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Globally, gender parity in education is attained when equal number of girls and boys are enrolled in the education system, and achieve parity in educational goals. In Turkana South Sub-county, teen pregnancy is one of the factors associated with poor enrolment, transition and retention in schools. The study focused on socio-cultural factors and gender parity in education in Turkana South sub-county. The author therefore, examines the occurrence of teen pregnancies in schools as a factor of societal inequalities and as victimizing factor towards gender inequalities in learner retention. The study was guided by Friedman's social (dis) empowerment model as well as Sara Longwe's Gender Analysis Framework. Simple random sampling was used to sample 60% of the targeted population (383 respondents). Data collection methods included questionnaires, KIIs. FGDs, observations and life history interview. All quantitative data were analysed using using (MAXQDA). The study established low enrolment (boys, 213.1 and girls, 199.1), retention (boys, 0.826374, girls 0.776259) and transition (boys, 0.088206, girls, 0.074414) rates.
About the author
Hellen A. Mwangovya, a PhD candidate at University of Nairobi. Holds a master of arts in gender and development studies. Areas of specialization include Sociology, Social Work and Gender Studies. An accomplished Gender and Social Development specialist with extensive practical knowledge in managing large scale protection in emergency operations.
