Girls from the poorest families will benefit from increased financial support to allow them to continue to access education. Through this project the girls gain the skills, qualifications and confidence required to take control of their lives. Specifically, they will improve their literacy and numeracy skills, as well as their social, personal and economic competencies. Disclaimer : Country borders do not necessarily reflect the UK Government's official position. Sectors groups as a percentage of country budgets according to the Development Assistance Committee's classifications. Summary Documents 0 Transactions Partners. Please contact them if you have any questions about their data. Status - Implementation. Project Spend. Location: Kenya.
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Concern Worldwide UK
Wasichana Wote Wasome in Kenya is one such project and Education Development Trust headed up this life-changing, large-scale project. Implemented between and , the project aimed to improve the life chances of some particularly disadvantaged girls in arid and semi-arid lands ASALs and urban slums. Although different in many ways, these two settings have in common the prevalence of communities that are extremely deprived economically, where women and girls often lead difficult lives. In Kenya, girls in ASALs and urban slums face multiple challenges and barriers — societal, cultural and geographical — that prevent or make it difficult for them to access education. In rural districts of Turkana and Samburu, for example, the ratio of boys to girls passing their end of primary school examinations is more than Concerns over safety, the long distances to school and the costs lead to girls being enrolled late and withdrawn early.
It builds on the success of our Wasichana Wote Wasome programme that increased school enrolment for girls. Although Kenya has attained gender parity in primary education at the national level, closer scrutiny reveals gender disparities especially in ASAL. Gendered barriers conspire with other forms of disadvantage and discrimination to particularly affect girls and women negatively. Historically, gender inequalities have entrenched unchallenged cultures of male dominance leading to marginalisation of women in many communities. Available research evidence indicates that girls are forced to forego schooling to attend to household chores, take care of ailing relatives, or contribute to family livelihood by selling wares in the markets; engaging in casual labour or working as domestic servants. As with our first programme, Wasichana Wote Wasome, we are working to effect sustainable change by addressing these barriers holistically at four levels: the girl herself, the girl in school, the girl at home and the girl in the community.