Browsing by Author "Phiri, Dines"

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    Participation in Technical Education, Vocational and Entrepreneurship Training in Zambia: Are there Gender Differences?
    (2022-09) Phiri, Dines; Mutale, Mwamba; Kapompole, Mwaba
    PCR10 Sub-theme: Promoting Equity and Inclusion // The 5th Sustainable Development Goal focuses on gender equality, which is to ensure no disfranchisement from participating in socio-economic activities based on their sex. In Zambia, the majority of learners in Technical Education, Vocational and Entrepreneurship Training registered institutions in highly technical progammes are mostly male. A number of women are denied the chance to achieve their potential in mostly male programmes due to societal stereotypes, lack of requisite school qualifications or self-intimidation. Some scholarship incentives have tried to encourage more women participation in mostly male training programmes but the uptake is not very high. However, there are socio-economic returns that accrue workplaces and women for participating in male dominated sectors. This paper seeks to assess the gender differences in the participation of students in mostly male programmes in Technical Training. The main concern was that highly technical programmes have lower female enrolment and participation. A descriptive survey design was employed in this study and data analsyed using descriptive (tables and charts), and inferential (Mann-Whitney U-test) statistics. The findings showed that 26.3 % of the total student population was female, while only 15.1% of females were enrolled in mostly male programmes. This study could contribute to the body of knowledge on gender studies in technical training, and guide policy on interventions of increasing gender equity, and open and distance learning. // Paper ID 3061
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    The Role of ODL in Improving Skills Acquisition in the Informal Sector in Zambia
    (2019-09) Phiri, Dines
    The Technical Education, Vocational and Entrepreneurship Training Authority (TEVETA) piloted Recognition of Prior Learning (RPL) assessments on worksites or project sites. The purpose of this programme was to equip the informal sector personnel with nationally recognised qualifications. The various skills that such personnel acquire through these worksites are usually unrecognised and uncertified, which limits their participation in various national projects. It was recognised that even though the informal sector mentorship programmes equip the workforce with technical competence and vast experience, there is usually partial compliance to Occupational, Health, Safety and Environment (OHSE) standards in the workshops and worksites. In addition, there is limited value addition by the informal sector of various goods and services. This paper seeks to explore strategies on how to enhance knowledge, skills and attitudes of the informal sector. The specific objectives of this paper are as follows: To identify the causes of low skills acquisition in the informal sector; To describe the effect of skill certification in the informal sector; and To review how open and distance learning (ODL) can be used to improve skills among informal sector workers. This paper seeks to contribute to the body of knowledge on how skills and competences that are acquired from informal worksites can be formally recognised to empower the informal sector with skills upgrading to enable them to participate effectively in national projects. The 9th Pan-Commonwealth Forum (PCF9) provides an appropriate platform to share empirical findings of this paper and benefit from the network of experts and practitioners in various fields of ODL and TEVET. // Paper ID 244