Factors Influencing the Educational And Occupational Aspirations And Expectations Of Secondary School Girls In Kenya

Abstract

In recent years, educationists have shown keen interest in the education of the girl child. Immense resources have been poured into her education by the government of Kenya, and other stakeholders. Policies have been formulated to level the education playing ground, in favor of the girl child, to ensure that her chances of acquiring an education, and consequently taking her rightful place in the job market. Despite these efforts, Ministry of Education statistics indicate that fewer girls than boys are joining university and tertiary colleges than boys. This points to underlying issues, which are not being addressed, by the ministry or other interested parties. Why are the educational and occupational aspirations of secondary school girls not well adjusted? Why are more boys than girls entering university and tertiary colleges, eve when enrolment and secondary school completion rates of the girls are higher than the boys? Which factors come into play when the girls are formulating their aspirations? The purpose of this study was to identify various factors that shape the secondary school girls aspirations in education and occupation. To this end, we studied the relationship between the socio economic status of the girls' parents, as indicated by marital status, education level, occupational status, and level of income. We also looked at the role played by the career guidance counselor in shaping the students aspirations. Finally, we measured the relationship between curriculum content, and level of aspirations, and the role of the education system in adjusting the student's expectations to the socio economic requirements and realities of the country. This study is of utmost importance to the Ministry of Education, stakeholders in education, parents, students and the general public. The results can be used in policy formulation in education, and in gender mainstreaming in education, to ensure that the resources being put in education of the girl child bear fruit. The study was carried out in two divisions of Machakos District. The site was selected, as it is familiar to the researcher. The study used both qualitative and quantitative data. Primary data was collected from 95 secondary school girls in four schools. They were randomly sampled, and interviewed using a standardized questionnaire. Four key informants, being the career guidance and counseling teachers in the respective schools were interviewed, using in-depth interviews. Secondary data were collected from books, journals, unpublished research work, the Internet, and magazines. We made use of descriptive statistics to draw conclusions from the data. In the process of bringing order, structure and interpretation to the mass of data, both quantitative and qualitative data were analyzed. We used SPSS to analyze data and present them in the form of tables and figures. Hypotheses formulated were tested using Pearson's Chi- square, which tests the significance of a relationship between variables. Hypotheses were then adopted or rejected. In the course of the study, areas of further research were identified, and recommendations made which will help in formulation of policies in education of the girl child.