IJSSER

Title: INFLUENCE OF ACCESS TO PROGRAMME INFORMATION ON GENDER PARTICIPATION IN BASIC ADULT LITERACY DEVELOPMENT PROGRAMME IN NAKURU WEST SUB-COUNTY, NAKURU COUNTY, KENYA
Authors: Virginiah Kuria
\|\| \|\|
Virginiah Kuria Department of Development Studies, St. Paul’s University, Limuru, Kenya
MLA 8 Kuria, Virginiah. "INFLUENCE OF ACCESS TO PROGRAMME INFORMATION ON GENDER PARTICIPATION IN BASIC ADULT LITERACY DEVELOPMENT PROGRAMME IN NAKURU WEST SUB-COUNTY, NAKURU COUNTY, KENYA." Int. j. of Social Science and Economic Research, vol. 6, no. 7, July 2021, pp. 2275-2297, doi.org/10.46609/IJSSER.2021.v06i07.017. Accessed July 2021. APA 6 Kuria, V. (2021, July). INFLUENCE OF ACCESS TO PROGRAMME INFORMATION ON GENDER PARTICIPATION IN BASIC ADULT LITERACY DEVELOPMENT PROGRAMME IN NAKURU WEST SUB-COUNTY, NAKURU COUNTY, KENYA. Int. j. of Social Science and Economic Research, 6(7), 2275-2297. Retrieved from doi.org/10.46609/IJSSER.2021.v06i07.017 Chicago Kuria, Virginiah. "INFLUENCE OF ACCESS TO PROGRAMME INFORMATION ON GENDER PARTICIPATION IN BASIC ADULT LITERACY DEVELOPMENT PROGRAMME IN NAKURU WEST SUB-COUNTY, NAKURU COUNTY, KENYA." Int. j. of Social Science and Economic Research 6, no. 7 (July 2021), 2275-2297. Accessed July, 2021. doi.org/10.46609/IJSSER.2021.v06i07.017.
References [1]. Blunch, N. (2017). Adult literacy programs in developing countries. IZA World of Labor. doi: 10.15185/izawol.374. [2]. Bryman, A. (2016). Social Research Method (5th ed.). London, UK: Oxford University Press. [3]. Chadha, N., & Wadhwa, S. (2018). Impact of an adult literacy programme on the personal and public lives of women: Evidence from India. Journal of South Asian Development, 13(1), 82–111. [4]. Chetty, K., Qigui, L., Gcora, N., Josie, J., Wenwei, L., & Fang, C. (2018). Bridging the digital divide: Measuring digital literacy. Economics: Open-Assessment E-Journal, 12(23), 1-20. [5]. County Government of Nakuru (2018). County Health Infrastructure Report. Nairobi: Government Printer. [6]. Ebner, G., Bendix, T., & Jager, T. (2018). Awareness raising for adult learning and education. Vienna, AU: European Association for the Education of Adults. [7]. Fincham, J. (2018). Response rates and responsiveness for surveys, standards, and the journal. American Journal of Pharmaceutical Education, 72(2), 43- 51. [8]. Kenya National Bureau of Statistics (2007). Kenya-2006 Kenya National Adults Literacy Survey. Nairobi: Government Printer. [9]. Kenya National Bureau of Statistics (2013). Exploring Kenya’s inequality: Pulling apart or pooling together? Nairobi: Government Printer. [10]. Korpershoek, H. & King, R. (2019). Gender and cultural differences in school motivation. Research Papers in Education, 23(2), 131-151. [11]. Lauglo, J. (2010). Engaging with adults: The case for increase support to adult basic education. New York: The World Bank Publishing. [12]. Maguire, M., & Delahunt, B. (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. Ireland Journal of Teaching and Learning in Higher Education, 8(3), 3351- 33514. [13]. Mogeni, H. (2012). Factors influencing gender parity in adult basic education programmes in Masaba North District, Kenya (Unpublished thesis). University of Nairobi, Kenya. [14]. Mohajan, H. (2017). Two criteria for good measurement in research: Validity and reliability.Annals of Spiru Haret University, 17(4), 56-82. [15]. Ndegwa, A. (2016). Access and effective participation of adult basic education programmes in Nakuru North Sub-County, Nakuru County, Kenya (Unpublished thesis). Kenyatta University. [16]. Ndiku, J., Muthamia, H., Ipara, O. & Obaki, S. (2009). Adult education learners’ recruitment: Challenges and prospects for re-engineered access to education in Kenya. Educational Research and Review, 4(7), 345- 353. [17]. Pinder, R. (2011). Adult learners’ understandings and expectations of literacy and their impact on participation in adult literacy programs (Unpublished thesis). The University of Michigan, U.S. [18]. Read Educational Trust (2017). Benefits of literacy. Retrieved on June 5, 2019 from http://www.read.org.za/useful-info/benefits-of-literacy/. [19]. Republic of Kenya (2010). National Adult and Continuing Education Policy. Nariobi: Government Printer. [20]. Republic of Kenya (2012). A Policy Framework for Education: Aligning Education and Training to the Constitution of Kenya (2010) and the Kenya Vision 2030 and Beyond. Nairobi: Government Printer. [21]. Sanda, A. (2014). Comparative analysis of male and female participation in adult basic literacy programme in Borno State. International Journal of Education and Research, 2(8), 393- 402. [22]. Stromquist, N. (2016). Adult literacy and women: A present account. Dialogues in Social Justice, 1(1), 18-22. [23]. UNESCO (2010). Global report on adult learning and education. Paris: UNESCO Publishing. [24]. UNESCO (2016). Community-based adult learning and development programme, Philippines. Paris: UNESCO Publishing. [25]. UNESCO (2017). Gender disparities in participation and completion vary by country group and education level. Paris: UNESCO Publishing. [26]. UNESCO (2018). NaDEET Environmental literacy projects, Namibia. Paris: UNESCO Publishing. [27]. Wanja, M. (2012). Determinant of gender disparities in adult literacy classes in Kenya: A case study of Magumoni Division, Meru-South District (Unpublished thesis). University of Nairobi, Kenya. [28]. Windisch, H. (2015). Adults with low literacy and numeracy skills: A literature review on policy intervention. Paris: OECD Publishing.
Abstract: Basic adult literacy development programmes (BALDPs) are essential tools for developing communities. In Kenya, gender disparities have been observed in the programme enrolment, attendance, and completion rate. The present study sought to examine whether access to programme information has an influence on gender participation in BALDPs in Nakuru West Sub-County. The study employed the descriptive research design and targeted a population of 1,564 individuals consisting of 17 adult education instructors, as well as, 1,547 learners that were involved in adult literacy development programmes in Nakuru West Sub-County. The study sample was 16 instructors and 140 adult learners who were selected using the clustered random sampling technique. Semi-structured questionnaires were used to collect data from the learners while interview guides were used to gather data from instructors. Results showed that women had greater participation in the BALDP in Nakuru West than men in terms of enrolment, class attendance, class involvement, and course completion. The low participation of men in the programme was influenced significantly by their level of awareness of the content of BALDP (p = 0.032) particularly the subjects that make up this programme. Based on these findings, the study recommends that the directorate of adult education should create awareness about the BALDP including its benefits, content and activities. Instructors should also orient all learners regarding the content of the programme at enrolment.

IJSSER is Member of