Vedaaranya Heritage Arts and Healing Festival 2016

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Prof. Helen Omondi Mondoh

Pwani University College
P.O BOX 195-80108
KILIFI
KENYA

Gender,Education and Equality in Kenya: a different emphasis on the march to 2030

I n 2008, UNESCO estimated that 72 Million children worldwide were out of school. Of these 57% were girls. Globally, boys still enjoy a privileged position in terms of access to  education, and for every 100 literate men there are still only 84  literate women. Further, once boys and men have left school, they  benefit from a broader range of job opportunities, higher salaries and greater political participation than women.This access to power also  awards them advantages in more informal contexts such as the family.However, there are great many discrepancies. Gender interacts with racial, social class and religious issues to affect boys' relationships to schooling, and so within and across different countries the issues regarding boys and education; just as for girls are varied,  complex and inconsistent. Many initiatives regarding gender, education  and equality have tended to focus on girls.

This is understandable given the challenges that girls face. However, it is becoming increasingly recognised by organisations,policy makers and researchers working in the field of education that boys and men have a significant role to play in addressing gender inequalities. My paper will depart from the usual  practice of laying emphasis on girls and women only; but will also consider boys and men.