, August 1, 2003:61-66.
Education is fundamental to development of human resource capacities for sustainable
economic growth and development. By imparting new skills and knowledge in people,
education expands human capabilities, increases labour productivity and enhances essential
participation and partnerships in nation building. Education is a vital tool in achieving greater
autonomy, empowerment of women and men and addressing gender gaps in the distribution
of opportunities and resources (Muganda, 2002; Muthaka & Mwangi, 2002). More equitable
distribution of opportunities and resources between men and women leads more directly to
higher economic growth and productivity (World Development Report, 2000/2001).
Debate on gender equity in education presently revolves around two universally accepted
declarations or goals, one of them being the Universal Primary Education (UPE)by 2015,
later refocused as Education for All (EFA), as articulated in Jomtien, Thailand, iii 1990 and
reaffirmed at the Dakar (Senegal) World Education Forum in April 2000. Secondly, in
September 2000, the United Nations General Assembly adopted the Millennium Declaration
to achieve universal completion of primary schooling and achieve equity in access to primary
and secondary schooling by 2005 and at all levels by 2015.
In a number of countries, efforts have been intensified to bridge the gender education gap.
But achievement of this goal in many parts of the world, and Africa in particular, has been
rather slow. For instance, in 1996 in Amman, Jordan, girls' education was reported to have
made an 'excruciatingly slow" progress, especially in Africa. A follow up EFA assessment in
2000 revealed that in many cases little or no success had been achieved in narrowing the
gender gap in education.
Kenya, since independence, has recognized education as a key sector in the country's socioeconomic
and cultural development. As such, quality education provision and training at all
levels has remained a central policy issue, hence various commissions set up to address the
country's education and training needs. The commissions include the Ominde Commission
(1964); Gachathi Commission (1976); the Presidential Working Party on the Establishment
of the Second Public University (1981), Koech Commission (1999) (FAWE, 2002) and the
recent implementation of free and compulsory primary education policy for all school-going
age children. The Kenya government (GoK) is also signatory to various international and
regional conventions advocating for equity in education.
In Kenya, poor access to education and gender imbalances are largely blamed on prevailing
poverty, poor national economic performance, HIV1AIDS and environmental degradation,
especially in ASALs. Other issues defining the macro context of education in Kenya include
negative attitudes towards schooling, amidst dwindling opportunities, thus de-motivating
parents against sending their children to school; numerous other challenges as indicated by
reduced gross enrolment ratios, high dropout, low completion and transition rates, as well as
regional and gender disparities; in addition to the questions regarding both quality and
relevance.
In addressing the foregoing problems, Kenya has developed several policies including poverty
reduction papers, National Education Master Plan (1997 - 2010). Recently, the country has
embarked on developing provincial EFA plans, for incorporation in Kenya's national EFA plan.
Beyond the policies, there have been efforts related to service provision, including bursaries,
text books, school feeding program, provision of desks and learning aids, teacher training,
campaigns for girls' education, among others.
This paper discusses the status, interpretation and opportunities for gender equity in the
Kenyan educational system, starting with background information at international and
national levels; then conceptual considerations; gender representation at various levels;
opportunities and roles of various stakeholders; some of the constraints and challenges
facing the attainment of gender parity; conclusions and way forward.