Provision And Access To Career Information To Secondary School Girls In Nyahururu Division, Laikipia West District, Kenya

Abstract

Girls in rural areas choose careers that are generally poorly paid because they are in keeping with the socio-cultural norms. Neither do they endeavor to break the glass ceiling that keeps them from promotions to policy decision making job positions in this country. The gender gap is still great in all levels of education in Kenya, with girls being disadvantaged. Adolescence pregnancies especially at the exit year of Form 4 are 50 to 60 percent. Girls especially in the rural areas need to be provided with career information as part of their secondary school education because most rural schools have no access to sources of career information. Therefore, their choice of careers is based on socio-cultural attitudes and socio-economic-status. Schools are best placed to provide career information. This study explored whether schools in rural areas are providing career information to girls and the challenges encountered in doing this. The purpose of this study was to examine the provision and access to career information to girls in secondary schools in Nyahururu Division; and ascertain the extent to which their needs are met by the existing information resources, with a view to improving its availability. The objectives of the study were: to identify career information needs of girls; establish whether girls have access to adequate career information; identify the sources of career information; evaluate the sources of career information; establish the teachers‟ role in providing career information to secondary school girls; identify challenges experienced and propose solutions to challenges identified in the study. This study was based on Frank Parson‟s Trait and Factor Theory propounded in 1909 and John Holland‟s Theory of Personalities propounded in 1959. The study was confined to nine private schools and seven public schools in Nyahururu Division. Both quantitative and qualitative research methods were used. A random sample of Forms 3 and 4 students responded to semi structured questionnaires. Career teachers served as key informants and responded to semi structured interview. Government officers in charge of guidance and counseling units at the headquarters responded to a semi structured interview. Quantitative data was analyzed using descriptive statistics (frequencies, percentages, tables, pie charts) while qualitative data was analyzed using interpretive and evaluative summaries. This study offered insights into career guidance to teachers, parents, policy makers, publishers and other stakeholders in the education sector. It was found that there is need for career information for teachers, parents and students because the existing career programme is inadequate for efficient dissemination of career information for the students to be able to make wise career decisions. It was recommended that all stakeholders should collaborate and work as team for effective and efficient dissemination of career information to students.