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Background and Purpose:
Uganda has made commendable progress in expanding access to education. Prior to the COVID-19 pandemic, the primary Net Enrolment Rate (NER) stood at approximately 95%. However, recent years have seen a decline in both enrolment and retention, with learner attrition emerging as a critical issue. For instance, the 2022 primary net completion rate stood at only 32%, and only 61% of learners who sat for the Primary Leaving Examination (PLE) enrolled in secondary education. Even fewer—33%—completed lower secondary (O-level). In 2017, just 24% of girls and 26% of boys completed secondary education. These statistics reveal a systemic attrition problem that undermines educational investment, reduces human capital development, and exacerbates poverty and inequality. Contributing factors include household poverty, limited access to quality education, long distances to school, poor health and nutrition, and social-cultural constraints.
Justification
The proposed study aims to deepen understanding of drivers, rates, reasons, and trends of learner attrition in primary and secondary schools in Uganda.
Previous research efforts have not sufficiently disaggregated findings by gender, region, or vulnerability. This study seeks to generate timely, actionable insights that support evidence-based, inclusive policy reform. Definitions used: • Dropout – Permanent cessation of attendance before completing a level. • Attrition – Gradual reduction in learners due to transfers, dropouts, etc. • Completion Rate – % of cohort finishing a level within expected years.
Objectives
Specific Objectives
The study seeks to achieve the following specific objectives:
a) To establish the current rates of learner dropout in primary and secondary schools and analyze how these rates vary across key demographic groups, including age, gender, socio-economic status, ethnicity, and geographic location.
b) To identify the socio-economic factors—such as household income, parental education levels, and employment status—that contribute to learner attrition across the education cycle.
c) To examine school-related factors influencing learner dropout, including the quality of teaching and learning, teacher availability and absenteeism, school infrastructure, availability of learning materials, and school safety.
d) To assess the influence of cultural and gender-related factors—such as early marriage, teenage pregnancy, domestic responsibilities, and gender-based discrimination—on school dropout patterns.
e) To evaluate the effectiveness of existing government and community-led interventions aimed at improving school retention and reducing dropout rates.
f) To explore regional and rural-urban disparities in dropout rates, and investigate the underlying structural, economic, and social factors driving these differences.
Scope of the Study
Geographical Scope:
The study will be conducted in six selected districts across Uganda to ensure representativeness of the country’s diverse socio-economic and geographical contexts. The selected districts will be drawn up based on dropout prevalence, regional representation, and presence of marginalized populations (e.g., refugees, children with disabilities), from:
• Northern Uganda – 2 districts
• Western and Central Uganda – 2 districts
• Karamoja Region – 2 districts
Within each district, data will be collected from four schools—three primary and one secondary school. The sample will include at least one refugee-hosting school and one inclusive education school in each region, where applicable.
Institutional Scope:
The study will cover only primary and secondary schools in each selected district. Early Childhood Education (ECE) has been excluded from the scope to maintain focus and ensure feasibility.
Study Approach
The study will be undertaken by a consultant recruited by UNICEF Uganda and quality assurance provided by the MoES, NCDC, UNICEF and Embassy of Ireland. Relevant ethical considerations will be thought of by the consultant.
Study Phases
This study will be conducted over a duration of 4 months upon signing the contract.
The study will be implemented in five sequential phases:
a) Preparation Phase: Involves formation of the research consultant team, engagement of stakeholders, and development of a detailed study implementation plan.
b) Inception Phase: Includes detailed methodology, literature and data review; design and pre-testing of tools; preparation of fieldwork logistics; and finalization of the Inception Report.
c) Fieldwork Phase: Execution of both quantitative and qualitative data collection in the selected districts and schools.
d) Reporting Phase: Data analysis, synthesis of findings, and drafting of the study report. This will also include a stakeholder validation workshop.
e) Dissemination Phase: Preparation and sharing of final deliverables (study report, policy brief, infographic, presentation slides), including a national dissemination event.
Major Tasks:
1. Develop and submit Inception Report
2. Desk-based literature and policy review
3. Tool finalization and field logistics
4. Data collection
5. Cleaning, analysis and synthesis Primary data collection from 6 districts
6. Draft research report
7. Stakeholder validation workshop
8. Final study Report
To qualify as an advocate for every child you will have…
Technical Background and experience
1. It is a National individual consultancy.
2. Master’s or PhD in Education, Educational Planning, Social Sciences, Development Studies, or a related field.
3. At least 10 years of proven experience in education and research, particularly in learner retention, dropout analysis, or education policy reform. The Consultant should demonstrate thorough understanding of the context of factors influencing learner dropout, including the quality of teaching and learning, teacher availability and absenteeism, school infrastructure, availability of learning materials, and school safety in Uganda or in similar context.
4. Demonstrated experience in networking with key stakeholders in education, Local Government and Finance.
5. Demonstrated ability to lead large-scale, mixed-methods studies
Desired competencies:
1. Able to work independently, has sound judgment and strong organizational skills.
2. Strong project management skills with a proven ability to conceptualize, plan and execute ideas as well as to transfer knowledge and skills.
3. Demonstrated ability to work in a multicultural environment and establish harmonious and effective working relationships.
4. Strong analytical and report writing skills
5. Excellent communication and stakeholder coordination skills
6. Ability to work with, gather feedback from a multiplicity of stakeholders.
7. Distinctive ability to foster open dialogue, build trust and engage key stakeholders.
8. Fluency in English is required. Knowledge of a local language is an asset.
For every Child, you demonstrate…
UNICEF's values of Care, Respect, Integrity, Trust, Accountability, and Sustainability (CRITAS).
To view our competency framework, please visit here.
UNICEF is committed to diversity and inclusion within its workforce, and encourages all candidates, irrespective of gender, nationality, religious or ethnic background, and persons with disabilities, to apply to become a part of the organization. To create a more inclusive workplace, UNICEF offers paid parental leave, breastfeeding breaks, and reasonable accommodation for persons with disabilities. UNICEF strongly encourages the use of flexible working arrangements. Click here to learn more about flexible work arrangements, well-being, and benefits.
According to the UN Convention on the Rights of Persons with Disabilities (UNCRPD), persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which, in interaction with various barriers, may hinder their full and effective participation in society on an equal basis with others. In its Disability Inclusion Policy and Strategy 2022-2030, UNICEF has committed to increase the number of employees with disabilities by 2030. At UNICEF, we provide reasonable accommodation for work-related support requirements of candidates and employees with disabilities. Also, UNICEF has launched a Global Accessibility Helpdesk to strengthen physical and digital accessibility. If you are an applicant with a disability who needs digital accessibility support in completing the online application, please submit your request through the accessibility email button on the UNICEF Careers webpage Accessibility | UNICEF.
UNICEF does not hire candidates who are married to children (persons under 18). UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination based on gender, nationality, age, race, sexual orientation, religious or ethnic background or disabilities. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check, and selected candidates with disabilities may be requested to submit supporting documentation in relation to their disability confidentially.
Remarks:
Only shortlisted candidates will be contacted and advance to the next stage of the selection process.
Individuals engaged under a consultancy or individual contract will not be considered “staff members†under the Staff Regulations and Rules of the United Nations and UNICEF’s policies and procedures and will not be entitled to benefits provided therein (such as leave entitlements and medical insurance coverage). Their conditions of service will be governed by their contract and the General Conditions of Contracts for the Services of Consultants and Individual Contractors. Consultants and individual contractors are responsible for determining their tax liabilities and for the payment of any taxes and/or duties, in accordance with local or other applicable laws.
The selected candidate is solely responsible for ensuring that the visa (applicable) and health insurance required to perform the duties of the contract are valid for the entire period of the contract. Selected candidates are subject to confirmation of fully-vaccinated status against SARS-CoV-2 (Covid-19) with a World Health Organization (WHO)-endorsed vaccine, which must be met prior to taking up the assignment. It does not apply to consultants who will work remotely and are not expected to work on or visit UNICEF premises, programme delivery locations or directly interact with communities UNICEF works with, nor to travel to perform functions for UNICEF for the duration of their consultancy contracts.