Factors contributing to inequality in education

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Factors contributing to inequality in education(Scholars have identified factors that lead to orperpetuate inequality in education. They include():Socio- economic factors: A wide gap existsbetween the rich and the poor, and this is alsoseen between members of the same society.This wide gap is an obvious cause ofeducational inequalities. Wealthy members ofthe society can afford to buy or purchaseexpensive and better education for theirchildren. Besides, an area with more resourceswill tend to have more social amenities such as
schools and hospitals than an area of limitedeconomic resources. Thus a child born in thecentral highlands of Kenya might have a bettereducational opportunity than his or hercounterpart in the drier areas of north eastKenya. The gap between the rich and the poorin all societies is a significant factor whichcontributes to inequality of access to the schoolof one’s choice.Cultural factor: Culture influences and shapesthe motives, desires and character of both theindividual and a particular society, which in turncan contribute to inequality to educationalopportunities. In every nation or country of theworld, there are communities which do not valueformal education. Such communities willreluctantly allow their children to attend schoolup to the level required by the law. In Kenya, forinstance, the Maasai, the Somali and theTurkana have lagged behind educationally.The disability factor: Disability can directlyaffectan individual’s ability to attain education andobtain a job that boosts his or her earning
potential. Positive measures are being taken inmany developing countries to provide equaleducational opportunities. However, equaleducational opportunities for the disabled havesome difficulty in understanding exactly what isentailed. A group of people advocate thatdisabled children of any description should beplaced in special schools where their physical,social and intellectual needs can be metadequately. Others argue that the idea of placingthe disabled in special schools is a way ofsegregating them and that this method does notreflect the real life situations which eventuallythese children will lead in society. This grouptherefore argues for total integration of thedisabled with normal students, but taught byspecially trained teachers. The current thinkinghowever, sorts to merge the two and advocatesthat the disabled children should be integratedwith normal children whenever their respectivedisabilities permit.
The gender factor: Educational opportunities forgirls have tended to experience problems atevery level of education compared to those ofboys in Kenya, partly because of the traditionalbeliefs which limited the women’s role in societyto the home. Even in these modern times, thereare certain areas in every African country whereschool enrolment for girls are significantly lowerthan those of boys. Two reason attributed to thisinclude: greater demand made on girls by theirfamilies in connection with household duties and

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Term
Spring
Professor
Mwendwa
Tags
Test, School

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