An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda

Aidah Trevelynn Nganda; Francis Kirimi; Salome Nyambura

doi:doi:10.11648/j.ijvetr.20210702.12

| Peer-Reviewed

An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda

Aidah Trevelynn Nganda, Francis Kirimi, Salome Nyambura

Published in International Journal of Vocational Education and Training Research (Volume 7, Issue 2)

Received: 20 July 2021 Accepted: 6 August 2021 Published: 13 August 2021

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The realisation of gender equity through education and training has captured global and national attention. Despite the multiple strategies for achieving gender equity in Technical Vocational Education and Training (TVET), studies have revealed that funding challenges continue to hamper its realisation in TVET institutes. Thus, this study explored funding avenues in TVET that promote gender equity of students in TVET institutes in Uganda. A descriptive survey design with quantitative and qualitative approaches was used to collect, analyse and present study findings. 260 informants including institutional leaders, instructors, students, district leaders, ministry officials, and civil society gender advocates participated in this study. Purposive, convenient, and stratified random sampling techniques were used in selecting the study informants. Questionnaire and interview guides were used to collect the desired data. The quantitative data was cleaned, coded, and entered into Statistical Package for Social Sciences (SPSS) software version 21 for analysis. Percentage, mean, and standard deviations were used to present the quantitative data. Thematic method and verbatim reporting were used to analyse and present qualitative data respectively. The results revealed that: privatisation of TVET access, increasing TVET budgets, timely and adequate government grants, timely and adequate staff remunerations, bursaries and scholarships, public-private partnerships, affirmative strategies, and boosting parents’ income, promote gender equity of students. The study recommended that supportive loan schemes for TVET students be instated, capital grants per student need to be increased, with a slightly higher amount for females to meet their sanitary needs, capital grants to TVET institutes should be dispatched before the start of new terms/semesters, incorporation of the gender lens in the allocation of bursaries and scholarships, encouraging policy formulation and memoranda of understanding between institutes and industries, building linkages with other institutions and seeking donor funding from organisations.

Published in	International Journal of Vocational Education and Training Research (Volume 7, Issue 2)
DOI	10.11648/j.ijvetr.20210702.12
Page(s)	50-57
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Funding Avenues, Realisation, Gender Equity, Technical, Vocational Education and Training (TVET)

References

[1]	UNESCO. (2016a). Education for People and Planet: Creating Sustainable Futures for All. Paris: UNESCO.
[2]	UNESCO. (2016b). Strategy for Technical Vocational Education and Training (2016-2021). Paris: UNESCO.
[3]	Kintu, D., Kitainge, K. M., & Farej, A. (2019). An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work: A Case of Technical Vocational Education and Training Graduates in Uganda. International Journal of Vocational Education and Training Research, 5 (1), 1-9.
[4]	Webster, S. N., & Sausner, B. E. (2017). A focused analysis of TVET: Unique opportunities and Strategies for investing in and engaging Youth in Nicaraguan Society. Journal of Vocational Education and Training, 4 (69), 451-472.
[5]	Agrawal, T. (2014). Skills Development in India: An examination. Journal of Education and Work, 6 (27), 629-650.
[6]	International Labour Organisation, ILO. (2016). Compilation of Assessment Studies on Technical Vocational Education and Training (TVET): Lao People's Democratic Republic, Mongolia, The Philippines, Thailand, and Vietnam. Bangkok: ILO.
[7]	Wheelahan, L., & Moddie, G. (2016). Global Trends in TVET: A Framework for Social Justice. Brussels, Belgium.
[8]	AUC. (2005). Protocol to the African Charter of Human & Peoples' Rights on the Rights of Women in Africa (Maputo Protocol). Maputo, Mozambique.
[9]	AUC. (2015). Agenda, 2063: The Africa We Want. Ethiopia, Addis Ababa.
[10]	Ministry of Education, Science, and Technology, MoEST. (2015). Education and Training Sector Gender Policy. Nairobi, Kenya.
[11]	Ministry of Education. (2008). Technical and Vocational Education and Training Policy in Rwanda. Kigali, Rwanda.
[12]	Kushmakar, B. (2016). Gender Equality and Social Inclusion in Vocational Education and Training. Journal of Advanced Academic Research, 3 (11), 29-39.
[13]	Ndayambaje, I., Ampoto, S., Bizimana, B., Otieno, M. A., Ogeta, O. M., & Orodho, A. J. (2015). Challenges of Social and Spill-Over Benefits as Motivating Factors to Investment in Formal Education in Selected Countries of Ghana, Kenya, and Rwanda. Journal of Humanities and Social Sciences, 29-38.
[14]	Cheruiyot, S. K., & Wanyaga, F. M. (2019). Gender Inclusion in TVET: An Examination of Sustainable Interventions in Selected TVET Institutions in Kenya's Sustainable Development in Education. International Journal of Science, Technology, Education and Management Research, 4 (3), 39-55.
[15]	Ngugi, M., & Muthima, P. (2017). Female Participation in Technical, Vocational Education and Training (TVET) Subsector: The Kenyan Experience. Public Policy and Administration Research, 7 (4), 9-23.
[16]	Orodho, J. A. (2014). The Equity and Quality Implications of Free Day Secondary Education (FDSE) Policy in Kenya: What are the Unfinished Business in the Financial Arrangement? International Journal of Current Research, 5582-5591.
[17]	Ministry of Education and Sports, MoES. (2008). The Business Technical Vocational Education and Training, BTVET Act. Kampala, Uganda.
[18]	MoES. (2011). Skilling Uganda: BTVET Strategic plan 2012/13-2021/2. Kampala, Uganda: Ministry of Education and Sports.
[19]	MoES. (2013). National Strategy for Girls' Education in Uganda (2015-2019). Kampala, Uganda.
[20]	Ministry of Education and Sports. (2017). The Education and Sports Sector Annual Performance Report (ESSAPR) FY 2016-2017. Kampala, Uganda: MoES.
[21]	Lyattu, J. (2014). BTVET Enrolment Drops by 7.5 Percent. Retrieved June 29, 2018, from The Observer website: https://observer.ug/component/content/article?id=34071:-btvet-enrolment-drops-by-75-per-cent
[22]	Thompson, A. (2003). Caring in Context: Four Feminist Theories on Gender and Education. Curriculum Inquiry, 33 (1), 9-65.
[23]	Mpho, J. M., Ningpuanyeh, W. C., & Susuman, S. A. (2018). Factors Affecting the Enrolment Rate of Students in Higher Education Institutions in the Gauteng Province, South Africa. Journal of Asian and African Studies, 53 (1), 64-80.
[24]	Oviawe, J. I. (2018). Revamping Technical Vocational Education and Training through Public-Private Partnerships for Skills Development. Makerere Journal of Higher Education, 10 (1), 73-91.
[25]	Shahrun, A.-A. N., Normala, Z., Irdayanti, N. M., & Noor, A. K. (2020). Pull and Push Factors of Students' Enrolment in TVET Programmes at Community Colleges in Malaysia. Journal of Vocational Education and Training, 12 (1), 68-75.
[26]	Bhattarai, N., Bernasek, A., & Pena, A. A. (2020). Factors Affecting School Attendance and Implications for Students Achievement by Gender in Nepal. Review of Political Economy, 32 (2), 259-282.
[27]	Gimus, S. (2014). The Effects of Community Factors on School Participation in Turkey: A Multilevel Analysis. International Review of Education, 60 (1), 79-98.
[28]	Miles, H. K., & Katz, N. (2018). Teacher Salaries: A Critical Equity Issue. National Association of State Boards of Education, 18-35.
[29]	Gemeda, T. F., & Tynjala, P. (2015). Exploring Teachers' Motivation for Teaching and Professional Development in Ethiopia: Exploring Voices from the Field. Journal of Studies in Education, 5 (2), 169-186.
[30]	Obikwelu, C. L., & Nwasor, V. C. (2017). Perceived Influence of Remuneration on Teachers' Motivation in Anambra State Secondary Schools. Journal of the Nigerian Academy of Education, 13 (1), 146-156.
[31]	Molyneaux, K. J. (2011). Uganda's Universal Secondary Education Policy and its effects on 'Empowered' women: How reduced Income and moonlighting activities differentially impact male and female teachers. Research in Comparative and International Education, 62-78.
[32]	Adelakun, O. A., Oviawe, J. I., & Barfa, G. I. (2015). Strategies for Enhancing Females' Participation in Technical, Vocational Education and Training (TVET) in Nigeria. Advances in Social Sciences Research Journal, 2 (4), 110-120.
[33]	Bryman, A., & Teevan, J. J. (2005). Social Research Methods. Ontario, Canada: Oxford University Press.
[34]	Creswell, W. J. (2014). Research Design: Qualitative, Quantitative & Mixed Approaches (4^th Edition). Thousand Oaks, California: Sage Publications.
[35]	Connelly, R., Gayle, V., & Lambert, S. P. (2016). Review of Occupational-based Social Classifications for Social Survey Research. Methodological Innovations, 9, 1-14.

Cite This Article

Plain Text BibTeX RIS

APA Style

Aidah Trevelynn Nganda, Francis Kirimi, Salome Nyambura. (2021). An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda. International Journal of Vocational Education and Training Research, 7(2), 50-57. https://doi.org/10.11648/j.ijvetr.20210702.12

Copy | Download

ACS Style

Aidah Trevelynn Nganda; Francis Kirimi; Salome Nyambura. An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda. Int. J. Vocat. Educ. Train. Res. 2021, 7(2), 50-57. doi: 10.11648/j.ijvetr.20210702.12

Copy | Download

AMA Style

Aidah Trevelynn Nganda, Francis Kirimi, Salome Nyambura. An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda. Int J Vocat Educ Train Res. 2021;7(2):50-57. doi: 10.11648/j.ijvetr.20210702.12

Copy | Download

@article{10.11648/j.ijvetr.20210702.12,
  author = {Aidah Trevelynn Nganda and Francis Kirimi and Salome Nyambura},
  title = {An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {7},
  number = {2},
  pages = {50-57},
  doi = {10.11648/j.ijvetr.20210702.12},
  url = {https://doi.org/10.11648/j.ijvetr.20210702.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20210702.12},
  abstract = {The realisation of gender equity through education and training has captured global and national attention. Despite the multiple strategies for achieving gender equity in Technical Vocational Education and Training (TVET), studies have revealed that funding challenges continue to hamper its realisation in TVET institutes. Thus, this study explored funding avenues in TVET that promote gender equity of students in TVET institutes in Uganda. A descriptive survey design with quantitative and qualitative approaches was used to collect, analyse and present study findings. 260 informants including institutional leaders, instructors, students, district leaders, ministry officials, and civil society gender advocates participated in this study. Purposive, convenient, and stratified random sampling techniques were used in selecting the study informants. Questionnaire and interview guides were used to collect the desired data. The quantitative data was cleaned, coded, and entered into Statistical Package for Social Sciences (SPSS) software version 21 for analysis. Percentage, mean, and standard deviations were used to present the quantitative data. Thematic method and verbatim reporting were used to analyse and present qualitative data respectively. The results revealed that: privatisation of TVET access, increasing TVET budgets, timely and adequate government grants, timely and adequate staff remunerations, bursaries and scholarships, public-private partnerships, affirmative strategies, and boosting parents’ income, promote gender equity of students. The study recommended that supportive loan schemes for TVET students be instated, capital grants per student need to be increased, with a slightly higher amount for females to meet their sanitary needs, capital grants to TVET institutes should be dispatched before the start of new terms/semesters, incorporation of the gender lens in the allocation of bursaries and scholarships, encouraging policy formulation and memoranda of understanding between institutes and industries, building linkages with other institutions and seeking donor funding from organisations.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda
AU  - Aidah Trevelynn Nganda
AU  - Francis Kirimi
AU  - Salome Nyambura
Y1  - 2021/08/13
PY  - 2021
N1  - https://doi.org/10.11648/j.ijvetr.20210702.12
DO  - 10.11648/j.ijvetr.20210702.12
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 50
EP  - 57
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20210702.12
AB  - The realisation of gender equity through education and training has captured global and national attention. Despite the multiple strategies for achieving gender equity in Technical Vocational Education and Training (TVET), studies have revealed that funding challenges continue to hamper its realisation in TVET institutes. Thus, this study explored funding avenues in TVET that promote gender equity of students in TVET institutes in Uganda. A descriptive survey design with quantitative and qualitative approaches was used to collect, analyse and present study findings. 260 informants including institutional leaders, instructors, students, district leaders, ministry officials, and civil society gender advocates participated in this study. Purposive, convenient, and stratified random sampling techniques were used in selecting the study informants. Questionnaire and interview guides were used to collect the desired data. The quantitative data was cleaned, coded, and entered into Statistical Package for Social Sciences (SPSS) software version 21 for analysis. Percentage, mean, and standard deviations were used to present the quantitative data. Thematic method and verbatim reporting were used to analyse and present qualitative data respectively. The results revealed that: privatisation of TVET access, increasing TVET budgets, timely and adequate government grants, timely and adequate staff remunerations, bursaries and scholarships, public-private partnerships, affirmative strategies, and boosting parents’ income, promote gender equity of students. The study recommended that supportive loan schemes for TVET students be instated, capital grants per student need to be increased, with a slightly higher amount for females to meet their sanitary needs, capital grants to TVET institutes should be dispatched before the start of new terms/semesters, incorporation of the gender lens in the allocation of bursaries and scholarships, encouraging policy formulation and memoranda of understanding between institutes and industries, building linkages with other institutions and seeking donor funding from organisations.
VL  - 7
IS  - 2
ER  -

Copy | Download

Author Information

Aidah Trevelynn Nganda

Department of Human Nutrition and Home Economics, Faculty of Vocational Studies, Kyambogo University, Kampala, Uganda
Francis Kirimi

Department of Educational Foundations, Kenyatta University, Nairobi City, Kenya
Salome Nyambura

Department of Educational Foundations, Kenyatta University, Nairobi City, Kenya

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Aidah Trevelynn Nganda, Francis Kirimi, Salome Nyambura. (2021). An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda. International Journal of Vocational Education and Training Research, 7(2), 50-57. https://doi.org/10.11648/j.ijvetr.20210702.12

Copy | Download

ACS Style

Aidah Trevelynn Nganda; Francis Kirimi; Salome Nyambura. An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda. Int. J. Vocat. Educ. Train. Res. 2021, 7(2), 50-57. doi: 10.11648/j.ijvetr.20210702.12

Copy | Download

AMA Style

Aidah Trevelynn Nganda, Francis Kirimi, Salome Nyambura. An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda. Int J Vocat Educ Train Res. 2021;7(2):50-57. doi: 10.11648/j.ijvetr.20210702.12

Copy | Download

@article{10.11648/j.ijvetr.20210702.12,
  author = {Aidah Trevelynn Nganda and Francis Kirimi and Salome Nyambura},
  title = {An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {7},
  number = {2},
  pages = {50-57},
  doi = {10.11648/j.ijvetr.20210702.12},
  url = {https://doi.org/10.11648/j.ijvetr.20210702.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20210702.12},
  abstract = {The realisation of gender equity through education and training has captured global and national attention. Despite the multiple strategies for achieving gender equity in Technical Vocational Education and Training (TVET), studies have revealed that funding challenges continue to hamper its realisation in TVET institutes. Thus, this study explored funding avenues in TVET that promote gender equity of students in TVET institutes in Uganda. A descriptive survey design with quantitative and qualitative approaches was used to collect, analyse and present study findings. 260 informants including institutional leaders, instructors, students, district leaders, ministry officials, and civil society gender advocates participated in this study. Purposive, convenient, and stratified random sampling techniques were used in selecting the study informants. Questionnaire and interview guides were used to collect the desired data. The quantitative data was cleaned, coded, and entered into Statistical Package for Social Sciences (SPSS) software version 21 for analysis. Percentage, mean, and standard deviations were used to present the quantitative data. Thematic method and verbatim reporting were used to analyse and present qualitative data respectively. The results revealed that: privatisation of TVET access, increasing TVET budgets, timely and adequate government grants, timely and adequate staff remunerations, bursaries and scholarships, public-private partnerships, affirmative strategies, and boosting parents’ income, promote gender equity of students. The study recommended that supportive loan schemes for TVET students be instated, capital grants per student need to be increased, with a slightly higher amount for females to meet their sanitary needs, capital grants to TVET institutes should be dispatched before the start of new terms/semesters, incorporation of the gender lens in the allocation of bursaries and scholarships, encouraging policy formulation and memoranda of understanding between institutes and industries, building linkages with other institutions and seeking donor funding from organisations.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda
AU  - Aidah Trevelynn Nganda
AU  - Francis Kirimi
AU  - Salome Nyambura
Y1  - 2021/08/13
PY  - 2021
N1  - https://doi.org/10.11648/j.ijvetr.20210702.12
DO  - 10.11648/j.ijvetr.20210702.12
T2  - International Journal of Vocational Education and Training Research
JF  - International Journal of Vocational Education and Training Research
JO  - International Journal of Vocational Education and Training Research
SP  - 50
EP  - 57
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20210702.12
AB  - The realisation of gender equity through education and training has captured global and national attention. Despite the multiple strategies for achieving gender equity in Technical Vocational Education and Training (TVET), studies have revealed that funding challenges continue to hamper its realisation in TVET institutes. Thus, this study explored funding avenues in TVET that promote gender equity of students in TVET institutes in Uganda. A descriptive survey design with quantitative and qualitative approaches was used to collect, analyse and present study findings. 260 informants including institutional leaders, instructors, students, district leaders, ministry officials, and civil society gender advocates participated in this study. Purposive, convenient, and stratified random sampling techniques were used in selecting the study informants. Questionnaire and interview guides were used to collect the desired data. The quantitative data was cleaned, coded, and entered into Statistical Package for Social Sciences (SPSS) software version 21 for analysis. Percentage, mean, and standard deviations were used to present the quantitative data. Thematic method and verbatim reporting were used to analyse and present qualitative data respectively. The results revealed that: privatisation of TVET access, increasing TVET budgets, timely and adequate government grants, timely and adequate staff remunerations, bursaries and scholarships, public-private partnerships, affirmative strategies, and boosting parents’ income, promote gender equity of students. The study recommended that supportive loan schemes for TVET students be instated, capital grants per student need to be increased, with a slightly higher amount for females to meet their sanitary needs, capital grants to TVET institutes should be dispatched before the start of new terms/semesters, incorporation of the gender lens in the allocation of bursaries and scholarships, encouraging policy formulation and memoranda of understanding between institutes and industries, building linkages with other institutions and seeking donor funding from organisations.
VL  - 7
IS  - 2
ER  -

Copy | Download