| dc.description.abstract | This study investigated the social, cultural and economic factors that affect girls attending
nonformal schools in Kasarani Division of Nairobi. Specifically, the study sought to
investigate how different gender roles and social backgrounds inhibit girls from accessing
and participating fully in NFE programmes. The study also investigated the extent to
which the economic status of girls affects their participation in NFE programmes in the
study area. The general objective of the study was to establjsh the social, cultural and
economic factors that hinder the full participation of girls in NFE programmes in
Kasarani division, Nairobi.
The study population consisted of the total number of pupils attending the 127 nonformal
schools in Kasarani Division, which stood at 11,067 in 2005, according to data at the
Ministry of Education Headquarters. Cluster sampling was employed to select 80 pupils
(40 boys and 40 girls) from the study population.
The mam method used in data collection was the survey in which the structured
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questionnaire was the tool used to gather the information. In order to permit analysis, the
responses in the questionnaire were coded with numerical values. The coded data were
then entered into the computer for analysis and the findings presented in percentages, pie
charts and histograms.
The study findings revealed that girls were faced with numerous social, cultural and
economic challenges in their pursuit to acquire an education. The main social challenges
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included poor housing, pollution and insecurity. Socialization also influenced the
attitudes of boys and girls towards education. For example, 26% of the girls believed that
when girls get education, they become big headed, compared to only 18% of the boys.
The study also showed that only 16% of the sample households owned fixed assets such
as permanent houses or plots. This was a reflection on the poverty levels at the household
level, a situation that greatly affected the provision of the necessary health and sanitation
requirements especially for the girls.
On the basis of these findings, the study concludes that girls attending NFE schools
continue to face social, cultural and economic inequalities and the education system is to
blame for perpetuating these inequalities. This is because an education that makes girls
and women accept their place within a structure of inequality is automatically an
education for disempowerment.
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