INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI)  
ISSN No. 2321-2705 | DOI: 10.51244/IJRSI |Volume XII Issue XI November 2025  
To Explore on How Women’s Education Level Influences Peaceful  
Coexistence in Kibra Constituency, Nairobi County, Kenya  
1 Beatrice Indimuli, 2 Sr. Dr. Rop Veronica, 3 Dr. Mbaro Peter  
1 Master of Arts in Justice, Peace and Cohesion at The Catholic University of Eastern Africa, Kenya.  
2,3 Faculty of Social Justice and Ethics at The Catholic University of Eastern Africa  
DOI: https://dx.doi.org/10.51244/IJRSI.2025.12110058  
Received: 18 November 2025; Accepted: 27 November 2025; Published: 06 December 2025  
ABSTRACT  
This research explored how women’s education level influences peaceful coexistence in Kibra Constituency,  
Nairobi County, Kenya. The specific objective of this study was to explore on how women’s education level  
influences peaceful coexistence in Kibra Constituency, Nairobi County, Kenya. The study utilized Social  
Network Theory. A descriptive research design was adopted for the purposes of this study. The target  
population for this study was 117,777, including men, women and youth, over the age of 18 years. The sample  
size of this study was 399 respondents were drawn from the five wards of Kibra Constituency, Nairobi County.  
Both primary and secondary data were used in this study. Qualitative data and quantitative data analysis  
methods were used in this study. Data were coded and numbered from structured questions; classified into  
variables for the sake of clarity and stored in Statistical Package for Social Science (SPSS version 22).  
Descriptive statistical analysis was done on the output through frequencies and percentages using SPSS  
program. To fit with the study's objectives, thematic analysis was undertaken inline with the information  
extracted from the interviews with key informants, using a set of research questions for each theme, the study  
has revealed that education of women is crucial to peaceful coexistence in Kibra Constituency. Women who  
are educated are viewed to be more skilled in mediation, dialogue promotion, and community harmony. The  
study recommended that peace education and conflict resolution training should be embedded within women’s  
income-generation and empowerment projects to strengthen their role in community peace efforts.  
Key words: education level, peaceful coexistence, and Kibra Constituency, Nairobi County,  
INTRODUCTION  
.
BACKGROUND OF THE STUDY  
Sustainable peace and stability in nations all around depend critically on women's economic empowerment.  
Equipped economically, women have the means, skills, and autonomy to participate in the political, social, and  
financial domains. This empowerment has wide-ranging effects on harmony, lessens conflict, and lead to a  
more cohesive society. Below is a background on research showing how women's economic empowerment has  
enabled peaceful cohabitation across many countries (Christopherson, 2022)  
Since women account for more than half of the population, their contribution to economic growth is essential  
(Mould, 2022). Addressing the challenges that keep women from succeeding in microbusiness can  
significantly increase their contribution to economic development.  
The World Bank Report (Gleb, A. 2023) observed that the equality of men's and women's rights to work, to be  
at work, and to access economic resources has advanced noticeably worldwide. This is attributed in part to  
rapid advancements in increasing their access to education and reproductive control, women today have more  
choices for paid work. Still, there is a notable gender disparity in labour force participation; men's and  
women's rates are roughly 80% and 50%, respectively, and since 1990, there has been a residual of  
approximately 30% difference.  
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Women have historically been excluded from efforts and activities aimed at promoting peace simply because  
they are perceived as the victims of war. Their contributions to community reconstruction and peacekeeping  
have mostly gone unnoticed (Manchanda, 2020). The idea that women have no part in a battle other than as  
victims, however, has recently been disproved. In Sierra Leone, the number of women directly participating in  
wars and post-conflict activities is increasing (Coulter, 2021). Women who become financially independent  
are more suited to help their local communities and societies grow. Reducing conflict, advancing  
communication, and fostering social cohesiveness all depend critically on empowered women. Through  
microfinance programs, women's cooperatives, and agricultural projects which not only raise their economic  
situation but also help to heal divisions between many social and ethnic groups; women have been crucial in  
post-conflict settings, including Rwanda and Liberia (Suda, 2019).  
Women are very important in the peace building process following the election related violence in Kenya. In  
particular, women groups played a major role in easing communication and reconciliation between ethnic  
groups after the 2007-2008 post- election violence. According to Schmidle (2021), it was women who played a  
crucial role in mending divisions and as such, they used their economic networks, i.e., savings and loan  
groups, to re-establish solidarity. These networks played a great role in achieving long term peace, since the  
participation of women in cooperative economic activities was the basis of long-term stability within such  
communities.  
The Kenyan government and international organizations have supported programs which promote more  
women involvement in politics and business. Significantly, Women Enterprise Fund has provided financial  
support to women entrepreneurs, and this has led to women equality in peace building process because more  
women are being involved in the process and going against the patriarchal system. By boosting women's  
involvement in decision-making, these programs have promoted responsibility and independence, two qualities  
necessary for lasting peace.  
STATEMENT OF THE PROBLEM  
Within an optimal policy and social framework, women in Kenya across both rural and urban settings would  
experience equitable access to economic resources, including secure land tenure, credit facilities, fair labor  
compensation, and leadership positions, while residing in communities characterized by social cohesion and  
mutual trust.  
Women's economic empowerment fuels not only the progress of gender equality and peaceful international  
coexistence but also sustainable development. Women who experience economic empowerment can access  
resources, become financially independent, and participate in activities necessary to their welfare and social  
contributions in decision-making.  
Even though these benefits are becoming more known, significant barriers to women's economic  
empowerment still exist, especially in underdeveloped areas. Cultural standards, unequal access to education,  
limited job opportunities, and gender-based violence limit women's full economic involvement.  
The limited economic empowerment of women in Kibra Constituency, Nairobi County, Kenya, and its  
consequences on fostering peaceful coexistence within the society are investigated in this paper. Women in  
Kibra Constituency, Nairobi County, Kenya, suffer significant challenges, including limited financial  
resources, access to education, land ownership, and chances for economic decision-making, notwithstanding  
efforts meant to reduce gender inequality and increase women's economic participation. These obstacles  
prevent women from reaching their economic independence as well as being sensitive to poverty, violence,  
and social exclusion. The absence of financial empowerment for women in this underdeveloped, highly  
populated, underprivileged area aggravates social fragmentation, gender-based violence, and ethnic conflicts.  
Although there are various studies on the effects of women's economic empowerment and peaceful coexistence  
especially in different socioeconomic environments, still there is inadequate knowledge on the junction and  
mutual influence of these two social dimensions. Current studies mostly focus on economic empowerment and  
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peace building separately, with little integration of these elements to investigate their causal or correlative  
relationships.  
Emphasizing spotting chances and difficulties in economically empowering women as a means of conflict  
prevention and peace building, this paper looks at the link between women's economic empowerment and the  
facilitation of peaceful coexistence. Understanding this link helped develop policies and projects using  
women's economic potential to progress inclusive and peaceful societies.  
General Objective of the Study  
The primary objective of this study is to explore on how women’s education level influences peaceful  
coexistence in Kibra Constituency, Nairobi County, Kenya.  
SPECIFIC OBJECTIVES  
To explore on how women’s education level influences peaceful coexistence in Kibra Constituency, Nairobi  
County, Kenya.  
Research Questions  
How does women’s level of education influence peaceful coexistence in Kibra Constituency?  
LITERATURE REVIEW  
Empirical Literature Review  
According to Harari (2018), higher education gives an edge to women's abilities and equips them to learn how  
to defend better their property inheritance rights. By teaching women, the legal rules underpinning property  
rights they can be involved in inheritance with an enhanced clarity and directness of spirit. Similarly, Yasu  
(2018), using a unique dataset collected by internationally recognized NGO Kamer, found a similar positive  
relationship between a higher level of education and the probability of women in Diyarbakir, Turkey, seeking  
the recognition of equal inheritance rights.  
Also, Kiruthu (2019) discussed education-related inequalities in Kenya, specifically identifying recent low  
literacy levels of female Kenyans as serious obstacles to their participation in decision-making. In other places,  
scholars have made the argument that women are seen as inadequately knowledgeable, and thus not adequately  
able to contribute to peace building efforts. This is furthered by the few education opportunities available to  
women and the perceptions within the prevailing cultural environment that a related piece of formal education  
is necessary for the role of participation within processes related to peace building. As a result, many women  
may feel that they are not qualified to make a contribution despite the fact that they have vital information  
about the impact of conflict on their communities. While formal education isn't always a requirement, women  
lived experiences and awareness of the impact of war give them important insights that need to be recognized  
as part of the peace building effort.  
Research by Hirsh (2021) indicates the greater the access to a higher education and specialized training the  
more likely a woman will start a business or pursue formal jobs and then become more financially  
autonomous. That is economic inclusion, which makes families stronger, local economies stronger and socio-  
economic tensions - the origins of many conflicts - reduced. It has additionally been revealed that obstacles  
associated with gender can be eliminated with the help of vocational and entrepreneurship education which  
will grant women resources to actively participate in community reconstruction efforts in rural or post -conflict  
areas (World Bank, 2020)  
Other programmes like the Kenya Youth Employment and Opportunity Program (KYEOP) or the Ajira Digital  
Programme initiative are helping older women to acquire technical and entrepreneurial skills that are  
enhancing their work opportunities and positively impacting their families and communities (World Bank,  
2022). At the grassroots level, organizations such as FAWE Kenya and Shining Hope for Communities  
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(SHOFCO) provide non-formal education and vocational training to marginalized women. These programs  
foster economic independence and help reduce risks linked to gender-based violence and social instability.  
In conflict-prone areas like Nakuru and Kisumu, women’s peace groups use educational workshops to foster  
dialogue and resolve tensions (Depledge, 2016). By developing leadership and negotiation skills, these  
initiatives empower women to take active roles in peace building.  
Women can boost their political participation through investments, training, and developmental opportunities,  
which is called women's economic empowerment. Actions to help more women join local government and  
decision-making bodies are needed to develop unity and harmony in Nairobi County.  
Theoritical Review  
Social Network Theory  
Social Network Theory (SNT) takes special attention to the social structure that is responsible for establishing  
individual/group relationships that can then be exploited to overcome the challenges encountered in our day-  
to-day lives. First proposed by J. A. Barnes in 1954, the theory deals with interaction amongst  
individuals/organizations, more specifically the specific kinds of interaction that are characteristic of a  
network, which facilitates the discovery of solutions to common problems. From this standpoint, social  
network analysis is useful because it can be used to obtain information about aggregates of people, which can  
justify the observed regularities and behaviors that occur in aggregates of people [Stanley and Catherine 1994].  
Social network analysis as a methodology seeks to throw more light on these entities by understanding the  
underlying behaviors, patterns, identification of key centers, deduction of types of interaction, and the actors  
involved in the network (Scott & Davis, 2015).  
Social network development provides the conceptual basis for understanding the interconnections which exist  
between individuals, groups, and organizations. The relation of the social units can be called the relation  
(relations shared between relations). Social network theory (Scott 2012) argues that social relationships are  
more important than social content (the objects in your network) and that social processes occur through social  
relationships.  
Synthetic natural toxin, SNT, has been used widely for many applications in many fields. For example, in the  
domain of public health, it has been used to understand the spread of diseases, such as HIV/AIDS, which are  
obviously network-based viruses but for which the network that should be measured might be sexual networks  
or drug networks, for example (Latkin & Knowlton, 2005). In organizational studies, it has helped to reveal  
how informal networks within companies influence decision-making, innovation, and job mobility (Krackhardt  
& Hanson, 1993). In education, researchers have employed Social Network Theory (SNT) to assess peer  
influence on academic performance and social integration. In peacebuilding and gender studies, social  
networks have been analyzed to explore how women's groups mobilize resources and support peace efforts,  
especially in conflict-prone societies.  
The assumptions of Social Network Theory (SNT) include the belief that individuals (actors or nodes) are  
embedded in a web of relationships, and that these ties significantly affect outcomes such as behavior, power,  
and access to capital. Another assumption is that social structure emerges from the patterns of relationships  
rather than solely from individual attributes.  
In this regard, the researcher found this theory quite helpful since it clarified the significance of the interactions  
developed in a social network. Social Network Theory emphasizes how the link helps to promote peaceful  
coexistence in societies. Social networks can eliminate mistrust and encourage cooperation among many  
groups of women and between men and women by helping relationships develop across many groups. In  
civilizations where women have access to inclusive and encouraging networks, the spread of collective values,  
including equality, cooperation, and mutual respect, becomes more realistic, promoting peace building  
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Rather than it being a new thing, social network theory is highly relevant to a movement aimed at helping  
women financially and creating peaceful communities. Just as a social cognitive perspective is crucial for  
understanding significant change, so is a social rib pathology perspective that recognizes the importance of  
mobilization of existing social relations and building new ones. It promotes a frame shift, changing the way  
stakeholders understand women from being viewed as separate individuals to being connected to multiple  
social networks. When implemented in conjunction with other strategies that seek to address systemic  
inequalities, Social Network Theory can be a powerful tool for implementing effective and sustainable  
interventions that are rooted in social dynamics.  
CONCEPTUAL FRAMEWORK  
Independent Variables  
Dependent Variable  
Women’s Education Level  
Peaceful Coexistence  
Social Relation  
Social Tolerance  
Social Cohesion  
Education Qualification  
Quality of Education  
Civic & peace Education  
RESEARCH METHODOLOGY  
Research Design  
A descriptive research design was adopted for the purposes of this study. The proposed methodology is aimed  
at finding and analyzing characteristics of a population or phenomenon. The descriptive research is a  
combination of qualitative and quantitative research to gather data in order to obtain supporting evidence for  
predictions on the problem or hypothesis concerned.  
Target Population  
The target population for this study was 117,777, including men, women and youth, over the age of 18 years.  
However, according to the last census of Kenya conducted by the Kenya National Bureau of Statistics (KNBS,  
2019), the estimated population of Kibra Constituency in Nairobi County, Kenya was estimated to be 185,777,  
which was dispersed over five wards in the constituency  
Sampling Design  
For this research, the sample size was computed by Yamane (1967) formula. One such formula was applied on  
a population of 117,777 comprising both male and female subjects from Kibra Constituency, Nairobi County,  
above the age of 18. According to Yamane (1967), for a 95% confidence level and p=q 0.05, the size of the  
sample should be:  
Where, n is the sample size  
N is the population size  
e is the level of precision (0.05)  
In this research the sample size is calculated as: N=117,777  
n = 117,777/ (1+117,777*0.052) giving a sample size of 398.64  
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Sample Size, n = 399  
The 399 respondents were drawn from the five wards of Kibra Constituency, Nairobi County.  
Data Collection Tools  
Both primary and secondary data were used in this study. Primary Data is information directly obtained for the  
purpose of the research study through the use of research methodology which is demonstrated to fit the  
research context. Secondary data, on the other hand, refers directly to available information which can be  
gained prior to the research project by the person conducting the research (Neuman, 2006).  
For this study, secondary data were taken from libraries such as literature, the internet, books, and also from  
conference papers. Apart from these, the major tools that were used are primary data collection by distributing  
questionnaires and using an interview guide.  
Data Analysis and Presentation  
Qualitative data and quantitative data analysis methods were used in this study. Data were coded and  
numbered from structured questions; classified into variables for the sake of clarity and stored in Statistical  
Package for Social Science (SPSS version 22). Descriptive statistical analysis was done on the output through  
frequencies and percentages using SPSS program. To fit with the study's objectives, thematic analysis was  
undertaken inline with the information extracted from the interviews with key informants, using a set of  
research questions for each theme. The results were then analyzed and summarized into a report.  
FINDINGS AND DISCUSSIONS  
Response Rate  
Frequency  
292  
Percentage (%)  
Response  
Non- response  
Total  
73  
27  
107  
399  
100  
The targeted sample size was 399 subjects. Those who filled and returned the questionnaires were 292  
respondents making a response rate of 73%. According to Mugenda and Mugenda (2003), a response rate of  
50% is adequate for analysis and reporting, a rate of 60% is good and a response rate of 70% and over is  
excellent. This means that the response rate for this study, that is, 73%, was excellent and therefore good  
enough for data analysis and interpretation  
B. Women’s Education Level Influences Peaceful coexistence.  
Responses  
Strongly  
agree  
Agree  
Neutral  
Disagree  
Strongly  
disagree  
Women's education improves their  
ability to mediate and resolve  
disputes in the community.  
66  
23% 151 52% 35 12% 23  
8%  
17  
5%  
Educated women are more likely to 52  
promote peaceful dialogue in  
community conflicts.  
18% 132 45% 64 22% 35 12%  
9
3%  
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Higher levels of education among  
women foster mutual respect and  
tolerance in Kibra.  
24  
8%  
88  
30% 92 32% 65 22%  
23  
7
8%  
2%  
1%  
Formal education equips women 135  
with knowledge and values that  
support peaceful coexistence.  
46% 102 35% 32 11% 16  
29% 148 51% 42 14% 13  
6%  
5%  
Educated women are more active 85  
in community peace initiatives and  
awareness programs.  
4
Respondents were asked several questions on how women’s education level influences peaceful coexistence  
and the response were as follows: on if women's education improves their ability to mediate and resolve  
disputes in the community 23% strongly agreed, 52% agreed, 12 were neutral and 8% disagreed while 5%  
strongly disagreed; second question was if educated women are more likely to promote peaceful dialogue in  
community conflicts 18% strongly agreed, 45% agreed, 22% were neutral and 12% disagreed while 3%  
strongly disagreed; third question asked was if higher levels of education among women foster mutual respect  
and tolerance in Kibra, 8% strongly agreed, 30% agreed, 32% were neutral, 22% disagreed and 8% strongly  
disagreed; the fourth question was if formal education equips women with knowledge and values that support  
peaceful coexistence 46% strongly agreed, 35% agreed, 11% were neutral and 6% disagreed while 2%  
strongly disagreed; lastly the respondents were asked whether educated women are more active in community  
peace initiatives and awareness programs 29% strongly agreed, 51% agreed, 14% were neutral, 5% disagreed  
and 1% strongly disagreed shown in table 4.6 above. The findings are in line with findings by Harari (2018)  
who indicate that there is a positive association between education and promotion of peaceful coexistence.  
This section of analysis indicates that education is widely recognized as a fundamental tool in enhancing  
women’s ability to build peace and mediate during conflict in Kibra. The results were supported by  
interviewees who stated that: Educated women were described as being more confident, better communicators,  
and more likely to participate in community initiatives. The majority of interviewees believed that women with  
higher education levels are more involved in peacebuilding, particularly through community meetings, NGOs,  
or local government roles. However, a few respondents noted that even uneducated women can be  
peacebuilders, especially through informal platforms like religious groups or women’s savings circles. Most  
participants agreed that education fosters better relationships among women from different ethnic or social  
backgrounds. Educated women were perceived as more open-minded, tolerant, and skilled in conflict  
resolution.  
CONCLUSION AND RECOMMENDATIONS OF THE STUDY  
CONCLUSION  
The study has revealed that education of women is crucial to peaceful coexistence in Kibra Constituency.  
Women who are educated are viewed to be more skilled in mediation, dialogue promotion, and community  
harmony. This finding aligns with the findings of other researchers worldwide, including UNESCO (2016),  
which point out that women education improves civic activity, critical analysis, and conflict management  
skills, all of which leads to sustainable peace.  
Further, as Proposed by Galtung (1996) and Sen (1999), education enables humans to have the avenue to play  
an active role within society with the aim of rendering society less violent as a direct result of greater amount  
of knowledge, awareness and socially. In Kibra, where both the ethnic and economic mix of populations is  
heterogeneous, knowledgeable women can play a significant role in the formation of awareness and  
collaboration.  
The opinions may have been varied with regards to certain aspects like mutual respect and tolerance, but it was  
to a larger extent accepted that women education is among the most critical strategies which could be  
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employed to facilitate peaceful co-existence. In highlighting the results of the study, the policies and programs  
that stimulate the population (girls and adult women) to be educated in informal urban areas are important.  
RECOMMENDATIONS  
Peace education and conflict resolution training should be embedded within women’s income-generation and  
empowerment projects to strengthen their role in community peace efforts. Women entrepreneurs should be  
given targeted financial support through microcredit schemes, grants, and mentorship to increase their  
economic independence and capacity to influence peace initiatives. Create and support forums where  
financially independent women can share experiences, mediate local disputes, and influence policymaking  
around social cohesion.  
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