Rosemary, a dedicated Nguvu Change Leader working with the National Council for Nomadic Education in Kenya, has seen firsthand the struggles faced by children in these regions. “The school distances are long, and the low-cost schools are not rehabilitated or refurbished,” she explains, painting a picture of educational institutions struggling against the odds.

The challenges are manifold and daunting. Rosemary lists them off with a mixture of frustration and determination: “No beds, no mattresses, rehabilitation of the schools has not been done by the Ministry of Education, no teachers, poor infrastructure, no wash facilities, limited access to books and stationery.” It’s a litany of obstacles that would discourage many, but for Rosemary, it’s a call to action.

The stakes couldn’t be higher. A recent report by USAWA Agenda reveals a worrying trend: in Kenya’s ASALs, the number of school-aged children (5 to 15 years) who are out of school increased from 7.5% in 2021 to 8.5% in 2023. It’s a statistic that underscores the urgency of Rosemary’s mission.

But the challenges go beyond mere infrastructure. Cultural beliefs and gender roles play a significant part in the low education levels in ASALs. Rosemary shares a personal story that illustrates the complex interplay of poverty, cultural norms, and education: “I had a challenge accessing education considering my poor background. I dropped out of school to allow my younger siblings to attend since my parents couldn’t afford education for all of us.” She goes on to describe how cultural beliefs often prioritize the education of boys over girls, and how issues like period poverty and security concerns further complicate girls’ access to education.

It’s these multifaceted challenges that have spurred Rosemary to launch her petition. She’s calling on the Ministry of Education and regional authorities to collaborate with stakeholders to modernize Low-Cost Boarding Schools across ASALs in Kenya. Her vision is clear: by equipping and modernizing these schools, they can improve access and retention rates for marginalized youth.

“More intake of students, reduction of school dropouts,” Rosemary says succinctly when asked about the potential impact of her initiative. It’s a simple statement that belies the transformative power of education in these communities.

Rosemary’s approach is collaborative and inclusive. She’s working to gather support by collaborating with other change-makers and involving key stakeholders. She envisions a multi-sectoral initiative, noting that organizations like UNICEF and the World Bank are already involved and that there’s an existing committee involving different stakeholders.

As a woman leading this initiative, Rosemary is acutely aware of the unique perspective she brings to the table. “Women tend to look at things from a different angle,” she reflects. “Women can tell the problems on the ground since they are the nurturers.” She advocates for women to be given more opportunities to speak out and shape the future of education in marginalized communities.

Rosemary’s petition has already garnered over 100 signatures, but she’s pushing for more. She calls on the public, both individuals and organizations, to support her cause. “Share the petition, support the rehabilitation, and provide school uniforms, and stationery,” she urges.

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