INFLUENCE OF BOY-CHILD EDUCATION VULNERABILITIES ON SUSTAINABLE DEVELOPMENT IN KAKAMEGA SOUTH SUB-COUNTY, KENYA

Abstract

Education holds strategic advantages for meeting Sustainable Development Goals and vision 2030. However, globally, there has been a trend of deterioration in primary education attainment level among boys due to school dropout, with little research on their learning experiences and how it may affect the 2030 global agenda. Despite the government of Kenya putting in place strategies and relevant education policies to ensure Education For All, gender-based education imbalance still exists, signifying low returns on investment. This study sought to examine the influence of boy-child education vulnerabilities on sustainable development in Kakamega South Sub-county, Kenya. The specific objectives were to: establish causes of boy-child education vulnerabilities to access and retention in public primary schools; determine the relationship between boy-child education vulnerabilities and sustainable development; examine the contributions of boy-child education on sustainable development and evaluate strategic measures for enhancing boy-child education and sustainable development in Kakamega South sub county, Kenya. The research was guided by modernization theory and the theory of masculinities vis-à-vis feminism; and adopted descriptive and correlation research designs. The study population comprised household heads, boy-child school dropouts, School Boards of Management, Education officers, Probation officer, Primary school Head teachers, children’s officer and county development officer. Probability sampling was used for the 384 household heads who were selected using random technique. Quota sampling method was used for the 24 Board of Management and 12 boy-child school dropout discussants who were selected through snowballing. 27 Key informants were sampled through purposive and cluster random procedure. Primary data was collected by use of questionnaires, interview schedules, observation checklists, Focus Group Discussion guides and feedback sessions, while secondary data was collected by document analysis. Quantitative data was analyzed using Statistical Package for Social Scientists (SPSS) Version 22 whereby descriptive statistics particularly frequencies and percentages were used to summarize data and correlation tests were used to explain relationships among the variables. The results were presented in tables and figures. Qualitative data was analysed by narrative reports using thematic techniques and presented as verbatim quotations. The research established that family related factors (35%), socioeconomic factors (25%) and Socio-cultural factors (23%) were the major causes of boy-child education vulnerabilities to access and retention. Relationship between boy-child education vulnerabilities and Sustainable Development is through economic issues (84.2%) and Management of family and environmental resources (80%). Results indicate that education contributes to improved ethics, (89%) and poverty alleviation (76%) on strategic measures, all stakeholders have a role to mitigate boy-child dropouts and reduce education imbalance (98%) and there is need for stimulation of inclusive economic growth through community projects (92%) and economic and institutional reforms (78%). Overall conclusion was that education access for the boy-child in Kakamega South is satisfactory but retention to completion has not been achieved due to school dropout occasioned by family related, social cultural and socio-economic factors. The study recommends that policy makers should re-evaluate existing policies and ensure affirmative action for the boy-child, the government of Kenya should reinforce child labor laws, strengthen and enforce education policies at the grassroots and education awareness campaigns to address both genders without any form of bias.