Sophia Matenda holds a BSc Sociology Honours degree from the University of Zimbabwe and a Master of Science in Development Studies from the National University of Science and Technology in Zimbabwe. Sophia’s research interests are poverty as well as gender inequality.

Title: The role of technical and vocational education and training in women’s empowerment: a capabilities perspective

Abstract

The Department of Higher Education and Training in South Africa has conceptualised Technical and Vocational Education and Training (TVET) as transformative and developmental in addressing unemployment, inequality, and poverty. Thus, priority has been placed on increasing access to this form of higher education and more women have been enrolled in the predominantly male fields such as Engineering studies. It is therefore vital from a gender justice perspective to analyse whether Engineering education is able to enhance the opportunities and freedoms valued by women students. The study uses the capability framework as an analysis to understand the experiences of female students in and through higher education. It is the aim of the study to acknowledge the economic importance of women’s education in their lives and also to insist on the importance of a multi-dimensional approach to TVET education by contributing to the well-being, freedoms, aspirations, and agency of the women students. This will lead to an understanding of the constraints and facilitators as the women students as they experience higher education. The study is a qualitative feminist study. Information will be gathered through in-depth interviews with 10-14 female students studying Engineering at a TVET college, two lecturers at the same institution, and the principal. Findings from this study will help in understanding the experiences of women students studying Engineering at a TVET college and may assist in the promotion of multidimensional education to foster the lives that women students have reason to value. By so doing, gender justice in higher education may be promoted.