. One girl handled inquiries regarding school licensing and financial support in the commissioner’s office for a day. Herbert Chidaya, Acting Director of Programme Implementation at Plan International, said these opportunities help girls build confidence and understand how public decisions affect their communities. He emphasized that such experiences prepare girls to become strong leaders and active participants in national development.