Cover Image
close this bookUnder the Sun or in the Shade? Jua Kali in African Countries - National Policy Definition in Technical and Vocational Education: Beyond the Formal Sector (UNEVOC, 1997, 80 p.)
close this folder5. Participants' Presentations
close this folder5.1 A Position Paper: “Technical and Vocational Education and Training Policy in Kenya” by Mr Peter O. OKAKA
View the document(introduction...)
View the document(1) Population
View the document(2) Economic situation
View the document(3) Human resource development
View the document(4) Labour market issues
View the document(5) Technical and vocational education and training system
View the document(6) Objectives of technical and vocational education and training
View the document(7) TVET programmes - policy guidelines
View the document(8) Summary of recommendations
View the document(9) Women in TVET
View the document(10) Technical teacher training programmes
View the document(11) Financing of the TVET
View the document(12) Conclusion and future focus

(9) Women in TVET

Women comprise approximately 50% of the world population, yet according to the available statistics, nearly 70% of the low-income earners are women.

In Kenya, the present comparative figures in education and training are not very encouraging. In Primary Schools, the population of girls is slightly above 50% and in Secondary Schools it is approximately 40%. In Technical Training Programmes at tertiary level, it is as low as 3%.

In a country geared for industrial take off, it means that the job opportunities for girls and women are going to be seriously affected. However, it is important to note that the programmes introduced under the 8:4:4 system of education are non-discriminatory. The major issues are more of cultural aspects which need to be focused.