Gender Responsive Budgeting Constraints on Equitable Access and Participation in Education in Kenya
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Date
2016
Authors
Owano, Abwalaba Nancy
Orodho, John Aluko
Journal Title
Journal ISSN
Volume Title
Publisher
Research on Humanities and Social Sciences
Abstract
The thrust of this study was to examine the gender responsive budgeting constraints on equitable access and
participation in education in Kenya. The study was undergirded by the Capital Approach (CA) theoretical
framework propounded by economist Sen (1980) and later developed and modified by philosopher Nussbaum
(1988). The descriptive survey design was adopted and justified on the grounds of wide utility in educational
research. Questionnaires for teachers and interview schedules for education officers were used to collect
quantitative and qualitative data, respectively. The study established that the main gender responsive constraints
on equitable access and participation in education, in decreasing order of importance were; low premium
attached to education, inadequate physical facilities, household poverty, and child-labour and retrogressive
socio-cultural practices among some communities, especially pastoralist communities, in Kenya. It was
concluded that despite efforts made at national level of governance, concept of gender responsive budgeting has
not yielded the required impact. It was recommended that the devolved government at county level of
governance should sensitize communities and key policy makers on the need to set a side gender budget to
address issues related to equitable educational access and participation in their respective counties.( 187 words).
Description
Article
Keywords
Gender, Gender responsive constraints, Equitable, Eccess and participation, Education, Kenya
Citation
OWANO, A. N., & ORODHO, J. A. Gender Responsive Budgeting Constraints on Equitable Access and Participation in Education in Kenya.