Gender Mainstreaming in Vocational Education Programmes in Oyo State Institutions

This study evaluated the status of gender mainstreaming in vocational education programmes in tertiary and secondary institutions in Oyo State, South West Nigeria. Gender mainstreaming involves integrating gender perspectives into the planning, implementation, monitoring, and evaluation of educational programmes to ensure that both male and female learners benefit equitably. A descriptive survey and document analysis design were used, with data collected from 100 vocational education administrators, 200 teachers, and 300 students across 15 institutions. Gender audit instruments and structured questionnaires were administered. Findings showed that while female enrolment in traditionally female vocational areas such as home economics was high, female participation in technical trades including welding, auto mechanics, and electrical installation remained below 10 percent. Gender-sensitive teaching practices and gender-responsive learning environments were largely absent. The study recommends that Oyo State develop a gender mainstreaming action plan for vocational education, mandate gender-disaggregated data reporting in all institutions, train teachers in gender-responsive pedagogy, and establish female-friendly technical workshops with female instructors as role models. Partnerships with women's economic empowerment organizations should be formalized. These findings provide an evidence base for institutionalizing gender equity in vocational education administration and policy across South West Nigeria. Keywords: gender mainstreaming, vocational education, Oyo State, gender equity, female participation.