Enhancing Gender Equity through Policy and Practice: Evidence from TVET Institutions in Nigeria

Abstract

This study investigates the influence of gender policy implementation and institutional commitment to Technical and Vocational Education and Training (TVET) on gender inclusion and equity for women in Nigeria. Despite constitutional provisions and international frameworks advocating for gender equality, women remain underrepresented in technical education and leadership roles across the country. A survey research design was adopted, involving 240 academic and administrative staff from 18 public polytechnics across Nigeria’s six geopolitical zones, selected through a multi-stage sampling technique. Data were collected using a structured Likert-scale questionnaire distributed via Google Forms and snowball sampling through professional platforms including ASUP, SANNIP, and NASU. Data interpretation was performed by the use of descriptive statistics and multiple regression analysis. The results indicate that promoting women in STEM (b = 0.541, p < 0.05) was the most influential in enhancing gender inclusion, including condemning bullying (b = 0.326), sponsoring women (b = 0.315), and encouraging women to take up management roles (b = 0.249). On the contrary, the mere employment by women (b = 0.060) was not a significant predictor of gender inclusion. The research establishes that gender policies when instituted with an institutional commitment could considerably improve the gender equity in TVET. It suggests organizational changes, such as more effective policy implementation, more women in leadership roles, specific sponsorship, and STEM programs. These measures will be essential towards reducing the gender disparities and ensuring women become a significant stakeholder in the socio-economic growth of Nigeria