Recognising Local Experiences for the Success of Vision 2030 in Kenya: Using Pen-Pals in Education as a Case
2011 (English)In: Journal of Education and Vocational Research, ISSN 2221-2590, Vol. 2, no 3, 99-115 p.Article in journal (Refereed) Published
This study takes account of the everyday-life experience of a group of women in a resource-poor environment in Kenya. They are part of a group that the Kenyan Government wants to include in their investments in order to enhance social and economic equality. The overall purpose of the study is to learn about the potential impact of such investments on women in resource-poor environments in Kenya. In fulfilling its purpose the study takes into consideration (1) experiences of everyday-life among women in Lunga-Lunga and (2) maps strategies to recognise these experiences. The results of the study are expected to be fruitful as regards planning strategies that are of use for Vision 2030 and the development of Kenyan society. The study was carried out in two steps: the first consisted in participatory action research and the second was a follow-up study. To guide the study the notion of ‘experience’ is critical. During sessions and in letters to their pen-pals, the women express feelings regarding cultural, family, and health issues. For instance, some of the feelings experienced have arisen because the women are isolated from the larger world outside their own immediate environment and lack literacy skills. The study will be useful in planning governmental actions that strive to better recognise and educate citizens–especially women–in resource-poor environments.
Place, publisher, year, edition, pages
2011. Vol. 2, no 3, 99-115 p.
everyday-life, gender, lifelong learning, literacy, non-formal education, rural development
Research subject Computer and Systems Sciences
IdentifiersURN: urn:nbn:se:su:diva-64543OAI: oai:DiVA.org:su-64543DiVA: diva2:458130