Globally, it has been established that enhancing girls’ agency can have far-reaching effects not only on their educational achievements but also on their social, economic, and health outcomes (UNESCO, 2023). In sub-Saharan Africa, including Kenya, interventions that promote girls’ decision-making abilities, leadership skills, and participation in school and community activities have shown promising results. For example, mentorship programs, leadership training opportunities, and community-based initiatives that encourage girls’ voices have been linked to increased school attendance and completion rates (Wane & Asim, 2023). However, barriers such as poverty, early marriage, and cultural norms that limit girls’ autonomy continue to pose challenges (Njuguna & Omondi, 2022).
In Kenya, despite significant strides in improving access to education for girls, disparities persist, especially in rural and marginalized communities (Kenya Institute of Curriculum Development, 2023). The government of Kenya, in collaboration with local and international organizations, has launched several initiatives aimed at empowering girls and promoting gender equality in education (Forum for African Women Educationalists (FAWE), 2023). However, there is a need for more comprehensive evidence on how these interventions impact girls’ agency and, subsequently, their educational outcomes. Understanding these dynamics is essential for formulating effective policies and programmes that can support girls in overcoming challenges and achieving their full potential. This study, therefore, seeks to address this gap by gathering evidence on the role of girls’ agency in education in Kenya. By examining the factors that enhance or hinder girls’ agency, the study aims to provide insights that can guide stakeholders in strengthening programs and interventions tailored to the Kenyan context.
ICD_0384_GiEM_2025 Girls’ Agency Perspectives in Education Report