| dc.description.abstract | In recent years, educationists have shown keen interest in the education of the girl child.
Immense resources have been poured into her education by the government of Kenya,
and other stakeholders. Policies have been formulated to level the education playing
ground, in favor of the girl child, to ensure that her chances of acquiring an education,
and consequently taking her rightful place in the job market.
Despite these efforts, Ministry of Education statistics indicate that fewer girls than boys
are joining university and tertiary colleges than boys. This points to underlying issues,
which are not being addressed, by the ministry or other interested parties. Why are the
educational and occupational aspirations of secondary school girls not well adjusted?
Why are more boys than girls entering university and tertiary colleges, eve when
enrolment and secondary school completion rates of the girls are higher than the boys?
Which factors come into play when the girls are formulating their aspirations?
The purpose of this study was to identify various factors that shape the secondary school
girls aspirations in education and occupation. To this end, we studied the relationship
between the socio economic status of the girls' parents, as indicated by marital status,
education level, occupational status, and level of income. We also looked at the role
played by the career guidance counselor in shaping the students aspirations. Finally, we
measured the relationship between curriculum content, and level of aspirations, and the
role of the education system in adjusting the student's expectations to the socio economic
requirements and realities of the country.
This study is of utmost importance to the Ministry of Education, stakeholders in
education, parents, students and the general public. The results can be used in policy
formulation in education, and in gender mainstreaming in education, to ensure that the
resources being put in education of the girl child bear fruit. The study was carried out in two divisions of Machakos District. The site was selected,
as it is familiar to the researcher. The study used both qualitative and quantitative data.
Primary data was collected from 95 secondary school girls in four schools. They were
randomly sampled, and interviewed using a standardized questionnaire. Four key
informants, being the career guidance and counseling teachers in the respective schools
were interviewed, using in-depth interviews. Secondary data were collected from books,
journals, unpublished research work, the Internet, and magazines. We made use of
descriptive statistics to draw conclusions from the data.
In the process of bringing order, structure and interpretation to the mass of data, both
quantitative and qualitative data were analyzed. We used SPSS to analyze data and
present them in the form of tables and figures. Hypotheses formulated were tested using
Pearson's Chi- square, which tests the significance of a relationship between variables.
Hypotheses were then adopted or rejected. In the course of the study, areas of further
research were identified, and recommendations made which will help in formulation of
policies in education of the girl child. | en |
