Democracy and education for human development with special reference to women and Kenya

Njoroge, Rose Woki

Abstract

Democracy and development are given great importance in the contemporary world as exemplified by the increasing number of countries that have adopted multiparty governments and the 1990s UNDP's emphasis on equitable human development. The UNDP considers active democratic participation as crucial for engendering the human development goal of enlarging people's opportunities for choice. The Organization suggests a human development paradigm and recommends that each country formulates its own comprehensive strategy for realizing it.

Following these views, this current study focusing on Kenya attempts to identify and examine a multi-dimensional democratic framework for realizing the principles and components of the paradigm. The researcher adopts a philosophical approach which involves conceptual and critical analyses of 'democracy for human development' and of how education could enhance it. Particular attention is paid to the women's case in the endeavour to find ways of redressing gender disparities in political and socio-economic development in Kenya.

The work is organized into eight chapters and it addresses the following issues:
• the criteria for participatory democracy for engendering human development
• the historical background of democracy for human development in Kenya and in some selected influential countries
• the interrelationship between democracy for human development and education
• the implications of the researcher's democratic criteria for human development for Kenyan government policies and statements.

The thesis concludes: (i) that the criteria for democracy for human development can be categorized into prescriptive, methodological, developmental, opportunities, protective and pragmatic dimensions, (ii) that the Kenyan history of democracy for human development shows shortfalls, (iii) that formal education could be used to promote democracy for equitable human development for both genders and (iv) that Kenyan government policies and statements indicate commitment to promoting democracy for equitable human development for both women and men but the reality shows some discrepancies.

The researcher therefore argues that, human and overall development may be engendered by: (i) improving democratic participation for both women and men, (ii) instituting formalized democratic procedures for effective self-expression for all people and for distributing power, duties and responsibilities equitably, (iii) developing appropriate skills, qualities and attitudes in people, (iv) providing relevant political, socio-economic and educational opportunities, (v) protecting human rights, and (vi) contextualizing democratic strategies in societal affairs. These requirements need concerted efforts by the school, the family, the church, and the community.

If these findings and conclusions are considered, they might be useful to policy-makers, educationists and other researchers in the collaborative efforts which are necessary for developing a valid country strategy for enhancing human and overall development in Kenya.

Citation

Njoroge, R. W. (1999). Democracy and education for human development with special reference to women and Kenya. (Thesis). University of Hull. Retrieved from https://hull-repository.worktribe.com/output/4221459

• Thesis Type: Thesis
• Deposit Date: Apr 11, 2019
• Publicly Available Date: Feb 23, 2023
• Keywords: Education
• Public URL: https://hull-repository.worktribe.com/output/4221459
• Additional Information: Centre for Educational Studies, The University of Hull
• Award Date: Mar 1, 1999