Factors influencing access to university education by women in Kenya: a case of Bungoma south district
Shamir, Ndukuyu Issa
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University education intrinsically adds value to society, serving as both a public and Private good, public because it contributes to society and private because it has potential to benefit the individual (Morley, Leach, &Lugg, 2009). The importance of higher education on society cannot be understated; it becomes an economic booster to the community while providing individuals with personal benefits, it should be provided equally to all for it to benefit the community and the nation fully, but as things stand women have had only a limited role in society with restricted opportunities (Vanderslice and litsch, 1998). The researcher investigated the factors influencing access to university education by women in Kenya. To realize this, the researcher came up with four objectives to guide the study: socio-cultural practices, education policies, academic performance and socio-economic status. Descriptive survey method was used as the study intended to collect data from members of a given population to determine the status of that particular population with respect to one or more variables in the study. The target population for the study was 469 women representing the total number of women students in the three universities colleges, campuses and canter’s in Bungoma south. A sample size of 210 was used in the study. A proportionate sampling technique was used to select respondents. The research instruments used in this study were questionnaires. A pilot study was done in the nearby University of Eldoret to establish the instruments validity. To ascertain the reliability of the instruments, split half technique was employed. Frequency tables were used to analyze the collected data. The finding was presented with the help of simple tables, frequencies and percentages. Results were interpreted and required recommendations made at the end of the study. It was found that less was less access to university education by women because of social cultural practices, educational policies, academic performance and socio-economic status. Recommendations for further research were first, influence of role models access to university education by women. Secondly, influence of classroom policies on access to university education by women and lastly influence of friends on access to university education by women.
CitationMaster of arts in project planning and management
University of Nairobi