Gender Factors in Implementation of Life Skills Education in Secondary Schools in Nairobi, Kenya
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Date
2013
Authors
Ndirangu, A.N.
Wamue-Ngare, G.N.
Wango, G.
Journal Title
Journal ISSN
Volume Title
Publisher
IJER
Abstract
This study explored the gender factors facing implementation of Life Skills Education in Secondary
Schools in Nairobi East District, Nairobi County, Kenya. Data was analysed in the light of
Bandura’s (1977) social learning theory integrated with Pearson’s (2002) Theory on gender
relations. The study employed a descriptive research design whose sample comprised of PDE
office. Both quantitative and qualitative data was collected using a structured questionnaire,
observation, interviews and Focus Group Discussions. Findings indicate that there are gender
limitations in selecting life skills' teachers in schools and those life skills was mainly taught by
female teachers. Teachers indicated that they were uncomfortable teaching sensitive topics to
students of the opposite sex and that the syllabus was not fully covered. The majority of female
students did not like sharing their problems with boys and preferred girls. This suggests gender
specific barriers in the teaching of life skills in schools. In addition, findings revealed that principals
of schools did not facilitate teachers’ attendance of seminars and workshops to enhance their skills.
The study recommends gender-responsive teaching of life skills.
Description
Research Article
Keywords
Gender, Challenges, Implementation, Life skills, Education, Adolescents, Nairobi, Kenya
Citation
International Journal of Education and Research Vol.1 No.5; May 2013