Gender equity and access in Kenya Public Universities: an examination in practice

Abstract

This paper presents the results of analysis centering on the impact of affirmative action policy that of female enrolment in public universities as a means of achieving gender parity in university admissions. Despite progress that have been towards equality of opportunity between female and male, there are several indicators that show the persistence of gender inequality in universities. Analysis of enrolment data and review of Joint Admissions Board documents and government reports and policy debates show that, gender parity in public university education is still elu action policy implementation. Female students continue to be disproportionately represented at 38%and are effectively excluded from physical sciences and technologically oriented degree courses such as mechanical engineering, geospatial engineering, mathematics, computer science, microprocessor technology and instrumentation where their participation rate is below 8.0%. Affirmative action policy which h in the gender parity debate should be seen as one of the strategies that can be used to correct gender imbalances but not as a panacea for achieving gender parity. It has to be supported with other multi sectorial policies and legislations (The Kenya Constitution 2010). As a temporary intervention to be discontinued once the inequalities and inequities experienced by a particular gender group, in this case female students, as a result of longstanding cultural and structural barriers, leading toinadequate access to educational opportunities is corrected. The analysis of the gender gap allows us to understand the scope of gender inequalities in provision of university education and what could be done about it.