Gender Mainstreaming in TVET Institutions in Kenya
Keywords:
Gender mainstreaming, gender parity, GPI, TVET, policy
Abstract
A countrys most important resource is the skills of its people. To achieve equity and equality in skills development gender mainstreaming was identified by the Kenyan government. In 2007, the Ministry of Education, Science and Technology (MoEST) developed Gender in Education policy. There was need to evaluate the implementation process to find out: the extent of gender policy implementation process, and the perception of lecturers towards gender mainstreaming, the findings were meant to inform education stakeholders on progress of implementation. The study was based on the Management Evaluation Model and on Liberal Feminist Theoretical framework. It adopted a mixed method research design and 276 respondents were sampled from ten selected Technical and Vocational Education and Training (TVET) institutions. Probability and non-probability sampling was used to select the 276 respondents. Data was collected through three types of instruments namely questionnaires, interview guide and document analysis guide. Piloting was done to enhance validity and determine reliability of instruments. Quantitative data was analyzed through descriptive statistics, and qualitative data organized into themes and patterns pertinent to the study. It was established that: the gender policy was being implemented in sampled TVET institutions, and the perception of lecturers was positive. It was also established that the implementation process faced challenges. The study concluded that the mean Gender Parity Index (GPI) for the sampled institutions had moved further from one (1) to 0.804 and, lecturers had positive perception towards gender mainstreaming. However, there were some cultural issues hindering gender mainstreaming in TVET institutions, which led to the following recommendations: MoEST and TVET institutions to put in place mechanisms for effective implementation, Cultural inhibitions to be addressed, and Government to set up structures for full implementation of gender policy.Article Views and Downloands Counter
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Bunyi, G. (2008). Interventions that increase enrolment of women in African tertiary
Institutions. Improving Tertiary Education in Sub-Saharan Africa: Things That
Work! A Case Study presented for regional conference in September from 23rd to
25th, 2003 in Accra, Ghana.
Bunyi, G. (2003). Gender issues in post primary education; Beyond Primary Education,
Challenges and approaches to expanding learning opportunities in Africa:
Negotiating the interface between upper secondary and higher education in
sub-saharan Africa. The Gender dimensions. Biennale on Education in Africa,
Maputo: Mozambique.
Derbyshire, H. (2002) Gender Manual: A Practical Guide for Development Policy
Makers and Practitioners, London: DFID
European Commission and Socrates-Grundtvig 1 programme. (2007). Gender Dialogues,
Dialogue between the genders; Gender Training in Europe, A research report for
project No: 225577-cp-1-2005-ES-G11.
Institute of Economic Affairs (2008). Profile of womens socio-economic status in Kenya,
Nairobi, Kenya, Institute of Economic Affairs, Nairobi: Government Printer.
Morley, L. (2007). Sister-matic: gender mainstreaming in higher education. Teaching in
higher education. vol. 12, Nos. 5-6, October 2007, pp. 607-620. Routledge Taylor
and Francis Group.
Misola, K. N. (2010). Improving the participation of female students in TVET
programmes formerly dominated by males; The experience of selected Colleges
and Technical Schools in the Philippines. International centre, Bonn, Germany:
UNESCO-UNEVOC Ogula, P. (2009). Handbook on monitoring and evaluation of
educational projects and programmes, Unpublished
Ogula, P. (2009). Handbook on monitoring and evaluation of educational projects and
programmes. Unpublished.
Okhoya, N. C. (2004). A perspective on gender in the IAEA. Concepts and planning
section; Department of Technical Cooperation.
GoK, (2007). Gender policy in education, Ministry of Education: Nairobi Government
Printer
GoK, (2008). Kenya Vision 2030; Sector plan for science, technology and innovation
2008-2012, A globally competitive and prosperous Kenya. Nairobi: Government
Printer.
GoK, (2009). Education facts and figures 2002- 2008, Ministry of Education: Nairobi.
Government Printer.
GoK, (2010a). Constitution of Kenya. Nairobi: Government Printer.
GoK, (n.d). Gender Mainstreaming Sensitization paper 1 new version by Leah Kiura
UNESCO, (2003). EFA Global monitoring report, Gender and education for all, the leap
to equality. Paris, UNESCO: Oxford University Press
Valk, M. (2000) Introduction: commitments to women and gender, in H. van Dam, A.
Khadar and M. Valk (eds.) Institutionalising Gender Equality: Commitment, Policy
and Practice, A Global Sourcebook, Netherlands and Oxford: KIT Publishers and
Oxfam GB
Vimala, R. (2010). Gender issues in higher education, Advocacy brief. Bangkok:UNESCO
Published
2016-05-25
How to Cite
Omukhulu, D., Ogbanicael, L., & Kimamo, G. (2016). Gender Mainstreaming in TVET Institutions in Kenya. Africa Journal of Technical and Vocational Education and Training, 1(1), 21-30. Retrieved from https://afritvetjournal.org/index.php/Afritvet/article/view/9
Section
INCLUSION IN TVET
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