Over the past few decades, affirmative action policies have been instrumental in correcting historical gender imbalances in education, especially in developing countries like Kenya. Numerous governmental and non-governmental programs have been implemented to promote the girl child’s access to education, with significant success. However, as these efforts continue to grow, there is an emerging concern that the boy child is becoming increasingly neglected. While the empowerment of girls remains essential, there is a growing need to assess whether the educational playing field is becoming uneven in the opposite direction.
Affirmative action was necessary and timely in the early 2000s when many girls faced systemic barriers to education. Issues such as early marriage, menstruation-related absenteeism, and harmful cultural practices kept many girls out of school (UNESCO, 2015). In response, initiatives such as the provision of free sanitary towels by the Kenyan government, the introduction of gender quotas in university admissions, and girls-only scholarships from NGOs like CAMFED and ZanaAfrica were introduced to support female students (Ministry of Education, 2017; CAMFED, 2021). However, while these measures have had a positive impact on girls’ education, they have also coincided with a steady academic and social decline in boys’ educational outcomes. Recent statistics from the Kenya National Examinations Council (KNEC) reveal that girls are now outperforming boys in languages such as English and Kiswahili at both primary and secondary school levels (KNEC, 2023). In several counties, including Kisii, Nairobi, and Nyamira, female enrolment and completion rates in secondary school surpass those of males.
Further evidence from a 2025 study by the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and Zizi Afrique Foundation found that boys recorded a higher percentage of factual errors in early-grade numeracy compared to girls (86% vs. 83%), indicating weaker foundational understanding among boys at a critical stage in their education (CEMASTEA & ZAF, 2025). Moreover, in Grade 3, girls outperformed boys with 5% of girls getting all the tasks correct vs 2% of boys and in addition tasks, suggesting that girls are not only catching up but, in some cases, surpassing boys even in traditionally male-dominated domains like numeracy (CEMASTEA & ZAF, 2025).
Further, dropout rates among boys have increased, especially in informal settlements and rural areas. Boys are more likely to disengage from school due to drug use, economic responsibilities, and peer influence. In addition, many boys are often lured into informal income-generating activities such as motorcycle riders (boda boda), which provide quick money but little long-term stability (Ngugi & Mugo, 2022). Meanwhile, there is a lack of programs specifically tailored to address these behavioral and socioeconomic challenges faced by boys. At the university level, a shift in gender dynamics is also observable. According to data from the Commission for University Education (CUE), some Kenyan universities now admit more female than male students in disciplines like education and the health sciences (CUE, 2022). Moreover, the extra admission points historically awarded to female students have not been revised to reflect this new reality, potentially creating an inequitable system.
This trend is not isolated to government programs. Many private sector and civil society interventions continue to focus disproportionately on girls. While this focus was initially justified, the continued neglect of boys creates a gap in mentorship, psychosocial support, and financial assistance. Programs targeting boys’ academic performance or emotional well-being remain rare or poorly funded (Wambua, 2023). Societal narratives often portray boys as naturally resilient and inherently advantaged. This has led to a dangerous oversight in policy planning. There are few gender-specific government interventions for boys, even though male children from poor, rural, or urban slum backgrounds are increasingly vulnerable to poor educational outcomes (UNICEF, 2020).
June, recognized as Men’s Mental Health Awareness Month, reminds us that boys’ educational struggles often mirror deeper emotional challenges. Zizi Afrique Foundation, through its work with CEMASTEA, underscores the need for early, systemic interventions, blending academic support with mental health awareness to prevent long-term harm and ensure both boys and girls full potential is nurtured.
If this neglect continues, the consequences could be severe. Disengaged boys are more likely to face unemployment, engage in criminal behavior, and suffer mental health challenges. The gender equity movement must not come to mean the reversal of gender disadvantage. True equity requires attention to the needs of both girls and boys, especially when evidence indicates that either group is lagging. To move toward a more inclusive future, policy reforms must adopt a gender-responsive, not just gender-compensatory, approach. This includes reviewing university admission criteria, investing in male-targeted mentorship programs, expanding scholarships for disadvantaged boys, and implementing early interventions to curb dropout and behavioral issues among boys in primary schools.
The empowerment of the girl child must continue. However, it should not occur at the expense of the boy child. An evidence-based, balanced approach to gender equity in education is critical for sustainable social development. The future of any society lies not in uplifting one gender over another, but in ensuring both have an equal chance to thrive.
References
CAMFED. (2021). Annual report 2020/2021: Supporting girls’ education in Africa. https://camfed.org
CEMASTEA & Zizi Afrique Foundation. (2025). Summary Findings on the Most Common Errors in Early Grade Numeracy Classrooms: Insights for Practice.
Commission for University Education (CUE). (2022). University enrollment statistics. Nairobi: Government of Kenya.
Kenya National Examinations Council (KNEC). (2023). Performance report: KCPE and KCSE national analysis. Nairobi: KNEC.
Ministry of Education. (2017). National education sector strategic plan 2018–2022. Nairobi: Government of Kenya.
Ngugi, J., & Mugo, M. (2022). Factors contributing to dropout among male students in informal settlements in Nairobi. African Journal of Education and Practice, 8(2), 45–58.
UNESCO. (2015). A growing number of children and adolescents are out of school as aid fails to meet the mark. UNESCO Institute for Statistics.
UNICEF. (2020). The state of the world’s children 2020: Children, food and nutrition – Growing well in a changing world. New York: UNICEF.
