In Kenya, technical fields are key for achieving the Vision 2030 which aims to transform Kenya into a middle-income country by promoting industrialization, technological innovation, and a skilled labor force. However, gender disparity in access to education and workplace participation remains a challenge in general and particularly in the subject areas of STEM. Socio-cultural barriers and stereotypes continue to hamper enrollment and retention in technical courses worldwide. In Bomet County, local perceptions further limit women’s aspirations in engineering. This study therefore assessed the influence of socio-cultural factors on female trainees' enrollment in electrical and electronics engineering technician courses in Bomet County, Kenya. The study employed descriptive research design, targeting 159 female trainees in electrical and electronics courses and the 5 principals of public technical training institutions in Bomet County. Data were gathered through primary sources (questionnaire and interviews). Respondents were sampled using simple random sampling. Pilot study was conducted to determine validity and reliability of Research instruments. Quantitative data was coded into SPSS version 26 and analysed using descriptive and inferential statistics while qualitative data was analysed thematically. The findings indicated that parental education levels, chauvinistic attitudes, early marriages, teenage pregnancies and societal norms significantly impact female enrollment in TVET institutions. Further, results indicated that a negative between socio-cultural factors and enrollment of female trainees’ (r=-.527, p=< 0.000). This implies that as negative socio-cultural factors become more prevalent, the enrollment of female trainees in technical courses decreases. To address low female enrollment in TVET courses, community sensitization, parental education, policies against early marriages, financial aid, promotion of female role model, and gender-sensitive learning environments are key strategies to challenge cultural stereotypes and support women in technical fields.
References
Bray-Collins, E., Andrade, N., & Wanjiru, C. (2022). Gender and TVET in Africa: A review of the literature on gender issues in Africa’s TVET sector. Futures of Education, Culture and Nature-Learning to Become, 1, 151-171.
Bronte, L. (2022). A Phenomenological Study Exploring the Lived Experiences of Women Leaders in Information Technology in Nairobi, Kenya. Indiana Institute of Technology.
Caroline, C. K. (2017). Determinants of women participation in agribusiness development projects in Sotik Sub-county, Bomet county, Kenya (Doctoral dissertation, University of Nairobi).
female gender is supposed to keep their job and family life separate, and not to take the role of primary caregiver for their family members
Fourie, E. (2014). Model students: Policy emulation, modernization, and Kenya's Vision 2030. African Affairs, 113(453), 540-562.
Kanga, M. (2021). Engineering a more sustainable world. for Sustainable Development, 16.
Khaguya, L. (2014). Factors influencing female students enrollment in technical courses: a case of Matili technical training institute, Kenya (Doctoral dissertation, University of Nairobi).
Kilel, H. C. (2013). Socio-cultural Factors Influencing Girl Child Transition Into Secondary School in Bomet Central Sub-County, Bomet County, Kenya (Doctoral dissertation, Universty of Nairobi).
Kiplimo, S. K. (2018). Factors Contributing To Low Ict Integration In Teaching Electrical Engineering Courses In Technical Training Institutions In Nairobi County, Kenya (Doctoral dissertation, University of Eldoret).
Kiprono, K. A., Peter, O., & Kanyeki, G. F. (2020). Relationship between technical skills acquired and skills required on electrical equipment servicing among electrical engineering technicians in manufacturing industries in Kenya. International Journal of Engineering and Management Research (IJEMR), 10(4), 43-50.
Liston, M. (2024). Powering our lives with secure, equitable and sustainable energy sources (SDG 7). In Teaching the Sustainable Development Goals to Young Citizens (10-16 years) (pp. 215-234). Routledge.
Madara, D. S., & Cherotich, S. (2016). Female Underrepresentation in Undergraduate Education: Case study in School of Engineering. Research on Humanities and Social Sciences, 6(14), 157-175.
Magaji, I., Muthima, P., & Ogeta, N. (2021). Nigerian Admission Policy and Female Enrolment in Science, Technology, Engineering and Mathematics (STEM) in Abubakar Tafawa Balewa University, Nigeria. Journal of the Kenya National Commission for UNESCO, 1(1).
Makato, B. K. (2022). Individual and Institutional Determinants of Trainees’ Enrolment in Public Technical Vocational Education and Training Institutions in Nakuru County, Kenya (Doctoral dissertation, University of Nairobi).
Marjoram, T. (2015). Transforming Engineering Education: For Technological Innovation and Social Development. International Perspectives on Engineering Education: Engineering Education and Practice in Context, Volume 1,
-341.
Mugalo, A. (2022). Influence of Socio-economic Factors on Students’ Enrollment Rates in Public Technical and Vocational Education Institutions in Kilifi County, Kenya (Doctoral dissertation, University of Nairobi).
Mutai, D. (2015). Factors influencing accessibility to finance by small scale women entrepreneurs in Sotik sub county, Bomet county, Kenya (Doctoral dissertation, University of Nairobi).
Muturi, P. (2015). The role of micro and small enterprises (MSEs) in achieving Kenya Vision 2030. International Journal of Economics, Commerce and Management, 2(5), 1337-1352.
Mwangagi, E. C. (2021). Determinants of Food Crop Diversification among Smallholder Maize Farmers for Enhanced Food Security in Bomet County, Kenya (Doctoral dissertation, University of Kabianga).
Mwenzwa, E. M., & Misati, J. A. (2014). Kenya’s social development proposals and challenges: review of Kenya Vision
first medium-term plan, 2008-2012.
Nalathambi, D. K., Salleh, K. S. M., Noh, S. H. M., Solaiman, H. S., & Jayaraman, R. (2023). Effort of Politeknik Malaysia as TVET institute in attaining sustainable development goals (SDGs) through twelfth malaysia plan. Borneo Engineering & Advanced Multidisciplinary International Journal, 2(01), 37-46.
Nthuku, D. M., & Muthima, P. (2023). Social Determinants of Female Enrolment in Engineering Courses in Public Technical, Vocational and Education Institution in Kakamega County, Kenya. Kenyatta University Women’s Economic Empowerment (Ku-Wee) Journal, 1(1), 148-165.
Ockwell, D., Watson, J., Mallett, A., Haum, R., MacKerron, G., & Verbeken, A. M. (2010). Enhancing developing country access to eco-innovation: The case of technology transfer and climate change in a post-2012 policy framework.
Opwora, M. C. (2013). Influences on gender disparity in TVET Enrolment: A comparison of engineering and business courses in Kenya (Doctoral dissertation, D. Phil Thesis, University of Newcastle, New South Wales Australia).
UNESCO. (2017). Cracking the code: Girls' and women's education in science, technology, engineering and mathematics (STEM). UNESCO Education Report.