SHINYANGA VTC GENDER EQUALITY STRATEGY

TABLE OF CONTENTS

1.0 INTRODUCTION

2.0 VISION, MISSION AND VETA CORE VALUES OF ORGANIZATION

3.0 TYPES OF COURCES OFEERED

LONG AND SHORT
3.1 a table showing the number of males and females staff
3.1.2 a table showing the number of males and females trainees
3.1.3 a table showing the number of males and females trainees in boarding

4. 0 RATIONALE FOR GENDER STRATEGY (GES)

4.1 ISTEP requirements on Gender Equality
 CONT

5.0 TANZANIAS INTERNATIONAL AND NATIONAL COMMITMENTS TO GENDER EQUALITY AND DONOR GENDER STRATEGY REQUIREMENTS.

5.1 Institutes Strategic Guiding Document

6.0 STATUS OF GENDER EQUALITY AT THE TVET INSTITUTE LEVEL

6.1 SITUATION OF GE AT SHINYANGA VTC

6.2 ACTIONS TO BE TAKEN BY SHINYANGA VTC TO BRING GENDER EQUALITY

6.3 ACTIONS WHICH HAVE ALREADY TAKEN BY SHINYANGA VTC TO BRING GENDER EQUALITY

7.0 SITUATIONAL ANALYSIS FOR GE QUANTITATIVE DATA COLLECTION

a) Total Enrolment 2014-2017 (Data source from the Registrars Office)

b) Enrolment by Course/Program
c) Student Pass Rates by Gender and by Program
 8. SHINYANGA VTC GENDER EQUALITY LOG FRAME WORK

Issue(s)
Objective (s)
Strategy (ies)
Target activities
Resources/budget
Responsible
Target
Means of verification
Time frame
 ABBREVIATIONS
VETA-VOCATIONAL EDUCATION AND TRAINING AUTHORITY

VTC-Vocational Training Centre

GES-Gender Equality Strategy

CEDAW- Convention Elimination of all Forms of Discrimination

against Women

NSGDs- National Strategy for Gender and Development

SDGs-Sustainable Development Goals

CONT.
CONT

ISTEP-Improving Skills Training For Employment

Programs

TVET-Technical and Vocational Education and

training

MDGs-Millennium Development Goals

 1.0 INTRODUCTION:

VETA Shinyanga is located in SHINYANGA

MUNICIPAL in SHINYANGA District, about 5
kilometers from SHINYANGA Municipality along
the SHINYANGA-TABORA Highway. VETA
Shinyanga was established in 1989 with only
one trade that is Masonry and bricklaying. At
the moment the college has ten long courses
and eighteen short courses.
 CONT

VETA Shinyanga is also one of 26 Training Centers

in Tanzania Mainland that offers Vocational Skills
under Vocational Education and Training authority
(VETA).VETA Shinyanga ,apart from offering cross
cutting skills ,it offers unique skills that are not found
in any other training centers in Tanzania such as Plant
Operation , Heavy Duty Equipment Mechanics and
Gemstone Cutting, Polishing and Carving. VETA
Shinyanga offers equal opportunity to all Tanzanians
and foreigners, males and females both long courses
and short courses
 2.0 VISION, MISSION AND VALUES OF ORGANIZATION

The Mission of VETA is to ensure provision of quality

Vocational Educational and Training that meets
labour market needs, through effective regulation,
coordination, financing and promotion in
collaboration with stakeholders.
The Vision of VETA is an excellent Vocational
Education and Training system that is capable of
supporting national social economic development
in the global context.
 VETA CORE VALUES

Demand driven services

Performance Excellence
Transparency
Team work.
 3.0 TYPES OF COURCE OFFERED

LONG COURCES OFFERED

HEAVY DUTY EQUIPMENTS AND MECHANIC
PLANT OPERATION
ELECTRICAL INSTALLATION
WELDING AND METAL FABRICATION
PLUMBING AND PIPE FITTING
CARPENTRY AND JOINERY
CONT

7. MANSONRY AND BRICKLAYING

8. GEMSTONE CUTTING, POLLISHING AND
CARVING
9. DESIGNING SEWING AND CLOTH TECHNOLOGY

10. SECRETARIAL AND COMPUTER APPLICATION.

 CONT

SHORT COURSES OFFERED

HEAVY DUTY EQUIPMENTS AND MECHANICS
CARPENTRY AND JOINERY
MANSONRY AND BRICK LAYING
MINING TECHNOLOGY
WELDING AND METAL FABRICATION
PLANT OPERATION
PLUMBING AND PIPE FITTING
CONT.

8.PASSENGER SERVICE VEHICLE

9. ELECTRICAL INSTALLATION
10. COMPUTER APPLICATION
11SECRETARIAL AND COMPUTER
12. AUTO ELECTRICAL
13. COMPUTER MAINTENANCE
14. BASIC TAILORING
15. BATIK MAKING
16. EMBROIDERY
17. CATERING
18. HAIR DRESSING SALON AND DECORATION
3.1 A TABLE SHOWING THE NUMBER OF MALES AND
FEMALES STAFF IN SHINYANGA VTC

S/N MALES FEMALES TOTAL

1 35 13 48

PERCENT 72.8% 27.0% 100%

3.1.2 A TABLE SHOWING THE NUMBER OF MALES
AND FEMALES TRAINEES IN SHINYANGA VTC

TRADE MALES FEMALES TOTAL

SECRERARIAL AND
3 39 42
COMPUTER
PLANT OPERATION
24 7 31
GEMSTONE CUTTING AND
6 7 13
CARVING
MANSONRY AND BRICK
30 4 34
LAYING
WELDING AND METAL
54 3 57
FABRICATION
DESIGNING SEWING AND
1 20 21
CLOTH TECHNOLOGY
CONT.

CARPENTRY AND JOINERY

16 0 16
PLUMBING AND PIPE
FITTING
43 38 81
ELECTRICAL INSTALLATION
94 19 113
TRUC MECHANICS
87 1 88
TOTAL
358 138 496
PERCENT
72.1 27.8 100
3.1.3 A TABLE SHOWING THE NUMBER OF MALES AND
FEMALES TRAINEES IN BOARDING SHINYANGA VTC

S/N MALES FEMALES TOTAL

1 62 104 166
 This gender equality strategy outlines the explicit approach
for integrating gender equality principles at Shinyanga VTC plan
with the intention to achieve gender equality.
It is designed as management tool to guide the integration of
gender equality concerns within the institute/centre as was
identified in the gender analysis conducted on 19th April, 2017
during the gender team meeting.
CONT.

This process will also involve other institutes/centres

stakeholders such as Regional Commissioner, District
Commissioner, Head of Schools, Religious Leaders,
parents and Trainees through

Inviting them to visit our centre to see our made

products by our trainees
Have meeting with them to discuss our ongoing
activities examples enrollment season, exams, field
attachment with intention of marketing the courses
offered in our centre as to bring Gender Equality.
 4.1. ON the other hand the ISTEP requirements on
Gender Equality are
Increase the number of vocational Graduates
males and females with the relevant needed
skills.
Reduce gender gaps in various vocational
Programs at Shinyanga VTC.
Promote gender equality by increasing
enrolment of males and females in vocational
programs especially programs which have
imbalance trainees.
5.0 TANZANIAS INTERNATIONAL AND NATIONAL
COMMITMENTS TO GENDER EQUALITY
At International level, Tanzania has signed key
Convention on Elimination of all Forms of Discrimination
against Women (CEDAW) as ratified 1985, UNESCO
Convention Against Discrimination in Education ratified
1979and the Revised Recommendation on Vocational
Technical ratified 2001.Tanzanaia also was a party of
the implementation of Millennium Development Goals
(MDGs) that ended in 2015 and ongoing Sustainable
Development Goals (SDGs) with a 2030 time frame.
CONT..
CONT.

At National level, gender equality implementation is

guided by the overall National Gender Policy
(2000) administered by the Ministry responsible
for gender. The policy also calls for sectors
policies to address the issues in the context of
the specific sector, including private sector. The
policy is implemented through a comprehensive
National Strategy for Gender and Development
(NSGD 2000) which provides guidance for
attainment of gender equality and equity goals.
CONT..

Overall, the policy and regulatory framework in

Tanzania provides a conducive environment for
pursuing of gender equality across the sectors.
To a large extent gender equality is at the
drawing board for many programs in the
education sector and its subsector including
TVET.
DONOR GENDER STRATEGY REQUREMENTS.

-ISTEP partners acquaint knowledge on some tools of the GE Toolkit

such as the gender Analysis, the Gender checklist to assess the
status of GE at the institute and draft gender equality strategy that
will guide gender initiatives so as;
1. Increase the number of vocational graduates males and females
with the relevant needed skills.
2. Reduce gender gaps in various vocational programs.
3. Promote gender equality by increasing enrolment of males and
females in
CONT..

vocational programs especially program

which have imbalance trainees.
We acknowledge our governments efforts in
providing conducive environment for pursing
gender equality across various sectors. At
large extent GE acts as a drawing board for
many programs in the education and its
subsectors including TVET.
 5.1 INSTITUTES STRATEGIC GUIDING
DOCUMENT

Shinyanga VTC has strategic guiding

document on GE as objective so as to
attain institutes objectives on GE through
Marketing the courses offered and address
the mind set of society to change negative
attitudes towards Technical and Vocational
Education.
 6.0 STATUS OF GENDER EQUALITY AT THE TVET
INSTITUTE LEVEL

Gender analysis is a planning tool used to identify and plan for

elimination of identified gaps.
Gender analysis in TVET reveals a number of gender issues that if not
addressed challenges the basic principles of gender equality.
In TVET gender gaps could be a result of complex and
multidimensional factors, including cultural norms and practices,
institutional factors as well as lack of locally based legal and policy.
 CONT..

Cultural factors could be among key

contributors to gender inequality at the
institutions. The contribution of negative
traditional norms and practices on gender
equality as in article Convention on
Elimination of all Forms of Discrimination
Against women.
 6.1 SITUATION OF GE AT SHINYANGA VTC

The situation of GE at Shinyanga VTC is imbalance due to;

1:Low enrolment of Females trainees in Masonry and
Bricklaying (MB), Carpentry and Joinery ( CJ), Truck
Mechanics (TM) and Welding and Metal Fabrication (WF)
trades due to negative attitudes towards
technical/science based programs and very few females
applicants apply to join in Masonry and Bricklaying (MB),
Carpentry and Joinery( CJ), Truck Mechanics (TM) and
Welding and Metal Fabrication (WF) trades.
CONT..

: Low enrollment of males trainees in Secretarial and

Computer Application (SC) and Design Sewing and Cloth
Technology( DSCT) trades due to negative attitudes
towards technical/science based programs and very
few males applicants apply to join in Secretarial and
Computer Application (SC) and Design Sewing and
Cloth Technology( DSCT )trades
3: Inadequate accommodation and hygienic facilities for
females capacity.
 6.2 ACTIONS TO BE TAKEN BY SHINYANGA VTC TO BRING
GENDER EQUALITY

Marketing the courses offered.

Address the mind set of society to
change negative attitudes towards
Technical and Vocational Education.
 6.3 ACTIONS WHICH HAVE ALREADY TAKEN BY
SHINYANGA VTC TO BRING GENDER EQUALITY

Increase enrollment of trainees in programs with

imbalanced gender. This were done through;
Renovate Nyerere A & B dormitories.
Transfer males trainees from Nyerere A & B to
Mandela and Bariadi dormitories
Transfer females trainees from Mandela to
Nyerere A& B dormitories
Provide hygienic facilities for females such as
build burning furnace.
Enroll trainees in dormitories
 7.0 SITUATIONAL ANALYSIS FOR GE QUANTITATIVE
DATA COLLECTION

a) Total Enrolment 2014-2017 (Data source

from the Registrars Office)

Year Boys Girls Total Boys Girls Remarks

(%) (%)
2014/ 242 96 338 71.5 28.4 -low enrollment
15 of girls compare
to boys
2015/ 298 119 417 71.4 28.5 -low enrollment
16 of girls compare
to boys
 B) ENROLMENT BY COURSE/PROGRAM
CARPENTRY AND JOINERY

Year LEVEL Boys Girls Total % Boys %Girls Remarks

2014/15 I 13 0 13 100 0 Low enrollment of girls
II 08 0 08 72.7 0 than boys due to
negative attitudes
2015/16 I 05 0 05 100 0 towards TVET
II 09 0 09 69.2 0
2016/17 I 11 0 11 100 0
 MASONRY AND BRICK LAYING

Year LEVEL Boys Girls Total % Boys %Girls Remarks

I 19 1 20 95 05
II 15 0 0 100 0
2014/15
I 14 02 16 87.5 12.5 Low enrollment of
girls than boys due to
II 15 01 16 93.75 6.25 negative attitudes
towards TVET
2015/16
I 19 02 21 90.4 9.5
2016/17
 PLANT OPERATION
Year LEVEL Boys Girls Total % Boys %Girls Remarks
2013 I 28 02 30 93.3 6.7
2014 II 26 02 28 92.9 7.1 Low
enrollment
2015 I 27 07 34 79.4 20.6 of girls than
boys due to
negative
2016 II 25 07 32 78.1 21.9 attitudes
towards
2017 I 24 07 31 77.4 22.6 TVET
 TRUCK MECHANICS
Year LEVEL Boys Girls Total % Boys %Girls Remarks

I 17 00 17 100 00 Low
2015 enrollmen
t of girls
II 16 00 16 100 00
than boys
due to
I 41 01 42 97.6 2.4 negative
2016 attitudes
towards
II 00 00 00 00 00 TVET

I 53 00 53 100 00
2017
 Year LEVEL Boys Girls Total % Boys %Girls Remarks
2011/12 I 07 09 16 25 75 SOCIETIES
GEMSTONE CUTTING, POLLISHING AND CARVING ARE NOT
FAMILIAR
II 04 09 13 30.7 69.3
WITH IT
BECAUSE
2017/18 I 06 07 13 46.1 53.9 IT IS A
NEW
II - - - - - COURSE
 DESIGN SEWING AND CLOTHS TECHNOLOGY

Year LEVEL Boys Girls Total % Boys %Girls Remarks

2014/15 I 01 11 12 08.3 91.7
II 01 09 10 10 90 -Low
enrollment
2015/16 I 0 15 15 0 100
of boys than
II 0 13 13 0 100 girls due to
2016/17 I 0 13 13 0 100 negative
II 00 09 09 00 100 attitudes
and mind
2017/18 I 01 11 12 08.3 91.7
set of
society
towards
DSCT
seems to be
special for
women
only..
Year LEVEL ELECTRICAL
Boys Girls Total INSTALLATION
% Boys %Girls Remarks

2014 I 20 03 23 86.9 13.1 Low enrollment of girls

than boys due to
2014 II 19 02 21 90.4 9.6 negative attitudes
towards TVET
2015 I 26 04 30 86.6 13.4

2015 II 24 04 28 85.7 14.3

2016 I 46 06 52 88.2 11.8

2016 II 58 10 68 85.2 14.8

2017 I 50 15 65 76.9 23.1

 PLUMBING AND PIPE FITTING

Year LEVEL Boys Girls Total % Boys %Girls Remarks

2014 I 16 07 23 69.5 30.5
2014 II 12 06 18 66.7 33.3
2015 I 21 06 27 77.7 22.3
2015 II 17 03 20 85 15
At least
2016 I 09 11 20 45 55 there are a
2016 II 21 06 27 77.7 22.3 big number
2017 I 27 23 40 67.5 32.5 of
2017 II 16 15 31 51.6 48.4 enrollments
of girls
compare to
other
trades.
Year WELDING
LEVEL Boys AND
GirlsMETAL
Total FABRICATION
% Boys %Girls Remarks
2014 I 18 00 18 100 00
2014 II 16 0 16 100 00 Low
enrollment
2015 I 20 01 21 95.2 04.8 of girls
2015 II 18 00 18 100 00 than boys
due to
2016 I 20 00 20 100 00
negative
2016 II 20 01 21 95.2 04.8 attitudes
2017 I 35 03 38 92.1 7.9 towards
TVET
2017 II 19 00 19 100 00
 C) STUDENT PASS RATES BY GENDER AND BY PROGRAM
CARPENTRY AND JOINERY

Year Boys Girls Total % Boys %Girls Remarks

2014 10 0 10 100 0 PASSED

2015 7 0 7 100 0 PASSED

2016 9 0 9 100 0 PASSED

DESIGN SEWING AND CLOTH TECHNOLOGY

Year Boys Girls Total % Boys %Girls Remarks

2014 0 8 8 0 100 PASSED

2015 1 9 10 10 100 PASSED

2016 0 12 12 00 100 PASSED

 ELECTRICAL INTALLATION

Year Boys Girls Total % Boys %Girls Remarks

2014 56 14 70 98 85 PASSED

2015 24 4 28 100 100 PASSED

2016 55 10 65 84.6 15.4 PASSED

 MASONRY AND BRICLAYING

Year Boys Girls Total % Boys %Girls Remarks

2014 10 0 10 100 0 PASSED

2015 15 1 16 100 100 PASSED

2016 17 0 17 100 00 PASSED

 PLANT OPERATION

Year Boys Girls Total % Boys %Girls Remarks

2014 - - - - - NO
CANDIDATES

2016 25 7 32 100 100 PASSED

 PLUMBING AND PIPE FITTINGS
Year Boys Girls Total % Boys %Girls Remarks
2014 14 5 19 100 100 PASSED

2015 18 03 21 100 100 PASSED

2016 20 7 27 100 100 PASSED

 WELDING AND METAL FABLICATION
Year Boys Girls Total % Boys %Girls Remarks

2014 18 1 22 94 100 PASSED18 OUT OF

19

2015 17 00 18 94.4 00 PASSED 17 OUT OF

18

2016 18 01 19 94.4 100 PASSED 17 OUT OF

18
SECRETARIAL AND COMPUTER STUDIES

Year Boys Girls Total % Boys %Girls Remarks

2014 0 1 1 0 100 PASSED

2015 02 21 23 00 00 FAILED

2016 MAY 00 22 22 0 36 PASSED 8

OUT OF 22
 E) DROPOUT RATES FOR BOYS AND GIRLS BY PROGRAMS
E) DROPOUT RATES FOR BOYS AND GIRLS BY PROGRAMS
CARPENTRY AND JOINERY

Remarks (e.g.,
reasons for
Year Boys Girls Total % Boys %Girls dropping out)

2015 5/23 0 5/23 21.7 0 ONE PASSED

AWAY 4 LEFT
WITHOUT
REASON

2016 3/17 0 3/17 17.6 0 LEFT WITHOUT

REASON

2017 0 0 0 0 0
E) DROPOUT RATES FOR BOYS AND GIRLS BY PROGRAMS
CONT.

DESIGN SEWING AND CLOTH TECHNOLOGY

Remarks (e.g., reasons

Year Boys Girls Total % Boys %Girls for dropping out)
2015 0 4/25 4/25 0 16 2 GOT PREGNANT.
2 LOW
PERFORMANCE
2016 0 6/27 6/27 0 22 1 GOT PREGNANT,5
LEFT WITHOUT
REASON
2017 0 0 0 0 0
E) DROPOUT RATES FOR BOYS AND GIRLS BY PROGRAMS
CONT.

MASONRY AND BRICLAYING

Year Boys Girls Total % Boys %Gir Remarks (e.g.,

ls reasons for
dropping out)
2015 2/18 0 2/18 11.1 0
LEFT AFTER GETTING
LITTLE SKILLS THEN
THEY GO FOR
INDECENT JOB
2016 0 0 0 0 0 -

2017 0 0 0 0 0 -
F) MARKETING MATERIALS USED TO ADVERTISE CORE
PROGRAMS (E.G., POSTERS/ILLUSTRATIONS/VIDEOS)
Name of Gender sensitivity
Program Biased (Girls) Biased (Boys) Neutral Summary of message
C/J NEUTRAL NEUTRAL NEUTRAL

P/O NEUTRAL NEUTRAL NEUTRAL

E/I NEUTRAL NEUTRAL NEUTRAL The courses available

for the time been are
W/F NEUTRAL NEUTRAL NEUTRAL
publicized or written
MB NEUTRAL NEUTRAL NEUTRAL and all who are in need
GCPC NEUTRAL NEUTRAL NEUTRAL are welcomed.
DSCT NEUTRAL NEUTRAL NEUTRAL

S/C NEUTRAL NEUTRAL NEUTRAL

a) Hostel facilities
IV)
Current PHYSICAL LEARNING ENVIRONMENT
Boys Girls Remarks

Capacity 68 104 STANDARD

IV) PHYSICAL LEARNING ENVIRONMENT
CONT

Ideal

Boys Girls Remarks

Capacity 68 120 STANDARD

IV) PHYSICAL LEARNING ENVIRONMENT
CONT

b) Toilet/ Washroom Facilities

Current
Capacity utilized Ratio /toilet Washing room/changing
room for girls
Boys 68 5 5:68

Girls 104 7 7:104 AVAILABLE

IV) PHYSICAL LEARNING ENVIRONMENT
CONT

Ideal
Washing
Capacity Utilized Ratio /toilet room/changing
room for girls
Boys 68 5 5:68

Girls 104 7 7:104 AVAILABLE

IV) PHYSICAL LEARNING ENVIRONMENT
CONT

c)Sports facilities
Current
Types Remarks
(make a list)
FOOTBALLS-1 THE SPORTS FACILLITIES ARES NOT
Boys BASKETBALL- ENOUGH COMPARED TO THE
VOLLEYBALL-1 NUMBER OF TRAINEES
-1 SET OF JERSEY
-GROUNDS ARE AVAILABLE

-2 SETS OF JERSEY THE SPORTS FACILLITIES ARES NOT

Girls -3 NETBALLS ENOUGH COMPARED TO THE
NUMBER OF TRAINEES
IV) PHYSICAL LEARNING ENVIRONMENT
CONT

Ideal

Types Remarks
(make a list)
- 6 FOOTBALLS PER QUOTER THE MENTIONED LIST WILL

Boys - 4 VOLLEYBALL PER QUOTER

- 4 SETS OF JERSEY PER YEAR
SATISFIED IF SUPPLIED

- 4 NETBALLS PER QUOTER THE MENTIONED LIST WILL

Girls - 4 SETS OF JERSEY PER YEAR SATISFIED IF SUPPLIED

 V) SOCIAL LEARNING ENVIRONMENT (E.G.,
NUMBER OF REPORTED HARASSMENT CASES)
YEAR BOYS GIRLS Remarks (e.g.,
Reported Reported mechanisms for
tracking/recording cases
of harassment)
- - There is no any reported case
2012/13
- - There is no any reported case
2013/14
- - There is no any reported case
2014/15
- - There is no any reported case
2015/16
- - There is no any reported case
2016/17
V) SOCIAL LEARNING ENVIRONMENT (E.G., NUMBER OF
REPORTED HARASSMENT CASES) CONT

i. Does the institution have a mechanism for

identifying, and dealing or intervening with,
unreported harassment cases?
ii. The Institution has a mechanism for identifying
and dealing or intervening with unreported
harassment cases. They are leaders, patron and
matron
iii. E.g. Bad. relationship between students which
bring misunderstood.
 VI) GE ACTIVITIES (UNDERTAKEN / PLANNED)

YEAR Activity Title or Budget Status Remarks (Briefly

Description allocated (completed, comment on
/not allocated abandoned/ activity and
ongoing) impact)
- - - No any activity
2014/15

- - - No any activity
2015/16

2016/17 Career guidance Tsh 180,000=/ completed Students were guided

on how to choose their
career
 VII) PROGRAM/COURSE ANALYSIS FOR POTENTIAL HEALTH
RISKS

Program Current Possible Health Risks Possible strategy /

Name Enrolment for Men Health Risks Potential
e.g., Fitter for Women intervention
Mechanics, M F
W/F 35 3 chest problem chest problem Use protective gear

C/J 9 0 Chest problem Chest Use protective gear

Eyes Eyes
ears ears
GCPC 6 7 Chest Chest Use protective gear
ergonomics ergonomics

DSCT 1 9 Chest Chest Use protective gear

ergonomics Ergonomics
Stitch fingers
MB 19 2 Chest Chest Use protective gear
ergonomics ergonomics
VII) MEMBERS OF STAFFS
Year Male Female Total % Boys %Girls Remarks

2014/15
2015/16 38 14 52 73.0 26.5 IMBALANCE
GENDER DUE
TO NATURE
OF
TECHNICAL
EDUCATION.
2016/17 34 13 47 72.9 27.0 IMBALANCE
GENDER DUE
TO NATURE
OF
TECHNICAL
EDUCATION.
 IX) POSITIONS IN DECISION MAKING

2012/13 2013/14 2014/15 2015/16 2016/17

Levels Remarks
M F M F M F M F M F
Decision is
made from
top
Senior 1 1 1 1 1 management
to line
managers.

Middle 5 5 5 5 5
 X) PROGRAM DELIVERY BY GENDER
Teaching Staff
Name of Number of Male Number of Total % M % F Remarks
Program Teaching Staff Female
Teaching Staff
SC 0 2 2 0 100
PO 2 0 2 100 0 -Imbalance
gender
GCPC 1 0 1 100 0
MB 2 0 2 100 0
WF 2 0 2 100 0
DSCT 0 2 2 100 0
CJ 3 0 3 100 0
E/I 2 0 2 100 0
PPF 2 0 2 100 0
TM 2 2 2 100 0
XI) GENDER ENROLMENT PATTERNS IN PROGRAMS .

Programs Where Girls are Over represented

Programs where Why are girls implication Strategies in place to

Girls are over over (employment/career change / improve the
represented represented? situation (if any)
-DUE TO -The nature of career. - change the mind
S/C SOCIETY It is belied that its for society to improve
DSCT ATTITUDES girls. the situation
 PROGRAMS WHERE GIRLS ARE UNDER REPRESENTED

Programs where Why girls under Implications Strategies in place

Girls are under are represented? (employment/care to change /
represented er improve the
situation (if any)
-due to negative -Employees have - Change the mind set
MB ,CJ,PO,WF & attitudes towards negative attitudes of employees that,
TM technical vocational towards girls that girls can work the
education have many excuse same as boys
.example when they especially when they
are in menstruation are given opportunity.
some fail to work,
carry pregnant and
maternity leave
 XII) BEST PRACTICES, CHALLENGES AND LESSONS
LEARNT FROM THE SITUATIONAL ANALYSIS OF THE
QUALITATIVE AND QUANTITATIVE DATA

What Best Practices already exist

at your institution?
 1. THE BEST PRACTICES THAT HAS ALREADY
EXISTED AT MY INSTITUTE/CENTRE IS ABOUT
GENDER STEREOTYPING IN VET.
Enrolment in courses offered by
the VET institutions display the bias
between boys and girls, whereby girls
tend to concentrated in reflecting
traditional roles of women, while
boys enrolled in courses that offer
skills in engineering trades .
1. THE BEST PRACTICES THAT HAS ALREADY EXISTED AT MY
INSTITUTE IS ABOUT GENDER STEREOTYPING IN VET.
CONT

Gender stereotyping is defined as entrenched

attitudes, practices and traditions that lead to
gender based and decision making inequalities
in division of labour, gender roles, access,
labour force participation and decision making.
In my Institute enrollments in 2017 boys
are72% and girls 27% which is very low.
2. GENDER DISPARITY IN ACCESS TO VET.

Overall women/girls representation in

the centre system at 27% is observed.
Therefore there is gender disparity in
access to VET.
 3. WHAT CHALLENGES DID YOU IDENTIFY?

1. Difficult in collecting data .That data are not prorely documented

What lessons did you learn?

1. Data documentation is very important

2.If Gender gap is not well addressed will bring high impact in
economic development. As one gender will be participating in
economic development and the other remain as dependant.

3. Co-operation is very important in providing data required and staffs

concerns should participate in argent issues.
 ANNEX.1.
SOME GENDER ANALYTICAL FRAMEWORK

Analytical Framework Areas of emphasis

Gender enrolment Gender enrolment should be balanced in
imbalance trades.
Encourage Females
Society perspectives Address the mind set of society to change
their attitudes towards Vocational Education
Training.
Employment Employer should consider both gender