Kenya’s Initiatives to Gender Equity in Basic Education Through International and National Gender Framework Lenses

Reports by United Nations Development Program and the government of Kenya indicate that the national educational attainment index in the country is lowest in arid and semiarid lands (ASALs). While the national average in 2005 stood at 0.667, ASALs registered 0.480. A key component of national education attainment is the gender perspective. Authors present findings from a mixed method formative evaluation that explored effectiveness of the implementation of selected gender programs including sanitary towels, sexual maturation, teachers’ sensitization on gender-responsive curriculum and pedagogy, transformation of school environment to be gender-responsive, and sensitization of parents and community on gender equity. Findings concentrate on the latter 3 as they focus more on the central theme of this book. A positive correlation between and among program sensitization and stakeholders’ attitude and policy implementation has been established. Coming out strongly was the need to urgently focus on the emerging vulnerability of the boy-child. Major challenges highlighted were: gender inequity among the teachers and learners, inadequate funding, gender irresponsive school environments, and persistent sociocultural practices. Sustained policy focus and intensified sensitization of the gender policy among stakeholders will enhance gender equity particularly in ASAL contexts.