Evaluating Gender Parity in Wood Technology Programmes at a TVET Institution in Harare, Zimbabwe

Abstract

 This study explored gender parity in wood technology programmes at a technical and vocational education and training institution in Harare, Zimbabwe, amidst rising female enrolment in higher education. A mixed-methods approach, using a concurrent nested design, was employed to collect both quantitative data from enrolment registers, attendance records and performance lists, and qualitative data through focus groups, interviews and questionnaires with eight lecturers and 30 students. The findings revealed that Gender Parity Index (GPI) for enrolment in wood technology programmes was 0.44. The study also showed that female students slightly outperformed males in theoretical assessments but were outperformed in practical tasks requiring gross motor skills. Females showed higher lesson attendance and better organisational skills but faced higher dropout rates due to gender-based discrimination and challenges in balancing academic and household responsibilities. Suggested strategies to improve gender parity include gender sensitisation workshops, mentorship, flexible schedules and childcare support.