By Atieno Olang
The gender gaps within the education sector and the transition to and completion of technical universities is an area that is yet to be thoroughly researched. This is largely due to the apparent myths and misconceptions around Technical and Vocational Education and Training (TVET) and socio-cultural barriers to enrollment by women and other marginalized groups.
Additionally, the rampant sexual violence in technical institutes has further exacerbated unequal access to education for both young men and women in tertiary education. While it affects both men and women, women tend to be the most affected due to the structural socio-cultural barriers that often put them in vulnerable situations. These barriers are compounded by harmful cultural practices like female genital mutilation (FGM), early marriages, prostitution, sexual harassment and sexual exploitation.
Certain aspects of modernity and the socialization of girls and boys by society make victims accept sexual and gender-based violence (SGBV) as a norm which has transcended greatly in the education sector, specifically at the tertiary level. Girls and young women who take up TVET to further their education are prone to fall victim to transactional sex as a means of financing their education, coping with college life, and sometimes out of greed for luxurious life competing to remain fashionable. It doesn’t end there, transactional sex for “good exam results” has also been normalized by students and teachers in training colleges.
The persistent inequalities in the technical learning space are noted to have a profound impact on not only the women involved but also impact human and economic development. Low educational attainment drags down living conditions for women, children, families, and society at large. Many cases of gender violence in the TVET sector go un/under-reported because students fear victimization and ridicule. To this end, women have almost accepted gender-based violence (GBV) as part of their learning experiences, which is very harmful to not only their physical but also mental health.
Counter-responses on GBV need to employ a multisectoral approach to transform learning spaces into places where gender equality is both rehearsed and learnt. Among the fundamental elements that need to be put in place are systems that safeguard students’ protection including safety/protection policies and gender mainstreaming policies in vocational training centers. There is a great need to foster family and community support for youth to participate in TVET programs and careers. Both young men and women need to be offered equal opportunities to enroll in their preferred courses without castigation. Community dialogues and town hall forums can create platforms where community members can be sensitized on how to identify incidents of gender violence, speak about them, analyze their root causes, and finally, take action. Most importantly, reported cases must be brought forth in the corridors of justice. Otherwise, justice delayed remains justice denied.
Atieno Olang, NAYA Advocate | Gender and Social Inclusion Officer
