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Education And Language
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Stakeholders' Percetions on effectiveness of contraceptives access and use in enhancing gender equity in access to education

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DOI: 10.18535/ijsrm/v14i01.el02· Pages: 4549-4561· Vol. 14, No. 01, (2026)· Published: January 18, 2026
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Abstract

Abstract Gender inequalities in access to education remain a major challenge in Rumonge District, raising questions about the effectiveness of contraceptive access and use in promoting gender equity. This study explored stakeholders’ perceptions on effectiveness of contraceptives access and use in enhancing gender equity in access to education. Using a Convergent Parallel Mixed Methods Approach, data were collected through surveys with students and interviews with headteachers and key informants. This study was guided by the health belief model and liberal theory which explain how contraceptive access and use influences learners’ enrollment, retention, and progression in education. Findings indicated that access to contraceptives plays an important role in promoting gender equity in education, where about 65.7% noted that it supports higher enrollment, better retention, and improved academic progress for girls. In addition, headteachers agreed that contraceptive education has helped to reduce teenage pregnancy and school dropout rates. They linked wider access to increased girls’ enrolment (52.8%-58.3%) and higher completion rates up to 49.6% between 2018 and 2022. However, Key informants likewise recognized that contraceptive access supports girls’ continued schooling, and they pointed out several barriers, including stigma, religious beliefs, and limited resources. These factors restrict how effectively schools can implement contraceptive programs. Stronger policy support, continuous community sensitization, and improved teacher capacity are necessary to enhance the effectiveness of contraceptive access in improving girls’ education.

Keywords

Contraceptive access and usegender equityreproductive health policystakeholders perceptionse

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Author details
Anicet Bucumi
Egerton University, Department of curriculum instruction and Educational Management, P.O. Box 536-20115 Egerton, Njoro. Kenya
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Noah Murumba Kiveu
Egerton University, Department of curriculum instruction and Educational Management, P.O. Box 536-20115 Egerton, Njoro. Kenya
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Johnson Changeiywo
Egerton University, Department of curriculum instruction and Educational Management, P.O. Box 536-20115 Egerton, Njoro. Kenya
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