Influence of Organisational Structure on the Efficacy of Gender Mainstreaming in Educational Institutions in Kenya

Jepkemboi Ruth Choge
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Jepkemboi Ruth Choge: Department of Educational Management, Policy and Curriculum Studies, School of Education, Koitaleel Samoei University College

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 3, 12-19

Abstract: The research investigated the correlation between organisational structures and the efficacy of gender mainstreaming in educational settings in Kenya. This study aimed to shed light on the relationship between organisational structure and the efficacy of gender mainstreaming by using secondary data analysis. The study’s results demonstrate a noteworthy association between the organisational structure of an institution and the effectiveness of its gender mainstreaming efforts. Based on the available data, the study suggests a refined organisational framework that prioritises the creation of gender units, the incorporation of affirmative action, and the crucial involvement of partnerships with pertinent stakeholders to enhance the implementation of gender mainstreaming initiatives. To optimise the effectiveness of gender mainstreaming, this study emphasises the importance of strategically allocating resources, creating gender-sensitive budgets and budgeting processes, actively engaging stakeholders, and implementing a comprehensive monitoring and evaluation system. One significant recommendation from the study is the significance of implementing localised action plans to guide broader gender mainstreaming goals. This study makes important contributions to policy changes and institutional restructuring in Kenya by presenting gender mainstreaming as more than simply a theoretical concept but rather as a practical and implementable method. By incorporating secondary data within its analytical framework, the study presents a novel perspective on the discourse around gender and education in Kenya. Consequently, it contributes to expanding the existing academic dialogue on this topic.

Date: 2024
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