FEMALE PARTICIPATION IN TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING INSTITUTIONS IN NORTHERN GHANA: PROSPECTS AND CHALLENGES

Abstract

The research focuses on female participation in technical and vocational education and training with particular emphasis on skill training opportunities for females in Northern Ghana. In Ghana, labour markets have become so competitive that females need to be assisted to enter such markets. Expanding skill-training opportunities for females in training institutions could meet this demand. It is for this reason that this thesis sought to identify gender disparities in technical and vocational education and training institutions favouring males against females who have low participation. Thus, the central questions this thesis tried to answer were: What is the state of female enrolment in technical and vocational institutions in Northern Ghana? What factors influence the decision of parents to send their girls to technical and vocational schools? And what challenges confront technical and vocational institutions in enrolling females? Interviews and questionnaires were used to collect data that were analyzed by the use of SPSS and qualitatively as well within the framework of human capital theory. By examining and fmding answers to these questions raised above, it was revealed that even though females have shown interest in technical and vocational education and training, their enrolment rates were low as compared to their male counterparts particularly in male-dominated programmes. In short, gender balance was lacking in technical and vocational education and training and most institutions were internally inefficient, with endogenous factors forcing female trainees out of the training programmes. It was also evidenced that immediate employment opportunities were the main driving force influencing parents and guardians to send their females' wards to technical and vocational education and training institutions. :: r The study concludes that investigation on the prospects and challenges of female participation in technical and vocational education and training institutions in Northern Ghana could help in providing information for planning process. Clearly, the situation is quite discouraging with most institutions being male-dominated. In the light of this, it recommends that the institutions involved need to consider broadening their range of courses. For, there are marketable courses available that would increase the participation of girls in technical and vocational education programmes for the individual and national development