Stakeholders’ Perceptions on Effectiveness of Counseling Services in Enhancing Gender Equity in Access to Education

Abstract

Gender disparities in access to education remain a major challenge in Rumonge District, raising questions about the effectiveness of school-based counselling services in promoting gender equity. This study explored stakeholders’ perceptions on effectiveness of counselling services in enhancing gender equity in access to education. Using a 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 counselling influences learners’ access, retention, and progression in education. Findings indicated that counselling positively affected educational outcomes, the majority of students represented by 62.4% had positive perceptions of the effectiveness of counselling services in promoting gender equity in access to education. Counselling was critical in addressing barriers such as early pregnancy and socio-cultural pressures affecting girls as addressed by key informants; however, stakeholders highlighted that its effectiveness was limited by shortages of trained personnel, irregular services, and inadequate facilities. Strengthening professional capacity, institutional support, and resource allocation is essential to maximize the role of counselling in enhancing gender equity in education.