Browsing by Author "Okemwa, Pacificah"
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Item Addressing the Practical Gender Needs of Refugee Women for their Economic Empowerment: Perspectives from the Ampain and Egyeikrom Camps in Ghana(International Journal of Business Management, Entrepreneurship and Innovation, 2022) Ofosu-Koranteng, Monica; Mwatha, Regina; Okemwa, PacificahThis paper looked at how the practical gender needs of refugee women are addressed to promote their economic empowerment. The study focused on the Ampain and Egyeikrom refugee camps in Ghana's Western and Central regions. A case study design was used to conduct the study, and a multi-stage sampling technique was used to select 104 refugee women. Qualitative and quantitative data were collected using a semi-structured interview guide, focus group discussions guide and key informants interview guide. Data was analyzed and presented in descriptive statistics and verbatim quotations. The results revealed that refugee women’s practical gender roles had the potential to limit their full participation in the economic empowerment interventions. These included food provision, childcare, and other household chores such as cleaning and washing. However, planners identified these roles and duly addressed them to reduce the negative impact of refugee women's practical gender roles on their economic empowerment. Planners addressed these practical gender roles by working with relevant stakeholders to ensure that complementary and support services were provided. The education directorate provided a school and crèche where women could keep their children and attend to their businesses. The study recommends continuous close collaboration with existing stakeholders and robbing more agencies for collaboration, including the private sector.Item Effectiveness of Elearning for Educational Advancement in Selected Universities in Nairobi City County, Kenya: The Role of Gender-Based Factors(Research Journal of Education, Teaching and Curriculum Studies, 2024-08) Thua, Josephine Nyambura; Okemwa, Pacificah; Mwatha, Regina; Malenya, FranciseLearning has provided a favourable education platform for access to timely, quality, and cost-effective education advancement in Kenyan universities. It has not, however, achieved its expected potential and suffers numerous challenges that affect its full implementation. A notable challenge is its effectiveness in catalysing educational advancement by enhancing transition and completion rates in various academic programs. This study aimed to assess the gender disparities that influence the effectiveness of eLearning in select universities. The indicators for effectiveness were defined as the functionality of the eLearning Management Systems (ELMS), benefits accrued from eLearning and progression and completion rates in the programs offered under eLearning. This was a descriptive study using multistage sampling with a sample size of 395 students and 32 KII. The questionnaire, key informant interview guide and content analysis were used as the data collection tools. Data was quantitatively, and qualitatively analysed. Analysis of the ELMS found that the instructor’s availability and guidance on inline interaction was the most effective functionality of ELMSs with means of 4.10 and 4.31 for males and females, respectively. The least concern was the provision of technological devices for eLearning, 3.49 and 3.42, for males and females respectively. There was notable gender disparity in information received during course registration, protection of student data, academic progress data, and support by technical staff. The composite means were 3.81 and 4.01 for males and females respectively. Most females (3.92) found that simplification of e-materials was the most important enabler for eLearning whereas males (3.68) stated that eLearning had improved their accessibility to educational advancement. The highest gender disparities influencing eLearning were the cost-effectiveness and availability of e-materials. These factors influenced completion rates which were slightly higher for males than females as previously reported. This study provides data that can be used to formulate gender-responsive policies that promote, enhance, and sustain the effectiveness of eLearning by minimizing gender-based disparities that would otherwise negatively impact educational advancementItem Factors Influencing Men’s Involvement in the Prevention of Violence against Women in Nairobi City County, Kenya(American Research Institute for Policy Development, 2018) Barasa, Sarah Fedha; Kimani, Elishiba; Okemwa, PacificahViolence against Women (VAW) is global problem that has adverse effects on women‟s health and wellbeing, undermining their overall quality of life. Historically, women globally have been known to fight VAW while men have been defined as part of the problem. Nonetheless, studies underscore a growing awareness and appreciation that men in partnership with women can play a significant role in ending Violence against Women (VAW). Consequently, within the last two decades, there has been a steady increase in programmes within organizations that involve men in the prevention of VAW both in Kenya and around the world. These programmes are men-led, women-led or initiated and spearheaded by both men and women working in partnership. In many societies globally, men are known to enjoy patriarchal dividends out of which stems VAW. However, some men have chosen to overlook these privileges in order to support efforts to end VAW notwithstanding the reprisals and backlash that comes with it. This study therefore sought to explore the factors that underpin men‟s involvement in VAW prevention efforts within organizations in Nairobi City County of Kenya. Research findings indicated that the reasons for men‟s involvement in VAW prevention were as diverse as the programmes that they were involved in. The study also noted that given a chance, men were capable of joining in and supporting efforts to prevent VAW. However, their involvement depended on whether the topics or conversations about VAW prevention resonated and connected with their emotions. Understanding these reasons was necessary for the effective involvement of men in VAW prevention programmes. The study recommends an all stakeholder synergy across the different ecological levels of society in order to leverage on the economies of scale and share best practices for engaging men.Item Institutional Factors Influencing Career Advancement of Women Faculty: A Case of Kenyatta University, Kenya(Online Journal Publishers, 2017) Malelu, Abigael Mwende; Ngare, Grace Wamue; Okemwa, PacificahThis study examined the institutional factors militating against career advancement of women faculty: A case of Kenyatta University. The study was based on the premise that there are some hidden institutional challenges slowing career progress of women faculty. This exists despite the many attempts by universities to implement government calls to gender equality and equity. The promotion criteria at the universities is said to provide equal opportunities to women and men, yet the former are unable to comply with it. The study, therefore, set out, to analyze KU policies and practices governing promotion, as well as, suggest strategies of enhancing women upward career growth. The study was guided by Socialist Feminist Theory and Gender and Development approach. The study targeted all women faculty employed in KU on full time basis. Stratified random sampling in combination with purposive sampling was used and total of 104 respondents took part in the study. Two senior administrators and members of promotion and appraisal committee served as key informants. Primary data was collected through semi-structured questionnaires and interview guides. Secondary data were obtained from policies governing promotion and appraisal. Qualitative data was analyzed into themes, while quantitative was organized into frequency counts and percentages. The research found that career advancement of women faculty at the upper ranks is slow and that they are faced with several challenges such as a busy university schedule, vast institutional physical set-up, biasness in the promotion criteria and in minimal leadership experience, as well as financial and time constrains. Women faculty lacked adequate opportunities to network and gain recognition, they also lacked mentors and faced a lot of negative office politics. To address these challenges the study recommends the following measures: provision of scholarships for studying and research, introduction of flexible working schedule, capacity building, affordability of university press and journal, transport and child care services as well as accommodation facilities within the institution. Gender sensitization of all stake holders, enforcement of affirmative action and reviewing of the promotion and appraisal criteria is also needed. The institution should embark on employing more teaching staff and facilitate pairing women faculty with mentors, as well as, imparting them with skills on time and stress management. This will go a long way in enhancing the career growth of women faculty in Kenyatta University.