The contribution of technical and vocational education and training to women’s economic empowerment in Kampala, Uganda


  • Martha Rose Lunyolo Muhwezi African Women Study Centre, Faculty of Social Sciences, University of Nairobi, Kenya
  • Anne Aseey Department of Educational and Distance Studies, Faculty of Education, University of Nairobi
  • Tom Gesora Ondicho Department of Anthropology, Gender and African Studies , Faculty of Social Sciences, University of Nairobi, Kenya
  • Marygorety Akinyi Caroline Otieno African Women Study Centre, Faculty of Social Sciences, University of Nairobi, Kenya


Economic, education, TVET, Kampala, Uganda, women empowerment


Technical and Vocational Education and Training (TVET) contributes to women’s economic empowerment and improved quality of life. The aim of this study was to investigate the contribution of technical and vocational education and training to women’s economic empowerment in Kampala, Uganda.  The study was conducted between September 2019 to February 2020.  The study used a descriptive cross-sectional survey design and 369 randomly sampled TVET graduates were interviewed using a structured questionnaire. Additional data were collected through in-depth interviews and secondary sources. Data was analysed through frequency and percentage evaluation.  The study revealed that TVET has contributed to the economic empowerment of female graduates through reduction of unemployment and poverty levels amongst the women, further educational attainment and increased income, and in the power and agency dimension through property acquisition and control, empowering the women to act as change agents in society. The recommendation is to expand opportunities to access TVET for women to transform the societal barriers facing women in Uganda.


Download data is not yet available.

Adelakun, O. A., Oviawe, J. I., & Barfa, G. I. (2015). Strategies for enhancing female participation in technical, vocational education and training (TVET) in Nigeria. Advances in Social Sciences Research Journal, 2(4), 110-120.

African Union (2007, May). Strategy to revitalize technical and vocational education and training (TVET) in Africa. In Meeting of the Bureau of the Conference of Ministers of Education of the African Union (COMEDAF II+) (pp. 29-31).

Alhasan, N. U., & Tyabo, A. (2013). Revitalizing Technical and Vocational Education (TVET) for Youth Empowerment and Sustainable Development. Journal of Educational and Social Research, 3(4), 149. Retrieved from

Anaele, E. O., Isiorhovoja, O., Dele, A., & Asoluka, C. O. (2014). Strategies for enhancing female participation in Apprenticeship in Technical Occupations. Indian Journal of Applied Research, 4(2), 27-30.

Berzin, S. C. (2010). Educational Aspirations among Low-Income Youths: Examining Multiple Conceptual Models. Children & Schools, 32 (2). 112–124.

Duflo, E. (2012). Women empowerment and economic development. Journal of Economic literature, 50(4), 1051-79.

Filmer, Deon; Fox, Louise. 2014. Youth Employment in Sub-Saharan Africa. Africa Development Forum;. Washington, DC: World Bank and Agence Française de Développement. © World Bank. License: CC BY 3.0 IGO

Golla, A. M., Malhotra, A., Nanda, P., & Mehra, R. (2011). Definition, framework and indicators. Washington, DC: International Center for Research on Women.

Graham, C., & Chattopadhyay, S. (2012). Gender and well-being around the world: Some insights from the economics of happiness (No. 2012-010).

Kabeer, N., & Natali, L. (2013). Gender equality and economic growth: Is there a win‐win?. IDS Working Papers, 2013(417), 1-58.

Kafka, N. (2013). What are the implications of the ICT revolution for TVET? In UNESCO-UNEVOC e-Forum - Virtual Conference on ICTs & TVET (pp. 1–4). Retrieved from

Ministry of Education and Sports. (2016). Gender in education sector policy. Retrieved from

Mupinga, M.D, Okojie, M & Ogwo, B.M. (2012), Gender Gap in Technical and Vocational Education: Perspectives from South Sudan, International Journal of Vocational Education and Training, 22 (1).

Mwangi, D. W. (2005). A case study on the social impact of the ecotourism project in Selenki Ranch, Amboseli, Kenya (Doctoral dissertation).

Okello. (2010). Presentation to the Survey Education Studies of Kyambogo University. Kyambogo [Unpublished].

Okinyal. (2006). Status of BTVET in Uganda. UNESCO paper presented in Lilongwe. Lilongwe-Malawi: UNESCO.

Okou, J. E. (2002). Meeting the challenges of technical/vocational education: the Ugandan experience. In Workforce Education Forum (Vol. 29, No. 1, pp. 1-13).

Robb, A. M., & Coleman, S. (2010). Financing strategies of new technology-based firms: a comparison of women-and men-owned firms. Journal of technology management & innovation, 5(1), 30-50.

Schwab, K., Samans, R., Zahidi, S., Leopold, T. A., Ratcheva, V., Hausmann, R., & Tyson, L. D. (2017, March). The global gender gap report 2017. World Economic Forum.

Ssekamwa, J. C. (1997). History and development of education in Uganda. Fountain Pub Limited.

Tarabini, A. (2010). Education and poverty in the global development agenda: Emergence, evolution and consolidation. International Journal of Educational Development, 30(2), 204-212.

Taylor, G., & Pereznieto, P. (2014). Review of evaluation approaches and methods used by interventions on women and girls’ economic empowerment. Overseas Development Institute, 1-62.

UN. (2021). Goal 4.

UNESCO. (1960). Convention against discrimination in education.

World Bank. (2012). World development report 2012: Gender equality and development. The World Bank.



How to Cite

Muhwezi, M. R. L., Aseey, A., Ondicho, T. G., & Otieno, M. A. C. (2021). The contribution of technical and vocational education and training to women’s economic empowerment in Kampala, Uganda. Nairobi Journal of Humanities and Social Sciences, 5(2).