TFD 401: comparative and contemporary issues in education

Group members:

1.Larry N okwaro. E122/1238/2020

2.Robinson oluoch. E122/1233/2020

3 . Patrick musilu. E122/1159/2021

4.Hillary kiproo. E122/1197/2021

5.Emmanuel muena. E122/1663/2021

6.Evans mutuku. E122/1052/2021

7.Robert Omondi N. E122/1459/2021

8.Edwin karani. E122/1052/2020

9.joshua mulozia. E122/1072/2021

10.Colliins sang E122/1197/2021

Kenya, a dynamic nation in East Africa, has made significant strides in economic and social development
since its independence in 1963. However, despite these advancements, gender issues within the
education sector remain a critical area of concern. Education serves as a foundational pillar for personal
and societal development, yet gender disparities continue to manifest in various forms, affecting both
access to and quality of education. This examination will delve into how these gender issues manifest in
Kenyan education, exploring historical contexts, cultural influences, policy frameworks, and the socio-
economic impacts on both genders.

1.Historical Context

The educational landscape in Kenya has been shaped by its colonial history, where education was
initially provided by missionaries with a focus on boys, often excluding girls or providing them with
education that reinforced traditional gender roles (Court & Ghai, 1974). This historical bias laid the
groundwork for persistent gender disparities

Colonial Legacy: The colonial education system was designed to prepare Africans for roles in the colonial
economy, with little emphasis on educating girls beyond basic skills needed for domestic duties (Osogo,
1965).

Post-Independence Efforts: After independence, Kenya's policy shifted towards universal education,
but the legacy of gender disparities continued to influence educational access and quality (Republic of
Kenya, 1995).

2. Enrollment Disparities

Despite progress, gender disparities in enrollment across different educational levels persist:

Primary Education: Recent data shows near gender parity, with female enrollment slightly higher in
some regions, thanks to policies like Free Primary Education (FPE) introduced in 2003 (UNICEF, 2014).
Yet, in poorer regions and among the most vulnerable populations, girls lag behind (KIPPRA, 2024).

Secondary and Tertiary Education: The gender gap widens at higher levels. For instance, while primary
education sees balanced enrollment, secondary education shows a decline in female participation, and
in tertiary education, women are underrepresented, particularly in STEM fields (World Economic Forum,
2019).

3. Cultural and Social Barriers

Cultural practices and societal norms significantly impact educational outcomes:

Early Marriage and FGM: Early marriage and Female Genital Mutilation (FGM) remain barriers for many
girls, leading to higher dropout rates. These practices are deeply rooted in cultural beliefs about gender
roles (Munyao, 2013).

Gender Stereotypes: Educational materials and teaching practices sometimes perpetuate stereotypes,
influencing students' subject choices and career aspirations. Boys are often directed towards subjects
perceived as male-dominated like sciences, while girls are nudged towards humanities (APHRC, 2020).

Household Responsibilities: Girls often bear the brunt of domestic chores, which can interfere with their
school attendance and academic performance (Webster, 1995).

4. Quality of Education

The quality of education also exhibits gender disparities:

Educational Resources: There's an unequal distribution of educational resources, with schools in rural or
impoverished areas, where girls might predominate, often lacking necessary facilities like sanitation,
which particularly affects female students (UNESCO, 2015).

Teacher Gender Dynamics: A predominance of male teachers can influence classroom dynamics and
student perceptions of gender roles, potentially deterring female participation in discussions or
leadership roles within the school environment (Eshiwani, 1985).

5. Violence and Safety

Gender-based violence (GBV) in schools is a significant issue:

Sexual Harassment and Violence: Schools are not always safe havens; sexual harassment and violence
deter many girls from regular attendance or continuation of education. The 2019 Kenya Violence Against
Children Survey highlighted the prevalence of such issues (Ministry of Education, 2020).

Response Mechanisms: The effectiveness of laws and policies like the Sexual Offences Act (2006) in
preventing GBV in schools varies, with enforcement often inconsistent (Children's Act, 2001).

6. Policy and Legal Frameworks

Kenya has implemented several policies to address gender disparities:

The Constitution and Basic Education Act: These legal documents emphasize non-discrimination in
education, yet implementation gaps exist (Constitution of Kenya, 2010; Basic Education Act, 2013).
Gender Policy in Education: Although policies exist to promote gender equality, translating these into
effective action remains challenging (Ministry of Education, 2007).

7. Economic Factors

Economic constraints further compound gender disparities:

Cost of Education: Even with free primary education, costs like uniforms, books, and transport can
disproportionately affect girls, especially from poorer backgrounds (UNICEF, 2019).

Opportunity Costs: The economic value of girls' education is often weighed against immediate
household contributions, leading to higher dropout rates for girls (Kinyanjui, 1998).

8. Role of International and NGO Interventions

International organizations and NGOs play a crucial role:

UNESCO and USAID Initiatives: These bodies have supported programs aiming at increasing female
enrollment, improving educational infrastructure, and advocating for policy reforms.

Local NGOs: Organizations like the Forum for African Women Educators (FAWE) work on the ground to
provide scholarships, mentorship, and safe learning environments for girls (FAWE, 1995).

In conclusion gender issues in Kenyan education are multifaceted, involving historical, cultural,
economic, and policy dimensions. While there has been progress, particularly in primary education,
significant challenges remain at secondary and tertiary levels. Addressing these disparities requires a
concerted effort from government, communities, and international partners to enforce existing laws
more effectively, challenge cultural norms, improve educational quality and safety, and ensure that
economic barriers do not disproportionately affect girls. Education policy must be both inclusive and
adaptive, recognizing the diverse needs of Kenyan students to foster an environment where both
genders can thrive equally.

The Influence of TechnologyThe rise of technology presents opportunities and challenges in addressing
gender issues in education. While digital platforms can facilitate access to educational resources and
connect girls to mentors, the digital divide remains significant, particularly in rural areas. Efforts to
promote digital literacy among girls must be a priority to ensure they can fully benefit from
technological advancements.
References

- Court, D., & Ghai, P. (Eds.). (1974). *Education, Society, and Development: New Perspectives from
Kenya*.

- Osogo, J. (1965). Life in the Olden Days: The Baluyia. Nairobi: Oxford University Press.

- Republic of Kenya. (1995). Economic Survey.

- UNICEF. (2014). *Kenya Statistics*.

- KIPPRA. (2024). *Towards Attainment of Gender Equality in Kenya’s Education Sector*.

- World Economic Forum. (2019). *Gender Equality in Education in Kenya and South Africa*.

- Munyao, W. L. (2013). Gender issues affecting the girl child in Kenya. *International Journal of
Humanities and Social Sciences*.

- APHRC. (2020). Study on Gender Disparities in Kenyan Education.

- Webster, K. (1995). Gender Issues in Girls’ Secondary Education: Barriers to Girls’ Participation in
Secondary Schools in Western Kenya.

- UNESCO. (2015). *Guidelines for Gender Equality in Education*.

- Eshiwani, G. (1985). The Education of Women in Kenya (1970–1985).

- FAWE. (1995). "Girls’ Education: Strategies that Work." *Forum for African Women Educators
Newsletter*.

- Kinyanjui, K. (1998). "Secondary Education for Girls in Kenya: The Need for a More Science-Based
Curriculum."