EXPLORING NBTE'S ROLE IN PROMOTING GENDER INCLUSIVITY IN TECHNICAL EDUCATION PROGRAMS

EXPLORING NBTE'S ROLE IN PROMOTING GENDER INCLUSIVITY IN TECHNICAL EDUCATION PROGRAMS

Background of the Study

Gender inclusivity in education is crucial for achieving equality and harnessing the full potential of all individuals, regardless of gender (UNESCO, 2020). In Nigeria, technical education has traditionally been male-dominated, with women often underrepresented in technical and vocational fields (Adesina, 2019). The National Board for Technical Education (NBTE) is responsible for overseeing and regulating technical education in Nigeria, including implementing policies that promote gender inclusivity (Eze, 2021).

Gender inclusivity in technical education involves creating an environment where both men and women have equal opportunities to access, participate in, and benefit from technical training programs (Ojo & Olayiwola, 2020). This includes addressing barriers such as stereotypes, biases, and structural impediments that disproportionately affect women’s participation in technical fields. The NBTE's role is pivotal in developing and enforcing policies that encourage and support female students in technical education, ensuring they have equal opportunities for enrollment, training, and career advancement (Akanbi & Adebayo, 2020).

This study explores the NBTE's role in promoting gender inclusivity in technical education programs, examining the effectiveness of its policies and initiatives in increasing female participation and addressing gender disparities in technical education.

 

Statement of the Problem

Despite efforts to promote gender inclusivity, technical education in Nigeria continues to exhibit significant gender disparities, with women underrepresented in many technical programs (Afolabi & Aborisade, 2018). The NBTE has implemented various policies aimed at increasing female participation and addressing gender biases, but the impact of these policies on achieving gender equality remains unclear (Adesina, 2019). This study aims to address the problem of gender disparity in technical education by evaluating the effectiveness of the NBTE's policies and identifying areas where further action is needed.

The issue is compounded by cultural stereotypes, lack of role models, and inadequate support systems for female students in technical fields (Nwosu & Uzoigwe, 2019). Understanding how the NBTE's initiatives influence gender inclusivity and identifying barriers to effective implementation will provide insights into how to enhance gender equity in technical education programs.

 

Objectives of the Study

To evaluate the effectiveness of NBTE’s policies in promoting gender inclusivity in technical education programs in Nigeria.

To identify barriers and challenges faced by female students in technical education programs and assess how NBTE’s initiatives address these issues.

To recommend strategies for improving gender inclusivity in technical education based on the findings of the study.

 

Research Questions

How effective are the NBTE’s policies in promoting gender inclusivity in technical education programs in Nigeria?

What barriers and challenges do female students face in technical education programs, and how do NBTE’s initiatives address these challenges?

What strategies can be implemented to further enhance gender inclusivity in technical education programs?

 

Significance of the Study

This study is significant for several stakeholders, including the NBTE, educational institutions, female students, and policymakers. For the NBTE, the study provides insights into the effectiveness of its gender inclusivity policies and highlights areas for improvement. Educational institutions can use the findings to develop targeted strategies to support female students and promote a more inclusive environment. Female students will benefit from enhanced support and opportunities, contributing to their academic and career success. Policymakers can use the study’s recommendations to formulate more effective policies aimed at achieving gender equality in technical education.

 

Scope and Limitations of the Study

The study focuses on the role of the NBTE in promoting gender inclusivity in technical education programs within Nigeria. It examines the effectiveness of policies, identifies barriers faced by female students, and proposes strategies for improvement. The study is limited to technical institutions in Nigeria and does not include other types of educational programs or institutions. Additionally, the study may be constrained by the availability of data, the willingness of institutions to participate, and the subjective nature of some assessments related to gender inclusivity.

 

Definitions of Terms

Gender Inclusivity: The practice of ensuring equal opportunities and support for individuals of all genders in educational and professional settings, aiming to reduce disparities and promote fairness.

NBTE Policies: Regulations and guidelines established by the National Board for Technical Education to govern technical institutions and promote specific educational objectives, including gender inclusivity.

Technical Education Programs: Vocational and technical training programs that provide specialized skills and knowledge required for various trades and professions.

 

References

Afolabi, F. O., & Aborisade, R. A. (2018). Gender inclusivity in technical education: Challenges and opportunities. International Journal of Technical Education and Training, 16(3), 55-70.

Adesina, T. O. (2019). The role of policies in promoting gender equity in Nigerian technical education. Journal of Educational Policy and Management, 18(2), 123-138.

Akanbi, O. O., & Adebayo, A. A. (2020). Evaluating the impact of gender inclusivity policies in technical education. Journal of Vocational Education and Training, 20(4), 89-104.

Eze, C. J. (2021). Gender disparities in technical education: The role of regulatory bodies in Nigeria. Nigerian Journal of Technical Education, 12(1), 56-72.

Nwosu, A. O., & Uzoigwe, C. A. (2019). Barriers to female participation in technical education: Insights from Nigeria. Journal of Industrial Education and Training, 13(3), 77-92.

Ojo, K. D., & Olayiwola, S. A. (2020). Gender inclusivity in technical education: Policy implications and best practices. Journal of Educational Development and Policy Studies, 15(1), 45-60.