The Role of Technical and Vocational Education and Training in the Empowerment of Women in Uganda

Abstract

The objective of this study was to assess the influence of Technical and Vocational Education and Training (TVET) on the empowerment of women in Uganda. The study sought to look at the influence of TVET on Ugandan women's economic, social, and psychological well-being, as well as their leadership empowerment and lifelong learning opportunities. The study was inspired by Golla et al.'s (2011) framework for women's empowerment. A descriptive cross-sectional survey was implemented as the methodology. In order to collect data, 369 TVET graduates in Kampala were given questionnaires to fill out. These findings were supported by key informant interviews with four officials from the Ministry of Education and Sports, as well as guardians and parents of TVET graduates. Additionally, four focus group discussions were conducted to gain a more thorough comprehension of the ways in which women are empowered through TVET. The study was carried out from February to November 2019. Supplementary information was gathered from secondary sources. The quantitative data were analysed using descriptive statistics and then shown in frequency tables. Conversely, the qualitative data were analysed by using a methodical coding procedure to obtain crucial information. The major issues discussed were centred around women's empowerment through TVET focusing on economic, social, and psychological empowerment, and leadership opportunities for female TVET graduates. The research found that TVET has played a significant role in empowering female TVET graduates by reducing unemployment and poverty rates, improving educational achievements, and increasing income levels. Empowerment in the power and agency dimension is shown by the purchase and ownership of property, and by enabling women to function as catalysts for change in society. Additionally, the research indicated that TVET graduates acquire job-related skills, and cultivate the capacity to exert influence, particularly about women's issues within their communities and workplaces. TVET graduates also assumed diverse leadership positions within their households, communities, and workplaces, and exerted more authority over resources and decision-making processes. The research determined that women who pursue technical courses and assume roles as instructors and administrators have a crucial impact on motivating and assisting other females to participate in TVET, making a substantial contribution to the empowerment of women. The study recommends that the Ministry of Education and Sports implements policies that encourage female students to pursue TVET disciplines from secondary school, ensuring educators adopt gender-responsive approaches that foster female interest in technical fields by increasing female instructors and role models. In addition, the recommendations emphasise the need for company-sponsored educational options, improved practical training in TVET programmes, promotion of STEM among women, and strong partnerships between TVET institutions and local communities to enhance integration and professional growth. TVET institutions should endeavour to increase the participation of females in the teaching and administrative roles within the institutions.