● EMPHASISING that access to education is both an internationally recognised human right, as well as a fundamental enabler to achieve economic growth, human development, peace and stability
● RECOGNISING that girls and women are particularly vulnerable and many need increased support to access quality secondary, tertiary and continuing education
● ACKNOWLEDGING that investing in education for girls and women through their life course is educating a nation and therefore is critical to reduce inequality and to stimulate development.
Education and human rights
According to the Universal Declaration of Human Rights, all human beings are born free and equal in dignity and rights. Article 26 states:
1. Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit.
2. Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.
3. Parents have a prior right to choose the kind of education that shall be given to their children. Education is a fundamental human right for all. The right to education also enables the enjoyment of other human rights. Human rights education (HRE), formal education and informal education are ways to protect and reinforce human rights.
Primary education
Access and equity means that all children of school going age regardless of their strength or weaknesses should be part of the schooling community, paying special attention to the minority and vulnerable groups like the special needs, orphans and the girl child. Despite the implementation of Universal Primary Education and according to the education statistics, girls enrolment (2017) is higher that of boys.. However, in the fourth years especially in rural schools, the number of girls begin to dwindle due to various reasons including poverty related factors, traditional practices and values, early marriages and absence of graduate women mentors Association of University Women Uganda (AUWU) which is enhanced by the fact that services where women are located in urban and semi-urban areas. AUWU therefore, endeavors to carry out programs that address such challenges for the benefit of girls and women.
Secondary school
Education is one of the most important human rights and it enhances socio-economic development. Nonetheless, gender-related inequality in education is observed in most of Uganda especially in the rural communities. Every year of secondary school the number of girls enrolled compared to boys decreases. Despite a great number of national and efforts aimed at raising the access to education, girls in Uganda still face multiple
barriers that affect their school attendance and graduation rates at the different levels. For example; Universal Secondary Education (USE) was implemented in 2007 which increased school enrollment, yet the gender gap in learning is still not eliminated, especially in the rural regions, where socio-economic and cultural dynamics ;have shown a disproportionate impact on girls to pursue their education. The state of girl child education in Uganda and the path forward
According to the World Bank, only 27% continue schooling up to the upper secondary and less than 4% in tertiary. In addition, in the recent national statistics UNICEF observed that 24% girls aged between 15-19 were pregnant (Nashir Ngoobi, Shilpa Leena & Chokufa Khan“The state of girl child education in Uganda and the path forward”, 04January2026).
Despite these challenges, when girls do complete secondary education, they are better positioned to get a job, have better health and have fewer children.
Tertiary education
Tertiary education is vital for accessing high-skilled jobs and ensuring women have the autonomy to choose their career path. Uganda has affirmative action for girls enrolling for tertiary education where 1.5points is added to their results and has helped increase the number of girls at tertiary, similar barriers to tertiary education exist for women as in secondary education. Ensuring gender equality across different disciplines in tertiary education will bring diversity to workplaces, increase women’s participation in all sectors of the economy and allow women to access higher paid, high-skilled jobs. AUWU in partnership with GWI every year, supports two girls from poor
Families until completion of their university education.
Non-traditional:
One form of non-traditional education is the acquiring of knowledge and skills through learning methods that extend beyond formal means, institutions and sectors. Advancements in technology have yielded several contemporary methods of learning including through distance-learning and online courses. Non-traditional education aims to promote the participation, integration and balancing of the male and female workforce across all sectors. Barriers for women in pursuing non-traditional education include; domestic responsibilities, practical skills for income generation and certain traditional and cultural norms.