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SHINYANGA VTC GENDER EQUALITY STRATEGY

SHINYANGA VTC GENDER EQUALITY STRATEGY

TABLE OF CONTENTS

TABLE OF CONTENTS 1.0 INTRODUCTION 2.0 VISION, MISSION AND VETA CORE VALUES OF ORGANIZATION 3.0 TYPES
  • 1.0 INTRODUCTION

  • 2.0 VISION, MISSION AND VETA CORE VALUES OF ORGANIZATION

  • 3.0 TYPES OF COURCES OFEERED

LONG AND SHORT

  • 3.1 a table showing the number of males and females staff

3.1.2 a table showing the number of males and females trainees 3.1.3 a table showing the number of males and females trainees in boarding

4. 0 RATIONALE FOR GENDER STRATEGY (GES)

  • 4.1 ISTEP requirements on Gender Equality

CONT……

CONT…… 5.0 TANZANIA’S INTERNATIONAL AND NATIONAL COMMITMENTS TO GENDER EQUALITY AND DONOR GENDER STRATEGY REQUIREMENTS. 5.1
  • 5.0 TANZANIA’S INTERNATIONAL AND NATIONAL COMMITMENTS TO

GENDER EQUALITY AND DONOR GENDER STRATEGY REQUIREMENTS.

  • 5.1 Institute’s Strategic Guiding Document

  • 6.0 STATUS OF GENDER EQUALITY AT THE TVET INSTITUTE LEVEL

  • 6.1 SITUATION OF GE AT SHINYANGA VTC

  • 6.2 ACTIONS TO BE TAKEN BY SHINYANGA VTC TO BRING GENDER

EQUALITY

  • 6.3 ACTIONS WHICH HAVE ALREADY TAKEN BY SHINYANGA VTC TO BRING GENDER EQUALITY

  • 7.0 SITUATIONAL ANALYSIS FOR GE QUANTITATIVE DATA COLLECTION

a) Total Enrolment 2014-2017 (Data source from the Registrar’s Office)

  • b) Enrolment by Course/Program

c) Student Pass Rates by Gender and by Program

8. SHINYANGA VTC GENDER EQUALITY LOG FRAME WORK

8. SHINYANGA VTC GENDER EQUALITY LOG FRAME WORK  Issue(s)  Objective (s)  Strategy (ies)
  • Issue(s)

  • Objective (s)

  • Strategy (ies)

  • Target activities

  • Resources/budget

  • Responsible

  • Target

  • Means of verification

  • Time frame

ABBREVIATIONS

ABBREVIATIONS VETA- VOCATIONAL EDUCATION AND TRAINING AUTHORITY VTC -Vocational Training Centre GES -Gender Equality Strategy CEDAW

VETA-VOCATIONAL EDUCATION AND TRAINING AUTHORITY

VTC-Vocational Training Centre GES-Gender Equality Strategy

CEDAW- Convention Elimination of all Forms of Discrimination against Women

NSGDs- National Strategy for Gender and Development SDGs-Sustainable Development Goals

CONT…………….

CONT…………

CONT………… ISTEP -Improving Skills Training For Employment Programs TVET -Technical and Vocational Education and training MDGs

ISTEP-Improving Skills Training For Employment Programs

TVET-Technical and Vocational Education and training

MDGs-Millennium Development Goals

1.0 INTRODUCTION:

1.0 INTRODUCTION: VETA Shinyanga is located in SHINYANGA MUNICIPAL in SHINYANGA District, about 5 kilometers from

VETA Shinyanga is located in SHINYANGA MUNICIPAL in SHINYANGA District, about 5

kilometers from SHINYANGA Municipality along

the SHINYANGA-TABORA Highway. VETA Shinyanga was established in 1989 with only one trade that is Masonry and bricklaying. At

the moment the college has ten long courses

and eighteen short courses.

CONT……

CONT…… VETA S hinyanga is also one of 26 Training Centers in Tanzania Mainland that offers

VETA Shinyanga is also one of 26 Training Centers in Tanzania Mainland that offers Vocational Skills under Vocational Education and Training authority

(VETA).VETA Shinyanga ,apart from offering cross

cutting skills ,it offers unique skills that are not found

in any other training centers in Tanzania such as Plant Operation , Heavy Duty Equipment Mechanics and

Gemstone Cutting, Polishing and Carving. VETA

Shinyanga offers equal opportunity to all Tanzanians and foreigners, males and females both long courses and short courses

2.0 VISION, MISSION AND VALUES OF ORGANIZATION

2.0 VISION, MISSION AND VALUES OF ORGANIZATION The Mission of VETA is to ensure provision of

The Mission of VETA is to ensure provision of quality Vocational Educational and Training that meets

labour market needs, through effective regulation,

coordination, financing and promotion in collaboration with stakeholders.

The Vision of VETA is an excellent Vocational Education and Training system that is capable of supporting national social economic development in the global context.

VETA CORE VALUES

VETA CORE VALUES  Demand driven services  Performance Excellence  Transparency  Team work.

Demand driven services Performance Excellence Transparency

  • Team work.

3.0 TYPES OF COURCE OFFERED

3.0 TYPES OF COURCE OFFERED LONG COURCES OFFERED  HEAVY DUTY EQUIPMENTS AND MECHANIC  PLANT

LONG COURCES OFFERED

  • HEAVY DUTY EQUIPMENTS AND MECHANIC

  • PLANT OPERATION

  • ELECTRICAL INSTALLATION

  • WELDING AND METAL FABRICATION

  • PLUMBING AND PIPE FITTING

  • CARPENTRY AND JOINERY

CONT……………

CONT…………… 7. MANSONRY AND BRICKLAYING 8. GEMSTONE CUTTING, POLLISHING AND CARVING 9. DESIGNING SEWING AND CLOTH

7. MANSONRY AND BRICKLAYING

8. GEMSTONE CUTTING, POLLISHING AND

CARVING

9. DESIGNING SEWING AND CLOTH TECHNOLOGY

10. SECRETARIAL AND COMPUTER APPLICATION.

CONT…

CONT… SHORT COURSES OFFERED  HEAVY DUTY EQUIPMENTS AND MECHANICS  CARPENTRY AND JOINERY  MANSONRY

SHORT COURSES OFFERED

  • HEAVY DUTY EQUIPMENTS AND MECHANICS

  • CARPENTRY AND JOINERY

  • MANSONRY AND BRICK LAYING

  • MINING TECHNOLOGY

  • WELDING AND METAL FABRICATION

  • PLANT OPERATION

  • PLUMBING AND PIPE FITTING

CONT………………….

CONT…………………. 8.PASSENGER SERVICE VEHICLE 9. ELECTRICAL INSTALLATION 10. COMPUTER APPLICATION 11SECRETARIAL AND COMPUTER 12. AUTO ELECTRICAL

8.PASSENGER SERVICE VEHICLE

9. ELECTRICAL INSTALLATION

  • 10. COMPUTER APPLICATION

11SECRETARIAL AND COMPUTER

  • 12. AUTO ELECTRICAL

  • 13. COMPUTER MAINTENANCE

  • 14. BASIC TAILORING

  • 15. BATIK MAKING

  • 16. EMBROIDERY

  • 17. CATERING

  • 18. HAIR DRESSING SALON AND DECORATION

3.1 A TABLE SHOWING THE NUMBER OF MALES AND FEMALES STAFF IN SHINYANGA VTC S/N MALES
3.1 A TABLE SHOWING THE NUMBER OF MALES AND
FEMALES STAFF IN SHINYANGA VTC
S/N
MALES
FEMALES
TOTAL
1
35 13
48
100%
PERCENT
72.8%
27.0%

3.1.2 A TABLE SHOWING THE NUMBER OF MALES

AND FEMALES TRAINEES IN SHINYANGA VTC
AND FEMALES TRAINEES IN SHINYANGA VTC
3.1.2 A TABLE SHOWING THE NUMBER OF MALES AND FEMALES TRAINEES IN SHINYANGA VTC TRADE MALES

TRADE

MALES

FEMALES

TOTAL

SECRERARIAL AND

3

  • 39 42

 

COMPUTER

PLANT OPERATION

24

  • 7 31

 

GEMSTONE CUTTING AND CARVING

6

  • 7 13

 

MANSONRY AND BRICK

30

  • 4 34

 

LAYING

WELDING AND METAL FABRICATION

54

  • 3 57

 

DESIGNING SEWING AND CLOTH TECHNOLOGY

1

  • 20 21

 

CONT…………….

CONT……………. CARPENTRY AND JOINERY 16 0 16 PLUMBING AND PIPE FITTING 43 38 81 ELECTRICAL INSTALLATION

CARPENTRY AND JOINERY

 
  • 16 0

16

PLUMBING AND PIPE FITTING

 
  • 43 38

81

ELECTRICAL INSTALLATION

 
  • 94 19

113

TRUC MECHANICS

 
  • 87 1

88

TOTAL

358

138

496

PERCENT

72.1

27.8

100

3.1.3 A TABLE SHOWING THE NUMBER OF MALES AND

FEMALES TRAINEES IN BOARDING SHINYANGA VTC
FEMALES TRAINEES IN BOARDING SHINYANGA VTC
3.1.3 A TABLE SHOWING THE NUMBER OF MALES AND FEMALES TRAINEES IN BOARDING SHINYANGA VTC S/N

S/N

MALES

FEMALES

TOTAL

1

62

104

166

This gender equality strategy outlines the explicit approach for integrating gender equality principles at Shinyanga VTC plan with the intention to achieve gender equality.

It is designed as management tool to guide the integration of

gender equality concerns within the institute/centre as was

identified in the gender analysis conducted on 19 th April, 2017 during the gender team meeting.

CONT………………….

CONT…………………. This process will also involve other institutes/centres stakeholders such as Regional Commissioner, District Commissioner, Head

This process will also involve other institutes/centres stakeholders such as Regional Commissioner, District Commissioner, Head of Schools, Religious Leaders,

parents and Trainees through

  • Inviting them to visit our centre to see our made products by our trainees

  • Have meeting with them to discuss our ongoing

activities examples enrollment season, exams, field attachment with intention of marketing the courses offered in our centre as to bring Gender Equality.

4.1. ON the other hand the ISTEP requirements on Gender Equality are

  • Increase the number of vocational Graduates

males and females with the relevant needed skills.

  • Reduce gender gaps in various vocational Programs at Shinyanga VTC.

  • Promote gender equality by increasing

enrolment of males and females in vocational

programs especially programs which have imbalance trainees.

5.0 TANZANIA’S INTERNATIONAL AND NATIONAL COMMITMENTS TO GENDER EQUALITY

5.0 TANZANIA’S INTERNATIONAL AND NATIONAL COMMITMENTS TO GENDER EQUALITY At International le vel, Tanzania has signed
5.0 TANZANIA’S INTERNATIONAL AND NATIONAL COMMITMENTS TO GENDER EQUALITY At International le vel, Tanzania has signed

At International level, Tanzania has signed key Convention on Elimination of all Forms of Discrimination

against Women (CEDAW) as ratified 1985, UNESCO

Convention Against Discrimination in Education ratified 1979and the Revised Recommendation on Vocational

Technical ratified 2001.Tanzanaia also was a party of

the implementation of Millennium Development Goals

(MDGs) that ended in 2015 and ongoing Sustainable Development Goals (SDGs) with a 2030 time frame.

CONT……………… ..

CONT………………….

CONT…………………. At National level, gender equality implementation is guided by the overall National Gender Policy (2000)

At National level, gender equality implementation is guided by the overall National Gender Policy (2000) administered by the Ministry responsible for gender. The policy also calls for sectors policies to address the issues in the context of the specific sector, including private sector. The policy is implemented through a comprehensive National Strategy for Gender and Development (NSGD 2000) which provides guidance for attainment of gender equality and equity goals.

CONT……………… ..

CONT……………… .. Overall, the policy and regulatory framework in Tanzania provides a conducive environment for pursuing

Overall, the policy and regulatory framework in

Tanzania provides a conducive environment for

pursuing of gender equality across the sectors.

To a large extent gender equality is at the

drawing board for many programs in the

education sector and its subsector including TVET.

DONOR GENDER STRATEGY REQUREMENTS.

DONOR GENDER STRATEGY REQUREMENTS . -ISTEP partners acquaint knowledge on some tools of the GE Toolkit

-ISTEP partners acquaint knowledge on some tools of the GE Toolkit

such as the gender Analysis, the Gender checklist to assess the

status of GE at the institute and draft gender equality strategy that will guide gender initiatives so as;

  • 1. Increase the number of vocational graduates’ males and females

with the relevant needed skills.

  • 2. Reduce gender gaps in various vocational programs.

  • 3. Promote gender equality by increasing enrolment of males and

females in

CONT………………… ..

CONT………………… .. vocational programs especially program which have imbalance trainees. We acknowledge our government’s efforts in

vocational programs especially program which have imbalance trainees.

We acknowledge our government’s efforts in providing conducive environment for pursing gender equality across various sectors. At

large extent GE acts as a drawing board for

many programs in the education and its

subsectors including TVET.

5.1 INSTITUTE’S STRATEGIC GUIDING DOCUMENT

5.1 INSTITUTE’S STRATEGIC GUIDING DOCUMENT Shinyanga VTC has strategic guiding document on GE as objective so
5.1 INSTITUTE’S STRATEGIC GUIDING DOCUMENT Shinyanga VTC has strategic guiding document on GE as objective so

Shinyanga VTC has strategic guiding

document on GE as objective so as to

attain institute’s objectives on GE through

Marketing the courses offered and address the mind set of society to change negative

attitudes towards Technical and Vocational

Education.

6.0 STATUS OF GENDER EQUALITY AT THE TVET

INSTITUTE LEVEL
INSTITUTE LEVEL
6.0 STATUS OF GENDER EQUALITY AT THE TVET INSTITUTE LEVEL Gender analysis is a planning tool

Gender analysis is a planning tool used to identify and plan for

elimination of identified gaps.

Gender analysis in TVET reveals a number of gender issues that if not addressed challenges the basic principles of gender equality.

In TVET gender gaps could be a result of complex and

multidimensional factors, including cultural norms and practices,

institutional factors as well as lack of locally based legal and policy.

CONT… ..

CONT… .. Cultural factors could be among key contributors to gender inequality at the institutions. The

Cultural factors could be among key contributors to gender inequality at the institutions. The contribution of negative traditional norms and practices on gender equality as in article Convention on

Elimination of all Forms of Discrimination

Against women.

6.1 SITUATION OF “GE” AT SHINYANGA VTC

6.1 SITUATION OF “GE” AT SHINYANGA VTC The situation of GE at Shinyanga VTC is imbalance

The situation of GE at Shinyanga VTC is imbalance due to; 1:Low enrolment of Females trainees in Masonry and Bricklaying (MB), Carpentry and Joinery ( CJ), Truck

Mechanics (TM) and Welding and Metal Fabrication (WF)

trades due to negative attitudes towards

technical/science based programs and very few females applicants apply to join in Masonry and Bricklaying (MB), Carpentry and Joinery( CJ), Truck Mechanics (TM) and

Welding and Metal Fabrication (WF) trades.

CONT…………………… ..

CONT…………………… .. : Low enrollment of males trainees in Secretarial and Computer Application (SC) and Design

:

Low enrollment of males trainees in Secretarial and Computer Application (SC) and Design Sewing and Cloth Technology( DSCT) trades due to negative attitudes

towards technical/science based programs and very

few males applicants apply to join in Secretarial and Computer Application (SC) and Design Sewing and Cloth Technology( DSCT )trades

3: Inadequate accommodation and hygienic facilities for

females’ capacity.

6.2 ACTIONS TO BE TAKEN BY SHINYANGA VTC TO BRING

6.2 ACTIONS TO BE TAKEN BY SHINYANGA VTC TO BRING GENDER EQUALITY  Marketing the courses

GENDER EQUALITY

6.2 ACTIONS TO BE TAKEN BY SHINYANGA VTC TO BRING GENDER EQUALITY  Marketing the courses
  • Marketing the courses offered.

  • Address the mind set of society to

change negative attitudes towards Technical and Vocational Education.

6.3 ACTIONS WHICH HAVE ALREADY TAKEN BY

6.3 ACTIONS WHICH HAVE ALREADY TAKEN BY SHINYANGA VTC TO BRING GENDER EQUALITY  Increase enrollment

SHINYANGA VTC TO BRING GENDER EQUALITY

6.3 ACTIONS WHICH HAVE ALREADY TAKEN BY SHINYANGA VTC TO BRING GENDER EQUALITY  Increase enrollment
  • Increase enrollment of trainees in programs with imbalanced gender. This were done through;

  • Renovate Nyerere A & B dormitories.

  • Transfer males’ trainees from Nyerere A & B to

Mandela and Bariadi dormitories

  • Transfer females’ trainees from Mandela to

Nyerere A& B dormitories

  • Provide hygienic facilities for females such as build burning furnace.

  • Enroll trainees in dormitories

7.0 SITUATIONAL ANALYSIS FOR GE QUANTITATIVE DATA COLLECTION

7.0 SITUATIONAL ANALYSIS FOR GE QUANTITATIVE DATA COLLECTION a) Total Enrolment 2014-2017 (Data source from the
7.0 SITUATIONAL ANALYSIS FOR GE QUANTITATIVE DATA COLLECTION a) Total Enrolment 2014-2017 (Data source from the

a) Total Enrolment 2014-2017 (Data source

from the Registrar’s Office)

Year

Boys

Girls

Total

Boys

Girls

Remarks

(%)

(%)

2014/

 
  • 242 338

96

 

71.5

28.4

-low enrollment

15

of girls compare to boys

2015/

 
  • 298 417

119

 

71.4

28.5

-low enrollment

16

of girls compare

to boys

B)

ENROLMENT BY COURSE/PROGRAM

B ) ENROLMENT BY COURSE/PROGRAM CARPENTRY AND JOINERY Year LEVEL Boys Girls Total % Boys %Girls

CARPENTRY AND JOINERY

Year

LEVEL

Boys

Girls

Total

% Boys

%Girls

Remarks

2014/15

I

 
  • 13 13

0

 

100

0

Low enrollment of girls

II

 
  • 08 08

0

 

72.7

0

than boys due to

negative attitudes

             

2015/16

I

 
  • 05 05

0

 

100

0

towards TVET

II

 
  • 09 09

0

 

69.2

0

2016/17

I

 
  • 11 11

0

 

100

0

MASONRY AND BRICK LAYING

MASONRY AND BRICK LAYING Year LEVEL Boys Girls Total % Boys %Girls Remarks I 19 1

Year

LEVEL

Boys

Girls

Total

% Boys

%Girls

Remarks

 

I

19

1

20

95

05

 

2014/15

II

15

0

0

100

0

 

I

14

  • 02 16

 

87.5

12.5

Low enrollment of

II

15

  • 01 16

 

93.75

6.25

girls than boys due to

negative attitudes

2015/16

           

towards TVET

2016/17

I

19

  • 02 21

 

90.4

9.5

PLANT OPERATION Year LEVEL Boys Girls Total % Boys %Girls Remarks 2013 I 28 02 30
PLANT OPERATION
Year
LEVEL
Boys
Girls
Total
% Boys
%Girls
Remarks
2013
I
28
02
30
93.3
6.7
2014
II
26
02
28
92.9
7.1
Low
2015
I
27
07
34
79.4
20.6
2016
II
25
07
32
78.1
21.9
enrollment
of girls than
boys due to
negative
attitudes
towards
2017
I
24
07
31
77.4
22.6
TVET
TRUCK MECHANICS Year LEVEL Boys Girls Total % Boys %Girls Remarks I 17 00 17 100
TRUCK MECHANICS
Year
LEVEL
Boys
Girls
Total
% Boys
%Girls
Remarks
I
17
00
17
100
00
Low
2015
II
16
00
16
100
00
enrollmen
t of girls
than boys
due to
I
41
01
42
97.6
2.4
negative
attitudes
2016
towards
II
00
00
00
00
00
TVET
I
53
00
53
100
00
2017
Year LEVEL Boys Girls Total % Boys %Girls Remarks 2011/12 I 07 09 16 25 75
Year
LEVEL
Boys
Girls
Total
% Boys
%Girls
Remarks
2011/12
I
07 09
16
25
75 SOCIETIES
GEMSTONE CUTTING, POLLISHING AND CARVING
ARE NOT
FAMILIAR
II
04
09
13
30.7 69.3
WITH IT
BECAUSE
2017/18
I
06
07
13
46.1 53.9
IT IS A
NEW
II
- -
-
-
-
COURSE

DESIGN SEWING AND CLOTHS TECHNOLOGY

DESIGN SEWING AND CLOTHS TECHNOLOGY Year LEVEL Boys Girls Total % Boys %Girls Remarks 2014/15 I

Year

LEVEL

Boys

Girls

Total

% Boys

%Girls

Remarks

2014/15

I

01

 
  • 11 12

08.3

91.7

 

II

01

  • 09 10

 

10

90

-Low enrollment

2015/16

I

0

 
  • 15 15

0

100

of boys than

II

0

 
  • 13 13

0

100

girls due to

2016/17

I

0

 
  • 13 13

0

100

negative

II

00

  • 09 09

 

00

100

attitudes

2017/18

I

01

 
  • 11 12

08.3

91.7

and mind

set of

             

society

towards

DSCT seems to be special for women only ..

Year LEVEL ELECTRICAL INSTALLATION Boys Girls Total % Boys %Girls Remarks 2014 I 20 03 23
Year
LEVEL
ELECTRICAL INSTALLATION
Boys
Girls
Total
% Boys
%Girls
Remarks
2014
I 20
03
23
86.9
13.1
2014
II 19
02
21
90.4
9.6
Low enrollment of girls
than boys due to
negative attitudes
towards TVET
2015
I 26
04
30
86.6
13.4
2015
II 24
04
28
85.7
14.3
2016
I
46
06
52
88.2
11.8
2016
II 58
10
68
85.2
14.8
2017
I
50 15
65
76.9 23.1

PLUMBING AND PIPE FITTING

PLUMBING AND PIPE FITTING Year LEVEL Boys Girls Total % Boys %Girls 2014 I 16 07

Year

LEVEL

Boys

Girls

Total

% Boys

%Girls

2014

I

  • 16 07

23

  • 69.5 30.5

2014

II

  • 12 06

18

  • 66.7 33.3

2015

I

  • 21 06

27

  • 77.7 22.3

2015

II

  • 17 03

20

  • 85 15

2016

I

  • 09 11

20

  • 45 55

2016

II

  • 21 06

27

  • 77.7 22.3

2017

I

  • 27 23

40

  • 67.5 32.5

2017

II

  • 16 15

31

  • 51.6 48.4

Remarks

At least

there are a big number

of

enrollments

of girls

compare to

other

trades.

WELDING AND METAL FABRICATION Year LEVEL Boys Girls Total % Boys %Girls Remarks 2014 I 18
WELDING AND METAL FABRICATION
Year
LEVEL
Boys
Girls
Total
% Boys
%Girls
Remarks
2014
I 18
00
18
100
00
2014
II 16
0 16
100
00
2015
I 20
01
21
95.2 04.8
Low
enrollment
of girls
2015
II 18
00
18
100
00
than boys
due to
2016
I 20
00
20
100
00
negative
2016
II 20
01
21
95.2
04.8
attitudes
towards
2017
I 35
03
38
92.1
7.9
TVET
2017
II 19
00
19
100
00

C) STUDENT PASS RATES BY GENDER AND BY PROGRAM

C) STUDENT PASS RATES BY GENDER AND BY PROGRAM CARPENTRY AND JOINERY Year Boys Girls Total

CARPENTRY AND JOINERY

Year

Boys

Girls

Total

% Boys

%Girls

Remarks

 
  • 2014 0

10

 

10

 

0

  • 100 PASSED

 
  • 2015 0

  • 7 7

   

0

  • 100 PASSED

 
  • 2016 0

  • 9 9

   

0

  • 100 PASSED

DESIGN SEWING AND CLOTH TECHNOLOGY

Year Boys Girls Total % Boys %Girls Remarks 2014 0 8 8 0 100 PASSED 2015
Year
Boys
Girls
Total
% Boys
%Girls
Remarks
2014
0
8
8
0 100
PASSED
2015
1
9
10
10 100
PASSED
2016
0
12 12
00 100
PASSED

ELECTRICAL INTALLATION

ELECTRICAL INTALLATION Year Boys Girls Total % Boys %Girls Remarks 2014 56 14 70 98 85

Year

Boys

Girls

Total

% Boys

%Girls

Remarks

  • 2014 56

   
  • 14 70

98

85

PASSED

  • 2015 24

 

4

28

100

100

PASSED

  • 2016 55

   
  • 10 65

84.6

15.4

PASSED

MASONRY AND BRICLAYING

MASONRY AND BRICLAYING Year Boys Girls Total % Boys %Girls Remarks 2014 10 0 10 100

Year

Boys

Girls

Total

% Boys

%Girls

Remarks

  • 2014 10

   
  • 0 10

 
  • 100 PASSED

0

 
  • 2015 15

   
  • 1 16

 
  • 100 PASSED

100

 
  • 2016 17

   
  • 0 17

 
  • 100 PASSED

00

 

PLANT OPERATION

PLANT OPERATION Year Boys Girls Total % Boys %Girls Remarks 2014 - - - - -

Year

Boys

Girls

Total

% Boys

%Girls

Remarks

2014

-

-

-

-

-

NO

CANDIDATES

2016

25

7

32

100

100

PASSED

PLUMBING AND PIPE FITTINGS Year Boys Girls Total % Boys %Girls Remarks 2014 14 5 19
PLUMBING AND PIPE FITTINGS
Year
Boys
Girls
Total
% Boys
%Girls
Remarks
2014
14
5
19
100
100 PASSED
2015
18
03
21
100
100 PASSED
2016
20
7
27
100
100 PASSED
WELDING AND METAL FABLICATION Year Boys Girls Total % Boys %Girls Remarks 2014 18 1 22
WELDING AND METAL FABLICATION
Year
Boys
Girls
Total
% Boys
%Girls
Remarks
2014
18
1 22
94 100
PASSED18 OUT OF
19
2015
17
00
18
94.4
00 PASSED 17 OUT OF
18
2016
18
01
19
94.4
100 PASSED 17 OUT OF
18

SECRETARIAL AND COMPUTER STUDIES

SECRETARIAL AND COMPUTER STUDIES Year Boys Girls Total % Boys %Girls Remarks 2014 0 1 1

Year

Boys

Girls

Total

% Boys

%Girls

Remarks

2014

0

1

1

0

100

PASSED

2015

  • 02 21

 

23

00

 
  • 00 FAILED

2016 MAY

  • 00 22

 

22

0

 
  • 36 PASSED 8

OUT OF 22

E) DROPOUT RATES FOR BOYS AND GIRLS BY PROGRAMS

E) DROPOUT RATES FOR BOYS AND GIRLS BY PROGRAMS
E) DROPOUT RATES FOR BOYS AND GIRLS BY PROGRAMS

CARPENTRY AND JOINERY

           

Remarks (e.g.,

Girls

%Girls

reasons for

Year

Boys

Total

% Boys

dropping out)

2015

5/23

0

5/23

21.7

0

ONE PASSED

AWAY 4 LEFT WITHOUT REASON

2016

3/17

0

3/17

17.6

0

LEFT WITHOUT REASON

2017

0

0

0

0

0

 

E) DROPOUT RATES FOR BOYS AND GIRLS BY PROGRAMS

E) DROPOUT RATES FOR BOYS AND GIRLS BY PROGRAMS CONT…………. DESIGN SEWING AND CLOTH TECHNOLOGY Year

CONT………….

E) DROPOUT RATES FOR BOYS AND GIRLS BY PROGRAMS CONT…………. DESIGN SEWING AND CLOTH TECHNOLOGY Year

DESIGN SEWING AND CLOTH TECHNOLOGY

Year

Boys

Girls

Total

% Boys

%Girls

Remarks (e.g., reasons for dropping out)

2015

0

4/25

4/25

0

16

2 GOT PREGNANT. 2 LOW PERFORMANCE

2016

0

6/27

6/27

0

22

1 GOT PREGNANT,5 LEFT WITHOUT

REASON

2017

0

0

0

0

0

 

E) DROPOUT RATES FOR BOYS AND GIRLS BY PROGRAMS

E) DROPOUT RATES FOR BOYS AND GIRLS BY PROGRAMS CONT……………. MASONRY AND BRICLAYING Year Boys Girls

CONT…………….

E) DROPOUT RATES FOR BOYS AND GIRLS BY PROGRAMS CONT……………. MASONRY AND BRICLAYING Year Boys Girls

MASONRY AND BRICLAYING

Year

Boys

Girls

Total

% Boys

%Gir

Remarks (e.g.,

ls

reasons for dropping out)

  • 2015 0

2/18

 

2/18

11.1

0

LEFT AFTER GETTING LITTLE SKILLS THEN THEY GO FOR INDECENT JOB

  • 2016 0

 
  • 0 0

 
  • 0 -

0

 
  • 2017 0

 
  • 0 0

 
  • 0 -

0

 

F) MARKETING MATERIALS USED TO ADVERTISE CORE PROGRAMS (E.G., POSTERS/ILLUSTRATIONS/VIDEOS)

F) MARKETING MATERIALS USED TO ADVERTISE CORE PROGRAMS (E.G., POSTERS/ILLUSTRATIONS/VIDEOS) Name of Gender sensitivity Program Biased
F) MARKETING MATERIALS USED TO ADVERTISE CORE PROGRAMS (E.G., POSTERS/ILLUSTRATIONS/VIDEOS) Name of Gender sensitivity Program Biased

Name of

 

Gender sensitivity

   

Program

Biased (Girls)

Biased (Boys)

Neutral

Summary of message

C/J

NEUTRAL

NEUTRAL

NEUTRAL

 

P/O

NEUTRAL

NEUTRAL

NEUTRAL

E/I

NEUTRAL

NEUTRAL

NEUTRAL

The courses available for the time been are

W/F

NEUTRAL

NEUTRAL

NEUTRAL

publicized or written

MB

NEUTRAL

NEUTRAL

NEUTRAL

and all who are in need

GCPC

NEUTRAL

NEUTRAL

NEUTRAL

are welcomed.

DSCT

NEUTRAL

NEUTRAL

NEUTRAL

S/C

NEUTRAL

NEUTRAL

NEUTRAL

  • a) IV)

Hostel facilities

PHYSICAL LEARNING ENVIRONMENT

Current
Current
 

Boys

Girls

Remarks

Capacity

68

104

STANDARD

IV)

PHYSICAL LEARNING ENVIRONMENT

CONT………
CONT………
IV) PHYSICAL LEARNING ENVIRONMENT CONT……… Ideal Boys Girls Remarks Capacity 68 120 STANDARD

Ideal

 

Boys

Girls

Remarks

Capacity

68

120

STANDARD

IV)

PHYSICAL LEARNING ENVIRONMENT

CONT………
CONT………
IV) PHYSICAL LEARNING ENVIRONMENT CONT……… b) Toilet/ Washroom Facilities Current Capacity utilized Ratio /toilet Washing room/changing

b) Toilet/ Washroom Facilities

Current

 

Capacity

utilized

Ratio /toilet

Washing room/changing room for girls

Boys

68

  • 5 5:68

   

Girls

104

  • 7 7:104

 

AVAILABLE

IV)

PHYSICAL LEARNING ENVIRONMENT

CONT………
CONT………
IV) PHYSICAL LEARNING ENVIRONMENT CONT……… Ideal Capacity Utilized Ratio /toilet Washing room/changing room for girls Boys

Ideal

 

Capacity

Utilized

Ratio /toilet

Washing room/changing room for girls

Boys

68

  • 5 5:68

   

Girls

104

  • 7 7:104

 

AVAILABLE

IV)

PHYSICAL LEARNING ENVIRONMENT

CONT………
CONT………
IV) PHYSICAL LEARNING ENVIRONMENT CONT……… c)Sports facilities Current Types (make a list) Remarks Boys FOOTBALLS-1 THE

c)Sports facilities

Current

 

Types (make a list)

Remarks

Boys

FOOTBALLS-1

THE SPORTS FACILLITIES ARES NOT

BASKETBALL-

ENOUGH COMPARED TO THE

VOLLEYBALL-1

NUMBER OF TRAINEES

 

-1 SET OF JERSEY -GROUNDS ARE AVAILABLE

Girls

-2 SETS OF JERSEY -3 NETBALLS

THE SPORTS FACILLITIES ARES NOT ENOUGH COMPARED TO THE NUMBER OF TRAINEES

IV)

PHYSICAL LEARNING ENVIRONMENT

CONT………
CONT………
IV) PHYSICAL LEARNING ENVIRONMENT CONT……… Ideal Types (make a list) Remarks Boys - 6 FOOTBALLS PER

Ideal

 

Types (make a list)

Remarks

Boys

  • - 6 FOOTBALLS PER QUOTER

THE MENTIONED LIST WILL

  • - 4 VOLLEYBALL PER QUOTER

SATISFIED IF SUPPLIED

  • - 4 SETS OF JERSEY PER YEAR

Girls

  • - 4 NETBALLS PER QUOTER

THE MENTIONED LIST WILL

  • - 4 SETS OF JERSEY PER YEAR

SATISFIED IF SUPPLIED

V)

SOCIAL LEARNING ENVIRONMENT (E.G.,

V) SOCIAL LEARNING ENVIRONMENT (E.G., NUMBER OF REPORTED HARASSMENT CASES) YEAR BOYS GIRLS Remarks (e.g., Reported
V) SOCIAL LEARNING ENVIRONMENT (E.G., NUMBER OF REPORTED HARASSMENT CASES) YEAR BOYS GIRLS Remarks (e.g., Reported

NUMBER OF REPORTED HARASSMENT CASES)

V) SOCIAL LEARNING ENVIRONMENT (E.G., NUMBER OF REPORTED HARASSMENT CASES) YEAR BOYS GIRLS Remarks (e.g., Reported

YEAR

BOYS

GIRLS

Remarks (e.g.,

Reported

Reported

mechanisms for

tracking/recording cases

of harassment)

2012/13

  • - -

 

There is no any reported case

2013/14

  • - -

 

There is no any reported case

2014/15

  • - -

 

There is no any reported case

2015/16

  • - -

 

There is no any reported case

2016/17

  • - -

 

There is no any reported case

V) SOCIAL LEARNING ENVIRONMENT (E.G., NUMBER OF

REPORTED HARASSMENT CASES) CONT………………
REPORTED HARASSMENT CASES)
CONT………………
V) SOCIAL LEARNING ENVIRONMENT (E.G., NUMBER OF REPORTED HARASSMENT CASES) CONT……………… i. Does the institution have
  • i. Does the institution have a mechanism for identifying, and dealing or intervening with, unreported harassment cases?

ii.

The Institution has a mechanism for identifying

and dealing or intervening with unreported

harassment cases. They are leaders, patron and matron

iii.

E.g. Bad. relationship between students which

bring misunderstood.

VI)

GE ACTIVITIES (UNDERTAKEN / PLANNED)

VI) GE ACTIVITIES (UNDERTAKEN / PLANNED) YEAR Activity Title or Budget Status Remarks (Briefly Description allocated

YEAR

Activity Title or

Budget

Status

Remarks (Briefly

Description

allocated

(completed,

comment on

/not allocated

abandoned/

activity and

ongoing)

impact)

2014/15

-

-

  • - No any activity

 

2015/16

-

-

  • - No any activity

 

2016/17

Career guidance

Tsh 180,000=/

completed

Students were guided on how to choose their career

VII)

VII) PROGRAM/COURSE ANALYSIS FOR POTENTIAL HEALTH RISKS Program Current Possible Health Risks Possible strategy / Name

PROGRAM/COURSE ANALYSIS FOR POTENTIAL HEALTH

RISKS
RISKS
   
Program Current Possible Health Risks Possible strategy / Name e.g., Fitter Enrolment for Men Health Risks
   

Program

Current

 

Possible Health Risks

Possible

strategy /

Name e.g., Fitter

Enrolment

for Men

Health Risks for Women

Potential intervention

Mechanics,

M

F

W/F

35

3

chest problem

chest problem

Use protective gear

C/J

9

0

Chest problem

Chest

Use protective gear

Eyes

Eyes

ears

ears

 

6

7

Chest

Chest

Use protective gear

GCPC

ergonomics

ergonomics

DSCT

1

9

Chest

Chest

Use protective gear

ergonomics

Ergonomics

 

Stitch fingers

 

19

2

Chest

Chest

Use protective gear

MB

ergonomics

ergonomics

VII) MEMBERS OF STAFFS Year Male Female Total % Boys %Girls Remarks 2014/15 2015/16 38 14
VII) MEMBERS OF STAFFS
Year
Male
Female
Total
% Boys
%Girls
Remarks
2014/15
2015/16
38
14
52
73.0
26.5
IMBALANCE
GENDER DUE
TO NATURE
OF
TECHNICAL
EDUCATION.
2016/17
34
13
47
72.9
27.0
IMBALANCE
GENDER DUE
TO NATURE
OF
TECHNICAL
EDUCATION.

IX)

POSITIONS IN DECISION MAKING

IX) POSITIONS IN DECISION MAKING Levels 2012/13 2013/14 2014/15 2015/16 2016/17 Remarks M F M F

Levels

2012/13

 

2013/14

 

2014/15

2015/16

2016/17

Remarks

M

F

M

F

M

F

M

F

M

F

                     

Decision is

made from

top

Senior

1

1

1

1

1

management to line managers.

Middle

5

 

5

 

5

 

5

 

5

   

X)

PROGRAM DELIVERY BY GENDER

X) PROGRAM DELIVERY BY GENDER Teaching Staff Name of Number of Male Number of Total %

Teaching Staff

Name of

Number of Male

Number of

Total

% M

% F

Remarks

Program

Teaching Staff

Female Teaching Staff

SC

  • 0 2

 

2

0

100

 

PO

  • 2 0

 

2

100

0

-Imbalance

GCPC

  • 1 0

 

1

100

0

gender

MB

  • 2 0

 

2

100

0

WF

  • 2 0

 

2

100

0

DSCT

  • 0 2

 

2

100

0

CJ

  • 3 0

 

3

100

0

E/I

  • 2 0

 

2

100

0

PPF

  • 2 0

 

2

100

0

TM

  • 2 2

 

2

100

0

XI)

GENDER ENROLMENT PATTERNS IN PROGRAMS .

XI) GENDER ENROLMENT PATTERNS IN PROGRAMS . Programs Where Girls are Over represented implication Programs where

Programs Where Girls are Over represented

   

implication

 

Programs where Girls are over represented

Why are girls over represented?

(employment/career

Strategies in place to change / improve the situation (if any)

 

-DUE TO

-The nature of career.

- change the mind

S/C

SOCIETY

It is belied that it’s for

society to improve

DSCT

ATTITUDES

girls.

the situation

PROGRAMS WHERE GIRLS ARE UNDER REPRESENTED

PROGRAMS WHERE GIRLS ARE UNDER REPRESENTED Programs where Implications Girls are under Why girls under are

Programs where

 

Implications

 

Girls are under

Why girls under are represented?

(employment/care

Strategies in place to change /

represented

er

improve the

situation (if any)

 

-due to negative

-Employees have

- Change the mind set

MB ,CJ,PO,WF & TM

attitudes towards technical vocational

negative attitudes towards girls that

of employees that, girls can work the

education

have many excuse

same as boys

.example when they are in menstruation some fail to work, carry pregnant and maternity leave

especially when they are given opportunity.

XII)

BEST PRACTICES, CHALLENGES AND LESSONS

XII) BEST PRACTICES, CHALLENGES AND LESSONS LEARNT FROM THE SITUATIONAL ANALYSIS OF THE QUALITATIVE AND QUANTITATIVE
XII) BEST PRACTICES, CHALLENGES AND LESSONS LEARNT FROM THE SITUATIONAL ANALYSIS OF THE QUALITATIVE AND QUANTITATIVE

LEARNT FROM THE SITUATIONAL ANALYSIS OF THE QUALITATIVE AND QUANTITATIVE DATA

XII) BEST PRACTICES, CHALLENGES AND LESSONS LEARNT FROM THE SITUATIONAL ANALYSIS OF THE QUALITATIVE AND QUANTITATIVE
XII) BEST PRACTICES, CHALLENGES AND LESSONS LEARNT FROM THE SITUATIONAL ANALYSIS OF THE QUALITATIVE AND QUANTITATIVE

What Best Practices already exist at your institution?

1. THE BEST PRACTICES THAT HAS ALREADY EXISTED AT MY INSTITUTE/CENTRE IS ABOUT

1. THE BEST PRACTICES THAT HAS ALREADY EXISTED AT MY INSTITUTE/CENTRE IS ABOUT GENDER STEREOTYPING IN
GENDER STEREOTYPING IN VET.
GENDER STEREOTYPING IN VET.
1. THE BEST PRACTICES THAT HAS ALREADY EXISTED AT MY INSTITUTE/CENTRE IS ABOUT GENDER STEREOTYPING IN
  • Enrolment in courses offered by the VET institutions display the bias between boys and girls, whereby girls tend to concentrated in reflecting

traditional roles of women, while

boys enrolled in courses that offer skills in engineering trades .

1. THE BEST PRACTICES THAT HAS ALREADY EXISTED AT MY INSTITUTE IS ABOUT GENDER STEREOTYPING IN VET.

CONT……
CONT……
1. THE BEST PRACTICES THAT HAS ALREADY EXISTED AT MY INSTITUTE IS ABOUT GENDER STEREOTYPING IN
  • Gender stereotyping is defined as entrenched attitudes, practices and traditions that lead to gender based and decision making inequalities in division of labour, gender roles, access,

labour force participation and decision making.

In my Institute enrollments in 2017 boys are72% and girls 27% which is very low.

2. GENDER DISPARITY IN ACCESS TO VET.

2. GENDER DISPARITY IN ACCESS TO VET. Overall women/girls representation in the centre system at 27%

Overall women/girls representation in

the centre system at 27% is observed.

Therefore there is gender disparity in access to VET.

3. WHAT CHALLENGES DID YOU IDENTIFY?

3. WHAT CHALLENGES DID YOU IDENTIFY? 1. Difficult in collecting data .That data are not prorely
  • 1. Difficult in collecting data .That data are not prorely documented

What lessons did you learn?

  • 1. Data documentation is very important

2.If Gender gap is not well addressed will bring high impact in economic development. As one gender will be participating in economic development and the other remain as dependant.

3. Co-operation is very important in providing data required and staffs concerns should participate in argent issues.

ANNEX.1.

ANNEX.1. SOME GENDER ANALYTICAL FRAMEWORK Analytical Framework Areas of emphasis Gender enrolment Gender enrolment should be

SOME GENDER ANALYTICAL FRAMEWORK

ANNEX.1. SOME GENDER ANALYTICAL FRAMEWORK Analytical Framework Areas of emphasis Gender enrolment Gender enrolment should be

Analytical Framework

Areas of emphasis

Gender enrolment

Gender enrolment should be balanced in imbalance trades.

Encourage Females

Society perspectives

Address the mind set of society to change their attitudes towards Vocational Education Training.

Employment

Employer should consider both gender