Research
Factors Affecting Male Enrollment in Vocational Programs: A Case Study of YMCA Mukono Branch
Background
This study focuses on YMCA Mukono Branch, a division of Uganda YMCA established in 1959 with nationwide outreach. The Mukono branch, operational since 1989, operates under the Gender, Youth, and Education Departments, offering diverse programs aimed at skill development and empowerment.
The YMCA Comprehensive Institute has provided quality education for over a decade, emphasizing moral, spiritual, and intellectual growth. Its mission is to cultivate self-sufficiency, leadership, and community impact. Governed by a Board of Directors and a Branch Secretariat, the institute offers vocational courses at Diploma, Certificate, and Elementary levels, including:
- Fashion & Design
- Secretarial Studies
- Hairdressing
- Hotel Management & Catering
- Beauty & Cosmetology
- Child Care
Concept of Vocational Education (VE)
Vocational Education has been defined differently by scholars and institutions:
- FRN (2004): Prepares individuals with hands-on skills for roles as craftsmen or technicians.
- Osuala (1998): Training under public oversight for employment in recognized trades.
- Udoudo & Udoekpo (2005): A component of general education focused on job-ready competencies.
While some differentiate between vocational (skill-based) and technical (degree-level) education, others use the terms interchangeably. UNESCO & ILO (2002) define Technical and Vocational Education (TVE) as encompassing practical skills, technology, and occupational training for socio-economic advancement.
Gender Disparities in Vocational Enrollment
Despite government initiatives to promote vocational training, male enrollment remains low, particularly in fields like:
- Cooking & Baking
- Hairdressing
- Hotel & Catering
Key Observations:
- Ibeneme (2007): Ugandan males often undervalue vocational education.
- Aina (2006) & Yakubu (2006): Men avoid “female-dominated” trades (e.g., catering), preferring fields like plumbing or construction.
- Ozioma (2011): Societal biases label vocational jobs (e.g., tailoring, mechanics) as “low-status,” discouraging participation.
Problem Statement
Despite Uganda’s investment in vocational training to reduce unemployment, male enrollment in Hotel & Institutional Catering remains disproportionately low. Key concerns include:
- Parental & Societal Biases (e.g., “Catering is for girls”).
- Male Perceptions (e.g., “Home Economics is feminine”).
- Economic Factors (e.g., low wages in vocational careers).
While general barriers are recognized, no systematic study has examined why policy interventions fail to improve male enrollment at YMCA Mukono. This research aims to fill that gap.
Research Objectives
Primary Objective:
To investigate factors influencing male enrollment in Hotel & Institutional Catering.
Specific Objectives:
- Parental Influence
- Do parents perceive catering as a “female” career?
- Do they believe vocational education is “easier” for girls?
- Male Student Perceptions
- Do male students associate catering with femininity?
- Are they discouraged by low vocational wages?
- Strategies for Improvement
- Can career guidance increase enrollment?
- Should the government enhance support for vocational institutions?
- Would better marketing shift perceptions?
Recommendations & Conclusion
The study will propose policy adjustments and awareness campaigns to boost male participation. It will also assess how increased enrollment could impact industries and educational institutions.
Key Terms
- Vocational Education (VE): Skill-based training for employment.
- Enrollment: Student registration in academic programs.
- Perception: Attitudes toward vocational studies.
- Catering: Food service management.
- Hotel: Hospitality establishment.
Significance of Vocational Education
VE plays a vital role in:
- Employment & economic growth (Akoojee, 2010).
- Youth empowerment (ILO, 2011).
- National development (Wanjala Kerre, 1999).
However, many vocational schools still rely on teacher-centered methods, limiting student engagement (Berryman, 1991). A shift toward practical, student-driven learning (Kerdpol, 2016) could enhance outcomes.
Infrastructure & Teaching Methods at YMCA Mukono
Facilities Include:
- Classrooms & library (underutilized).
- Computer lab with internet.
- Demonstration kitchen (lacks traditional fuel options like charcoal).
Teaching Approach:
- Predominantly lecture-based, with minimal interactive learning.
- Teachers maintain strong control over curriculum delivery (Barr & Tagg, 2006).
Gender Stereotypes in Education
- Nnachi (2008): Boys are steered toward STEM, girls toward Home Economics.
- Njuku (2000): Cultural norms discourage females from “male-dominated” fields (and vice versa).
Final Thoughts
This study seeks to identify barriers to male enrollment in vocational programs and propose actionable solutions for a more gender-balanced vocational sector.
