Uganda Evaluation - United Nations Girls' Education Initiative

Girls constitute the largest proportion of out‐of‐school children in the population (UBOS, 2010) and lag
behind boys in performance on national examinations. The dwindling completion rate is attributed to
class repetition, which is estimated at 11 per cent, and to school dropouts, estimated at 6.7 per cent.
Additionally, the recently conducted impact evaluation of primary education in Uganda (MoES/Policy
and Operations Evaluation Department of the Netherlands Ministry of Foreign Affairs (IOB), 2008) shows
that gender parity patterns vary according to districts, with the districts of Gulu, Katakwi, Kitgum,
Kotido, Kyenjojo, Lira, Masindi, Moroto and Nebbi having the lowest enrolment for girls.
Girls’ education in Uganda is challenged by many limitations, including low completion rates and poor
performance. Key causes of low completion among girls include: early pregnancy (MoES, 2011), sexual
harassment, early marriage, female genital mutilation, lack of sanitation facilities in schools (MoGLSD,
2008) and long distances to reach school (World Bank, 2008). In addition, gender bias and stereotypes in
textbooks, teaching‐learning processes and teachers’ attitudes towards girls have been reported to
negatively impact girls’ participation and learning achievement (Wright, 2008; Kakuru, 2006; Chege,
2004; Arnot, 2004). Other factors also affect girls’ completion and performance, including: hostile
learning environments; shortages of trained female teachers to act as role models and improve learning;
and negative societal attitudes towards girls’ education (Ejangu, 2004; Chelimo, 2003).
Girls often encounter learning problems because of the low expectations teachers have regarding their
intellectual abilities as well as the low level of feedback from teachers. This is exacerbated by girls’ low
valuation of their own abilities and lack of female teachers in ‘high status’ subjects such as mathematics
and science (Aikman and Unterhalter, 2007). Textbooks also reinforce the low expectations of women
and girls, as do curriculum and examination materials. Overall school environments are also not ‘girlfriendly’
and or equitable (Ward et al., 2006). The HIV/AIDS pandemic (which sometimes precipitates
girls’ absenteeism, as they stay home to look after sick parents), and conflict and its aftermath also
disproportionately undermine girls’ participation in education in Uganda. Not surprisingly, school
completion and transition to secondary school remain a major challenge, mostly for girls (UNGEI, 2007).
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