Filed under: Uncategorized
Looks like Sierra Leone is looking at working to improve their internet connection in the semi-near future. Check out an article on Global Post about it. This would be great news for programs like ours!
There are a number of cliché idioms that might be used to describe the past week or so here in Kenema, and specifically the 48 hours of pure adrenaline that made up last week’s Sunday through Tuesday. For example:
When it rains, it pours.
Time flies when you’re having fun.
Get the ball rolling.
Absence makes the heart grow fonder
A bird in the hand is worth two in the bush.
A rolling stone gathers no moss.
Don’t count your chickens before they hatch.
When in Rome… (“That expression doesn’t really apply to what I’m talking about.” “I still don’t understand what it means.” First person to name that movie gets a prize.)
After a month and a half of contemplating the futility of our roles in this program, at the brink of utter frustration and despair caused by our apparent customs-and-internet-problem-solving impotence (see XO’s Please Continued)… something happened. Things started moving, things started going right.
On Sunday, July 26th at around 1:30 in the afternoon (start clock- 0hrs 00min), our shipment of brand new, bright green XO laptop computers finally, finally, FINALLY arrived at Defence for Children International’s Kenema office. Well, 99% of them arrived, but that is enough for us to start the program, anyway. We worked all afternoon to get them unpacked, numbered on the side with a Sharpie, serial numbers recorded, and NANDBlasted (software updated). NANDBlasting went pretty well, although the copies that we made of the USB stick that Reuben gave us in Kigali did not work for whatever reason, so we made due with just the one original stick.
Though we had enough work to keep us at the DCI office until late into that night, a prior engagement brought us back to the Pastoral Center (our home away from home) on Sunday evening (clock- 3hrs 19min). We had planned a big, huge birthday party for all the kids that live nearby and their families, to celebrate all of the birthdays that will happen in the next year when we’re not around. We first met this group of kids around the Pastoral Center last summer, and they have proved to be not only great friends who kept tenaciously in touch with us over the past year, but also “cultural brokers” to help guide us as we stumble awkwardly through the inevitable cultural mishaps of international travel. They are a wonderful group, curious and so smart, aged from 2 to 20. Meeting them was one of my favorite things about coming to Sierra Leone last year, and the eagerness and potential I saw in their bright eyes was certainly one of the main inspirations in applying for the OLPCorps grant in the first place.
Having the birthday party on Sunday seemed like a good idea when we thought the laptops were going to be there Saturday, but both events on the same day was, well, hectic to say the least. The party was certainly a success, though it started out a bit awkward with the parents and then almost turned into a riot at the end. The party really got started with a dance competition (which was awesome), judged by the parents and separated by the youngest, middle, and oldest kids- we have some great video of that. Next, we all went out to whack at (or flog, as the kids say) the piñata that Jamie and Chelsea had constructed out of palm fronds, cardboard, duct tape, stickers, and colorful plastic bags… which turned into an absolute, fist-throwing riot when the candy finally spilled. It was actually kind of terrifying, and I was afraid that some kid was going to get trampled or smothered to death, or at the very least that the parents would all yell at us for endangering their children’s lives… but everyone survived and they actually all seemed to love the whole piñata ordeal. We finished off the evening (clock- 7hrs 51min) with a veritable birthday cake, icing and sprinkles and all (it was even baked, Emily).
Bright and early on Monday morning, Jamie, Banie and I took a trip up Freedom Mountain to Eastern Radio 101.9 Kenema, the voice of justice and development (clock- 17hrs 07min). We were the live guests on the hour-long morning show, which focused mainly on the long-awaited commencement of our project, telling the entire Eastern Region the benefits of these laptops for kids, and answering questions from callers. Then we signed autographs for all the fans that lined up outside the radio studio after the show… ah, just kidding- we’re not that cool yet. It was a pretty fun way to publicize, and the radio show host and callers had some great questions. Check out an audio clip of the program below (sound quality isn’t too great, we’ll try and improve it when we can)… ok nevermind, internet connection is a bit slow.
Simultaneously, as the radio waves soared invisibly through town, Katie M and Chelsea headed off to the DCI office to set up for the first real day of the program- meeting with the parents and assigning computers. We had all the kids (95!) and all their parents come to the office for a presentation on the class and responsibilities of the parents (clock- 18hrs 30min). We had the kids sign up for class times, and then we handed out the computers (95!!) so that kids could put their names on them and decorate them with the formidable leftover sticker collection of Katie M’s childhood. We’re keeping 5 of the computers as spares, and our own computers will go to the class teachers. It was a bit chaotic at first- there were plenty of children who were not on DCI’s list who appeared and asked for computers. For those who were on the list, when it came time to hand out the XOs, the message that we have a computer for each child on the list, it’s not first come first served, was drowned by the clamoring mass (kids and parents) that pushed, shoved, and scrambled to get their computers before the others. Overall though, parents were receptive and eager, kids were thrilled, the entire region was notified, and the program was finally launched. All by 11 am last Monday morning (clock- 22hrs 30min).
As if this wasn’t enough for one 24 hour period, Monday afternoon brought another advance in the battle against powerlessness. We FINALLY got a successful internet connection at the DCI office- not a wireless one (yet!), but a genuine, real-life internet connection. We had been working on this for the past month, as well, battling/getting the run-around from one piece-of-crap communications company who sold us a modem and service for a modem that just does NOT work in Kenema (it works in Freetown, yes. Kenema, no- they just don’t get it). If any of you faithful readers are in the market for a modem that functions outside of Freetown, or at the very least a communications company that has any idea how to operate the products that it sells, I would not recommend SierraTel.
The previous week, with the finality of a very strongly worded letter delivered to the heads of the main office in Freetown, we had finally given up on SierraTel, resigned to the fact that we would probably just have to eat the money and time we wasted on their modem. However, inspired by the working internet on our trip to Sahn Malen and not giving up on the idea of internet yet, we had another communications company, Zain, come out to the DCI office on Monday afternoon to set up their modem… and it worked. Almost instantly. It was amazing. We checked email right there (clock- 26hrs 11min).
Tuesday the actual class started with the kids (more on that soon), though I didn’t get to see it because Jamie and I caught the early bus to Freetown (clock- 38hrs 13min) to drop him off for his flight home. Not ones to waste a trip to Freetown, we walked straight from the bus station in Freetown to SierraTel with our worthless, poor excuse for a modem and copies of both our receipt and our strongly-worded letter to demand, even though it was probably hopeless, a full refund. And it worked. Almost instantly. It was amazing. (Clock stop- 48hrs 00min).
Whew! These 48 hours brought about the conclusion- in our favor- to several of the battles we’re been fighting since we arrived here.
Just to re-cap, in 48 hours:
- Computers arrived
- Unpack, number, record, NANDBlast
- Birthday party and piñata riot
- Eastern Radio
- Parent Meeting and XO assignment
- Zain modem and working internet
- Travel to Freetown
- First day of class with the kids
- Full Refund from SierraTel
- Jamie back to the U.S.
The rest of the week was still busy, but in a controlled, manageable way. Faaez, from the other OLPCorps team in Sierra Leone, came to the rescue on Thursday like a wireless internet super hero, tights and all. Thanks to his magic touch and the sweet Linux nothings he whispered to our server’s ear, we are now broadcasting the signal of our functioning Zain modem through the server and the wireless access points. We have the first wireless internet spot in all of Kenema and probably the whole Eastern region.
The first week of class was great. We’re still trying with our teachers to find the right balance between instruction and constructionism, but the kids are so smart and so eager, they learn so fast. We have uploaded several pictures form the first week on our Flickr page that I would highly recommend.
We received our laptops today!
Well, 99% of them anyway… we were missing one. More updates about that later.
This project is a marathon, not a sprint. And during a marathon, there are times when things get slower, right? In the middle of the race, when the adrenaline from starting has worn off and the adrenaline of finishing has not kicked in, things slow down. Well, that’s where we are now. We’re in the middle of the race, coming up against several large hills. We’ve blogged quite extensively about the hills: our internet access and connectivity, and the ever present and mercilessly steep mountain of customs. But now, we’d like to provide an update of the long marathon, the part after we “Hit the Ground Running.”
Since we have had so much time without the laptops, and we have been unable to begin the children’s classes, we’ve been everything we can think of to prepare for everything else.
We finished a very thorough and very successful teacher training more than a week ago using our own personal XOs instead of waiting for our shipment of 100 to come in. It lasted about twice as long as we expected it to – we had training all day, every day for about 2 weeks straight! Our teachers and volunteers were so interested in learning, even when we said we were done, they stayed to explore, read and learn. We try to look at this as one positive thing that came out of our quarantined laptops: if we had had them at our site sooner, the teacher training probably would not have gone on as long as it did before the classes started. So, at least this way we know that our teachers and volunteers really have a good handle on the laptops.
Throughout the training people would come and go throughout the day; but, for the most part, many of the teachers and volunteers came everyday and stayed for several hours, if not the whole time. We had our DCI teachers, plus a volunteer or two from each of the organizations who contributed to the selection-of-children process and some representatives from the Child Welfare Committees (CWCs) in the four communities targeted by DCI. Additionally, some of the other DCI volunteers would drop in between the young adult computer classes that they teach in an adjoining room and some of our friends from last year that would just drop in to say hi and eventually end up in from of an XO for a little while… In total, about 15 adults were exposed to the XO training in some form and about eight had extensive training. We set up a post-training evaluation on the server for them to access on the last day. We’ll include some updates on the evaluations once we’ve been able to look at them thoroughly.
These teachers and volunteers will act in several capacities. First, those from the CWCs and the partner organizations will act as satellite troubleshooters, child protection advocates and XO community advocates. They will be able to communicate with the DCI staff in case of any problems and they are familiar faces for the kids. If only we had some kids for our teachers to teach…
Actually, we do have kids for the teachers to teach. DCI has finalized a list of about 80 kids for the classes, with the option of adding more depending on if any of the 100 XOs are broken beyond repair when they arrive. Since our project is more of a community center set-up instead of school set-up, DCI collaborated with some of the other child protection organizations in town to include kids within our age range from their programs. We’ve had a lot of time to think about the schedule and outline of teaching for the kids.
The schedule for the classes, because it is summer vacation for most of the kids, is pretty flexible. We tried to break it down so that we can balance between not having too many kids at once and having kids for a long enough period of time so that they can leave with a fully or almost fully charged battery. There are three class session times (morning, mid-day, afternoon), with two classes of 12-15 kids during each session. Each child will have the opportunity to come a half hour before or after their class session to charge their laptops. If only we had the laptops so we could bring in the kids…
The curriculum is also slowly coming to fruition. Paul and Barrie, our DCI teachers, having spent some time mastering the XOs, are putting the finishing touches on our curriculum. We brainstormed a bit last week about material beyond computer skills, resulting in a curriculum cocktail of DCI’s mission (protecting the rights of children) and the background of four-fifths of our OLPCorps team (international public health) as material for the classes. We decided use the XOs (supplemented by e- texts, internet research, and guest speakers) as a tool to educate our young pupils on important public health and human rights topics, teaching them computer skills along the way. We’ll split up the weeks among small learning projects on malaria, recognizing basic symptoms of illness (headache, stomach ache, etc.), hygiene, the international rights and responsibilities of the child, as well as local laws in Sierra Leone that protect children. Guest speakers, friends of ours from the Kenema Government Hospital and Eastern Polytechnical College, will come in provide talk about some of diseases and hygiene, while DCI staff will cover the human rights arena. Kids can use this info as the starting point for some of their learning projects, and can research more information as their interest dictates. An cool example that Banie (one of the DCI staff) gave… after a some basic info on malaria, kids can use Wikipedia to look up additional information on it, can go online and find a picture of a mosquito to see what it looks like, use paint to draw their own mosquito, and use Scratch to make an animation showing the mosquito biting a person and transmitting malaria into their bloodstream. We thought that was cool, anyway.
Another great resource that we’ll incorporate into our lesson plans (thank you, Emily!) and make available to our pupils and, possibly just as importantly, their parents and families is an electronic version of a book called Where There Are No Doctors. It is handbook written for anyone who wants to do something about his or her own and other people’s health. Even where there are doctors and medical centers nearby, it is a great resource with guidelines on how to recognize common health problems, what to do about them, and when to go to for help. If only we had our laptops so we can start classes…
We also have the part of the DCI offices all ready to be our classrooms. We’ve commissioned and received tables and benches for the children to work on and oriented them in several different configurations- they’re currently empty and lonely in the main classroom instead of supporting the weight of little bodies and eager minds…
We built a shelf for the server and access points; figured out where plugs are and where power strips should go so that each child can be plugged in while in class, we even (almost) have internet set up (more on that later). We successfully Nandblasted one of our own XOs to make sure it would work (it did).
We brought T-shirts for our teachers and our volunteers, to be handed out at the opening ceremony, along with some beautiful certificates of appreciation. We even have little XO buttons for each child and stickers for kids when they master an activity. If only we had classes to use them in…
We have met with staff from the DCI Headquarters office in Freetown, with the Deputy Director of Education in Kenema, c
ity council members in charge of education, etc. to explain the project and ask for their blessing. We even had a spot on the radio this week about the project, or at least, Mary, Margaret, and Elizabeth did… The radio journalist didn’t catch our real names, so he just made some up. Either way, it was about our laptop project, and people in town heard and they are excited.
We are excited too… and we are running out of ideas on things we can do to prepare…
If only we had our laptops.
Filed under: Teaching
Last Friday our group got to take its first jaunt outside of Kenema (excluding Freetown of course), and headed to Bo, an easy 45 minute taxi ride. The ride was cramped (although we’ve had worse), and cost about $2 a person.
We went there to give our project presentation to a teachers workshop. The workshop was called Teachers Training Teachers and was led by Katherine and Richard Frazier of Friends of Sierra Leone (FOSL), and was also supported by Schools For Salone (SFS). Drs. Frazier (both Sierra-Leonean Peace Corp volunteers from 70’s) had found that school teachers of the area felt paralyzed by the lack of available educational materials. The goal of the workshop was to show them that they did not have to sit idly by, waiting for funding and materials, but could instead reach out to their community, find people of particular skills, learn from them, and make their own book! To show them that this was possible, that is exactly what they did during their week long training.
The 73 teachers were split into groups. Each group decided what they wanted to write a book on, what education level they were targeting, spent a couple of days researching the topic (going to meet and speak with the local clay-pot makers or the blacksmith etc…) and then wrote up what they learned. This exercise gave them a sense of empowerment and showed them that there was already a wealth of knowledge within their communities.
At the end of the week there were 15 finished books with the following subjects:
- Common Diseases that Affect Children
- The Unprotected Water Well
- The Making of Gari
- The Buying and Selling of Agricultural Products
- Baby Growth Food
- Garbadge Collection in Bo City
- Malaria is a Dangerous Disease
- Science and Indigenous Technology: Charcoal Production
- Pa Kanu Needs to Support his Children: Aluminum Pot Making
- Making Gara Cloths
- Pa Ngoka the Distiller Need Money to Pay School Fees
- Joe’s Journey
- Teenage Pregnancy in School
- Blacksmiths Workshop
Our team was so impressed with the final results we wanted copies for our pupils. Fortunately, the facilitators of the workshop had scanned each book and made electronic copies as well. So, we bought a CD of the books (in the form of a donation to FOSL). We are planning on putting the information onto our server. That way, all 100 children will have access to these wonderful books!
Although we felt slightly awkward presenting our technologically advanced computers at a workshop that was targeting the feeling of paralysis felt by teachers who don’t have adequate school supplies, Drs. Frazier were able to eloquently connect the work that we were doing with the work that the teachers were doing in the workshop. They also used our project as an example of the benefits and potentials of grant writing. Their words were very inspirational and we were very happy to have participated in such a great event.
If you would like more information on FOSL, please visit their website at: http://www.fosalone.org
Filed under: OLPCorps
Training in Kigali has come to an end. As various teams depart, and we prepare for our last day in Kigali and our flights to Freetown, we’ve come to several conclusions about OLPC, the Corps, our time in Rwanda, and the purpose of our project.
The past 10 days have been full of highs and lows, as mentioned in previous posts (see “The OLPC Roller Coaster”). But several important points come to mind as well as some things we would like to emphasize. This experience has greatly exceeded our expectations. The training, especially the technical sessions, were well thought out and designed. They were informative, helpful, and encouraging. Even when they went poorly (some of the teacher training sessions), the lessons to be learned were emphasized and provided excellent learning experiences. And, in reference to the teacher training sessions, they renewed our resolve to continue working in developing countries and underserved areas.
While we had doubts about OLPCorps, we are extremely supportive of it coming out of these 10 days in Kigali. The program gives us tons of flexibility at our sites, but also tons of responsibility in making it work. And, we truly do think that college students are the right implementers of such a problem (or at least, not the wrong ones). The OLPCorps teams (and staff!) we have met here have enormous drive, initiative, enthusiasm, fresh ideas, and diverse experience. Additionally, the networking that OLPCorps created between teams was invaluable for exchanging ideas, cooperating and learning about other cultures and customs.
Our immensely positive experience in Kigali would not have been possible without the OLPCorps staff – Brian(s), Paul, Reuben, Nia, Lynn, David, and others. They did an excellent job in organizing a vast group of students, all with different skill and experience levels. They covered pretty much everything that we wanted to cover so that we feel very prepared for our project. They also addressed issues as they arose and planned the conference/training sessions very well.
For example, after the formal conference with Negroponte, Kagame, and other government officials, in which Negroponte made several off-putting comments (see “Caught in a Ponzi Scheme”), several teams felt discouraged or overwhelmed by what Negroponte said the stated objectives of OLPCorps were. The OLPCorps staff responded to the raised concerns and provided excellent feedback about what they saw as the intended objectives of the Corps and what realistic expectations of our projects should be. While there seemed to be a disconnect between what the OLPCorps staff and Negroponte said, it was reassuring to hear that this project was worth our time and money to bring this project to various sites in Africa. Maybe, for those of you with an M&E background, Negroponte was describing impacts of the project while OLPCorps staff was focusing on the outcomes. Here are some of the objectives and advice the OLPCorps staff provided for us:
- “Create excitement around the XO” – If you do this, governments will take notice; but you don’t need to go through the government.
- OLPCorps teams to connect with each other to create a network of empowered and enthusiastic young people. (If young people won’t do this, who will?)
- “Create quality learning experiences for 300,000 kids”
- On sustainability
- Identify who will continue the project. The best thing to do is to find a few people like ourselves who are excited about education, excited about the XOs, etc. They can be from the NGO, government, or citizens.
- Keep fundraising
We really felt that the OLPCorps staff and the training here in Rwanda redeemed the mission of OLPCorps in our eyes, especially after the off-putting remarks of Negroponte last week, and re-confirmed to us that our project and OLPCorps as a whole is truly worth our time, and worth the investment that OLPC is putting into it. And, the XO is a valuable learning tool. It made us excited to arrive at our site and get working.
With this in mind, we came up with a specific goal for our project: to reach out to vulnerable children in the community to encourage learning and empowerment… because a big part of it is doing something special for kids without parents or kids effected by the conflict.
Filed under: Rants and Raves
Due to the fact that the issues in this post strike a very significant chord in my heart, that they are indeed my passion and motivation for choosing the career field that I chose (Public Health, but specifically women’s health and rights), this took a significant amount of time and care to compose. It is in response to the conference that was held more than a week ago, and so in order to retain a more coherent chronology to our team’s blog, I reserved this spot for the post before it was ready, and Katie M and I continued to publish posts about subsequent events. We’re now filling this spot in…
Gender and laptops. Nothing to do with each other? Maybe. “Leave it alone, Katie R” part of me says. “You can find gender inequality issues under a rock in the middle of a crater on the moon; don’t go looking to find cracks in a decent cause; pick your gender battles- some matter more than others…” Maybe. I tried to brush off some of the early wisps of smoke that tickled my sensitive gender fire alarm.
For example, during one online chat seminar months ago in which OLPCorps teams were sharing ideas on topics for learning projects, a few did mention that their summer learning programs were going to “focus specifically on science and technology, obviously.” This might seem intuitive at first (laptops=technology, right?), but to tout the program under such a title risks marginalizing little girls before the program even begins. In cultures where strict gender roles/delineations/limitations are still pervasive both in practice (i.e., types of jobs available for women) and in perception (i.e., value of sons compared to daughters), a program emphasizing science & technology in the title rather than learning & education (which may appeal to genders more equally) automatically carries the connotation, whether subconsciously or not, that it is geared more for little boys than little girls. Luckily one of the OLPC staff present at the seminar did respond that the programs should be more broadly focused, as the XOs are meant to be used for everything from music to art to photography to, yes, computer programming skills, but not just science & technology.
Another question/concern came up and was never addressed when, at the same learning seminar, I received no response to my inquiry as to whether any of the other teams were taking measures to ensure that little girls were as involved in the laptop programs as little boys. It seems that most teams are deploying their 100 laptops to schools. In the U.S., assuring equal access to both boys and girls in a situation like this would be solved by the method of deployment. Because all kids are enrolled in school, no extra gender considerations are needed.
This is not the case, however, in most African countries. The male to female ratio of school enrollment is alarmingly disproportionate, with more boys than girls enrolled in school in many countries and a gap that only widens as students get older. Deploying laptops to children that are already enrolled in school in Africa means, in most cases, that little boys will be much more likely to benefit from the laptops, and little girls, who are more vulnerable to start with, are left in the dust. However, there is little that a team of university students (OLPCorps) can do to change this inequality with their 100 laptops in a matter of 10 weeks. I understand that, I really do. I was just wondering if any of the teams (or OLPC, for that matter) had thought of it in terms of their deployments.
As it turns out, Nicholas Negroponte (the chairman of One Laptop Per Child) did refer to gender in terms OLPC deployments on Tuesday at the big opening ceremony for both OLPCorps and the Center for Laptops and Learning in Rwanda (see Caught in Ponzi Scheme). Negroponte made clear that little girls would not be left in the dust at OLPC deployment sites and he sees an important role for them in the sustainability of programs. For example, children in a rural town in Cambodia were so concerned about taking good care of their new equipment, Negroponte explained to the audience, “that the little boys had their sisters make bags for their laptops.” Ah, yes. Making bags. A very important role for little girls to assume to help ensure that their brothers receive a quality education.
Negroponte conceded that some little girls may, like their brothers, have an interest in learning, though he seemed to stumble a bit on what it is, exactly, little girls could be passionate about. When talking about how to enhance learning opportunities, he emphasized that children must first be passionate about learning. Passionate about learning “like little boys are passionate about football,” he explained, “or like little girls are passionate about… (awkward pause)… other things.”
But, what is it exactly that is so offensive about his remarks?
A casual observer may not think Negroponte’s comments all too problematic. So a male, middle-aged, MIT professor doesn’t know what little girls like to do? Big deal. For all we know, Negroponte is very much a proponent of gender equality. But, as the figurehead and spokesperson of OLPC at a high-publicity conference, Negroponte was addressing an audience of important government officials from all over Africa, some of whom (see The OLPC Roller Coaster) may already have misogynistic tendencies. It is disappointing that Negroponte not only reinforced gender stereotypes (assigning football to boys and implying that little girls aren’t or would not be passionate about football), but was dismissive or unaware of the potential little girls have to be passionate about the world (beyond sewing bags).
As a prominent proponent of what could be (and is described by members as) an exponential improvement in education, Negroponte should be more vocal about the powerful potential these laptops have at improving gender equality, as much as he should be aware of the potential that propagating unhealthy gender roles and dismissing little girls’ potential has at deteriorating gender equality.
For instance, women’s education is one factor that has been shown to have a consistent and strong relationship to improvements in a wide range of health factors over the years, from decreasing high fertility rates (number of births per woman) to enhancing child and family health to decreasing poverty on a whole. When educating women is overlooked and undervalued, and little girls are less likely to go to school at all or more likely to drop out of school early, the entire population bears the subsequent health burdens. OLPC, with its mission to create quality education opportunities for every child, is in the powerful position to be the starting point in bridging these gender disparities.
Contrary to the underlying tone that I detected in Negroponte’s remarks, little girls are just as passionate, curious, and eager to learn about the world as little boys, and supplying them with a powerful tool like the XO could allow them continue learning whether the misplaced cultural values around them allow little girls to be enrolled in school or not. In fact, OLPC has made significant and laudable strides in this direction in some places, such as Afghanistan.
In addition, while large problems like domestic violence, female genital mutilation, and sexual violence seem to dominate the violence-against-women discussion, smaller issues tend to make the most difference in people’s lives. Like is the case with stress, the smaller, daily stressors lead to lower quality of life than the big, life-changing stressors. Does a woman have to walk through an unsafe area to get water? Does the girl child get as much attention from parents and elders while growing up? Do women see powerful examples in their lives to emulate?
If little girls were given the same education as little boys, they might have the tools to fight the cycle of discrimination perpetuated against women worldwide, and also specifically in the African countries with OLPCorps deployments. With better education, women would have access to more job opportunities, would be more capable gaining the financial independence needed to get out of violent relationships, would have other livelihoods to turn to before resorting to sex work. These girls could become agents of change in their communities.
If this progress toward gender equality and toward improvement in the lives of women is a flame, then women’s education is the kindling, and OLPC is in a unique situation to provide the igniting spark by ensuring that little girls get XOs, especially those not in school….
However, when organizations, or the individuals that represent them, fail to recognize gender equality in their public statements, there is small hope that little girls, their rights, and their equal potential will see significant progress any time soon.