Gender mainstreaming in TVET refers to incorporating gender perspectives into all aspects of TVET planning, implementation, and evaluation. This means considering the different needs and experiences of women and men and ensuring that TVET programs are accessible and relevant to both genders. Disability mainstreaming, however, ensures that learners with disabilities have equal opportunities to access and benefit from TVET. This includes making physical facilities accessible, providing assistive devices and support services, and adapting teaching and learning materials. Gender and disability mainstreaming is crucial in ensuring inclusivity and equity in all programs within any society. This study aimed to determine the status of gender and disability mainstreaming in Kenyan TVET institutions. The gender and persons with disability (PWD) disaggregated data in all programs offered in sampled institutions was determined. Additionally, the support structures available in technical and vocational training institutions for disability and gender mainstreaming were also established. The study used descriptive and qualitative research design. The target respondents were administrators from registered TVET institutions in the country. Stratified and simple random sampling techniques were applied in the identification of TVET institutions to be included in the study. A total of 250 institutions, comprising all the categories (National Polytechnics, Technical and Vocational Colleges, and Vocational Training Centres) and types (Public or Private) were sampled for this study. Data was collected using a questionnaire consisting of both structured and open-ended questions. Collected data was analyzed using SPSS and advanced Excel. The results obtained from this study were used to identify the extent to which gender and disability mainstreaming has been achieved in the Kenyan TVET institutions and the mechanisms for improving gender and disability mainstreaming proposed. The study found that the overall enrollment of male trainees was slightly higher than that of female trainees. The enrollment of PWDs in the institutions was relatively low at 0.904%. The proportion of male teaching staff was higher than that of the female in most categories of institutions. On average only 1.279% of staff employed by the TVET institutions were PWDs. On the support structures a higher proportion of public institutions have put them compared to private TVETS. It was established that the most prevalent challenges that were faced by PWDs included unfriendly physical facilities, financial barriers, and lack of aiding equipment and support services. Based on the findings, Regular sensitization and advocacy on gender and disability mainstreaming, progressive employment of PWDs, mobilization of resources to support infrastructural improvement; an development and implementation of disability and mainstreaming policy.
