Why are men falling off Makerere’s graduation list?

In Uganda’s higher education sector, a significant trend has emerged: female students are increasingly outnumbering their male counterparts, particularly in humanities programs.

While this shift highlights progress in gender equity, it raises critical questions about the underlying causes, the challenges faced by males, and the long-term implications for the education landscape in the country.

ROLE OF AFFIRMATIVE ACTION IN FEMALE ENROLLMENT

A key driver of this trend is Uganda’s affirmative action policy, which awards an additional 1.5 points to female students during university admissions. This policy, introduced to address historical gender imbalances, has significantly increased female enrollment in higher education.

At Makerere University—Uganda’s flagship institution—this policy has been particularly impactful.

“Affirmative action has increased the number of girls entering institutions of higher learning,” explains Aklam Amanya, a gender researcher and masculinity practitioner.

“However, enrolling doesn’t guarantee graduating. Research shows that boys often receive less attention in career guidance, leaving the boy child at a disadvantage. This doesn’t mean the focus should shift away from girls but, rather, that support for boys should also be strengthened.”

The effects of this policy are evident in graduation statistics, which consistently show a higher percentage of female graduates in most disciplines. For instance, in 2025, Makerere University saw 6,369 female graduates compared to 5,086 males in bachelor’s programs. However, this trend begins to reverse at higher levels of education, where men slightly outnumber women.

In master’s programs, 1,045 males graduated compared to 768 females, while at the doctorate level, 79 males graduated compared to 64 females. Similarly, in postgraduate diploma programs, 147 males graduated, surpassing the 96 females.

These statistics demonstrate the success of policies supporting female education but also underscore persistent gender disparities at advanced levels of study, raising questions about how to support women’s progression beyond undergraduate degrees.

SIX-YEAR TRENDS

An analysis of Makerere University’s graduation data from 2020 to 2025 reveals a consistent rise in the percentage of female graduates. In 2020, women accounted for 50.5% of graduates, slightly edging out men at 49.5%. This marked the beginning of a steady upward trend. By 2021, women made up 51% of graduates, and by 2022 and 2023, their representation rose to 52%.

The most notable growth occurred in 2024 and 2025, with female graduates reaching 53%, while male graduates declined to 47%. This steady increase reflects broader cultural, institutional and societal shifts toward empowering women in higher education.

Targeted policies, improved retention rates for female students, and changing societal attitudes likely contribute to this upward trend. However, the growing disparity in graduation rates suggests potential challenges facing male students that need further investigation.

COURSE SELECTION AND SOCIOECONOMIC DIVIDE

While female enrollment and graduation rates have surged, there is a notable gender divide in course selection. Economic factors often influence female students to gravitate toward humanities programs, which are generally less resource-intensive than STEM (science, technology, engineering, and mathematics) fields.

Humanities programs also align with career paths traditionally viewed as more suitable for women, such as teaching, administration and social work. In contrast, STEM fields remain male-dominated, largely due to societal stereotypes and limited opportunities for girls to pursue science-related careers.

Historical enrollment figures illustrate these disparities. For instance, in 2010, Makerere University’s Bachelor of Medicine and Surgery program admitted 59 male students compared to only 23 females. Similarly, only 3 out of 18 students admitted to the Bachelor of Pharmacy program were female.

This pattern continued in engineering fields, with just 8 out of 38 students admitted to the Bachelor of Electrical Engineering program being female. These imbalances persist, with recent data showing that women remain under-represented in STEM fields, despite their dominance in arts and humanities.

In the 2020/2021 academic year, female enrollment in some arts and humanities programs at public universities reached as high as 70%. By 2024, Makerere University’s College of Humanities and Social Sciences reported more female graduates than any other college, highlighting the continuing trend of gendered course selection.

IMPLICATIONS AND EMERGING CHALLENGES

While the rising number of female graduates reflects progress in gender equity, it also brings new challenges to light. The decline in male graduation rates, coupled with the underrepresentation of women in STEM, points to a need for a more balanced approach to addressing gender disparities in education.

Affirmative action policies have undoubtedly expanded opportunities for women, but they should be complemented by initiatives aimed at supporting boys, particularly in career guidance and mentorship.

CHALLENGES FACING THE BOY CHILD

Uganda’s strides in promoting gender equity in education have been commendable, with increasing numbers of female students enrolling and graduating from higher education institutions.

However, this progress has exposed a worrying trend: boys are facing unique challenges that threaten their academic and professional futures. Rising dropout rates, the influence of gambling, and insufficient career guidance for boys are emerging as critical issues that need urgent attention.

ECONOMIC PRESSURES AND RISING MALE DROPOUTS

Economic hardship remains one of the most significant drivers of male dropout rates. Boys are often pressured by societal expectations to contribute to family income, leading many to enter the workforce prematurely.

Without completing their education, they lack the skills necessary to compete in a rapidly evolving job market. Gender researcher Aklam Amanya argues that this issue is compounded by the lack of targeted support and career guidance for boys, leaving them “in the desert” as they struggle to navigate their educational and career paths.

This challenge is not unique to Uganda. In 2024, the UK Education Committee launched an inquiry into why boys consistently underperform compared to girls across all age groups and ethnicities. The findings highlighted the need for targeted interventions to address gender-specific challenges and improve outcomes for boys—a lesson that resonates in Uganda’s context.

THE GROWING IMPACT OF SPORTS BETTING

Another troubling factor contributing to male dropouts in Uganda is the rise of sports betting, particularly among university students. At Makerere University, Vice-Chancellor Professor Barnabas Nawangwe revealed in a March 2024 address that at least 1,000 students drop out annually due to gambling-related financial distress. Many students fail to pay tuition fees after losing money on online sports betting platforms, which are easily accessible via smartphones, tablets, and laptops.

Outgoing Guild president Lubega Nsamba echoed these concerns, highlighting the pervasive influence of gambling among students.

“True, a number of students are dropping out of the university because of betting,” Nsamba remarked, blaming the lotteries and gaming board for failing to regulate gambling activities targeting students.

Similarly, Fred Toskin Cherukut, executive secretary of the Uganda National Students Association (UNSA), noted that many students drawn into gambling are lured by peers who have already suffered losses and now act as “conmen,” enticing others to join in hopes of recovering their money.

This issue is not isolated to Uganda. According to a report by The Citizen (Tanzania), gambling has become a serious threat to higher education across East Africa, with thousands of students abandoning their studies due to financial difficulties caused by betting.

BRIDGING THE GENDER GAP

While Uganda has made significant progress in increasing female enrollment in higher education, addressing the challenges faced by boys requires a more balanced and inclusive approach. Experts and stakeholders have proposed several solutions to bridge the gender gap and create a more equitable education system.

REVISITING AFFIRMATIVE ACTION POLICIES

Affirmative action policies, such as Uganda’s 1.5-point advantage for female university applicants, have played a crucial role in boosting female enrollment. However, some argue that these policies should be reviewed to address the challenges faced by boys, particularly those from economically disadvantaged backgrounds.

“Affirmative action has certainly opened doors for many girls to access higher education,” says Noah Katiiti, a seasoned journalist.

“However, policies should also consider boys, especially those from marginalized communities. Scholarships and support should be more inclusive, ensuring no one is left behind.”

Education stakeholders suggest introducing targeted scholarships and academic support for boys to complement existing affirmative action initiatives for girls. This balanced approach could help reduce the growing gap and ensure that both genders have equal opportunities to succeed.

STRENGTHENING CAREER GUIDANCE FOR BOYS

The lack of career guidance for boys has been highlighted as a key issue contributing to male dropouts and underachievement. Beston Mutambi, a recent Makerere University graduate, notes that many boys struggle with career choices due to insufficient support.

“There wasn’t enough guidance for us on career paths outside the traditional ones. Schools need to introduce tailored career counseling programs for boys to help us make better choices and stay motivated.”

Experts recommend that schools and universities implement gender-sensitive career counselling programs to help boys explore diverse career paths and build long-term aspirations. Such initiatives could counter-act societal pressures that push boys out of school prematurely and encourage them to pursue higher education.

ENCOURAGING STEM EDUCATION FOR GIRLS

While addressing challenges for boys, Uganda must also continue its efforts to close the gender gap in STEM (science, technology, engineering, and mathematics) fields, which remain male-dominated. Priscilla Kangume, a technology graduate, credits her success to a strong support system that encouraged her to pursue a career in STEM.

“More girls need exposure to STEM fields and access to mentorship programs. This will help challenge stereotypes and build their confidence to take on roles in engineering and technology.”

Promoting STEM education for girls through mentorship programs, scholarships, and hands-on learning opportunities is seen as a critical step toward achieving gender balance in education and employment. By challenging societal norms and providing role models, these initiatives can empower more girls to pursue careers in science and technology.

CONCLUSION

The challenges facing Uganda’s education sector highlight the need for a holistic approach to gender equity. While policies like affirmative action have successfully increased female enrollment, the rising drop-out rates among boys and the persistent gender gap in STEM education underscore the need for targeted interventions. Uganda must strike a balance between empowering girls and supporting boys to ensure that no student is left behind.