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Author(s): Geoffrey Angela, Margaret Kansiime Lubega (Ph.D.), Lydia Amongi.

Volume/Issue: Volume 9, Issue 1 (2026)

Page No: 85-104

Journal: British Journal of Education, Learning and Development Psychology (BJELDP)

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Abstract:

Abstract Technical and Vocational Education and Training (TVET) is crucial for skills development and inclusive growth in Sub-Saharan Africa, yet gender inequalities in access, participation, and outcomes remain widespread. This paper systematically reviews empirical and review studies published between 2019 and 2025 on women’s participation in TVET within African contexts. Using database and grey literature explorations, predefined inclusion criteria, and structured data extraction templates, the review examines how institutional arrangements, socio-economic conditions, and cultural norms influence gendered TVET pathways. Thematic and comparative analysis synthesises evidence across countries, disciplines, and TVET subsectors. Results indicate that, despite global progress in girls’ education, African TVET systems often perpetuate gendered divisions of labour and exclude women from high-value technical fields. Barriers include persistent funding shortages, gender-insensitive institutional environments, socio-cultural norms favouring boys’ technical education, weak links to decent work, and intersecting disadvantages related to poverty, disability, rural residence, and informal settlement living conditions. New evidence highlights the importance of self-efficacy, social justice awareness, and perceptions of fairness in shaping women’s TVET ambitions and perseverance, while highlighting the positive impact of targeted advocacy, bursaries, and industry partnerships in reducing financial and informational barriers. Effective practices include gender-responsive pedagogy, safe and supportive learning environments, structured mentorship, community engagement to challenge stereotypes, and localised, gender-responsive policies addressing regional and sectoral disparities. The review concludes that incremental, isolated interventions are unlikely to close gender gaps; instead, multi-level, gender-transformative reforms are necessary to align TVET financing, curricula, governance, and labour-market linkages with Sustainable Development Goals 4 and 5. It recommends: (1) integrating gender-responsive budgeting and accountability into TVET systems; (2) expanding gender-transformative institutional practices, including safeguarding and leadership development for women; (3) strengthening pathways from TVET into decent work through inclusive industry partnerships; and (4) investing in rigorous, context-sensitive impact evaluations of gender-focused TVET interventions, especially in under-researched regions and sectors.

Keywords:

Technical and Vocational Education, Gender Equity, Sub-Saharan Africa, TVET, Intersectionality, SDG 4 &5

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