Gender Mainstreaming in Technical and Vocational Educational and Training Instituion: a Case of Sigalagala National Polytechnic, Kakamega County

Abstract

This was a descriptive study on the strategies to mainstreaming gender in Sigalagala Polytechnic in Ikolomani Sub-County, Kakamega County, Kenya. Several studies have demonstrated the importance of integrating gender in education sector, specifically technical training, which in turn is instrumental for economic growth in the wider scheme of things. Despite this, policies, projects and programs have ignored the need for integrating gender perspectives that will improve the rate of transition of boys and girls to secondary level and tertiary level. The study sought to explore the strategies to mainstreaming gender in Sigalagala Polytechnic by specifically analyzing the obstacles to gender mainstreaming in access, participation and benefit of male and female students and the strategies to address the obstacles and create an environment for female and male students to access, participate and benefit from Sigalagala National Polytechnic. Using a mixed methods approach, the study undertook to analyze secondary data from 1998 to 2017 to inform the research questions for the qualitative component. The qualitative component of the study involved data collection through purposively sampled key informants. Data from the KIIs were recorded, translated & transcribed verbatim. Transcripts were analysed thematically in line with study objectives. Findings showed that the major obstacles to gender mainstreaming in technical and vocational education and training include reinforced imaging of gender inequality, disenabling training environment, gender composition of trainers as well as financial challenges. These obstacles can be countered through strengthened and sustained institutional and policy frameworks to inculcate gender agenda in technical and vocational education and training. Other strategies include a strong political willingness and supportive community. Technical and vocational education and training is thriving in Kenya and supported both by policy and institutional frameworks. These have ensured establishment for sufficient learning centres for technical and vocational education and training. However, this advancement does not match gender mainstreaming requirements. Essentially, there are various obstacles that limit full implementation of gender mainstreaming in technical and vocational education and training. The study recommends that the capacity of the institutions involved in technical and vocational education and training be strengthened to accommodate gender inclusion. This is through a system that ensures equality and equity in the training institutions as well as monitoring and evaluation frameworks for gender tracking.