Abstract
Women in Technical Education and Development (WITED) programme were identified by the Commonwealth Association of Polytechnics in Africa (CAPA) as an important factor for employability, innovation and sustainable development. The aim was to improve access of women to technical education. The effectiveness of WITED programme on the enrolment of women in Technical and Vocational Education and Training (TVET) was analysed. The study used simple random to sample 20 trainers and 100 trainees from three (3) TVET institutions in Western region of Kenya. At the same time, 3 Principals, 12 heads of departments (HODs), five (5) deans of students (DOS) and 10 technicians were sampled by purposive sampling. Data was collected by use of both questionnaire and structured interview schedule. Special Packages for Social Sciences (SPSS) version 20 was used to analyze results. Both descriptive and inferential statistics were presented in form of tables. Pearson correlation of -0.023 indicates that WITED program in TVET institutions is weak. This shows there is gender disparity in terms of enrolment, access, retention and completion rates in TVET. The main obstacles to women enrolment and exemplary performance in STEM courses include; cultural stereotypes and lack of role models as well as other socio-cultural factors.
Highlights
In today’s world, technical education is taken as a tool to create job vacancies that can improve the livelihood of the people
The Deans of students informed the study that the causes of gender differences in gender enrolment included: heavy entry grade for STEM courses for female students, Stereotype beliefs that STEM is for males, and few mentors in STEM courses among others (Table 3)
The differences in enrolment indicate that the selection of the subjects for the boys and girls continue to differ with more males showing preference to enrol in STEM courses compared to their female counterparts
Summary
In today’s world, technical education is taken as a tool to create job vacancies that can improve the livelihood of the people. This is in all sectors of the economy. It has been regarded as a preserve for the male gender. This perception has led to major omissions during the national government educational planning process. 30% of the total enrolment in TVET institutions comprise of female. Only 5% of these female trainees enrol in Engineering, Mathematics and Building and Construction. One of the main goals indicates the educational requirements for all people with emphasis on access to necessary education and programmes for those skills that are required in life
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