Relationship Between Mentorship an Transition to Post-secondary Education of Girls in Mombasa County

Abstract

The value of education cannot be underestimated, it is a catalyst of change that focuses on skills acquisition, fosters development and requires the support of different stakeholders. The study sought to determine the role of mentorship on transition after attaining form four level of education to institutions of higher learning among girls in Mombasa County. The objectives of the study were: to find out the prevalence of mentorship programs targeting girls, to establish whether quality of mentorship predicts transition of girls to higher learning institutions, to establish the extent to which mentorship type predicts transition of girls to these institutions as well as examine the prevalence and access of mentorship programs targeting girls in Mombasa County. The study adopted the mixed method of data collection by use of a mentorship effectiveness instrument in questionnaires. A sample of 260 participants (girls) who completed form four of secondary education from 2017 to 2020 in Mombasa County. Key informant interviews were conducted targeting 20 parents (10 male, 10 female) and 20 teachers, principals and other stakeholders including organizations providing mentorship, faith-based organizations (FBOs) and community key persons. The study area was Changamwe and Jomvu sub-counties in Mombasa County. The girls were drawn from community-based organizations, youth groups and other organizations working with youth in the two Sub Counties. Data collection was conducted using both online and face to face interviews. The Statistical Packages for Social Science (SPSS) version 25.0 was used in data analysis and the following study findings reported. 62(30.4%) of respondents did not transition to post-secondary education compared to 142 (69.6%) who did. Specifically, 9(4.4%) transitioned to a bridging course, 16(7.8%) to artisan courses, 51(25%) to craft courses, 37(18.1%) to diploma and 29(14.2) to degree courses. Thirty-nine respondents x (19.1%) reported having had no access to mentorship compared to 165(80.9%) who had access to mentorship. 10(4.9%) rated their mentors as poor quality while 194(95.1%) had good quality mentors. Group mentorship was the highest subscribed program reported by 88(43.1%) of respondents. 65(31.9%) reported having peer mentorship, 43(21.1%) reported one-on-one while 41(20.1%) reported team mentorship. The findings can be utilised by the education sector, particularly in harmonising mentoring interventions, as well as other relevant stakeholders like FBOs, NGOs, and CBOs.