Open and Distance Learning and Information and Communication Technologies: Implications on Formal and Non formal Education: Kenyan Case

Abstract

The Population; female (% of total) in Kenya was last reported at 50.05 in 2011, according to a World Bank report published in 2012. Despite this higher percentage, women in Kenya are not well represented in education and training compared to their male counter parts (Kenya National Bureau of Statistics: Kenya Facts and Figures 2012 student enrolment by type of institution and sex). The need to empower girls and women through education are vital to achieve the Bill of Rights (Constitution of Kenya, 2010). Use of Information and communication technologies (ICT) and Open and distance learning (ODL) are some of the initiatives that seek to gap the gender parity in education in Kenya. In establishing the implications of ICT and ODL on Girl and Women Education in Kenya, this paper seeks to: a) Examine the Current Policies that Supports the Use of ICTs in Formal Education in Kenya, b) Assess the objectives and strategies to facilitate widespread use of ICTs and how they affect girls and women Education in Kenya; c) assess the Implementation of policy objectives and strategies in support of ICTs and ODL for girls and women Education, d) Identify priority areas for implementation of ODL initiatives for women and Girls Education in Kenya; e) State lessons drawn from the ICT and ODL initiatives for girl and women Education ; f) propose strategies for addressing the challenges for implementation of ODL and ICT for girl and Women Education in Kenya. This paper provides useful information to Education policy makers, ICT stakeholders, students in appreciating the application of ICT and ODL in promoting education for women and Girls in Kenya and globally. // Paper ID: 324