Gender Inclusion in TVET institutions: A review of policy Implementation in Kenyan Technical Institutes

  • Dr. Peter Koros Dean, Faculty of Education, Catholic University of Eastern Africa
  • Sr. Dr. Madeleine Sophie Barat Achieng Lecturer, Faculty of Education, Catholic University of Eastern Africa
Keywords: Gender, Gender Inclusion, Policy, TVET Institutions

Abstract

Gender inclusion is acknowledging that everyone deserves to be treated with respect regardless of gender identity and expression and ensuring that systems and processes treat all genders equally. It entails doing everything possible to ensure that systems and processes treat all genders with both horizontal and vertical equity in access to education. Inclusive education is about quality, equal participation and safety to learn without fear of discrimination or violence.  Sustainable Development Goal 5 encourages all Technical and Vocational Education and Training (TVET) institutions to domesticate the model policy to their specific and contextual needs and mandates to intentionally and collectively mainstream gender across policy decisions, systems, operations, infrastructure, curricular and training and job placements. While enrolment in TVET institutions in Kenya has increased, a report by Republic of Kenya still indicates that there is persistent gender disparity in access especially in enrollment to given courses and study areas in TVET institutions. Kenya Vision 2030 also views gender as a key developmental challenge facing the country. This paper sought to establish the use of gender inclusion policy in access to TVET institutions. The study was guided by capabilities approach theory developed by Amartya Sen and human rights approach highlighting the common principles of participation, accountability, non-discrimination and equality, empowerment and legality (PANEL). The findings may help TVET institutions evaluate their practice of gender inclusion policy, identify gaps in their operations and take necessary actions.

References

African Academy Sciences. (2020). Factors which contribute to or inhibit women in
science, technology, engineering and mathematics in Africa. Retrieved from
https://www.aasciences.africa

African Union. (2018). Progress report of the African Union/International centre for
Girls and women’s education in Africa. Retrieved from https://au.int

African Development Bank. (2021). Kenya-Support TVET and training for relevant
skills development project. Retrieved from https://www.afdb.org

Alinea, J. M. L. (2022). Mapping the gender gaps in TVET practices: A literature review.
Interdisciplinary Research Review, 17(2), 47-53.

Amartya, S. (1999). Development as freedom. Retrieved from https://iep.utm.edu

Amoamah, O., Brew, E., Ampiaw, R., & Dadzie, J. (2016). Gender inequality in TVET
institutions-Bridging the gap. Journal of Mathematical Theory and Modeling 6(1).

Asare, R., Akuffobea, M., Quaye, W., & Atta-Antwi, K. (2015). Characteristic of micro
small and medium enterprises in Ghana: Gender and implications for economic growth.
A Journal of Science, Technology, Innovation and Development.

Babbie, E. (2013). The practice of social research. (14th ed.). Boston: Cengage Learning.


Bennell, P., Mukyanzuzi, F., Kasogela, M., Mutashubirwa, F., & Klim. M. (2006). Artisan
training and employment outcomes in Tanzania:Compare. A Journal of Comparative and
International Education.

Boeiji, H. (2013). Analysis in qualitative research. New Delhi: Sage Publication.


Burke, J., & Larry, C. (2014). Educational research: Quantitative, qualitative and mixed method
approaches. (5th ed.). USA: Sage Publication.

Commonwealth of Learning. (2021). Increasing girl’s and women’s participation in
STEM-TVET. Retrieved from http:www.col.org


Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among the five
Approaches. (3rd ed.). Washington DC: Sage Publication.

Creswell, J. W., Clark, P. V. L., Gutmann, M., & Hanson, W. (2003). Advanced mimed methods
research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in
social and behavioral research (209-240). Thousand Oaks, CA: Sage

Dalkilic, M., & Vadeboncoeur, J. A. (2016). Regulating the child in early childhood
Education: The paradox of inclusion. Global Studies of Childhood, 6(1), 17-30.

Gay, L. R., Airasian, P., & Mills, G. (2012). Educational research: Competencies for
Analysis and application. (10th ed.). New Jersey: Pearson.

Government of Kenya. (2020). Economic survey, 2021. Nairobi: Government Printer.


KNHRC. (2003). Human rights: The elusive mirage. Retrieved from http://www.knchr.org


Kothari, C. R., & Garg, G. (2014). Research methodology and techniques. New Delhi: New
International Publishers.

Munyi, F. W., & Cheruiyot, S. K. (2019). Gender inclusion in TVET: An examination of
sustainable interventions in selected TVET institutions in Kenya. International
Journal of Science, Technology, Education and Management Research, 4(3), 39-55.

Ngugi, M., & Muthima, P. (2017). Female participation in technical, vocational, education
and training institutions (TVET) subsector: the Kenyan experience. Public and
Administration Research, 7(4), 9-23.

NGEC. (2022). The research policy for national gender and equality commission. Retrieved
from https://www.ngeckenya.org

Odondi, W., Maina, L., & Muhia, N. (2020). The risk to achieving sustainable development
competencies: A gendered analysis of access and training outcomes in TVET
institutions in Kenya.

Olunyi, A. & Oviawe, J. (2016). Strategies for enhancing female participation in Technical
Vocational Education and Training in Nigeria. Advances in Social Sciences
Research, 2(4), 110-120.

Otto, U. & Ziegler, H. (2016). Capabilities and education. Retrieved
from https://www.researchgate.net

Republic of Kenya. (2020). TVET knowledge and key highlights report. Mapping technical
and vocational educational and training data in Kenya. Retrieved from
https://ziziafrique.org

Robeyns, I. (2005). The capability approach and welfare policies. Paper presented at the
Conference on gender auditing and gender budgeting, Bologna, January, 2005.

Saito, M. (2003). Amartya Sen’s capability approach to education: A critical exploration.
Journal of Philosophy of Education, (1), 17-30

UNESCO. (2003). Education for All. Is the World on Track? EFA Global Monitoring
Report 2002. Paris.

UNESCO. (2015). Towards 2030. Perspectives on emerging issues-universities: Increasingly
global players. Retrieved from https://uis.unesco.org

UNESCO. (2018). Technical and vocational education and training (TVET). Retrieved from
http://www.unesco.org

UNESCO. (2020). Stem education for girls and women: Breaking barriers and exploring gender
inequality in Asia. Retrieved from htpps://www.unesdoc.unesco.org

UNESCO-UNEVOC. (2020). Boosting gender quality in science and technology: A challenge
for TVET programs and careers. Retrieved from https://unevoc.unesco.org

Were, C. (2020). Factors influencing the retention of girls and women students in STEM
courses at the Technical University of Kenya. Retrieved from
http://erepository.uonbi.ac.ke
Published
2023-10-12
How to Cite
Koros, D. P., & Achieng, S. D. M. S. B. (2023). Gender Inclusion in TVET institutions: A review of policy Implementation in Kenyan Technical Institutes. IJRDO Journal of Language, Gender and Literature Studies, 1(1), 1-7. Retrieved from http://13.234.104.160/index.php/lgls/article/view/5868