Gender trends and female students’ enrolment in technical and vocational education training Institutes in Jinja district, Uganda Since 2018 –2023

Abstract

This study focused on gender trends and enrollment of female students in vocational education training institutes in Jinja District, Uganda. The study was guided by three research objectives. First, to establish community’s perception towards female students’ participation in TVET training in Jinja District; to explore the available facilities that enable female students’ participation in TVET training and finally to find out stakeholders’ perspectives towards increased female students’ enrolment into TVET institutions in Jinja District. A cross-sectional design was employed with population of 100 participants while the sample size was 36 participants. Data was gathered using self-administered questionnaires and interview guides for respondents in focus group discussions. Results from the study showed that community’s perception on female students’ enrolment into TVET changed gradually from 2018 to 2023. Remarkable increase in female students’ enrollment for TVET courses was registered where some female students enrolled for traditionally male related trade TVET courses. Secondly the results also indicated that institutes have some physical structures like hostel facilities, lavatories, bathrooms, classrooms and workshops. Results further indicated that the teaching staff in the TVET institutions as well as parents had a positive attitude towards enrolling female students into TVET courses. Among the key recommendations is that the MoES should organize regular public sensitization about equalization of opportunities for all students and increase funding to the TVET sub-sector. TVET institution administrators should liaise with MOES to provide continuous guidance and counselling to female students. Students should be encouraged by their administrators and instructors to seek guidance and support on issues of concern from responsible resource persons, including peers.