A parliamentary committee in Kenya has raised concerns over persistent gender disparities in leadership positions within educational institutions.
The Public Investments Committee (PIC) on Governance and Education, chaired by Jack Wanami Wamboka, has underscored the urgent need for gender equality in both public and private institutions of higher learning.
The lawmakers argue that the continued underrepresentation of women in senior roles undermines efforts toward inclusivity and national development.
Persistent Gender Imbalance in Higher Education Leadership
Despite years of advocacy and policies aimed at promoting gender inclusivity, Kenyan universities and colleges continue to exhibit a stark gender imbalance in their workforce, particularly in top-tier positions.
The committee noted that leadership in higher education remains overwhelmingly male-dominated, which limits diversity, innovation, and equitable representation.
“This is not just a matter of fairness but one of national development,” said Wamboka. “Diversity in leadership fosters innovation, improves decision-making, and reflects the inclusive values we strive to uphold as a country.”
Mumina Bonaya’s Strong Advocacy for Gender Parity
Leading the call for urgent intervention, MPs Mumina Bonaya and Rebecca Tonkei emphasized the pressing need to address gender disparities in employment within the education sector.
Bonaya, a vocal advocate for women’s empowerment, decried the exclusion of women from leadership roles despite their significant presence in the education workforce.
“It is unacceptable that in this day and age, women continue to be sidelined from leadership roles in education, yet they make up a significant portion of the workforce,” Bonaya asserted.
“We must implement strict policies to ensure fair representation of both genders in recruitment and promotions.”
Tonkei reinforced Bonaya’s sentiments, stating that a gender-inclusive workforce is essential for sustainable progress.
She urged the enforcement of Kenya’s two-thirds gender rule, particularly in public schools where senior positions are predominantly held by men.
“As a committee, we must take a stance and ensure we enforce the two-thirds gender rule, especially in our public schools. It is sad that most of the schools appearing before this committee are predominantly male in all senior positions,” Tonkei lamented.
Recommendations and Future Actions
In response to these concerns, the committee pledged to conduct a thorough review of gender representation in higher education institutions.
Chair Wamboka assured lawmakers and the public that concrete policy measures would be put in place to address the imbalance.
He emphasized that institutions would be held accountable for their hiring practices and compliance with gender inclusivity regulations.
The committee also plans to collaborate with the Ministry of Education and other relevant stakeholders to ensure that policies promoting gender equality are not only formulated but effectively implemented.
Strengthening affirmative action policies and enforcing accountability mechanisms were among the key recommendations proposed.
Institutional Accountability and Next Steps
As part of its investigative efforts, the committee reviewed institutions such as Eldoret University, Eldoret Polytechnic, Machakos University, Wote Technical Training Institute, Michuki Technical Training Institute, Nyeri National Polytechnic, Mathenge Technical Training Institute, and Masai Mara University.
The findings from these institutions are expected to inform a broader strategy aimed at fostering gender-inclusive leadership across Kenya’s education sector.
With increasing momentum from leaders like Mumina Bonaya, the push for gender parity in educational institutions is set to gain traction, potentially reshaping policies and setting a precedent for inclusivity in leadership beyond the education sector.
The coming months are expected to bring significant discussions, policy reforms, and strategic actions to ensure that Kenya’s education system upholds the principles of fairness, representation, and diversity.
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