Gender Inclusion in TVET institutions: A review of policy Implementation in Kenyan Technical Institutes
Abstract
Gender inclusion is acknowledging that everyone deserves to be treated with respect regardless of gender identity and expression and ensuring that systems and processes treat all genders equally. It entails doing everything possible to ensure that systems and processes treat all genders with both horizontal and vertical equity in access to education. Inclusive education is about quality, equal participation and safety to learn without fear of discrimination or violence. Sustainable Development Goal 5 encourages all Technical and Vocational Education and Training (TVET) institutions to domesticate the model policy to their specific and contextual needs and mandates to intentionally and collectively mainstream gender across policy decisions, systems, operations, infrastructure, curricular and training and job placements. While enrolment in TVET institutions in Kenya has increased, a report by Republic of Kenya still indicates that there is persistent gender disparity in access especially in enrollment to given courses and study areas in TVET institutions. Kenya Vision 2030 also views gender as a key developmental challenge facing the country. This paper sought to establish the use of gender inclusion policy in access to TVET institutions. The study was guided by capabilities approach theory developed by Amartya Sen and human rights approach highlighting the common principles of participation, accountability, non-discrimination and equality, empowerment and legality (PANEL). The findings may help TVET institutions evaluate their practice of gender inclusion policy, identify gaps in their operations and take necessary actions.
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