Determinants of female enrolment in engineering programs of public technical vocational education and training institutions In Nandi County, Kenya.

Abstract

Significant progress has been made by the Kenyan government and other educational partners to increase the enrolment number of female students in Technical and Vocational Education and Training (TVET) programs, yet the proportion of female students is still low. The purpose of the study was to determine what variables encourage or prevent women in Nandi County from enrolling in TVET engineering programs. The following objectives acted as a guide to achieve the purpose of the study: examine the influence of socioeconomic factors; to examine the influence of policy factors; to evaluate the influence of institutional factors; to assess the extent to which the availability of role models influence female enrolment in TVET engineering programs. The study was carried out in public technical institutions in Nandi County. The study was conducted based on Ruth Pearson's gender relations theory. A mixed method approach was used. Descriptive survey was utilized as the research design in this study. The target population was 210 engineering diploma and certificate students, 60 trainers in engineering, 2 registrars from selected TVET institutions in Nandi County, and one Nandi County TVET director. The study employed the Krejcie and Morgan formulae. It had a sample size of 136 students, 52 trainers, 2 registrars and one county TVET officer. Simple random sampling was used to choose the institutions. Stratified random sampling was used to select students and trainers, and the census method was used for the registrars. Questionnaires and interview schedules were used to collect data. Quantitative data was analyzed using regression while qualitative data was analyzed thematically. Analyzed quantitative data was presented by use of themes, tables, bar graphs and charts. The study found out that the society has a negative attitude towards female students studying in engineering. Furthermore, institutional variables such as outdated technology, students’ lack of awareness of the entry requirements and inadequate infrastructure were shown to discourage girls from enrolling in engineering courses. The study also discovered that absence of female trainers to serve as role models for girls influenced their decision to enroll in TVET engineering programs. Regression analysis noted a significant positive relationship (r>0; p=0.00) between low female enrolment and: socioeconomic determinants, institutional determinants and availability of role models determinants. However, there was a negative relationship (r>0; p=0.064) between policy factors and the enrolment of female students in engineering. The study concluded that social factors such as societal perceptions, poverty, and institutional determinants such gender biased curriculum materials, outdated technology and student's lack of awareness of the entry requirements in technical courses were the main barriers to female students’ enrolling in TVET engineering courses. However, policy factors do not affect enrolment in engineering. The study recommended that the government leverages technology for remote learning and awareness campaigns to simulate real-world engineering environments and projects as this could provide girls with an immersive experience of what engineering careers entail, fostering excitement and breaking stereotypes about the field. Integrate female-centric case studies in the curriculum to motivate female students and also help reshape societal perceptions about women in engineering.