Implications of Gender Parity on Quality Education Provision in Public Primary Schools in Kenya

The quest to ensure that learners achieve quality education and acquire values and skills that help them play a positive role in their societies is an issue on the policy agenda of Government of Kenya. The purpose of this study was to establish the effect of gender parity on quality education provision in public primary schools in Masaba South sub-County, Kisii County, Kenya. The objective sought to establish the effect of gender parity on quality education. The study was guided by Human capital theory. The target population was 82 head teachers and 112 deputy head teachers. Sample size consisted of 68 head teachers and 86 deputy head teachers selected through stratified random sampling technique. Questionnaire, interview schedule, and document analysis were used to collect data. Quantitative analysis was done using descriptive statistics and inferential statistics using regression analysis. Qualitative data was analyzed on the basis of themes and sub-themes. On the concern about effect of gender parity on quality education in primary schools, the study revealed that absenteeism had the highest contribution towards gender parity with Beta coefficient of.552 whereas cases of absenteeism and low transition rates amongst boys was noted. The second largest Beta coefficient was.283 which was graduation. This was followed by the drop out with a Beta value of -0.030. The Beta value for admission was -.204. Male and female was the lowest with -0.294 indicating that it made the least contribution to the model. This study was useful to the Ministry of Education to make necessary changes on the effect of the selected factors on quality education. The study recommends that the Ministry of Education revisits its policies related to Primary Education and make changes on the findings to enhance quality education.