the effects of domestic chores on girl child education.

Globally child domestic labor is one of the most common and exploitative types of child labor in the world today, as well as one of the hardest to combat, child domestic workers (CDWs) are difficult to reach not only because they work behind closed doors in their employers' homes, but also because society views the practice as normal and, in the case of females, necessary training for later life(Blagbrough, 2008). Human capital development is an important component of poverty alleviation, as a result, children's engagement in elementary and secondary schools is critical to the development of societal infrastructure in poor countries, although a considerable negative association between children's market employment duties and educational ability or attainment has been demonstrated, less emphasis has been made to the impact of domestic work on girls' schooling however, girls' employment falls into both categories, and in Somalia, for example, it is predominantly domestic labor, child labor and education are intertwined in a complicated web of social and economic issues such as socio-cultural norms, economic shocks, living conditions and access to resources, and poverty in general (Of et al., 2010). However, understanding how children become domestic workers and what keeps them there is critical not just for better understanding their needs, but also because their exploitation stems mostly from the environment in which they live and work, rather than the work that they do. Indeed, the contractual basis of juvenile domestic labor, as well as many of its practical qualities, are similar to slavery(Blagbrough, 2008). It is frequently suggested that child labor undermines education and so perpetuates poverty for children from low-income families(Ravallion & Wodon, 2000). Many African societies favor boys over girls, even though existing social, economic, and political opportunities such as education, property ownership, and leadership, among others, would benefit both sexes if equal opportunities were provided, as stated by. Still, as culture suggests, the boy child should take advantage of the greatest available chances, leaving the girl child with the second alternative(Amone et al., 2013).