Gender Equality and Education in Kenya: a Case Study of Women in Technical and Vocational Education and Training in Nairobi and Kiambu Counties

Abstract

This study examines the effectiveness of legislation and policies towards enhancing gender equality in access to education in Kenya. It uses the example of women in Technical and Vocational Education and Training (TVET) institutions in order to demonstrate that by failing to provide implementation mechanisms in the law, education institutions fail to adhere to Gender Equality and Affirmative Action principles. The study, therefore, focuses on data drawn from ten TVET Institutions to prove the above. The study employs a mixed methodology approach and relies on fieldwork conducted in ten public TVET institutions in Nairobi and Kiambu counties. Questionnaires and interviews were used to collect both qualitative and quantitative data that were analysed. The study relies on the Liberal, Socialist and Marxist feminist theories which explore the freedom of women in the access to education as a tool of empowerment and a means of enhancing independence and better standards of living. The study found that gender equality is still an issue not adequately addressed in the institutions of education due to a lack of oversight and implementation mechanisms to ensure accountability. It therefore concludes that despite established laws and policies, the inadequacy of implementation mechanisms in TVET institutions in general has led to a gap in the attainment of gender equality. The relevant stakeholders should therefore take drastic measures to ensure that institutional policies are in line with the national and international goal of attaining gender equality in education