Factors influencing implementation of gender mainstreaming strategy in public secondary schools in Kenya: a case of Bungoma south sub county
Abstract
The purpose of the study was to investigate factors influencing implementation of Gender
Mainstreaming Strategy in public secondary schools in Bungoma South Sub-County- Kenya as
summarized in the conceptual framework .Gender Mainstreaming is inevitably and essentially a
contested process. Although there have been attempts to bridge the gap between the two
positions, hence ―Gender equality‖ and ―mainstream‖ it‘s vital to note the frequent opposition to
Gender Mainstreaming to understand the dualism between Gender equality and Mainstreaming
agendas. The study was guided by the following objectives: To determine the extent to which
demographic characteristics of key stakeholders influence implementation of Gender
Mainstreaming strategy in public secondary schools in Bungoma south sub county, to establish
the level to which training of key stakeholders influences implementation of Mainstreaming
Gender strategy in public secondary schools in Bungoma south sub county and to examine the
level to which attitude of key stakeholders influences implementation of Gender Mainstreaming
strategy in public secondary schools in Bungoma south sub county. The study employed
descriptive survey design. The study population comprised of 22 public secondary schools and a
total of 484 respondents were used as the target population, deputy principals and board of
Governors were sampled purposively and Heads of Departments were sampled using simple
random sampling technique. Questionnaires for the named parties shall be use as a data
collection instrument. Organization of responses shall be edited, coded and entered into the
computer for analysis using a statistical package for social sciences. The major findings were
that implementation of gender strategy was influenced by the following demographic
characteristics; position of stakeholders in schools, the age, the type of schools, the category of
schools and professional qualification of stakeholders. Training of stakeholders was also found
to be of great influence on implementation of gender mainstreaming strategy, stakeholders also
felt that guidance and counseling has helped in redacting the retrogressive culture beliefs and
practices. It was also revealed that very few stakeholders have undergone training on gender
mainstreaming thus 33.3% and most of them 35(40.2%) use trial and error method in
implementation of the gender mainstreaming strategy. The study therefore recommends that the
ministry of gender and culture, ministry of education and teachers services commission should
carry out a detailed needs assessment to identify appropriate training needs that can help improve
the implementation of gender mainstreaming in schools. There is need for stakeholders including
parents to be sensitized of the benefits of developing a positive gender mainstreaming strategy at
all levels and in all school sectors.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5964]
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