Gender Budgeting as an Instrument for Educational Attainment in Kenya

Abstract

Gender issues have continued to play a key role in the formulation of sector wide public policy, worldwide. It is notable
that gender gaps in many developing countries remain a challenge in the education sector. The purpose of policies is to guide
action towards some identified practical goals; policies lose meaning when they remain unimplemented. Moreover, it is important
to understand the process of policy formulation and implementation because it is crucial to the final outcomes. In contemporary
education theory and practice, feminist thought provides invaluable direction on gender policies that seek to enhance
inclusiveness and equality in education so that it does not discriminate against girls and women or any minority groups. This
paper will, therefore, provide an overview use of gender budgeting as an important tool in the hands of the state to eliminate
gender disparities from educational perspective against feminist theoretical frameworks. The purpose of the study is to establish
the impact of gender budgeting on accessibility to quality education by the girl child. The study identified a wide range of factors
that have led to gender disparities in Kenya and reveals that significant positive changes have been realized in the education
sector although a lot more is required.