Assessment of strategic gender needs of Technical and Vocational Training Institutes in Uasin Gishu County, Kenya: Review of Gender Policies and Frameworks

Abstract

The World Economic Forum Report of 2018 indicates a 32% index on the global gender gap in leadership and technology among men and women, despite the high enrollment of 65% and 66% for girls and boys in secondary education and 39% and 34% for women and men, respectively, in colleges and universities. When young people in Kenya transition from secondary to tertiary education, there are still sizable gender gaps, with more girls than boys dropping out of school. The low transition rates are attributed by a number of factors, including cultural and traditional barriers, attitudes toward women, financial and geographic constraints, a lack of family support, and teen pregnancies. The broad objective of this study was to empower technical-vocational institutions to actively participate and be agents of change in gender roles, structures, and socialization processes locally, nationally, and internationally. Specific objectives of this study were to review gender policies nationally, regionally and internationally, to develop a framework to conduct a baseline needs assessment survey and to assess the strategic gender needs of the Eldoret National Polytechnic in Uasin Gishu County, Kenya. Data to assist in creating a structure for carrying out a baseline needs assessment survey was gathered through a desktop review, which involved a methodical examination of available documents pertinent to gender policies and frameworks. The results of this study provided the baseline data on gender policies that are currently in place to guide the creation of training materials for staff and students so that the institution can be proactive in promoting a gender-sensitive culture. Through improved monitoring and reporting of gender-related issues to relevant stakeholders to improve the institution's capacity to identify and address gender gaps.