This report was commissioned by World Vision Canada and World Vision Mali.
Lead authors: Tamuka Charles Chirimambowa, Dr. Marvis Nche Bih and Clemence Tauya Nhliziyo
This report shares findings from a study conducted in the conflict-affected areas of the Mopti and Ségou regions, Mali, focusing on barriers to girls’ education and the use of geo-inquiry tools and photovoice to promote inclusive and equitable education. The report identifies how traditional barriers hinder girls’ education in conflict-affected zones. These include gender and cultural roles, teacher strikes, economic factors, religious beliefs and insecurity, nomadic lifestyles and disabilities. These challenges underscore the complex socio-cultural and economic dynamics impacting access to education in conflict zones and call for rethinking barriers to education in conflict-affected zones as well as intervention mechanisms by governments, non-governmental organizations (NGOs) and international development partners.