Gender Disparity in the Production of Vocational and Technical Education Teachers in Northern Nigeria: A Case Study

Abstract

This paper focused on gender enrolment gap and its impact on the production of vocational and technical education teachers in northern Nigeria. The paper analyses gender access to vocational and technical education programmes of Aminu Saleh College of Education, Azare, Bauchi State, Nigeria for three academic sessions from 2013/2014 to 2015/2016. Documentary Research Design is used in the study. Two research questions were answered, and two hypotheses are tested using t-test statistics. The results showed that vast gender gap exists in terms of both access to teacher training institutions in general and vocational and technical teacher education programmes in particular. The results revealed low proportion of women enrolled and produced as vocational and technical education teachers despite their role in enhancing scientific literacy and technological independence especially in the north-east now in need of concrete plans to rebuild the region seriously affected by insurgency. The paper recommended that effective management of vocational and technical education will solve the problems of poverty, unemployment, and insecurity in the area. This could be achieved when good policies are put in place to encourage and supports female participation in vocational and technical teacher education programmes towards attaining quality and unbiased teacher production for sustainable national development.