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FACTORS INFLUENCING MALE ENROLLMENT IN VOCATIONAL STUDIES: A CASE STUDY OF YMCA, MUKONO BRANCH

BACKGROUND

This study will be conducted at YMCA Mukono Branch, a part of the Uganda YMCA, established in 1959 with branches nationwide. The Mukono branch, founded in 1989, operates under the Gender and Youth and Education Departments, offering diverse programs.

YMCA Comprehensive Institute has a decade-long tradition of delivering quality education, focusing on moral, spiritual, and intellectual growth. Its mission is to foster self-sustainability, leadership, and community development. Managed by a Board of Directors and a Branch Secretariat, the institute provides vocational courses such as:

Fashion & Design
Secretarial Studies
Hairdressing
Hotel Management & Catering
Beauty & Cosmetology
Child Care

These programs are offered at Diploma, Certificate, and Elementary levels.

CONCEPT OF VOCATIONAL EDUCATION

Vocational Education (VE) has been defined in various ways:

FRN (2004): Education preparing individuals with practical skills for roles as craftsmen or technicians.
Osuala (1998): Training under public supervision for gainful employment in recognized occupations.
Udoudo & Udoekpo (2005): A segment of general education focused on job-ready skills.

While some scholars distinguish between vocational (skills-based) and technical (degree-level) education, others use the terms interchangeably. UNESCO & ILO (2002) define Technical and Vocational Education (TVE) as encompassing practical skills, technologies, and occupational training for economic and social development.

GENDER DISPARITIES IN VOCATIONAL EDUCATION

Despite government efforts to promote vocational training, male enrollment remains low, particularly in fields like:

Cooking & Baking
Hairdressing
Hotel & Catering

Key Observations:

Ibeneme (2007): Males in Uganda undervalue vocational education.
Aina (2006) & Yakubu (2006): Men avoid “female-dominated” fields (e.g., catering), preferring trades like plumbing or construction.
Ozioma (2011): Societal perceptions label vocational jobs (e.g., tailoring, mechanics) as “low-status,” discouraging participation.

STATEMENT OF THE PROBLEM

Despite Uganda’s investment in vocational training to curb unemployment, male enrollment in Hotel & Institutional Catering remains disproportionately low. This raises concerns about:

Parental and societal biases (e.g., “Catering is for girls”).
Male attitudes (e.g., “Home Economics is feminine”).
Economic factors (e.g., low wages in vocational jobs).

While broad factors are known, no systematic study has analyzed why policy interventions fail to improve male enrollment in Mukono’s YMCA. This research seeks to bridge that gap.

OBJECTIVES

Main Objective:
To examine factors affecting male enrollment in Hotel & Institutional Catering.

Specific Objectives:

Parental Influence
- Do parents view catering as a “female” career?
- Do they believe vocational education is “easier” for girls?
Male Perceptions
- Do male students associate catering with femininity?
- Are they deterred by low wages in vocational jobs?
Strategies for Improvement
- Can career guidance boost enrollment?
- Should the government increase support for vocational institutions?
- Would better advertising help change perceptions?

RECOMMENDATIONS & CONCLUSION

The study will propose policy adjustments and awareness campaigns to enhance male participation. It will also assess how increased male enrollment could impact industries and schools.

KEY TERMS

Vocational Education (VE): Skills-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 is crucial for:

Employment & economic growth (Akoojee, 2010).
Youth empowerment (ILO, 2011).
National development (Wanjala Kerre, 1999).

Despite its importance, teaching methods in vocational schools often remain teacher-centered, limiting student engagement (Berryman, 1991). A shift toward practical, student-driven learning (Kerdpol, 2016) could improve outcomes.

INFRASTRUCTURE & TEACHING METHODS

YMCA Mukono has:

Classrooms & a library (limited usage).
Computer lab with internet.
Demonstration kitchen (lacks traditional fuel options like charcoal).

Teaching Approach:

Mostly lecture-based, with minimal interactive learning.
Teachers hold significant control over curriculum delivery (Barr & Tagg, 2006).

GENDER STEREOTYPES IN EDUCATION

Nnachi (2008): Boys are encouraged in STEM, girls in Home Economics.
Njuku (2000): Cultural norms deter females from “male-dominated” fields (and vice versa).

FINAL THOUGHTS

This study aims to identify barriers to male enrollment and propose solutions for a more gender-balanced vocational sector.