https://kerd.ku.ac.ke/handle/123456789/163 Sun, 02 Aug 2026 05:10:47 GMT 2026-08-02T05:10:47Z https://kerd.ku.ac.ke/handle/123456789/890 Women Education and Economic Development in Kenya: Implications for Curriculum Development and Implementation Processes Syomwene, Anne; Kindiki, Jonah Nyaga This paper is a discussion of the relationship between women education and sustainable economic development in Kenya and its implications for curriculum development and implementation processes. The argument advanced in this paper is that the solution to the development problems in Kenya and other developing nations lies on women education. Indeed, women education is one of the initiatives that can propel Kenya in the achievement of Millennium Development Goals. In addition, women education can facilitate the achievement of Kenya Vision 2030 which aims at making Kenya a newly industrializing, middle income country providing high quality life for all its citizens by the year 2030. The paper provides recommendations on the way forward for women education in Kenya as well as the implications for curriculum development and implementation processes A research article in Journal of Education and Practice Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/890 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/888 The Effectiveness of Wited Programme on Enrollment of Women in Technical and Vocational Education and Training (TVET) Najoli, Eunice Kanaga Women in Technical Education and Development (WITED) programme were identified by the Commonwealth Association of Polytechnics in Africa (CAPA) as an important factor for employability, innovation and sustainable development. The aim was to improve access of women to technical education. The effectiveness of WITED programme on the enrolment of women in Technical and Vocational Education and Training (TVET) was analyzed. The study used simple random to sample 20 trainers and 100 trainees from three (3) TVET institutions in Western region of Kenya. At the same time, 3 Principals, 12 heads of departments (HODs), five (5) deans of students (DOS) and 10 technicians were sampled by purposive sampling. Data was collected by use of both questionnaire and structured interview schedule. Special Packages for Social Sciences (SPSS) version 20 was used to analyze results. Both descriptive and inferential statistics were presented in form of tables. Pearson correlation of -0.023 indicates that WITED program in TVET institutions is weak. This shows there is gender disparity in terms of enrolment, access, retention and completion rates in TVET. The main obstacles to women enrolment and exemplary performance in STEM courses include; cultural stereotypes and lack of role models as well as other socio-cultural factors. A research article in EURASIA Journal of Mathematics, Science and Technology Education Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/888 2019-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/886 Gender Dynamics in Science and Technology Kimani, E.; Mwikamba, K. An understanding of gender dynamics in science and technology is based on the perspective of how social norms, values and attitudes dictate differentials in the participation of male and female in these fields. This in essence calls for a critical consideration of the forces, naturally and socially ascribed, that influence the choices that women and men make, both in education and professional alienation. While gender refers to socially ascribed differences between males and females as women, men, girls and boys, there are notable natural differences dictated by sex that cannot be ignored. The discussion thus zeroes into what males and females can do, and what they think they can do or are expected to do by the society. The ideal is therefore on the differences between nature and nurture and by extension, sex and gender. The argument is that more than the physiological make up of an individual, the concept of gender is responsible for the female’s lack of venture into science and technology, viewing it as a no go zone, hence male dominated in theory and practice. While education as a whole is important in empowering individuals, skills and knowledge in mathematics, science and technology are known to guarantees a place in the related world of work. The existence of glaring gender disparities in the participation in science and technology on the basis of gender is a global concern; hence a need to engage in scaling up strategies to encourage female to intensify their interest and participation in these areas, while ensuring that boys and men stay on. A research article in Journal of Agriculture, Science and Technology Fri, 01 Jan 2010 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/886 2010-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/884 Female Participation in Technical, Vocational Education and Training Institutions (TVET) Subsector: The Kenyan Experience Ngugi, Margaret; Muthima, Purity Economists widely agree that there is a high positive relationship between education and development. This relationship is even more pronounced when women receive education as it not only benefits them but also all those they nurture. Despite the progress made over the last decade in enhancing access, equity, retention, quality, completion rates and gender parity in education and training in Kenya, the Technical, Vocational, and Education Training (TVET) subsector continues to experience low female enrolment in Science, Technology, Engineering and Mathematics (STEM) based courses. This paper is a desk-review focusing on establishing the status of female participation in TVET and factors contributing to the prevailing status –quo. The paper recommends that encouraging and supporting fair and equal opportunities for girls and boys to perform in TVET -related subjects at school would translate to more girls and women in TVET fields of study and even to the world of work. There is also need for the educators to use more gender-responsive approaches at all levels of education; increase role models such as more female teachers and attach young female scholars to practicing women engineers in the country. At policy level, gender responsive strategies such as having a certain percentage of girls being admitted and encouraged to do technical-based subjects in form one every year are some of the interventions that may help shield this vulnerable group from persistent exclusion from TVET education. A research article in Public Policy and Administration Research Sun, 01 Jan 2017 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/884 2017-01-01T00:00:00Z