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.