Gender Factors in Implementation of life Skills Education in Secondary Schools in Nairobi, Kenya
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Date
2013-11-06
Authors
Ndirangu, Agnes Njoki
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Abstract
This study explored the gender factors facing implementation of the Life
Skills Education in secondary schools in Nairobi East District. Data was
analysed in the light of Bandura's (1977) social learning theory and Pearson's
(2002) theory on gender relations. The study employed a descriptive research
design whose sample comprised of principals of secondary schools, teachers,
students and Ministry of Education officials in the PDE's 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 life skills were 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
their fellow girls. This suggests that, there are gender 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. Based on these findings, the study recommends gender-specific
teaching of life skills. Further investigation should therefore be conducted on
the attitude of teachers towards teaching life skills in schools. Lastly, more
studies should be conducted on the impact of life skills education in secondary
schools in Kenya.