Assessment of Gender Mainstreaming in Early Childhood Education Policies and Practices: Evidence from Bungoma County, Kenya

References

[1] Abrha, M., Kelkay, A. D., & Seifu, A. (2023). Gender responsive pedagogy practices: Secondary school science teachers in Ethiopia. Journal of International Women's Studies, 25(1), 20.

[2] Chan, R. C. (2022). A social cognitive perspective on gender disparities in self-efficacy, interest, and aspirations in STEM. International Journal of STEM Education, 9(1), 1-13.

[3] Chebet, N., & Omollo, L. (2021). Cultural barriers to gender equality in early childhood education in Kenya. Kenya Journal of Educational Research, 5(4), 45-58.

[4] Cortés, P., & Pan, J. (2023). Children and the remaining gender gaps in the labor market. Journal of Economic Literature, 61(4), 1359-1409.

[5] Emma, K. (2024). Policy interventions for promoting gender equality in education and workforce leadership. Educational Policy Review, 18(2), 112-128.

[6] Flink, I., Avildsen, C., Mabunda, M., Yisa, C., Teh, H., & Perez, R. (2024). Gender-Responsive Play-Based Learning training package for pre-primary teachers in Rwanda and Mozambique. Social Sciences & Humanities Open, 10, 101151.

[7] Hastuti, R. (2022). Gender gaps in education and employment: Indonesia and South Korea comparison. Asian Educational Development Review, 15(3), 234-251.

[8] Ismail, I., Cabus, S., & Pieck, L. (2022). Effectiveness of gender-responsive pedagogy in South African early childhood education. Early Childhood Education Journal, 28(4), 445-462.

[9] Lakens, D. (2022). Sample size justification. Collabra: Psychology, 8(1), 33267.

[10] Rivera-Figueroa, K., Marfo, N. Y. A., & Eigsti, I. M. (2022). Parental perceptions in Latinx and Black sociocultural contexts: A systematic review. American Journal on Intellectual and Developmental Disabilities, 127(1), 42-63.

[11] Salter, M. (2023). Research design considerations in educational policy studies. Educational Research Quarterly, 41(2), 78-95.

[12] Smith, K., Hurst, B., & Linden-Perlis, D. (2023). Professional development for gender equity in early childhood teaching. Gender and Education, 35(3), 199-214.

[13] UNESCO. (2019). Global Education Monitoring Report 2019: Gender Report. UNESCO Publishing.

[14] Unterhalter, E., North, A., Arnot, M., Lloyd, C., Moletsane, L., Murphy-Graham, E., ... & Saito, M. (2023). Interventions to enhance gender equality in education: A systematic review. Educational Research Review, 40, 100531.

[15] Viollaz, M., & Winkler, H. (2022). Does the internet reduce gender gaps? The case of Jordan. Journal of Development Economics, 157, 102853.

@article{1709700,
      author = {Nyongesa Phylis Nafula, Janet Nabiswa, Christine Nabwire},
      title = {Assessment of Gender Mainstreaming in Early Childhood Education Policies and Practices: Evidence from Bungoma County, Kenya},
      journal = {Iconic Research And Engineering Journals},
      year = {2025},
      volume = {9},
      number = {1},
      pages = {737-741},
      issn = {2456-8880},
      url = {https://www.irejournals.com/formatedpaper/1709700.pdf},
      abstract = {Gender disparities in Early Childhood Education (ECE) remain a significant challenge in many developing countries, despite global efforts to promote gender mainstreaming. This study assessed the level of gender mainstreaming in ECE policies and practices in Bungoma County, Kenya. Using a descriptive survey design, data were collected from 73 ECDE teachers through structured questionnaires. The findings revealed that while 76.15% of teachers perceived equal access to ECE for boys and girls, significant barriers persist. Distance to school (21.92%), parental attitudes (20.55%), financial constraints (17.81%), and cultural beliefs (16.44%) were identified as primary obstacles to gender equity. Notably, 75.31% of respondents confirmed that economic challenges disproportionately affect girls' access to ECE, while 66.95% acknowledged that cultural beliefs hinder participation. The overall rating of gender equity was mixed, with 42.68% rating it as "Good," 30.96% as "Average," and only 11.72% as "Excellent." The study concludes that while awareness of gender equality is improving, significant gaps remain in translating policy into practice. Recommendations include enhanced teacher training, community sensitization programs, infrastructure development, and targeted financial support for vulnerable families.},
      keywords = {Gender Mainstreaming, Early Childhood Education, Gender Equity, Educational Access},
      month = {July},
  }