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This study utilizes insights from resilience presuppositions, combined with perspectives from the theory of everyday tactics, to highlight strategies of creative adaptation, methodologies of survival, and ways of making do used by children and youth in urban residential slums and informal settlements of a Kenyan city to cope and deal more effectively with adversity. Based on qualitative inquiry, results show that individual attributes, bonding to family and support systems, involvement in extracurricular activities, lower levels of parental discord, fewer adverse life events, and being less involved with delinquent peers constitute protective factors that enhance resiliency.

This paper examines the issue of gender inequality in education in sub-Saharan Africa. It argues that in sub-Saharan African countries, the provision of education for boys and girls is uneven, and biased through gender, location, class and region- resulting to high illiteracy rates for girls and women. The paper concludes that political instability and violence, poverty and economical challenges, negative cultural values, female genital mutilation, early marriage, and sexual harassment are some of the leading contributors to gender inequality in education. Other factors that exacerbate gender inequality are lack of gender responsiveness among the teachers, ineffective teaching, and lack of learning materials, poor learning environment, and impact of HIV/AIDS. The paper contends that gender inequality in education holds back the growth of individuals, the development of countries and the evolution of societies to the disadvantage of both men and women if not addressed-should be at the beginning. Strategies and interventions that have the potential to eliminate gender disparities in education in developing countries are discussed in this paper.