Girl Child Education and Empowerment Program - GEEP

Girl Child Education and Empowerment Program - GEEP www.geeph.org

Girl child Education and Empowerment Programme


Location: WACHARA VILLAGE IN KWABWAI

07/08/2018

Something big is coming

It was with a great joy as Violer Awuor Okello  from Kanyidoto Ndhiwa Sub County received her full fee for this term as ...
08/01/2017

It was with a great joy as Violer Awuor Okello from Kanyidoto Ndhiwa Sub County received her full fee for this term as she joins ALLIANCE GIRLS HIGH SCHOOL. Her dream is to be a pilot

13/07/2016

The critical role of women in advancing agricultural and rural development, and in ensuring food security, has been widely acknowledged. Member States have committed to providing rural women with equal access to productive resources and to markets—recognizing their agency in rural and agricultural development. Despite progress made, rural women persist with low levels of income, sparse access to education and health services, limited job security as well as limited land and inheritance rights. Again and again, their needs as well as their contributions are relegated to the margins of policy development and budgetary considerations. In addition to the entrenched patterns of discrimination, unsustainable development practices, climate change, and violence against women intensify the burden placed on women and their families.
When viewed in the broader context, the situation of rural women is but one of the symptoms of a social order characterized by inequity, violence and insecurity. As such, the vision of women’s empowerment must go beyond making room for women to participate in society within the present social order, as this will not suffice to end the marginalization of rural populations and the entrenched patterns of discrimination against women. The empowerment of women requires profound changes in the minds and hearts of people and in the very structures of society. It begins with the understanding that the equality of women and men is more than a desired condition to be achieved for the common good; it is a dimension of human reality. In those aspects that make human beings human, women and men are fundamentally equal. The goal at hand, then, is not only the empowerment of women for the advancement of agriculture and rural life; it is the full engagement of women with men in the construction of a new social order. Though marginalized by present-day economic and development frameworks, women are neither victims nor simply under-resourced members of society. In fact, they represent the greatest source of untapped potential in the global effort to eradicate poverty and advance collective prosperity.
How, then, can we conceive of empowerment in a way that will begin to transform the current economic order and the condition of its rural women? We offer three considerations which address access to knowledge, the nature of full participation, and the importance of exploring diverse economic arrangements.
First, access to knowledge is the right of every human being. Yet, the patterns of knowledge generation and diffusion in the current world order divide the world into producers and users of knowledge. This has deep implications for the quality and legitimacy of education, technology, decision-making and governance. For example, despite the fact that most agricultural work in developing countries is carried out by low-income women, the primary shapers and users of agricultural technologies have been men. A key challenge is how to strengthen women’s capacities to identify technological needs, and to create and adapt technologies in light of social needs and resource constraints. Reforming the present flow of knowledge—from ‘North’ to ‘South’; from urban to rural; from men to women—will free development from narrowly conceived conceptions of ‘modernization.’
Second, access to knowledge promotes meaningful and informed participation in decision-making at the family, community and higher levels of social administration. Thus, while social action may involve the provision of goods and services in some form, its primary concern must be to build capacity within a given population to participate in creating a better world. It is imperative, then, that the educational process associated with such capacity building assist rural women and girls to see themselves as active agents of their own learning, as the driving force of an ongoing effort to apply knowledge to improve their own material and spiritual condition and to contribute to the betterment of their communities.
Third, the increased flows of goods, services, capital and labor within existing structures and processes benefit only a very few at the expense of many. This has given rise to the impoverishment of rural communities, the exploitation of vulnerable populations—women and children in particular—and the devastation of the environment. Such economic pressures have also led to the disappearance of diversified, ecologically sustainable small-scale agriculture, mostly found in rural areas, greatly impacting women who carry out the bulk of the work. Local economies that have historically valued collective well-being over competition and individual have grown increasingly insecure. To note these realities is not to present a naïve idea of local economies but rather to stress that diverse economic arrangements need to be given space to develop.

www.geeph.org ,  , “Why educate women and girls? Societies prosper when women and girls are educated. Educated women are...
16/03/2016

www.geeph.org , , “Why educate women and girls? Societies prosper when women and girls are educated. Educated women are healthier and earn higher incomes that can lift their households out of poverty. And the benefits are transferred to their children, who are better educated and have better health care. Communities and countries benefit from a more educated workforce, and increasing women’s participation in the formal economy through education leads to greater economic growth.Not only is educating women and girls essential to achieve higher levels of economic growth and development, it is also the right thing to do for humanity. The Universal Declaration of Human Rights and the United Nations Convention on the Rights of the Child both establish girls’ education as a human right.Over the past decades, substantial progress has been made toward achieving gender equality in education. Girls’ enrollment in education has increased at all levels. For example, sub-Saharan Africa has experienced the greatest growth in girls’ enrollment in primary education. Yet, there is still much work to be doneIt is estimated that worldwide, 62 million girls — half of whom are adolescent — are not in school. And the disparity in gender in education remains quite real today worldwide, with 78 percent of girls dropping out of school, compared to 48 percent of boys”. Cassandra Butts

, , www.geeph.org An honest conversation between men and women needs to begin in order to raise awareness of the subtle ...
10/03/2016

, , www.geeph.org
An honest conversation between men and women needs to begin in order to raise awareness of the subtle inhibiters to women's experience in the workplace. Leaders must create and leverage awareness around the principles and values of diversity in workplace . A review of the corporate leadership paradigm is required to shift models of authority away from a narrow, technical, short-term orientation that rewards some men and isolates most women. Leadership expectations need to be made explicit throughout management ranks, drilled down through organisations, and underpinned by specific performance indicators and incentives that change behaviours.
conversation needs to create a climate where deeply embedded values and practices can be brought to the fore and examined. Areas for examination include
Culture - What are the forces that lead to a male dominated culture in this organisation? What does the term 'male-dominated culture' really mean? What does cultural fit connote in this organisation? Does the concept of cultural fit perpetuate homogeneity and with it exclusion of women?
• Leadership - The perception of excellence in business leadership needs to be re-examined.This requires challenging the norms that determine leadership eligibility. Are there drivers that perpetuate a leadership incumbency that excludes females? What is the basis for these drivers?
• Gender relations - Do stereotypical mindsets around gender relations lead to gender inequality in this workplace? Do work structures disadvantage women? Is there an alignment of managerial attributes with gender stereotypes, such that male attributes of competitive spirit and technical competence are given ascendance over female attributes of care, consultation and team-play?
As part of a concerted effort by senior leadership to raise awareness of inhibitors to women's work experience and to enhance women's promotional opportunity, senior management needs to commit to on the ground initiatives that see diversity incorporated in core business activity.
Australian Government Department Of Social Sciences

01/03/2016

join us on twitter , Tomorrow March 2 at 13:30 UTC , Twitter with the Ambassador-at-Large for global women’s issues, Cathy Russell! Start asking questions today by tweeting at using and . come on and change Africa together.

this is our aim
29/02/2016

this is our aim

18/12/2015

The director Girl Child Education and Empowerment Program (GEEP), Mr OBURU ALLAN, has wished all students, staff, and their families, a happy Christmas holiday period in his annual message.
‘I want to take this beautiful opportunity to whish every one of you marry Christmas and affluent new year
Christmas is the best opportunity to create lifelong memories for the children in our lives. When we think of our own holidays past, there are certain memories and traditions that have become a permanent part of our lives. This is life’s sweetness, the “dolce vita” of our families. For the children in our lives, Christmas is wonderous, magical, fun and joyful. We try our best to make it memorable, whether it’s our own kids, our children’s classmates, our students, nieces and nephews, or even our neighbor’s children’’

09/12/2015

The book is the backbone of every child, a child without the knowledge of the book is like a car without engine and fuel, a society that doesn’t educate her children is like house without a roof. Is therefore a responsibility for every person to educate his or her child, at GEEP we promote the girl child education and the general education of the society and that’s why our next project is to have Geep’s library and computer center .

07/12/2015

"Education is about teaching students to think, to stretch and to develop themselves, on the basis of rational thought, self-discipline, research and inquiry--and, not least, the deep instincts for justice and equality which are natural to 99% of the world's citizens." -- Siva Kumari

09/09/2015

Education for girls can have the benefit of delaying marriage and pregnancy for young girls. Instead of a girl getting married before age 20 and often suffering abuse by her husband, girls who attend primary and secondary school are more likely to have a say in who they marry. Girls who attend school also are able to use more effective methods of family planning and therefore have fewer and healthier babies. An educated girl and woman will have learned about HIV/AIDS and know many different ways to protect herself from getting the disease. Every year of schooling helps a girl make better decisions for her and her family.

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Ndhiwa
4032

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