Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic

Oladimeji Olanrewaju Adedipupo; Lasisi Taiwo Abideen; Akomolafe Abayomi Ayodele; Ogunbanwo Samson Tolulope; Ogunkeyede Olabisi Yinka

doi:doi:10.11648/j.ijvetr.20241002.11

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Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic

Oladimeji Olanrewaju Adedipupo^*

, Lasisi Taiwo Abideen

, Akomolafe Abayomi Ayodele

, Ogunbanwo Samson Tolulope

, Ogunkeyede Olabisi Yinka

Published in International Journal of Vocational Education and Training Research (Volume 10, Issue 2)

Received: 23 May 2024 Accepted: 11 June 2024 Published: 20 August 2024

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Abstract

Gender equality in Technical and Vocational Education should be viewed as both a fundamental aspect of the right to education and as rights inherent within the educational system. A balanced participation of both men and women in the education system can facilitate progress toward achieving the highest levels of educational attainment. This study aimed to elucidate the advancements made in promoting gender equality within Technical and Vocational Education in Nigeria. Both international and national consensus on priorities in Technical and Vocational Education emphasize the significance of achieving gender equality within educational spheres. To assess progress toward this goal, an evaluation was conducted on the nature of advancements made and the barriers impeding equal participation. While recognizing the efforts made by the Government of Nigeria and the governing councils of tertiary institutions to enhance gender equality across various courses offered at Polytechnics over the years, challenges persist, particularly in fields such as Engineering, Sciences, and others. The research methodology employed a questionnaire-based approach, where respondents provided information for further analysis, supplemented by observations and document analysis. It was observed that while Polytechnics have strived to enroll equal numbers of men and women, challenges remain, with disparities evident even from secondary school intake. Meaningful gender equality necessitates the establishment of mechanisms to ensure equal treatment. These mechanisms hinge on a commitment to non-discrimination, the eradication of social norms that perpetuate gender inequality, and the concerted effort of all stakeholders to eliminate stereotypes and attitudes that reinforce disparities in resource distribution.

Published in	International Journal of Vocational Education and Training Research (Volume 10, Issue 2)
DOI	10.11648/j.ijvetr.20241002.11
Page(s)	35-41
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), 2024. Published by Science Publishing Group

Keywords

Gender Equality, Technical and Vocational Education, Administrator, Questionnaire, Gender Sensitivity

References

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[2]	Agrawal, B. (2018). Gender equality, food security and the sustainable development goals. Current Opinion in Environment Sustainability 34 Pp 26-32.
[3]	Becker, G. S. (1964). Human Capital: A Theoretical and Empirical Analysis with Special Reference to Education. University of Chicago Press, Chicago.
[4]	Borg, W. R & Gall, M D (1996). Educational Research: An Introduction, New York, Longman.
[5]	Coolican, H. (2000). Research Methods and Statistics in Psychology, London, Prentice Hall.
[6]	Edward, R. B. (2010). Gender Inequality and Social-Economic Development, University of Queensland.
[7]	Huggins, A. and Randell, S. K. (2007). Gender Equality in Education in Rwanda. What is happening to our girls?
[8]	Kapungu, R. S. (2007). A futile effort? A paper prepared for the Centre for International Private Enterprise (cipe) 2007. International Essay Competition on Educational Reform and Oxford Economic Papers 54(1): 118–49.
[9]	Knowles, S, Lorgelly, P. and Owen, D (2002). ‘‘Are Educational Gender Gaps a Brake on Economic Development? Some Cross-Country Empirical Evidence.’’
[10]	Mbetu-Nzvenga, Gudyanga and Gudyanga (2013). Psychological Challenges Affecting HIV and AIDS Counsellors, Possible Models and Solutions: A Zimbabwean Perspective Canadian Centre of Science and Education Asian Social Science; Vol. 9, No. 17.
[11]	Mwetulundia, P. (2001). Gender and Other Student Level Factor Influencing the Science Achievement 13- and 14-year- old Australian Students School of Education Flinders.
[12]	NBTE (2017). Digest Statistics of Technical Vocational Education and Training in Nigeria 2014/2015 session, Volume 7.
[13]	Sheehan, K. (2012). Does inequality in education affect educational outcomes, Storrs University of Connecticut.
[14]	Smithson, J. (2008). Focus Groups in Alasuntari, P., Bickman and Brannan J. Eds, Handbook of Social Research Method, Sage Thousand Oaks, 357-430.
[15]	Winter, D. G. (2002). Motivation and Political Leadership in L. Valently & O. Feldman (Eds), Political Leadership for the Century (Pp25-47). Praeger.

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APA Style

Adedipupo, O. O., Abideen, L. T., Ayodele, A. A., Tolulope, O. S., Yinka, O. O. (2024). Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic. International Journal of Vocational Education and Training Research, 10(2), 35-41. https://doi.org/10.11648/j.ijvetr.20241002.11

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ACS Style

Adedipupo, O. O.; Abideen, L. T.; Ayodele, A. A.; Tolulope, O. S.; Yinka, O. O. Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic. Int. J. Vocat. Educ. Train. Res. 2024, 10(2), 35-41. doi: 10.11648/j.ijvetr.20241002.11

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AMA Style

Adedipupo OO, Abideen LT, Ayodele AA, Tolulope OS, Yinka OO. Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic. Int J Vocat Educ Train Res. 2024;10(2):35-41. doi: 10.11648/j.ijvetr.20241002.11

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@article{10.11648/j.ijvetr.20241002.11,
  author = {Oladimeji Olanrewaju Adedipupo and Lasisi Taiwo Abideen and Akomolafe Abayomi Ayodele and Ogunbanwo Samson Tolulope and Ogunkeyede Olabisi Yinka},
  title = {Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic
},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {10},
  number = {2},
  pages = {35-41},
  doi = {10.11648/j.ijvetr.20241002.11},
  url = {https://doi.org/10.11648/j.ijvetr.20241002.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20241002.11},
  abstract = {Gender equality in Technical and Vocational Education should be viewed as both a fundamental aspect of the right to education and as rights inherent within the educational system. A balanced participation of both men and women in the education system can facilitate progress toward achieving the highest levels of educational attainment. This study aimed to elucidate the advancements made in promoting gender equality within Technical and Vocational Education in Nigeria. Both international and national consensus on priorities in Technical and Vocational Education emphasize the significance of achieving gender equality within educational spheres. To assess progress toward this goal, an evaluation was conducted on the nature of advancements made and the barriers impeding equal participation. While recognizing the efforts made by the Government of Nigeria and the governing councils of tertiary institutions to enhance gender equality across various courses offered at Polytechnics over the years, challenges persist, particularly in fields such as Engineering, Sciences, and others. The research methodology employed a questionnaire-based approach, where respondents provided information for further analysis, supplemented by observations and document analysis. It was observed that while Polytechnics have strived to enroll equal numbers of men and women, challenges remain, with disparities evident even from secondary school intake. Meaningful gender equality necessitates the establishment of mechanisms to ensure equal treatment. These mechanisms hinge on a commitment to non-discrimination, the eradication of social norms that perpetuate gender inequality, and the concerted effort of all stakeholders to eliminate stereotypes and attitudes that reinforce disparities in resource distribution.
},
 year = {2024}
}

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TY  - JOUR
T1  - Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic

AU  - Oladimeji Olanrewaju Adedipupo
AU  - Lasisi Taiwo Abideen
AU  - Akomolafe Abayomi Ayodele
AU  - Ogunbanwo Samson Tolulope
AU  - Ogunkeyede Olabisi Yinka
Y1  - 2024/08/20
PY  - 2024
N1  - https://doi.org/10.11648/j.ijvetr.20241002.11
DO  - 10.11648/j.ijvetr.20241002.11
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  - 35
EP  - 41
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20241002.11
AB  - Gender equality in Technical and Vocational Education should be viewed as both a fundamental aspect of the right to education and as rights inherent within the educational system. A balanced participation of both men and women in the education system can facilitate progress toward achieving the highest levels of educational attainment. This study aimed to elucidate the advancements made in promoting gender equality within Technical and Vocational Education in Nigeria. Both international and national consensus on priorities in Technical and Vocational Education emphasize the significance of achieving gender equality within educational spheres. To assess progress toward this goal, an evaluation was conducted on the nature of advancements made and the barriers impeding equal participation. While recognizing the efforts made by the Government of Nigeria and the governing councils of tertiary institutions to enhance gender equality across various courses offered at Polytechnics over the years, challenges persist, particularly in fields such as Engineering, Sciences, and others. The research methodology employed a questionnaire-based approach, where respondents provided information for further analysis, supplemented by observations and document analysis. It was observed that while Polytechnics have strived to enroll equal numbers of men and women, challenges remain, with disparities evident even from secondary school intake. Meaningful gender equality necessitates the establishment of mechanisms to ensure equal treatment. These mechanisms hinge on a commitment to non-discrimination, the eradication of social norms that perpetuate gender inequality, and the concerted effort of all stakeholders to eliminate stereotypes and attitudes that reinforce disparities in resource distribution.

VL  - 10
IS  - 2
ER  -

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Author Information

Oladimeji Olanrewaju Adedipupo

Department of Statistics, Federal Polytechnic, Ile-Oluji, Nigeria

Contact Email

http://orcid.org/0009-0006-2001-9106
Lasisi Taiwo Abideen

Department of Statistics, Ladoke Akintola University of Technology, Ogbomoso, Nigeria

Contact Email

http://orcid.org/0000-0002-3471-519X
Akomolafe Abayomi Ayodele

Department of Statistics, School of Physical Sciences, Federal University of Technology, Akure, Nigeria

Contact Email

http://orcid.org/0000-0002-7508-9842
Ogunbanwo Samson Tolulope

Department of General Studies, Federal Polytechnic, Ile-Oluji, Nigeria

Contact Email

http://orcid.org/0009-0009-8481-9534
Ogunkeyede Olabisi Yinka

Department of Electrical Electronics Engineering, Ajayi Crowther University, Oyo, Nigeria

Contact Email

http://orcid.org/0009-0006-0146-1898

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Plain Text BibTeX RIS

APA Style

Adedipupo, O. O., Abideen, L. T., Ayodele, A. A., Tolulope, O. S., Yinka, O. O. (2024). Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic. International Journal of Vocational Education and Training Research, 10(2), 35-41. https://doi.org/10.11648/j.ijvetr.20241002.11

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ACS Style

Adedipupo, O. O.; Abideen, L. T.; Ayodele, A. A.; Tolulope, O. S.; Yinka, O. O. Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic. Int. J. Vocat. Educ. Train. Res. 2024, 10(2), 35-41. doi: 10.11648/j.ijvetr.20241002.11

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AMA Style

Adedipupo OO, Abideen LT, Ayodele AA, Tolulope OS, Yinka OO. Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic. Int J Vocat Educ Train Res. 2024;10(2):35-41. doi: 10.11648/j.ijvetr.20241002.11

Copy | Download

@article{10.11648/j.ijvetr.20241002.11,
  author = {Oladimeji Olanrewaju Adedipupo and Lasisi Taiwo Abideen and Akomolafe Abayomi Ayodele and Ogunbanwo Samson Tolulope and Ogunkeyede Olabisi Yinka},
  title = {Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic
},
  journal = {International Journal of Vocational Education and Training Research},
  volume = {10},
  number = {2},
  pages = {35-41},
  doi = {10.11648/j.ijvetr.20241002.11},
  url = {https://doi.org/10.11648/j.ijvetr.20241002.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20241002.11},
  abstract = {Gender equality in Technical and Vocational Education should be viewed as both a fundamental aspect of the right to education and as rights inherent within the educational system. A balanced participation of both men and women in the education system can facilitate progress toward achieving the highest levels of educational attainment. This study aimed to elucidate the advancements made in promoting gender equality within Technical and Vocational Education in Nigeria. Both international and national consensus on priorities in Technical and Vocational Education emphasize the significance of achieving gender equality within educational spheres. To assess progress toward this goal, an evaluation was conducted on the nature of advancements made and the barriers impeding equal participation. While recognizing the efforts made by the Government of Nigeria and the governing councils of tertiary institutions to enhance gender equality across various courses offered at Polytechnics over the years, challenges persist, particularly in fields such as Engineering, Sciences, and others. The research methodology employed a questionnaire-based approach, where respondents provided information for further analysis, supplemented by observations and document analysis. It was observed that while Polytechnics have strived to enroll equal numbers of men and women, challenges remain, with disparities evident even from secondary school intake. Meaningful gender equality necessitates the establishment of mechanisms to ensure equal treatment. These mechanisms hinge on a commitment to non-discrimination, the eradication of social norms that perpetuate gender inequality, and the concerted effort of all stakeholders to eliminate stereotypes and attitudes that reinforce disparities in resource distribution.
},
 year = {2024}
}

Copy | Download

TY  - JOUR
T1  - Challenges for Technical and Vocational Education in Achieving Gender Equality in Nigerian Polytechnic

AU  - Oladimeji Olanrewaju Adedipupo
AU  - Lasisi Taiwo Abideen
AU  - Akomolafe Abayomi Ayodele
AU  - Ogunbanwo Samson Tolulope
AU  - Ogunkeyede Olabisi Yinka
Y1  - 2024/08/20
PY  - 2024
N1  - https://doi.org/10.11648/j.ijvetr.20241002.11
DO  - 10.11648/j.ijvetr.20241002.11
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  - 35
EP  - 41
PB  - Science Publishing Group
SN  - 2469-8199
UR  - https://doi.org/10.11648/j.ijvetr.20241002.11
AB  - Gender equality in Technical and Vocational Education should be viewed as both a fundamental aspect of the right to education and as rights inherent within the educational system. A balanced participation of both men and women in the education system can facilitate progress toward achieving the highest levels of educational attainment. This study aimed to elucidate the advancements made in promoting gender equality within Technical and Vocational Education in Nigeria. Both international and national consensus on priorities in Technical and Vocational Education emphasize the significance of achieving gender equality within educational spheres. To assess progress toward this goal, an evaluation was conducted on the nature of advancements made and the barriers impeding equal participation. While recognizing the efforts made by the Government of Nigeria and the governing councils of tertiary institutions to enhance gender equality across various courses offered at Polytechnics over the years, challenges persist, particularly in fields such as Engineering, Sciences, and others. The research methodology employed a questionnaire-based approach, where respondents provided information for further analysis, supplemented by observations and document analysis. It was observed that while Polytechnics have strived to enroll equal numbers of men and women, challenges remain, with disparities evident even from secondary school intake. Meaningful gender equality necessitates the establishment of mechanisms to ensure equal treatment. These mechanisms hinge on a commitment to non-discrimination, the eradication of social norms that perpetuate gender inequality, and the concerted effort of all stakeholders to eliminate stereotypes and attitudes that reinforce disparities in resource distribution.

VL  - 10
IS  - 2
ER  -

Copy | Download