Purpose: The study is on promoting gender equality in TVET: strategies for increasing female library educators’ participation in universities in Nigeria
Design/Methodology/Approach: A descriptive survey research design was used for the study. The sample population comprised of 10 female library educators (5 each) in University of Nigeria, Nsukka Enugu state, and Nnamdi Azikiwe University, Awka Anambra state. A structured questionnaire on a four (4) – point Likert scale was used for collection of data. The instrument was a questionnaire which was subjected to face validation as well as pilot test using Cronbach Alpha which gave a reliability coefficient value of 0.81. Data collected from the study were analyzed using mean scores.
Findings: The study found that TVET programmes such as digital literacy programs, information management and data curation etc were available for female library educators in universities; the extent female library educators are included in TVET programmes in universities are to a high extent; challenges that impede female library educators’ participation in TVET in universities are deep-rooted gender stereotypes, religious inclination, and societal norms and cultural beliefs; and that This implies that strategies to solve the challenges that impede female library educators’ participation in TVET in universities are by establishing zero-tolerance policies for gender-based discrimination and harassment, and providing women with equal slots on all TVET interventions. The study concludes that TVET programs, including digital literacy, information management, and data curation, are available to female library educators and the female library educators are included in these programs to a high extent, reflecting a significant commitment to enhancing their technical skills and professional development and demonstrating a positive trend towards gender inclusiveness in TVET.
