Determinants of gender mainstreaming in public primary schools of Awasi Zone in Nyando District-Kenya
This was a gender responsive study focusing on the status of gender equity and equality in primary education in Kenya. Gender mainstreaming in school especially primary school in Kenya had been a teething problem. Over history of education and development in Kenya participation of girls had been problematic and this had been due to lack of gender mainstreaming in relation to in-school factors and to some extent out of school factors. Enrolment of girls as compared to boys had been consistently low. Further more the girls that had been retained at schools faced a lot of challenges which saw some of them drop out of school or perform dismally as compared to boys. Gender mainstreaming was one of the strategies embraced by schools in 2003 to address Gender parity in terms of school to achieve much; Girls enrolment in schools and participation was still low. The purpose of this study was to investigate Determinants of Gender Mainstreaming in public primary schools of Awasi zone in Nyando district - Kenya. The study employed descriptive survey design. The study population comprised of 10 public primary schools of Awasi zone-Kenya and a total of 200 respondents were sampled using simple random technique. Three teachers were drawn from each school using simple random technique. One head-teacher from each school was selected purposively. Questionnaires, interview and observation schedules were used to collect both qualitative and quantitative data that were analysed. The study confirmed that gender mainstreaming strategies that were used to set opportunity for gender equity and equality in public primary schools. The study confirmed that school is a social agent and therefore gender disparity was not encouraged. The study found out that gender mainstreaming was available to some extent in the public primary schools of Awasi zone. Recommendation was that the Ministry of Education should take drastic measures to ensure that there were adequate teachers to cater for the large number of pupils in the schools, funds was also to be availed for the same and all stakeholders in education should act swiftly to promote equality in education. If implementation is taken seriously by all the education stakeholders then gender mainstreaming would bring equal opportunity in education.
University of Nairobi, Kenya