Salome and Jackson are siblings of about 11 years old from a rural region of Kenya, their daily morning starts with a manual digging in the sand in a quest for water. Their home does not has neither electricity nor piped water, and they cross a 15 kilometers distance through the kenyan savannah to get to school. In the first article of the 1948 Universal declaration of human rights we read that all human beings are born free and equal in dignity and rights. But is it true? Continuer la lecture
The Kenyan Government has made spirited efforts to attain the Millennium Development Goals (MDG) and Education For All (EFA) goals given the realization that investing in the education is critical for socio-economic and political advancement of the country. This study has established that despite this noble objective, getting education to hard-to-reach children, especially girls in arid and semi arid regions (ASALs) is a great challenge. Poor access to education and gender imbalances are largely attributed to prevailing poverty, negative attitudes and lack of commitment from parents towards sending their child girl to school, cultural practices such as female genital mutilation (FGM) and early marriage, insecurity and conflicts, unfriendly school environments, irrelevant curriculum and quality education and lack of role models within the community. The Government needs to address these obstacles and improve learning conditions so that marginalized children are able to enroll, participate and complete school.
Text by Victor F. O. Ombati and Mokua Ombati