Participation in Technical Education, Vocational and Entrepreneurship Training in Zambia: Are there Gender Differences?

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Date
2022-09
Authors
Phiri, Dines
Mutale, Mwamba
Kapompole, Mwaba
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Publisher
Commonwealth of Learning (COL)
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Abstract
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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Subject
Gender Equality, Mostly Male, Participation, TEVET
Country
Zambia
Region
Africa
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