Girls Education in Kenya

Girls in Kenya just like in the world are often left out of the conversation. Kenyan girls are born and socialized into a patriarchal society in which boys take priority over girls.  The male children are privileged because they carry on the family name unlike girls who are considered to belong to their husbands’ families after marriage. Therefore, when poverty forces families to decide between educating a boy or a girl, the boy is given precedence

A closer look at the numbers shows that girls’ enrollment rate are still low in most regions.Data from a sample of 8,000 primary schools,which participated in a survey
carried out by the ministry of education in 2002,shows that the dropout rate in primary schools in Kenya was estimated at 5.4% and completion rate had for long remained below 50%. It was established that more girls than boys were dropping out in North Eastern and Nyanza provinces. The repetition rates decreased from 15.2% for girls and 15.6% for boys in 1993 to 12.9% for girls and 13.5% for boys in 2002.

The girl child is tasked with so much activities and while some might lead to drop out; other activities  affect the quality of learning, leaving most girls with education that is hardly useful in a very fast paced and complex society .Other girls stay at home and tend younger siblings and other household chores and this leads to early marriages.1 in 3 girls in Kenya are married before the age of 18 and their fortunes are often tied to men,from fathers, to brothers, to husbands to son.

Girls in villages and marginalized areas in Kenya also miss classes during there monthly periods, more than 850,000 Girls miss school 5 to 6 days every month during pads their menstruation because they lack sanitary pads.Even though some girls are marginalized investing in them makes the difference. The knowledge and skills that come with an education are likely to bring out the untapped, or partially tapped, potential in the Kenyan female population. First, education will give girls an opportunity to access jobs that will assure them of regular income that can support them and their families.
Currently, girls` education has been viewed as a primary predictor for a number of development indicators including national fertility rates, infant mortality, family income and productivity. World Bank economists have recognized girls’ education as single development intervention with the greatest individual and social returns.

By investing in girls you are investing in their future, their family’s future and their country’s future. The idea that education changes societies for the better is not something abstract but a reality of our world. There is no tool for development more effective than the education of girls.



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