Extent to Which Professional Qualifications of Women Have Influenced Girl Child Access to Education in Public Primary Schools in Moyale Sub County

Boru Dulacha Guyo and Dr. Josephine Kirimi
Mount Kenya University, Kenya.
Email: boruguyo558@gmail.com

Abstract: Despite attempts by the government to address gender equality in all sectors, women and girl child retention and access to formal education is still a concern in Kenya and in Africa as a whole. The study sought to achieve the objective; to establish the extent to which professional qualifications of women have influenced girl child access to education in public primary schools in Moyale Sub County. The study used mixed methods approach that involves collecting, analyzing, and interpreting quantitative and qualitative data using concurrent triangulation. The study targeted; 431teachers at different levels. The sample size was 216 respondents, the study used Simple random sampling method. The study used a questionnaire administered to the head teachers and teachers and schedule of interview for Director of education. The study used percentages and frequencies in data presentation. The validity, reliability and trustworthiness of the data collected was tested through test and retest method, Piloting study was done in one of school within the sub county. The study found that women might qualify and still want responsibilities, but most don’t attend interviews and workshops on management courses which are requirements for promotion. The study recommends that TSC and MOE should provide an affirmative action policy to create more vacancies for the female teachers to be recruited into management positions whenever advertised. The Government of Kenya must use suitable boards to advocate male to inspire their spouses to take part in training management so as to balance gender in learning institution.