https://kerd.ku.ac.ke/handle/123456789/37 2026-08-01T05:29:17Z https://kerd.ku.ac.ke/handle/123456789/1521 Alternative Learning Pathways: Participation of Girls in Education in Public Primary Schools in Kajiado County, Kenya Njue, Teresa 2015 deadline for achieving the Education for All (EFA) Goals of Education, revealed many countries were not on track to achieving the education targets rolled out in the Jomtien and reaffirmed in Dakar, Senegal in 2000. Today, the Sustainable Development Goal (SDG) 4: ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, is a roadmap to achieving the SDGs and ensuring that no one is left behind; especially girls and women. While the SDGs ensure prosperity for development for all, education has a multiplier effect on all other SDGs. The purpose of this study was to find out the participation of girls in education in Kajiado County. The study’s objective was to find out: the extent to which a school facilities, safe and protective school environment and distance enhances the participation of girls in public primary schools in Kajiado County. A descriptive survey research design for data collection was used. Simple and purposive sampling techniques sampled the respondents. Collected data was analyzed using SPSS software (Statistical Package for Social Sciences). The research findings revealed that a safe and protective school environment is fundamental for the holistic participation of girls in education while advocating for an enabling environment for lifelong learning that empowers people especially girls to allow them make life choices and increase their chances of employability to improve their livelihoods. The study concluded retention of girls at primary school has to be improved significantly to enhance their transition to secondary school and meaningful participation in higher education and particularly in TVET courses. It recommended the construction of facilities, establishment of more schools, better learner friendly school environment and establishment of innovative and specialized programs that increase participation of girls and women in education. The research findings will be valuable to the government, education stakeholders and education policy makers to inform and provide a basis for special focus on Women and Girls participation in education while contributing to sustainable development in the 21st century that is characterized by industrial revolution A paper published by Commonwealth of Learning (COL) 2019-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/692 Gender Prejudice in School Curriculum: A Case of a Kenyan Primary English Textbook Odhiambo, Bonyo Benard This paper has identified curriculum materials as an area that requires focus and serious analysis as far as gender issues are concerned. It studied a primary class five English text course book from a gender lens. It employed a qualitative content analysis to study a case of curriculum material that should present a gender balance of not only masculinity and feminity but also femininity issues as affecting the Kenyan nation. It sought to answer the questions below: how many significant representations of girls and women are in the texts compared to boys and men? What visible roles are they designed to portray about gender orientations and is gender sensitive language used to balance the skewed societal perceptions or which aspects of the text have complied and conformed to the hegemonistic masculinity? In so doing, the aspects analyzed in this text were gender representation in a text as presented on the cover and title page, topic, subject matter and contents. How are both genders not only represented but also presented neutrally doing, caring family and institutional tasks, how are the employment of gender (in)sensitive language (neuter)used to describe both genders. The findings indicate an adherence to the status quo and evidence of gender biases and stereotypes as far as gender roles and representations are concerned. The study concluded that the case under study was a gender blind text and recommended that further case studies that could generalize their findings be executed across the curriculum, that such texts should be revised to be in tandem with the country’s 2011 gender policy document, that a censorship threshold be legislated. A research article in African Journal of Education, Science and Technology 2016-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/688 A 6-Week School Curriculum Improves Boys’ Attitudes and Behaviors Related to Gender-Based Violence in Kenya Keller, Jennifer; Mboya, Benjamin O.; Sinclair, Jake; Githua, Oscar W.; Mulinge, Munyae; Bergholz, Lou; Paiva, Lee; Golden, Neville H.; Kapphahn., Cynthia This study investigated the effects of a gender-based violence (GBV) educational curriculum on improving male attitudes toward women and increasing the likelihood of intervention if witnessing GBV, among adolescent boys in Nairobi, Kenya. In total, 1,543 adolescents participated in this comparison intervention study: 1,250 boys received six 2-hr sessions of the “Your Moment of Truth” (YMOT) intervention, and 293 boys comprised the standard of care (SOC) group. Data on attitudes toward women were collected anonymously at baseline and 9 months after intervention. At follow-up, boys were also asked whether they encountered situations involving GBV and whether they successfully intervened. Compared with baseline, YMOT participants had significantly higher positive attitudes toward women at follow-up, whereas scores for SOC participants declined. At follow-up, the percentage of boys who witnessed GBV was similar for the two groups, except for physical threats, where the intervention group reported witnessing more episodes. The percentage of boys in the intervention group who successfully intervened when witnessing violence was 78% for verbal harassment, 75% for physical threat, and 74% for physical or sexual assault. The percentage of boys in the SOC group who successfully intervened was 38% for verbal harassment, 33% for physical threat, and26% for physical or sexual assault. Results from the logistic regression demonstrate that more positive attitudes toward women predicted whether boys in the intervention group would intervene successfully when witnessing violence. This standardized 6-week GBV training program is highly effective in improving attitudes toward women and increasing the likelihood of successful intervention when witnessing GBV. A research article in Journal of Interpersonal Violence 2017-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/684 Influence of Free Primary Education Policy on Pupil Access by Gender in Public Primary Schools in Rongo Sub-County, Kenya Owino, Odhiambo Kennedy; Juma, Stella A.; Olunga, Obunga John; Monanda, Stephen Makoyo Kenyan Government, in its efforts to attain gender parity and increased access at primary education level in 2003 implemented the Free Primary Education (FPE) Policy which narrowed gender gap nationally; public primary school Gross Enrolment Rate (GER) in 2010 was 119.8% (119.2% girls; 120.4% boys). However, Rongo lagged behind with a GER of 105% (95.4% girls; 114.6%) in the same year suggesting there was a wide gender disparity in the Sub-county. The purpose of the study therefore was to determine the influence of FPE policy on pupil access by gender in Public Primary Schools in Rongo Sub-county. Ex-post-facto and descriptive survey designs were used in the study. The study population comprised of 42 schools, 1 Sub County Quality Assurance and Standards Officer (SQASO), 966 and 624 Class 7 and 8 pupils respectively. Data was collected using questionnaires, interview schedules, focus group discussion and document analysis guide. The study revealed FPE policy had a positive influence on access on both gender but girls still lagged behind. The study concluded that though girl’s enrolment in public primary schools was lower than expected it was discovered these girls did not remain at home as they constituted a higher proportion than boys in private primary schools hence explaining the huge disparity in public primary schools. Provision of enough teaching and learning resources in public primary schools was found to be crucial to eliminate congestion and overcrowding which led to transfers by many pupils to private primary schools. The findings are significant to, educational planners, donor agencies, parents and community in making decision in improving FPE Policy to enhance gender parity. A research article in International Journal of Advances in Management and Economics 2015-01-01T00:00:00Z