dc.description.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. |
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