The topic of gender, in its various conceptions, has been doing rounds for a while; and there seems to be no sign of it going away anytime soon. Sectors such as education and development have been pointed out as among those that have been significantly affected, and that such effect has militated against sustainable development. Whatever is meant by sustainable development will not be considered an urgent issue in this paper since it is a dependent variable that rides on the conception of gender and education. As such, this paper will contend that it is imperative to first establish how the immediate society conceives ‘gender’, and how this ‘gender’ affects education. In a nutshell, the paper will offer some ‘education’ on how gender may not be such a big issue in education, leave alone sustainable development, at least in the current society. It will advance that whatever is seen as an issue concerning the gender aspect arise out of the conception of the term ‘gender’ as bandied around in ordinary discourse. That the Kenyan society must first of all sort out its terminological inexactitudes before it generalizes a perceived problem as that that affects the whole African continent. The paper will employ a philosophical method of critical reflection, conceptual and quasi-textual analysis to make sense out of local experiences that define the gender metanarrative.