Gender Responsive Management of Sexual Maturation and Harassment in Technical Education Programmes of Plateau State, Nigeria

Joshua N. M., Saba T. M., Pam P. K.

Abstract


The study investigated gender responsive management of sexual maturation and harassment in technical education programmes of Plateau State. Two research questions and two null hypotheses guided the study. A descriptive survey research design was adopted for the study. The study was conducted in three institutions that offer technical education programmes in Plateau State. A total of 150 respondents consisting of 5 Head of Departments (HOD), 40 Lecturers and 105 Students were sample using simple random sampling. 32 items structured questionnaire developed from the literature reviewed were subjected to validation by 3 experts. The reliability coefficient of the instrument was determined through Cronbach’s Alpha correlation coefficient and the result of the reliability was 0.89 for the entire items. The 150 copies of questionnaires were administered to the respondents with the help of 3 research assistants. Mean and standard deviation were used to answer the research questions. The null hypotheses were tested using Analysis of Variances (ANOVA). the state of gender responsive management of sexual maturation in technical education programmes in Plateau State is at moderate extent and the state of gender-based violence and sexual harassment in technical education programmes in Plateau State is also at moderate extent. It was recommended among others that the school management should engage parents, guardians and community leaders to advocate for girl’s education in technical fields and address misconceptions and cultural norms that discourage girls from pursuing technical education. This will significantly improve the rate of gender enrollment in technical education programmes in Plateau State.


Full Text:

PDF

References


Abraha, M., Dagnew, A., & Seifu, A. (2019). Gender-responsive pedagogy, practice, challenges and opportunities: A case of secondary schools of Northern Wollo Zone, Ethiopia. Journal of Education, Society and Behavioral Science, 30, 1–17. https://doi.org/10.9734/jesbs/2019/v30i330128

Abraha, M., Seifu, A., & Dagnew, A. (2021). Manifestation of the FAWE's gender responsive pedagogy in the Ethiopian general secondary school science. International Journal of Management, 12(1), 1560–1571. https://doi.org/10.34218/IJM.12.1.2021.138

Ananga, E. D. (2021). Gender responsive pedagogy for teaching and learning: The practice in Ghana's initial teacher education programme. Creative Education, 12, 848–864. https://doi.org/10.4236/ce.2021.124061

Berecha, T. (2022). Practices and challenges of gender-responsive pedagogy in government secondary schools of South West Shoa Zone. SSRN. https://ssrn.com/abstract=4142934

Blindow, K. J., Cedstrand, E., Elling, D. L., Hagland, M., & Theo, B. (2024). Gender-based violence and harassment at work and health and occupational outcomes: A systematic review of prospective studies. BMC Public Health, 24, 1788. https://doi.org/10.1186/s12889-024-19304-0

CEWS. (2024). Gender-based violence in technical education: A European perspective. CEWS Publications.

Deane, T. (2024). Gender-based violence and femicide in institutions of higher learning: Sexual harassment in South African universities. Gender and Society, 38(3), 456–475.

Ekpenyong, V. O., Ironbark, V. E., & Itari, P. E. (2020). Good governance and community development in Nigeria: A case of communities in central senatorial district of Cross River. National Council for Adult Education Journal.

Eyang, E. E., & Edung, S. E. (2017). Gender and cultural dynamics in Nigerian communities: The marginalization of women. Gender and Society in Africa, 9(1), 42–54.

FAWE. (2018). Menstrual hygiene management and school attendance in Uganda. Kampala: FAWE Uganda.

FAWETZ. (2023). GRP model for technical education in Africa. FAWETZ Publications.

FAWETZ. (2025). Gender-responsive infrastructure in schools: Policy recommendations (Policy Brief No. 5).

Lee, S. M. (2021). Exploring gender-responsive pedagogy for STEM education. International Journal of Research, 7(11), 47–59.

Mhewa, M. M., Bhalalusesa, E. P., & Kafanabo, E. (2021). Secondary school teachers' understanding of gender-responsive pedagogy in bridging inequalities of students' learning in Tanzania. Secondary Education Journal, 38, 252–279.

Moeller, K. (2018). The gender effect. University of California Press.

Mori, S. (2024). Counseling and support for girls in technical education: A Ugandan case study. Journal of Adolescent Health, 65(3), 321–335.

Nishimura, M. (2017). Community participation in school management in developing countries. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.64

Osuna-Rodríguez, M., Rodríguez-Osuna, L. M., Dios, I., & Amor, M. I. (2020). Perception of gender-based violence and sexual harassment in university students: Analysis of the information sources and risk within a relationship. International Journal of Environmental Research and Public Health, 17(11), 3754. https://doi.org/10.3390/ijerph17113754

Rarieya, A., Wango, C. N., Mary, O., & Abunga, O. (2024). Accelerating primary education tutors' acquisition of gender-responsive pedagogies. European Journal of Education and Pedagogy, 5(4), 47–54. https://doi.org/10.24018/ejedu.2024.5.4.849

SHW (Sexual Harassment of Women). (2018). National Academies report on sexual harassment in academia. National Academies Press.

USAID Advancing Nutrition. (2019). USAID Advancing Nutrition Gender Equality Strategy. Arlington, VA: USAID Advancing Nutrition


Refbacks

  • There are currently no refbacks.