Evaluation Frameworks for Education Access and Performance Focussing on Gender and Equity: Case of Selected Secondary Schools in Siaya County, Kenya
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Date
2021
Authors
Ponge, Cannon Awuor
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
Studies have been conducted in Kenya in the area of gender and education, but few
have focused on gender and equity in the evaluation of education access and
performance. This study sought to establish the availability of education frameworks
that outline how evaluation of secondary education in Kenya is done through a
gender and equity focused angle. It sought to review the existing evaluation
frameworks available for secondary education from a gender perspective; review
how access and performance are evaluated in secondary schools from a gender
perspective; and suggest ways of improving gender and equity focus in evaluation
of education access and performance. The theoretical framework for this study is
based on a framework developed by Beatrice d’Hombres that assesses the vertical
dimensions of equity through information on admission and enrolment and the
education learning outcomes. The d’Hombres framework was complemented by the
Inter-Agency Network for Education in Emergencies (INEE) framework to ensure
gender equity. This study employed a phenomenological research design using
mixed methods of data collection – both qualitative and quantitative. Secondary data
was analysed from available literature touching on education and gender equity,
access of education and performance in examinations in Kenyan secondary schools.
Primary data was collected from a sampled number of secondary schools in Siaya
county and from local education offices and officials. This study covered secondary
schools in Siaya county in the western Kenya region. The total population for the
study was 226 secondary schools in the county, and 13 schools were sampled based
on an inclusive criterion, representing the different categories or types of schools,
ensuring that no school category-type was left behind. For secondary data, a review
of the relevant literature was conducted, while for primary data, the tools used for
data collection were the school survey questionnaire and the key informant
interview guide. The data collected was analysed qualitatively through thematic
identification and isolating emerging issues under the identified themes. For the
quantitative data, analysis was done using SPSS software and exported to Excel, and
results presented in tables that capture comparative data. This study concludes that
the evaluation system as presently constituted does not recognise the varied abilities
of learners. The current evaluation strategies are merely academic-centred and do
not give room for consideration of extra-curricular activities. The system also does
not recognise the individual socio-economic conditions as factors that can affect
both education access and performance. The study recommends inter alia, for the
development of a comprehensive education evaluation framework; evaluation based
on competency of the students; inclusivity in evaluation processes; assessment
based on language of instruction; enhancing ICT for evaluating inequity in
education, involvement of teachers in evaluation processes; innovative approaches
to evaluation processes and adoption of a schools’ self–assessment mechanism for
evaluation. It contributes to knowledge in the area of evaluating education access
and performance, given the emerging importance of equity focus in evaluation
practice. For future studies, it recommends undertaking a study on the gender
dynamics in enrollment patterns in schools.
Description
A Thesis Submitted in Fulfillment of the Requirements for the Award of the Degree of Doctor of Philosophy in Gender and Development Studies, in the School of Humanities and Social Sciences of Kenyatta University. April, 202
Keywords
Evaluation Frameworks, Education Acces, Performance, Focussing, Gender and Equity, Secondary Schools, Siaya County, Kenya