Implementation and Effectiveness of Policies and Initiatives Promoting Girls' Academic Performance in Wajir County, Kenya

Purpose: Policy implementation and effectiveness in girls' education are crucial for advancing gender equality, and promoting social and economic development. Despite global efforts to promote gender equality in education, girls in Wajir face minimal enrolment, high dropout rates, and low academic performance. The study aimed to evaluate the implementation and effectiveness of policies and initiatives promoting girls' academic performance in Wajir County, Kenya. Methodology: The research adopted a descriptive research design to gather quantitative and qualitative data. The target population was 12,060 respondents comprised of 80 Principals, 274 teachers, and 11,704 students from Wajir County, public secondary schools. A study sample size of 388 was calculated using the Yamane method and was sampled using purposive, simple, and stratified random sampling. Data was collected using questionnaires for all respondents. Quantitative data was cleaned, coded, and analyzed descriptively and inferentially with SPSS. Descriptive statistics, including frequency and percentages, as well as mean and standard deviation, were used to describe the relationship between the study variables, while inferential analysis was based on the chi-square test. Results: The study found mixed perceptions regarding the implementation and effectiveness of educational policies and initiatives aimed at improving girls' education in Wajir County. While there is a consensus on the clarity of policy objectives, concerns remain about their relevance and effectiveness in addressing the specific needs of girls. Principals, in particular, expressed skepticism about the alignment of policies with improving academic performance. Conclusion: The study concludes that targeted interventions, improved resource allocation, and enhanced stakeholder collaboration are critical to overcoming the barriers faced by girls in education. The study recommends that there should be more communal support from stakeholders towards implementing the policies that reduce the socio-cultural barriers that affect girls’ education in ASAL regions.