Description
Over the years, Kenya like many other nations of the world has struggled to provide its
citizens with education and particularly basic education. Provision of basic education and
achievement of Education for All by the year 2015 has been a global concern. The
government of Kenya has committed substantial amount of resources and applied a number
of strategies such as provision of FPE in 2003 and FSE in the year 2008. However, gender
disparity in enrolment in secondary schools is still persistent. This study attempted to
establish the relationship between home based factors and gender disparity in enrolment in
mixed day secondary schools in Kericho County, Kenya. The objectives of this study were to
determine the relationship home based factors and gender disparity in enrolment in public
mixed day secondary schools in Kericho County. The study was guided by Social Demand
Theory which perceives education as a social good rather than investment good and,
therefore, all children have a right to education. The study adopted descriptive survey
research design. The study targeted 124 mixed day secondary schools. The target population
consisted of 124 principals and 9,418 students. Sampling techniques applied included
purposive and systematic sampling techniques. Sample size of the principals was determined
by applying Kerlinger 30% rule whereas for the students Cochran formula was used. The
sample size consisted of 38 principals and 384 students. Data for the study was collected by
use of questionnaires. The study revealed that there exists a statistically significant
relationship between Home based factors and Gender Disparity (r=0.774; p<0.05). It was also
found that child labour is related to gender disparity in enrollment. The findings of the study would help educational
administrators and policy makers to eradicate gender disparity in enrolment in secondary
schools, in Kericho County, Kenya. The researcher satisfied ethical considerations.
