Influence of Career Guidance on Female Students’ Enrollment in Electrical Engineering Programs in TVET Institutions in Nairobi City County, Kenya
Eusebiah Nanzala, Simon Wanami & Ahmed Ferej
School of education, Department of Technology education
University of Eldoret, Kenya
Email: eusebiahnanzala@gmail.com
Abstract: Female enrollment in Electrical Engineering programmes in Technical and Vocational Education and Training (TVET) institutions in Nairobi City County remains persistently low, despite national efforts to promote gender equity in technical fields. This disparity raises concern given the sector’s importance to industrial growth and the underrepresentation of women in engineering careers. The study was guided by the purpose of assessing the influence of career guidance on female students’ enrollment in Electrical Engineering programmes in TVET institutions in Nairobi City County, anchored on the Social Cognitive Career Theory, which explains how self-efficacy beliefs and outcome expectations shape career interests and choices. The study adopted a descriptive survey design with a mixed-methods approach. The target population comprised female trainees, trainers, and principals across TVET institutions in Nairobi City County, from which a sample of 211 female trainees, 102 trainers, and 10 principals across 15 institutions was drawn. Data were collected using structured questionnaires, semi-structured interviews, and focus group discussion guides. Instrument validity was established through expert review, while reliability was confirmed through Cronbach’s alpha (α = 0.857). Quantitative data were analyzed using descriptive and inferential statistics, including Pearson correlation and multiple regression, while qualitative data underwent thematic analysis. Findings indicated that mentorship, exposure to female engineers, and parental support were associated with higher enrollment interest, while inadequate information, gender-biased counseling, and inconsistent guidance were associated with lower enrollment. The study concludes that career guidance is associated with female students’ enrollment decisions and recommends institutionalizing gender-responsive, mentorship-driven guidance frameworks.
