TACKLING BARRIERS TO GIRLS EDUCATION IN Summary Analysis of Violence against Girls’ in Education

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AAI ActionAid International AAIK ActionAid International Kenya FGD(s) Focus Group Discussion(s) FGM Female Genital Mutilation LRP Local Rights Programme TBGE Tackling Barriers to Girls’ Education VAGE Violence Against Girls in Education SUMMARIZED REPORT

Summary

“Violence or the fear of violence is an important reason and campaigns to make duty-bearers accountable to for girls not attending school. Besides being in itself an citizens. It also seeks to enable the voices of the most infringement of girls’ rights, violence is also denying girls marginalised, especially girls and women, to be an their right to education,” ActionAid 2004. In 2004, as part integral part of decision-making spaces. of its broader programme of education work, ActionAid undertook detailed research into girl education in 12 Tackling Barriers to Girls’ Education (TBGE) different countries across Africa, , and Latin America and found that violence and the fear of violence were Tackling Barriers to Girls’ Education project aims to among the key factors preventing girls from attending enable over 2,000 girls to challenge violence and school and completing their education. The research overcome the barriers that prevent them from achieving revealed that regardless of their age, race, class, caste, their potential, with a focus on female genital mutilation or location, girls were vulnerable to many forms of (FGM). The Project is part of the initiatives addressing violence including rape, sexual harassment, intimidation, challenges and barriers that girls, both in and out of teasing, and threats, whilst factors such as poverty, war, school, face in accessing and attaining education. and long journeys to school increased the risks. Phase I of the project was implemented in Kongelai To effectively address the issues of Violence Against (West Pokot county) and Marafa (Kilifi county) Local Girls in Education (VAGE), ActionAid’s Human Rights Rights Programmes areas (LRPs) in partnership with Based Approach to development is grounded on three KOMESI and Sauti ya Wanawake. Evaluation of phase pillars empowerment, solidarity, and campaigning. The one revealed that TBGE was relevant and responded by approach aims to achieve sustainable change through targeting the triggers that expose young women and girls “linking local groups to wider movements, gathering to violations, and hence deny them access to education. strong evidence, promoting policy analysis, building The project has since employed innovative and dynamic campaigns, and using mass communications.” This strategies to break down the cycle of abuse and has approach empowers rights holders, builds solidarity, restored hope and a life of dignity to vulnerable young

Girls out of school in Kamuthe at their textile workshop after the interview. ©ActionAid Kenya 2018

TACKLING BARRIERS TO GIRLS’ EDUCATION IN KENYA ActionAid SUMMARY ANALYSIS OF VIOLENCE AGAINST GIRLS’ IN EDUCATION 3 SUMMARIZED REPORT mothers and girls. Phase II of the project has a strong The approach adopted for this study was essentially anti-FGM focus and is implemented in eight counties; participatory and bottom-up in the sense that it took Baringo, West Pokot, Migori, Garissa, Kajiado, Embu, into account the practices and perceptions of the target Taita Taveta and Isiolo. beneficiaries - especially children (specifically girls) - and all the relevant duty–bearers, focusing on the indicators. Scope of the assignment The study also used a multi-stakeholder approach, taking into consideration sex, age, location, and social This analysis was significantly qualitative, using a feminist status. This bottom-up approach was beneficial in the lens, intended to highlight the relationship between sense that it was based on an enhancement, rather than gender roles and conventional research practices. While a deficit, approach to beneficiary participation in the the traditional research methods are biased towards process that is promoted in the reflect methods for data men’s experiences, this study lays more emphasis on collection and interventions. During the formative stage, girls’ and women’s experiences, aspects that have been the goal was to learn as much as possible about how the particularly missing. The use of a qualitative approach respondents think and behave in relation to the issue of has strengthened the analysis to better reflect on the FGM and the link it has to education of girls. nature of human rights experiences. The approach provides insights to challenge norms like female genital General barriers to girl’s education: Violence mutilation (FGM), mostly established by men. index

The feminist lens helped to challenge the existing Access to education remains a challenge for both stereotypes. It examined girls’ socio-cultural and political girls and boys in all the study areas. Even though the situation at household, community and public levels that majority of the community members and stakeholders hinders their access to education. The scope further in each county report that both girls and boys should be used statistics (from secondary data) of the status of girls’ supported in terms of interventions to promote education, education through the parameters of school enrolment, it was apparent that girls are still lagging behind in the retention, and transition, against the population of girls in counties under study in terms of access, participation, the counties. The assessment further interrogated how and retention. Incidentally, in Elangata Wuas (Kajiado) the the implementation and/or lack of relevant government enrolment of girls is low but almost equal to that of boys policies affects girls’ abilities to access education and (especially in the schools visited). That shows how both participate effectively in the lives of their communities. boys and girls are adversely affected by cultural values. Geographical coverage was limited to ActionAid Kenya’s The situation reflects a very strong cultural influence area of operation. on the gendered preference between girls and boys, which also leads to implied discrimination against girls. Objectives of the study In public life, community members generally have a low opinion of girls and women and do not perceive them The main aim of this study , was to conduct an in- as possible leaders. This view is reportedly changing, depth analysis of the status of girls’ education in each though slowly. Even in school, girls themselves do not of the eight counties. Specific objectives of this analysis believe they should be leaders during and after school. documented in county-specific index reports were In general, some of the factors affecting the education of conducted with the specific aim of understanding: girls and women in the respective counties include:

• Girls socio-cultural and political situation at (i) Insecurity household, community and public levels that hinders their ability to access education; The insecurity reported here refers to inter-ethnic • Statistics of the status of girls’ education through conflicts, cattle rustling, inter-communal violence, the parameters of school enrolment, retention, and and elements of terrorism. Counties most affected transition against the number of girls in the counties. are Baringo (East Pokot) and West Pokot - both of • How the implementation and/or lack of relevant which face inter-ethnic conflicts and cattle rustling. government policies affects girls’ abilities to access The frequency of incidents was reported to be education and participate effectively. occasional. Noticeably, no incident was reported in the project area, except some distant relatives Design of the study reported to have been affected in the recent past. Garissa and Isiolo had incidents of violent extremism The study used a cross-sectional survey design to (terrorism) as reported in some undisclosed combine secondary data from document analysis locations outside the project area. The big challenge and qualitative approaches. The secondary sources for education in this regard lies in the possibility of generated progressive data which provided the status insecurity leading to attacks and civilian casualties. of education and aspects of violence against girls in High-risk groups are those who live along the ethnic education. Qualitative aspects provided the detailed border points, and areas where contingents of reasoning behind the barriers to girls’ education. security officers are deployed. Without citing any

TACKLING BARRIERS TO GIRLS’ EDUCATION IN KENYA ActionAid 4 SUMMARY ANALYSIS OF VIOLENCE AGAINST GIRLS’ IN EDUCATION SUMMARIZED REPORT

Researcher leads girls in drawing a map of their village since the study used participatory methods including mapping. ©ActionAid Kenya 2018

personal experience, the girls alleged that security forces have been perpetrators of rape and torture On further interrogation on why boys think it is taboo (as in Garissa) of women and girls. Some girls are for girls to rent houses, they laughed, and then also reported to have dropped out of school and responded; married some security officers deployed in the region. It is argued that such girls elope and choose “It forces them to walk even 10 - 30 km every to get married to men already working, rather than day to reach school because it is a taboo for girls stay in school. to rent a house until they are married. Even some girls became tired and left schooling,” (ii) Distance to school (FGD with boys, Indupa Primary School).

Most of the LRPs fall in marginalised regions of the Based on observations during field visits, this country. Such regions are characterised by poor narrative exaggerates the distance the children infrastructure and long distance between schools. have to walk. It is however a clear indication of their The fewer the schools in an area, the longer the concern that girls have no way of mitigating the distance that children have to walk to get to school. long distance to school, as boys do, unless they are The distance is also affected by the movement of in a boarding school. The long distance to school pastoralist communities to different grazing fields therefore affects more girls than boys, especially in which may not necessarily have schools. Counties the four listed counties. which reported this challenge include Kajiado, West Pokot, Isiolo, and Baringo. In Kajiado for instance, (iii) Religion some girls were noted to have dropped out of school because of the long distances of three to In Garissa, issues linked to religious beliefs were five kilometres they had to cover to and from school cited strongly as part of the challenges affecting every day. Some boys who also have to travel long girls’ education. For instance, in Muslim society, men distances to school have rented houses around the (and boys) should not sit together with women (and school, something that girls are not permitted to do. girls) especially during public events. This applies It’s unthinkable for a girl to live away from home, even in schools and is seen in most secondary and unless she is married. all primary schools. Islamic influence is invoked to justify the importance of duksi (or madrasa) as “We come from far, like five kilometres (from opposed to formal schools. Basing their arguments school), but we have rented some place in on these teachings, some community members the neighbourhood. But girls can’t leave their think that religion has a bearing to the attendance homes to rent the way we have done because it and completion of education by girls, and even boys. is a taboo,” (Focus group discussion (FGD) with boys, Indupa). “The challenge of girls in this region is very

TACKLING BARRIERS TO GIRLS’ EDUCATION IN KENYA ActionAid SUMMARY ANALYSIS OF VIOLENCE AGAINST GIRLS’ IN EDUCATION 5 SUMMARIZED REPORT

complex but religion plays a very significant - frustrates them, leading some to engage with role. Girls are not allowed to sit together boyfriends who are willing to support them. When with boys, just like women are not allowed to such support leads to sexual relationships, they worship together with men in the mosque. This often up not only in child pregnancy or marriage, but silent rule affects girls’ confidence when they also school dropout. The lack of sufficient provision are forced by conventional school practices of basic needs for girls is a major concern that that often put girls to even share desks with connects with several other factors to push girls out boys. When girls reach teenage, some would be of school. very uncomfortable with class environment. But the most serious thing is the emphasis (vi) Strained relations and communication between on madrasa at the expense of formal school girls and parents by many parents. No one would worry when girls don’t attend school regularly but when At the household level, girls report difficulty they fail to attend ‘duksi’ even once; they will communicating with their parents. This, and be reprimanded very strongly” (FGD with girls occasional strained relations in families, often out of school, Kamuthe). lead to physical violence against girls. This cuts across all the counties, but girls in Migori shared This narrative, by girls who dropped out of school, their personal experiences on this. Some parents presents the voice of girls, and carries a lot of weight. become excessively hostile when girls make “even Islamic religion prefers madrasa to formal (Western slight” mistakes. When parents learn of the relations education) and that is why girls would rather attend between girls and boys, for instance, some of them duksi (religious teachings) than go to school. become hostile and force the girls out of their homes. Such girls have no alternative but to run away even (iv) Parental illiteracy from school. Girls herein lament saying:

In all the LRP counties, it was reported that most of “Our parents are at times too hostile and most the adult community members are illiterate. The most of the times there is no freedom of speech, affected counties are Kajiado, West Pokot, Baringo, association or movement for girls hence Isiolo, and Garissa. According to the Curriculum we cannot share our grievances with them. Development Officer in Isiolo, based at Oldonyiro, Remaining options for us to befriend boys and 60% of the Samburu adults living in Isiolo county are men who can listen to our problems. The result illiterate. She argues that because of this, girl-child is that some parents can beat you to death education in Samburu is not seen as important as even excommunicate you from home if they girls are considered mere assets to be “sold off” in learn that a girl is in a relationship. They tell marriage. you to get married instead.” (FGD with girls, Gokeharaka-Kuria). “The parents here are not educated; hence the Other challenges are domestic violence where mothers would prefer that their daughters girls and their mothers are subjected to assault or indulge in domestic chores like fetching water corporal punishment by the fathers. Such violations and child care in order to acquire income to push the girls from school into the forced marriages. support the family, before they are married. Some girls, especially in Kuria, Taita Taveta, and Girls who are able to partake in intensive Embu, reported to have experienced threats from domestic chores are considered strong assets their drunken fathers. They are sent away from for marriage which means wealth for the home. Others reported having experienced physical family” (FGD women, Oldonyiro Primary). violence (assault), which they could not cope with and thus ran away from home. Parents with no education have low regard for education, especially for girls. Boys too may be (vii) Gender role stereotypes withdrawn from school for long periods in order to herd animals, and may end up dropping out of Some parents are biased outright and see girls as school. inferior to boys. Such parents give boys preferential treatment over girls. They send boys to school so (v) Parental neglect that they would be breadwinners and providers for the family in future. Girls, on the other hand, are The challenge of insufficient parental care and support viewed simply as caregivers who do not need formal stands out in the findings. In all the counties, there education before they get married. Sadly, it is reported are cases of parents neglecting their responsibilities. that even some teachers have not overcome the Some children believe their parents do not support bias against girls, despite their training. It is reported their education. This kind of neglect, especially that some male teachers enjoy scolding girls, even of the special needs of girls - like sanitary towels using abusive language when teaching. Boys are

TACKLING BARRIERS TO GIRLS’ EDUCATION IN KENYA ActionAid 6 SUMMARY ANALYSIS OF VIOLENCE AGAINST GIRLS’ IN EDUCATION SUMMARIZED REPORT

thus given first chance to answer questions in class. enable the initiates to graduate into adulthood. Girls reported that, The worst aspect of these ceremonies is the unchallenged pressure by the parents of the initiates “Parents always think of boys as being superior to make the boys and girls indulge in unprotected and more deserving to get education than girls sexual intercourse after the circumcision to confirm in the family. Some teachers, though not all of if their wound has healed. The girls become victims them, also normally ask questions in class and after they become pregnant and the story quickly give boys priority to answer. Girls raise their changes into pressure for them to get married. hands many times but will not be pointed to Discussion with girls revealed that: answer the question. And when a girl is given an opportunity to attempt the question and “When girls are circumcised, they feel they are gives an incorrect response, the boys will laugh adults who should try sex with boys or men at her. The boys just feel we are not equal to and hence a large number of us (girls) drop out them. These mentalities are very discouraging of school, feeling they are ready for marriage. for girls to progress with education” (FGD with After initiation, there is pressure from either girls, Makima). their parents, village elders or relatives for the girls to get married because now they are In almost all the LRPs, there is a common belief considered women and not girls. This also that educating girls is a waste of money as they will leads to school dropout. Mostly after initiation, eventually get married and the education benefits the girls and boys engage in sexual activities as a families they marry into. As a result, these girls have sign of showing maturity. This leads to early developed a negative attitude towards schooling, pregnancies that lead girls to drop out of which influences their own education, affecting their school” (FGD with girls, Kuria). progression and retention. The narrative shows a double challenge for girls. (viii) Elaborate initiation ceremonies They are pressured by the cultural practices to confirm maturity after which they stand blamed for The traditional initiation ceremonies are characterised the outcomes in case of pregnancy. These scenarios by major differences among the communities in push the girls from the education system. all the eight LRPs. It was noted for instance, that circumcision of both boys and girls is practised by the (ix) Child pregnancies and child marriages majority of the communities, except for the Turkana community in Isiolo county who do not circumcise Following the initiation ceremonies and teachings, even the boys. In Garissa as well, circumcision child marriages are common. Culturally, in all the of boys is done at infancy, according to Muslim LRPs, the age of maturity for girls is associated teachings, and is not accompanied by elaborate with puberty. In Embu, for instance, the community ceremonies. Taita Taveta County also do not have believes girls entering puberty are mature and they elaborate ceremonies for female circumcision as it is are told to get married instead of continuing with done in infancy, education - even when the girls are only 12 years old. Some families tend to reason that instead of However, among the remaining communities, the “wasting”’ money on girls, they should be advised initiation rites are normally associated with elaborate (forced) into marriage to bring that wealth to the family. ceremonies. Kuria LRP remains outstanding by In a few circumstances, some girls who manage to being open and forthright and even daring the go beyond primary school are stigmatised and told law enforcement agencies when they hold their they would not find suitable husbands within the ceremonies in August every year, after the harvest community. Men in such communities feel that such period. In most cases, these ceremonies are girls (referred to as women) are “spoilt” and not fit to associated with teachings that prepare boys and be wives. It means that in all the LRPs, girls are likely girls for adulthood. The teachings touch on family to be married off in childhood (average age 15 years) matters and the expected societal responsibilities and are often subjected to risky child pregnancies which include marital duties. It is important to note especially after circumcision ceremonies. that these instructions are taken very seriously among the Kuria, the Masan, Samburu, Mere, and “Some of the girls around here who have the Pokot communities. The topics of discussion completed form four feel that they are much during those sessions focus on the dominance of educated and they may stay for long before men over women. These teachings are a hindrance getting married. Therefore, we (community) to education for the teenage girls. see them as “spoilt”’ girls (loosely called prostitutes). In fact, they don’t get married to In Kuria, the community also plans extensively for the men in this community but rather outside…. these ceremonies that are carried out in public to Men in this community are not educated

TACKLING BARRIERS TO GIRLS’ EDUCATION IN KENYA ActionAid SUMMARY ANALYSIS OF VIOLENCE AGAINST GIRLS’ IN EDUCATION 7 SUMMARIZED REPORT

get parental encouragement in their education and may lack school fees and other necessary support, especially to join secondary school. Dropout of girls from school in Taita Taveta has been directly linked to family problems such as divorce and separation. The main cause of separation in Taita Taveta is protest by women after cases of incest are detected. In Garissa, the problem of divorce is blamed on the power given to Muslim men to declare talaka (divorce) at will. Some men take advantage of the situation such that if they want to marry more than the four permitted wives, they just divorce one and replace her with a “fresh catch.”

(xi) Sexual violence against girls

The female respondents (girls and women) confirmed a high prevalence of sexual violence against girls at home and on their way to school. The leading areas are Taita Taveta, Kajiado, Kuria, and Embu. Cases of defilement are reported to be meted on girls by relatives and their peers especially those who have dropped out of school.

“Girls are subjected to multiple problems of Boys in Kuria share their opinion on factors defilement. Some get into relationships from affecting girls' education. ©ActionAid Kenya 2018 the age of 12. Others are defiled by force hence they lack the courage to approach such (‘raped’) by boda boda riders who drop or pick ladies who are educated.” (FGD with women, them from school. Others are victims of their Makima). own fathers who defile them at home. In fact, in Kishushe after class seven, the girls would In Taita Taveta, even though there are no cases rather go to work in town but while there, many of initiation ceremonies as in other areas, child girls are still at risk as they meet rich people pregnancies are still reported as rampant. The source who exploit them sexually and they come back of such child pregnancies is rather disturbing. Many with children” (KII, teacher, Kishushe). girls are victims of incest. Unfortunately, whenever girls get pregnant their mothers ask them to go Girls seem to remain vulnerable because some and work for “well-off” families as househelps. men (especially boda boda riders) take advantage This serves two purposes. First, the affected girl is of those who may be lacking basic needs. and kept away from the family after becoming pregnant provide support in exchange for sexual favours. In by a close relative. Secondly, this push provides an another context, boys and men have become sex opportunity for the affected girls to start fending for pests who would not spare any girl, including their themselves and bring some money to the family. It close relatives. In Kajiado, it is the men harvesting is noted that Wundanyi in particular has a higher sand and drivers of lorries transporting sand who are incidence of incest compared to other parts of the reported to be the main perpetrators of sexual abuse county, with reference to actual cases reported to the of girls. Sauti ya Wanawake. In all cases of child pregnancy or child marriage, girls drop out of school. (xii) Lack of sanitary facilities

(x) Broken families: Menstruation remains a challenge to girls, especially due to a water shortage in schools. The government Cases of divorce, separated families, and single supplies sanitary pads but the supply is neither parent families were reported as a challenge in a consistent nor adequate. This adversely affects girls few counties. Taita Taveta seems to be the most when they are in their menses. affected followed by Garissa. When families break up, single mothers (or parents) face more problems “Up to last year girls were supplied with those especially in educating their children. If the children sanitary towels by the government. But this in such broken families remain with their fathers, it is term I have not seen such a thing. It affects their possible they would be frustrated by stepmothers education because during their periods, one can married after such separation. The children would not lack self-confidence to be in school. Some girls

TACKLING BARRIERS TO GIRLS’ EDUCATION IN KENYA ActionAid 8 SUMMARY ANALYSIS OF VIOLENCE AGAINST GIRLS’ IN EDUCATION SUMMARIZED REPORT

even cry in shame when they soil themselves RECOMMENDATIONS and this affects them psychologically. Some girls often give flimsy excuses of illness and Discussions with various groups from the community stay home for that period of time.” (FGD with indicate that there is scope for change – by accepting women, Isiolo). girls’ education and on modification of traditional practices. Perceptions and expectations of parents Retention and performance are reported to be below and the local leaders are slowly, but surely changing. standard. Performance is reflected in the low marks Some members of the communities are beginning to girls score in class. Citing the recent education re-examine their attitudes towards FGM and to promote statistics of Kamuthe, the dropout rate for primary girl’s education. schools was 43% for girls and 31% for boys. In secondary school, it was 15% and 22% for boys and ActionAid interventions should consider: girls respectively. Among the primary school-going age (6 – 13 years), only 12.5% of this population is i. Building on what some communities have in school. The situation is not very different in other already opted for like Alternative Rites of LRPs. Passage (AROP) in Baringo County

(xiii) Drought Since it is not possible to stop FGM at once, as a stopgap measure, it is possible to build on what Continuous dry spells are a major problem in all the some counties have already adopted. In Tangulbei, counties except Migori and Embu. For instance, the county government of Baringo has initiated Kajiado, West Pokot, Baringo, Garissa, Isiolo, and a programme that can be emulated. Some of the Taita Taveta counties all experience severe drought. suggestions include the declaration that no FGM Children as well as their parents spend as much as ten will be performed in the bush and they will not use months in a year addressing the impact of drought. traditional circumcisers. While some community In Kajiado, women report that drought affects the members insist on the need to “spill blood” as whole family. It affects boys too as they move with symbolism of fulfilling the community and/or religious livestock looking for pasture and thus drop out of requirements, an alternative to the idea of “spilling school. This in turn distracts the education of girls. blood” needs to be developed in collaboration with the community members, eventually leading to “Many children have dropped from school, total declaration of “No FGM”’ in all regions. With both girls and boys. During drought, some continued advocacy and sensitisation, the practice boys move with livestock to look for pasture. will end as has been reported to have happened in When they come back (much later) they refuse many educated families. to return to school and some venture into motorbike riding and sand harvesting. These ii. Organising, enriching and evaluating girls’ dropouts are dangerous to the education of empowerment camps girls. They lure girls into sexual affairs and the girls drop out of school.” (FGD with women, Continuing with the education and sensitisation Elangata Wuas). camps organised for girls aged 11-18 years during the school holidays. These can take the form In Taita Taveta, some respondents indicated that of community dialogue meetings, general civic due to drought, families have limited food supply education meetings, or special camps. In such and many needs competing for meagre resources. sessions, discussions to be led by professionals It follows then that there is inadequate money to and community resource persons should range support education, whether for girls or boys. Some from children’s rights to adolescent issues, including children have to engage in different forms of child body changes; retrogressive traditions and culture; labour like selling charcoal or doing casual work to the role of women and men in modern society; supplement their parents’ income. Still, the income is specific academic topics; leadership issues and role not enough for the needs of the whole family. In such modelling can be incorporated. situations, girls lack basic needs both for school and at home and they occasionally leave school to go iii. Guidance and counselling by community and look for work, mostly as househelps .Some girls specialists are also left at home to take for their siblings as their mothers go out to work. In the affected counties, A group of women felt that programmes on there are many cases of school absenteeism during guidance and counselling that can teach girls about extreme drought because there is no water and food proper moral conduct, responsible norms and at home. values, especially on how to relate with peers of the opposite sex, are necessary. This can enhance their understanding of the dangers of casual sex and

TACKLING BARRIERS TO GIRLS’ EDUCATION IN KENYA ActionAid SUMMARY ANALYSIS OF VIOLENCE AGAINST GIRLS’ IN EDUCATION 9 SUMMARIZED REPORT

A girl from Kongelai narrating how cultural practices remain as barriers to girls' education ©ActionAid Kenya 2018 play an important role in convincing some of the • Declaring that no FGM should be done in the bush sceptics to accept girls’ education and abandon the and no traditional circumciser should be engaged practice of FGM. The women especially should be for female circumcision. encouraged to support girls’ education as a priority. • Organising, enriching, and evaluating girls’ This can be enhanced through planned interaction empowerment camps. These are education and with women from other communities in Kenya so as sensitisation camps organised for adolescent girls to know that they need to change their culture just between ages 11 -18 years during school holidays. as women in other communities have done. • Mounting guidance and counselling programmes that can teach girls about proper moral conduct, Advocacy to enhance support for girls’ education responsive norms and values, especially on how needs from devolved funds to relate with peers of the opposite sex and the dangers of casual sex. Such initiatives can play an • A workable intervention to address the education important role in convincing some of the sceptics to of girls beyond primary school level will provide abandon the practice of circumcising girls. adequate empowerment to the girls. The local leaders of devolved funds should be lobbied to take Engage with religious leaders a keen interest in the education of girls at secondary and higher levels. • Some of the religious leaders who invoke religious • Establishing community-based institutions such teachings to justify the continuation of FGM should as the ‘madrasa’ (Islamic classes) for girls who be targeted in the advocacy strategy. The sheikhs refuse to get circumcised to teach them how to who are custodians of religious teachings and faith live responsibly. This would be an important step to should be sensitised and trained on the dangers and show the girls that FGM does not bestow any status consequences of promoting retrogressive traditional to a woman in the community. practices like FGM and child marriage.

Engaging with government officers, religious • There should be an effort to identify the religious leaders, cultural leaders, elders, and school leaders who propagate false teaching on FGM for management committees to initiate and popularise possible legal action. the alternative rites of passage • All stakeholders should dialogue on the way forward Since there is scope for alternative rites of passage, especially with regard to the claim that Islam supports there is need to pilot the three suggested alternatives. FGM. Those who support this view should be There is need to implement them, monitor their progress challenged to explain why many other predominantly and evaluate their effectiveness / outcomes before Muslim communities do not circumcise their girls. rolling them out on a county or national scale. Some of Such candid discussions will certainly change the the suggestions include: community members’ perceptions since it has been shown that religion is at the core of the continuation of these traditions.

TACKLING BARRIERS TO GIRLS’ EDUCATION IN KENYA ActionAid 10 SUMMARY ANALYSIS OF VIOLENCE AGAINST GIRLS’ IN EDUCATION

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