Disadvantaged Girls in Kenyan Schools

Marco, Alexia di

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dc.contributor.author	Marco, Alexia di
dc.date.accessioned	2020-07-06T06:37:56Z
dc.date.available	2020-07-06T06:37:56Z
dc.date.issued	2016
dc.identifier.uri	https://files.eric.ed.gov/fulltext/ED586977.pdf
dc.identifier.uri	http://kerd.ku.ac.ke/123456789/1573
dc.description	An Article published by Education Development Trust	en_US
dc.description.sponsorship	This research is related to Education Development Trust’s Department for International Development-funded Girls’ Education Challenge (GEC) programme in Kenya. Complementing the monitoring and evaluation data gathered for the programme, this research was funded by Education Development Trust to enrich and develop a deeper understanding of girls’ experiences at school in Kenya. It explores aspects of school and schooling that affect the participation and learning of marginalised girls in the Arid and Semi-Arid Lands (ASALs) of Turkana and the slums of Nairobi. The report offers a detailed, qualitative analysis of the practices and experience of education of 128 girls across 16 primary schools in these two regions. It examines: • Why marginalised girls in ASALs and slums participate and learn better in some schools compared to others • Why there might be a higher proportion of girls enrolled in some of these schools • How reform can be supported in other Kenyan schools to increase enrolment, achievement and the completion of basic education for girls	en_US
dc.language.iso	en	en_US
dc.publisher	Education Development Trust	en_US
dc.subject	Girls	en_US
dc.subject	Disadvantaged	en_US
dc.subject	Kenyan schools	en_US
dc.title	Disadvantaged Girls in Kenyan Schools	en_US
dc.type	Article	en_US