The recently concluded 75th graduation ceremony at Makerere University saw a total of 13,658 graduates across various disciplines.
Among these, 53 per cent were female, compared to 47 per cent male graduates. This trend of more women completing university education has sparked debate on social media and within education circles, raising questions about the factors contributing to this trajectory.
THE NUMBERS SPEAK
Statistics from Makerere’s graduations over the past six years show a consistent increase in the proportion of female graduates. In 2020, 50.5 per cent of graduates were female, compared to 49.5 per cent male. By 2025, the gap had widened, with women making up 53 per cent of the graduating cohort.
While the margin may appear small, the gradual rise has become more apparent with each passing year, sparking concerns about the declining participation of men in higher education.
THE IMPACT OF COVID-19
Education expert Samuel Davis Hiire attributes this trend to the long-term effects of the Covid-19 pandemic.
“When schools and universities were closed during the pandemic, some students began working and earning money. Many male students became reluctant to return to campus, feeling no need to continue their education once they started earning. This has contributed to the current statistics, which show more females graduating,” Hiire explained.
Hiire’s observations align with data from the ministry of Education showing that boys disproportionately dropped out of school during the pandemic to join the labour market. This shift in priorities has had lasting effects, as many young men continue to view formal education as unnecessary once they secure income-generating opportunities.
THE ROLE OF AFFIRMATIVE ACTION
Another factor contributing to the increase in female graduates is affirmative action policies. Since 1990, female students entering university in Uganda have benefited from an additional 1.5 points, aimed at encouraging more women to pursue higher education.
Programs such as scholarships, mentorships and gender-sensitive policies have further enabled girls to access and succeed in university education.
Elizabeth Kemigisha, Communications and Advocacy manager at FIDA Uganda, emphasized the importance of these initiatives.
“Affirmative action has played a significant role in levelling the playing field for women in higher education. The government’s commitment to promoting girl-child education and changing cultural attitudes has yielded positive results,” Kemigisha said.
She noted that families now see education as a safeguard for their daughters, helping prevent teenage pregnancies and securing their futures. However, Kemigisha cautioned against framing the issue as a competition between the boy and girl-child.
“While the increasing number of female graduates is a positive step, we must also address the unique challenges faced by boys to ensure balanced progress,” she added.
CHALLENGES FACING MALE STUDENTS
While girls appear to be thriving in higher education, boys are increasingly disengaged. Public policy analyst Herbert Mugumya noted that the rise in female graduates highlights the neglect of the boy child.
“Donors and NGOs have focused heavily on girl-child programs, leaving boys without similar support systems. This has created a widening gap that must be addressed,” he said.
Others argue that societal shifts have changed how men view education. Engineer Andrew Aketch, commenting on social media platform X, suggested that many men now see vocational training as a more practical option.
“University degrees no longer guarantee jobs. The market now values skills over certificates, which is why more men are opting for vocational paths,” Aketch explained.
CULTURAL AND SOCIAL INFLUENCES
Cultural dynamics also play a role. According to graduate Rebecca Muhangi, boys are often encouraged to join the workforce earlier, leaving higher education to their female counterparts.
“Many boys drop out after O-level to learn skills and start businesses. Meanwhile, girls receive more attention and counselling, which motivates them to stay in school,” she said.
Muhangi’s observations are echoed by Rebecca Kisakye, who highlighted the role of scholarships, mentorship programs, and female role models in inspiring girls to pursue education.
“Traditional gender roles have evolved. Women are now encouraged to succeed academically and professionally, which has led to more female graduates,” Kisakye said.
HISTORICAL CONTEXT
Makerere University’s history offers further insights into these trends. Founded in 1922 as a technical college, Makerere initially catered exclusively to men. Women were first admitted in 1945, but their inclusion came with challenges.
For decades, women’s education was framed within patriarchal and moralistic ideals, focusing on “well-mannered” behaviour rather than intellectual achievement. Efforts in the 1990s, such as the establishment of the department of Women and Gender Studies and gender-sensitive policies, sought to address these historical imbalances. While these measures have improved access for women, they have also created debates around the unintended consequences for male students.
VOICES FROM THE PUBLIC
Graduates and education stakeholders offer varying perspectives on this phenomenon. Roy Kwagala attributed the higher number of female graduates to girls’ focus and discipline.
“Girls take academics seriously, participating in discussions, coursework, and tests, while some boys take these lightly, affecting their overall performance,” he said.
Others, like graduate Abbey Tumusiime, believe societal expectations drive girls to excel academically. “Girls are often scolded more for failure, and they feel the pressure to prove themselves. Boys, on the other hand, often have alternative paths, like hustling or starting businesses,” Tumusiime explained.
