Access to Quality Education: Assessing Science Learning Resources in Kenyan Universities

Abstract

Today, Kenya Government is pursuing Vision 2030. Kenya Vision 2030 is the country’s new development blueprint covering the period 2008 to 2030. It aims to transform Kenya into a newly industrializing, “middle-income country aims to ensure gender equity in power and resource distribution and increase participation of women in all economic, social and political decision making process. Furthermore education may also contribute to raising the quality of the labor force and hence increased productivity within a lifespan. The purpose of the study was to carry out an in-depth analysis on performance of women with that of men in relation to equity to University learning resources. Second to examine alternative strategic plans for enhance university student performance in science, mathematics and technology programmes. The theory used in this study was Liberal feminism. It is rooted in the tradition of 16th- and 17th-century liberal philosophy, which focused on the ideals of equality and liberty. The research design used in this study is ex post facto. The study was carried out in 3 Kenyan public and 3 private universities. Chi-square statistical test was used to establish relationships and variable traits while themes were derived from narrative data. The findings of this study revealed that in lower levels of education tier boys outdo girls in SMTs in terms of performance. However, at university level, men and women perform equally well. Contrary to general misconception that transition of women is not at same the rate as men, the study has shown that the difference is insignificant. The study has also established that there is no correlation between gender and preference of SMT programmes at university level. Government should set aside lots of capital to equip the SMTs facilities at all the universities.