International Journal of Vocational Education and Training Research 2021; 7(2): 50-57 http://www.sciencepublishinggroup.com/j/ijvetr doi: 10.11648/j.ijvetr.20210702.12 ISSN: 2469-8180 (Print); ISSN: 2469-8199 (Online) An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda Aidah Trevelynn Nganda 1 , Francis Kirimi 2 , Salome Nyambura 2 1 Department of Human Nutrition and Home Economics, Faculty of Vocational Studies, Kyambogo University, Kampala, Uganda 2 Department of Educational Foundations, Kenyatta University, Nairobi City, Kenya Email address: To cite this article: Aidah Trevelynn Nganda, Francis Kirimi, Salome Nyambura. An Exploration of Funding Avenues in Technical, Vocational Education and Training That Promote Gender Equity of Students in Uganda. International Journal of Vocational Education and Training Research. Vol. 7, No. 2, 2021, pp. 50-57. doi: 10.11648/j.ijvetr.20210702.12 Received: July 20, 2021; Accepted: August 6, 2021; Published: August 13, 2021 Abstract: The realisation of gender equity through education and training has captured global and national attention. Despite the multiple strategies for achieving gender equity in Technical Vocational Education and Training (TVET), studies have revealed that funding challenges continue to hamper its realisation in TVET institutes. Thus, this study explored funding avenues in TVET that promote gender equity of students in TVET institutes in Uganda. A descriptive survey design with quantitative and qualitative approaches was used to collect, analyse and present study findings. 260 informants including institutional leaders, instructors, students, district leaders, ministry officials, and civil society gender advocates participated in this study. Purposive, convenient, and stratified random sampling techniques were used in selecting the study informants. Questionnaire and interview guides were used to collect the desired data. The quantitative data was cleaned, coded, and entered into Statistical Package for Social Sciences (SPSS) software version 21 for analysis. Percentage, mean, and standard deviations were used to present the quantitative data. Thematic method and verbatim reporting were used to analyse and present qualitative data respectively. The results revealed that: privatisation of TVET access, increasing TVET budgets, timely and adequate government grants, timely and adequate staff remunerations, bursaries and scholarships, public-private partnerships, affirmative strategies, and boosting parents’ income, promote gender equity of students. The study recommended that supportive loan schemes for TVET students be instated, capital grants per student need to be increased, with a slightly higher amount for females to meet their sanitary needs, capital grants to TVET institutes should be dispatched before the start of new terms/semesters, incorporation of the gender lens in the allocation of bursaries and scholarships, encouraging policy formulation and memoranda of understanding between institutes and industries, building linkages with other institutions and seeking donor funding from organisations. Keywords: Funding Avenues, Realisation, Gender Equity, Technical, Vocational Education and Training (TVET) 1. Introduction 1.1. Gender Equity in Technical Vocational Education and Training (TVET) Attainment of gender equity in education and training continues to attract attention at national and global agendas. Gender equity signifies fairness in students’ participation and allocation of resources in TVET programs. Several strategies have been developed to promote inclusive TVET. Globally, goal 4 of the 2030 Agenda for sustainable economies emphasizes the necessity for inclusive and equitable education, including TVET for all nations and genders [1]. Additionally, gender equity is one of the three pillars of the 2016 strategy for TVET [2]. Despite these efforts, the crisis in the acquisition of technical and vocational skills for employment, decent work, and entrepreneurship is evident. According to an evaluation of the 2010-2015 strategy for TVET, 73 million youths were unemployed, in addition to the 40 million annual entrants to the labour market