Factors currently hindering girl’s education in Daadab and Kakuma refugee camps
• The cost of education – ensuring that communities, parents and children can afford schooling.
• Poor school environments – ensuring that girls have access to a safe school environment devoid of the conflicts in the region
• The weak position of women and girls in society – ensuring that society and parents value the education of girls.
• Conflict – ensuring that children who are excluded due to perennial conflicts have access to schooling.
• Social exclusion – dominant harmful practices including child marriage, sexual violence and FGM. Hence, ensuring that girls are not discontinued from school as a result of the above
• Lack of overall communal goodwill, mentorship and leadership.
• Failure to improve the access to and quality of schooling for girls.
The Girls Education Equity Project is a three level program seeking to link men, boys and communities to education service providers including government and other agencies for purposes of increasing primary school admission and retention. The project is premised on the belief that boys, men and community participation in girl’s education are a key missing link. Community involvement is clearly related to improved access, and there is growing evidence that community involvement also improves the quality of education offered.
The project is governed by three principles
• Stimulate girl’s education dialogue between diverse entities within Kakuma camp
• Provide basic amenities to the girls to foster increased school enrolment and retention
• Innovatively engage men, boys and communities for purposes of reducing the perennial deterrents to girls education
Theory of Change:
Our theory of Change addresses the exact wants of marginalized girls and the exclusive circumstantial factors that outline their access to worth educational openings. The project recognizes the supply and demand side contest and attempts to address both to increase the demand for quality education amongst refugee and host communities and at the same time improve the quality and supply of education to ensure adequate incentive for parents to send their girls’ to school. GEEP commits to reach boys to ensure their ongoing access to quality education opportunities and to engage them as supporters for girls’ education. Together with other partners, the project provides a number of supply side interventions including: additional teachers and textbooks. Most critically, GEEP understands that girls’ education is situated in a complex socio-cultural context which needs to be addressed in any intervention. GEEP works with community leaders, parents including opinion leaders, religious leaders and others to generate their support for girls’ education and thus increase demand
- Provision of solar lamps to enable girls to balance their school and household responsibilities by extending the time available to study (using the lamps after dark), once household work is complete. Girls will be the primary users of the lamps but will be encouraged to share with their male and female siblings.
- Provision of adequate sanitary wear as well as coordinate with other providers of sanitary wear and female teachers to ensure girls receive appropriate supplies.
- Construct additional classrooms to ensure adequate space for learning to take place.
- Textbooks and learning materials are critical to ensuring the quality of education for learners, yet they are largely unavailable to learners in Kakuma. We purchase and distribute relevant textbooks and learning materials, based on school-level
- Offer training in girl-friendly teaching given to teachers in project schools. The training will raise the awareness of teachers on gender issues in the school environment and equip them with strategies for making a more girl-friendly learning environment in their classrooms and schools.
- The cost of school uniforms is a significant barrier to girls’ participation in school, and due to socio-cultural norms girls’ don’t attend school if there is wear and tear on their uniform.
We work closely with innovation partners who contribute unique, promising interventions linked to project’s objectives. Too often, initiatives seeking to achieve gender equality and girls’/women’s empowerment side line the role of men or define their role in a narrow manner. We recognize that in order for our objectives to be reached, men and boys will need to be champions for girls’ education. We work with Kenyatta University to develop innovative strategies to engage men and boys in support of girls’ education and gender equality. We target specific cultural beliefs and attitudes that act as drivers against girl’s education. Customs and practices such as female genital mutilation, polygamy, child marriage and boy child preference remain key drivers to the project.
The project works with innovative media partners including vernacular radio stations to employ participatory media strategies that take advantage of the potential offered by new media. The project generates discussion and dialogue in a participatory manner that enables behaviour change and broaden support for girls’ education. We document the results of innovative components and share the methodology and results with other partners to enable broader learning
GEEP’s expected outcome is improved enrolment, retention and performance of 15,175 marginalised girls in primary schools in Daadab and Kakuma refugee camp in Northern Kenya. This outcome will be achieved by reaching the following targets by the end of the project:
• 40% increase in the number of girls stay in school through life cycle of the project, completing primary cycle.
• 30% of girls enrolled in remedial training improve their academic performance (increase their learning) by a minimum of 15%.
• 35% increase in the number of girls enrolled at targeted schools.
• 13% increase in average girl’s attendance in school.
• Additional resources leveraged in support of the GEEP’s investments