Reforms aimed at meeting the Education for All (EFA) global initiative have been implemented in several developing countries in the recent past. One of the goals of this global reform is to increase access to schools for girls and children from low-income families who are considered educationally marginalized due to socio-cultural and poverty related factors. Proponents of EFA initiative emphasize that the education of women and girls in particular is inextricably linked to delayed early marriages, reduction of maternal deaths, and prevention of unsafe sex and its related consequences. It is on the backdrop of such global efforts that Kenya initiated the 2003 Free Primary Education (FPE) policy with the intent to increase access to schools for disadvantaged groups such as girls.This study sought to explore the implications of the 2003 FPE policy for girls' educational opportunities in Kenya. Using a qualitative case study design, this study explored the schooling experiences of girls in one urban and one rural public primary school in Kisii district, Western Kenya. The study sought to answer the following questions:1. What have been the schooling experiences of girls since 2003?2. How has FPE policy influenced girls' participation and achievement in public primary schools?3. What factors inhibit girls' participation and achievement in schools?4. What factors enhance girls' participation and achievement in schools?Data for this study were collected for a period of two months using face-to-face open-ended interviews. The respondents included two school principals (both males), two teachers (both females) and eight female students in two focus groups. Each focus group was composed of four girls. The findings indicate that because of the government removal of tuition fee and the provision of textbooks and writing materials, the 2003 Free Primary Education policy has improved the opportunities of girls' educational participation. However, hurdles such as teenage pregnancies and lack of, or shortage of classrooms, teachers, supplementary textbooks, toilets, and sanitary pads have posed a threat to girls' active participation. External factors such as poverty and negative attitude towards girls' education continue to inhibit girls from active schooling in the wake of the 2003 Free Primary Education policy.This study presents a meaningful text that is vital to designing gender sensitive educational reforms and programs that can benefit girls especially those residing and schooling in rural and marginalized areas. Policymakers and implementers will find this study key in highlighting both the challenges and opportunities that can be exploited to address issues of poverty and socio-cultural practices that continue inhibiting girls from actively participating in education and thus, derailing the realization of Education for All (EFA) initiative and the 2003 FPE policy goals.
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