educative outreach

Written by: Prince Wako

In recent years, there has been significant progress in closing gender gaps in human development, economic opportunities, and political representation. However, progress has been hindered by persistent gender norms, particularly in low-income countries. Moreover, in certain regions, such as South Asia and Sub-Saharan Africa, gender gaps in access to secondary education and workforce participation are actually widening. Simply accelerating progress is not enough; we need to change course.

In the field of education, a higher proportion of young girls are attending school in Sub-Saharan Africa than ever before. However, the percentage of those who complete secondary education remains alarmingly low at 42%. Furthermore, for those who are in school.

the educational gains are not translating into improved labor market outcomes for women, partly due to girls dropping out of school due to cultural and social barriers.

Through our regional education strategies, the Prince Wako Foundation is committed to ensuring that education is accessible to girls coming from less privileged backgrounds, at all levels of education, by eliminating barriers created by gender norms that persist throughout the education cycle. We want to help shift socio-cultural norms that negatively affect girls. Below, we outline four ways in which the Prince Wako foundation is working with regions/districts with in countries to remove barriers affecting girls’ education.

1. Impeding the Education of Young Adult Girls due to Shifting Standards

The incorrect or low expectations that students have regarding the benefits of education can have a negative impact on their enrollment and subsequent academic performance. Parents may not fully believe that educating girls contributes to the family’s economic or social well-being. To address these common misconceptions about education, the PWF and its partners are supporting a significant projects that includes an information campaign. The goal is to dispel these myths and change common practices and community perceptions regarding the role and value of girls’ secondary education. Similarly, in  Easter Uganda, a PWF project is raising awareness among the school community about the value of education for all and the negative consequences of dropping out.

2. Ensuring the Safety of Girls in Schools

Data from Violence Against Children Surveys has revealed that between 15% and 51% of girls under the age of 18 have experienced sexual violence in Malawi, Nigeria, Zambia, and Uganda.

Promoting safe and inclusive schools, as well as creating a supportive environment for girls, is crucial in increasing enrollment and academic performance.

Several PWF programs seem to be dedicated to making schools safe for everyone. For example, the Girl Child in Need Kaliro projects are conducting communication campaigns on the importance of safe, empowering, and inclusive environments. These campaigns also focus on preventing and addressing gender-based violence (GBV) and sexual exploitation and abuse. In Jinja, a project is establishing safe learning environments for several students through a comprehensive safe school program. This program provides school guidance and counseling services, trains school staff on GBV issues, and implements early identification and intervention measures for girls at risk of dropping out. Additionally, it identifies safe routes to school with the help of community members.

3. The influence of broad stereotypes in learning

In addition to ensuring access to education for girls, educational initiatives that challenge societal perceptions of women’s roles have the potential to improve human resource outcomes and change negative gender stereotypes. Unfortunately, negative perceptions about girls’ mathematical abilities persist and are perpetuated by harmful gender stereotypes in teaching and learning materials. Educational programs in Eastern and parts of central Uganda are addressing this issue by providing teacher training programs to reduce gender bias in classrooms and promoting girls’ clubs in schools. Furthermore, initiatives in western Kenya are tackling gender stereotypes by introducing reading materials that are gender-sensitive, featuring positive role models for girls, and integrating curricula that promote inclusivity and gender equality.

4. Empowering girls to enter the workforce

Globally, women are less likely to pursue careers in science, technology, engineering, and math (STEM) fields, largely due to stereotypes and gender biases. These biases need to be eliminated. Through a project in Kaliro, the PWF is supporting girls’ participation in STEM subjects by developing outreach programs for students, providing mentorship programs and scholarships for girls, and advocating for the implementation of a national gender equity strategy to attract women to STEM degree programs. These programs have proven successful. In countries like Nigeria.

Planning ahead

Keeping orientation standards from adversely influencing young adult young ladies learning and future open doors is a tremendous however earnest assignment. Furthermore, should be finished at each step of their commitment with a school system – guaranteeing suitable data is imparted to their families, supporting them once they are in school, eliminating predispositions in instructive materials, and offering help expected to progress from school to the work market.

Our ventures across East Africa and Uganda in Particular are only a couple of instances of the responsibilities to guarantee that all adolescent young ladies from deprived backgrounds are engaged and have the right training and abilities to choose their own prospects for themselves.