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Connecting Young Women & Girls to Jobs Skilling Marginalised Women & Girls and Transitioning them into Jobs
Project Overview
Introduction
S4P Kenya (S4PKe) is part of the global Skills for Prosperity (S4P) programme, which draws on UK expertise to improve the equity, quality, and relevance of higher education (HE), technical and vocational education and training (TVET) in Kenya. The 30-month programme, effective from October 2020 to March 2023, with funding from the UK's Foreign, Commonwealth and Development Office (FCDO), seeks to improve skill levels, employment rates and productivity for women, low-income youth and persons with disabilities in Kenya. Leonard Cheshire (LC) leads the S4PKe programme in consortium with the International Labour Organization (ILO) and the Open University, UK.
Background
The S4PKe programme has achieved impressive milestones around the strengthening of digital learning in public universities, building capacities for government agencies, training TVET in-service teachers and supporting TVET pre-service teachers. However, despite this good progress, the programme received significant budget cuts, and the ODA pause continues negatively affecting it. To respond, the programme dropped some critical interventions, delayed the implementation of others, and downsized the scope of key programme interventions. Consequently, the programme lost important employability and job readiness interventions, yet we know these are instrumental in overcoming barriers women and girls face in their pathway to employment.
Additionally, the UK-funded Girls Education Challenge (GEC) has already supported over 330,000 marginalised girls in Kenya, many of whom are from Turkana County. Through GEC support, the girls re-enrolled in primary schools, attended school consistently and transitioned into secondary education. However, as GEC projects close in Kenya, many of these girls may not acquire tertiary education and skills needed to secure decent jobs. This additional S4P component will complement GEC, by providing marginalised women and girls an opportunity to acquire technical skills and tertiary education, especially in Turkana County.
Women and girls empowerment remain at the centre of the UK’s foreign policy. As such, the UK’s approach to women and girls is framed around three Es. The UK will Educate girls, standing up for the right of every girl to 12 years of quality education; Empower women and girls, unlocking the social, economic and political agency of all people; and End violence, driving international action to end all forms of gender-based violence. Furthermore, evidence shows that educating women and girls is one of the most cost-effective and impactful development investments we can make with intergenerational benefits. Girls’ education is a compelling investment, the benefits are wide-ranging enough to stop poverty. It isn’t just a matter of individual fairness; it’s about the strength and resilience of communities and nations. It is a top priority for the UK.
Objective of the Project
As part of the S4PKe programme, this additional S4P component supported women and girls in benefiting from opportunities in the digital and green economy. The project aligns with HMG Kenya Country Business Plan (2022 -2025), which aims to support the Government of Kenya (GoK) to reduce inequality, especially in the ASAL counties. It is also in line with UK’s Integrated Review, which aims to give women and girls the freedom they need to succeed, educate them, support their empowerment and protect them against violence.
The FCDO awarded ACWICT as a partner organisation to :
- Strengthen technical training and increase job placements for marginalised women and girls in the digital and green economy.
- Equip marginalised Turkana County women and girls with ICT and Solar Installation Skills.
- Provide life skills,
- Provide entrepreneurship skills
- Provide financial literacy skills.
- Transition marginalised women and girls into decent, sustainable jobs and businesses.
Why ICT and Solar Technologies?
Despite the commendable strides of the Kenyan government in promoting digital literacy, there are concerns about equal access to digital devices and knowledge, particularly in the area of gender inclusivity. As the GSMA Mobile Gender Gap Report of 2019 reports, “women in Kenya are 39% less likely than men to have access to mobile internet” and “are also 23% less likely to own a smartphone.” Moreover, this gender digital divide appears to be growing, with the gender gap in mobile internet use increasing from 34% in 2019 to 42% in 2020. A 2021 study titled “Kenya’s Digital Economy: A People’s Perspective” also found that only “35% of women use advanced digital services compared to 54% of men.”
Disparities in labour force participation, economic opportunity and ICT access and use disadvantage young women compared to their male counterparts in Turkana County (World Bank, 2021). Yet, we know digital work can be transformative for young women, helping to overcome social, economic, political and physical constraints. This project leveraged the digital economy to provide women and girls with a means of earning a living. This is especially important in places like Turkana, where cultural bias, mobility restrictions, security and time limitations often prevent women from taking their rightful place in the workforce. Digital economy jobs for women allowed and encouraged remote working, where gender may not matter as much as in the physical economy. It opens up a world of opportunities for women in poor communities.
On the other hand, access to talent is cited as one of the biggest barriers to scaling up the clean energy sector. For example, Kenya will need at least 30,000 more solar technicians by 2025, according to a recent UNESCO labour market analysis report (TTI, 2020). Yet, Kenyan women continue to be significantly under-represented across the clean energy value chain, particularly in places like Turkana. This is despite women's critical role in the economy and managing climate change in their communities. This gender imbalance puts the long-term viability and sustainability of the clean energy sector at risk, inviting new perspectives to expand female participation in the green economy.
Scope of Work
The project targeted 400 marginalised women & girls at the transition point from high school to the World of Work. It focused on Turkana County and specifically:
- Collaborated with the County Government, Vocational Training Institutes, and the Private Sector to deliver high-quality basic ICT training, including digital literacy, coding, online working skills, and other microwork-type sets for marginalised women and girls in Turkana County.
- Collaborated with the County Government, Vocational Training Institutes, and the Private Sector to deliver high-quality training programs in Solar Technologies and Solar Installation for marginalised women and girls in Turkana County.
- Collaborated with Vocational Training Institutes and Employers to strengthen basic ICT and Solar Technologies training in selected public VTIs in Turkana County.
- Provided Industry-led on-the-job training for marginalised women and girls in basic ICT and Solar Installation. This included collaborating with employers to recruit marginalised women and girls with little to no work experience and providing them with critical on-the-job training.
- Provided Life skills, entrepreneurship, and financial literacy skills to support the development, management, and growth of women-owned businesses in the ICT sector and the solar technologies value chain, including sales and distributorship.
- Offered Gender-focused advisory services to selected ICT and Solar Technologies employers to improve their HR systems and processes for hiring and retaining marginalized women and girls.
- Collaborated with ICT and Solar Technology employers to increase the number of jobs secured by marginalised women and girls in Turkana County.
Deliverables & Timelines:
- 400 marginalised women and girls from Turkana County were trained and mentored within the agreed timelines.
- 300 marginalised women and girls placed in decent jobs and businesses within the digital and solar technology sectors in Turkana County.
- Stronger education-to-employment linkages across selected Vocational Training Institutes (VTIs) in the digital and solar technology sectors.
Partners
Figure 1: Seven VTCs Used
The dataset encompasses eight vocational training centres, each contributing to the overall landscape of skill development. The percentages indicate the proportion of trainees at each centre, providing a comparative analysis of their popularity or effectiveness in attracting prospective learners. Bishop Mahon emerges as the leading training centre with the highest percentage (29%) of trainees, signifying its prominence in the vocational education domain. The substantial enrolment percentage suggests that the centre might offer a diverse range of courses or possess a robust reputation within the community. Kalokol, with a 16% trainee percentage, stands as a moderately attended training centre. While not the highest, the percentage indicates a noteworthy presence of individuals seeking vocational training in the area. The center might cater to specific skills or industries that resonate with most of the population.
Lodwar, with a 21% trainee percentage, positions itself as one of the more popular training centres. The higher enrolment rate indicates that the centre has successfully attracted a significant portion of individuals interested in vocational education. Kataboi exhibits a lower trainee percentage (6%), suggesting a comparatively lower enrolment rate. The reasons for this lower percentage could be multifaceted, ranging from limited course offerings to geographical constraints or other factors influencing accessibility. Lokichar maintains a moderate trainee percentage of 10%. This suggests a balanced enrolment, but the centre may explore strategies to enhance its appeal and reach among prospective trainees. Lokichoggio closely follows Lokichar with an 11% trainee percentage. The competition in attracting trainees between these two centres might be influenced by factors such as course variety, faculty expertise, or facilities provided. Lorugum, with an 8% trainee percentage, falls into the lower range of enrolment. The centre may benefit from a strategic assessment of its offerings and marketing strategies to increase its visibility and attract a higher number of trainees.
This analysis of vocational training centre trainee percentages offers valuable insights into the educational landscape of the respective regions. While some centres excel in attracting trainees, others may need to explore avenues for improvement. This information serves as a foundation for further exploration into the factors influencing vocational education preferences and the development of strategies to enhance the appeal of training centres with lower enrolment percentages
Stakeholders
The stakeholders that had an interest in the project included:
- County Government,
- Vocational Training Institutes,
- Private Sector in ICT training,
- Marginalised women and girls, and
- Solar Technologies employers.
Objectives
The objectives of the project were:
- Strengthen technical training and increase job placements for marginalised women and girls in the digital and green economy.
- Trained Basic Digital Skills, including Software Skills, Information and data literacy, Communication and collaboration, Digital content creation, Safety, Problem-solving, Mobile Digital Skills (GSMA, 2021), Cyber-Hygiene, and Online Work Skills/Experience.
- Trained Solar Installation Skills.
- Trained life skills, including: - Adaptability, Resilience, and Emotional intelligence.
- Trained entrepreneurship skills,
- Trained financial literacy skills,
- Transition marginalised women and girls into decent, sustainable jobs and businesses.
Methodology
This section outlines the methodology employed in a completed action research study titled "Connecting Young Women & Girls to Jobs: Skilling Marginalised Women & Girls and Transitioning them into Jobs." The study utilised a Theory of Change (ToC) and analytical frameworks to guide the research process.
Research Design
The research design adopted for this study was quasi-experimental, with a pre-test (baseline )/post-test (endline) design. This design allowed for assessing changes in participants' skills and socio-economic status before and after the interventions. Additionally, a cross-sectional survey was conducted to gather data on the effectiveness of the interventions.
Population
The target population consisted of vulnerable women and girls in Turkana County, Kenya, who were marginalised and seeking employment opportunities. This population was identified based on predefined vulnerability criteria, including socioeconomic status, educational attainment, and employment status.
Sampling
Convenience sampling was utilised to recruit participants for the study. Women and girls who expressed interest in participating were included in the sample on a first-come, first-served basis. Young women and girls who were not vulnerable were dropped from the sample to ensure that the final sample comprised only vulnerable individuals.
Reliability and Validity
The reliability of the survey instrument was assessed using Cronbach's alpha coefficient, ensuring the internal consistency of the items measuring various constructs. Additionally, pilot testing of the survey instrument was conducted to refine the items and assess their appropriateness for the study context. Discriminant validity measures were employed to ensure that the survey instrument accurately captured the intended constructs.
Study Procedures
The interventions provided to participants included training in several sets of skills tailored to enhance their employability. These skills encompassed basic digital skills, solar panel installation, financial literacy, entrepreneurship skills, mentorship, employability skills, and psychological/soft skills. Training sessions were conducted by qualified trainers using a combination of workshops, hands-on practical exercises, and mentorship programs.
Data Analysis
Inferential statistics were employed to analyse the data collected from the baseline and endline data (cross-sectional survey) using SPSS Version 27. Descriptive statistics were used to summarise the demographic characteristics of the participants. In contrast, inferential statistics, such as t-tests and analysis of variance (ANOVA), were utilised to assess the impact of the interventions on participants' skills and socio-economic status. Additionally, regression analysis was employed to identify factors influencing the effectiveness of the interventions.
Generally, the methodology employed in this study provided a robust framework for evaluating the effectiveness of interventions aimed at connecting young women and girls to jobs through skills training and transition support. These methods ensured rigour and reliability in assessing the interventions' impact on participants' employability and socio-economic empowerment.
Outputs
The completion of the action research study "Connecting Young Women & Girls to Jobs: Skilling Marginalised Women & Girls and Transitioning them into Jobs" resulted in several key outputs aligned with the project objectives:
- Strengthened Technical Training: The project successfully strengthened technical training programs tailored to the needs of marginalised women and girls in the digital and green economy. Training modules were designed and delivered to enhance participants' skills and competencies, increasing their employability in relevant job sectors.
- Increased Job Placements: Efforts to increase job placements for marginalised women and girls in the digital and green economy were successful. Through partnerships with employers and vocational training institutes, participants were connected with job opportunities aligned with their newly acquired skills, facilitating their transition into gainful employment.
- Equipped with ICT and Solar Installation Skills: Marginalized women and girls in Turkana County were equipped with essential ICT and Solar Installation skills. Training programs covered device and software skills, information literacy, communication, and solar panel installation techniques, empowering participants to pursue careers in these fields.
- Life Skills Provision: Life skills training was provided to participants to enhance their personal development and socio-emotional well-being. Participants gained skills in communication, problem-solving, decision-making, and interpersonal relationships, fostering resilience and adaptability in various life situations.
- Entrepreneurship Skills Development: Entrepreneurship skills training programs were implemented to equip participants with the knowledge and tools necessary to start and manage their own businesses. Participants learned about business planning, marketing strategies, financial management, and sustainable business practices, preparing them for entrepreneurship in the digital and green economy.
- Financial Literacy Empowerment: Financial literacy training was provided to enhance participants' understanding of financial concepts and practices. Participants learned about budgeting, savings, investment strategies, and financial decision-making, empowering them to make informed financial choices and achieve financial independence.
- Transition into Decent, Sustainable Jobs and Businesses: Marginalized women and girls successfully transitioned into decent, sustainable jobs and businesses. Through acquiring relevant skills, coupled with support in job placement and entrepreneurship, participants were empowered to secure meaningful employment opportunities or establish viable businesses, contributing to their socio-economic empowerment and livelihood sustainability.
Overall, the action research study's outputs signify progress towards achieving the project objectives of strengthening technical training, empowering marginalised women and girls with essential skills, and facilitating their transition into decent, sustainable jobs and businesses in the digital and green economy. These outputs demonstrate the project's impact in enhancing the livelihoods and economic opportunities of marginalised women and girls in Turkana County.
Outcomes
The completion of the action research study "Connecting Young Women & Girls to Jobs: Skilling Marginalised Women & Girls and Transitioning them into Jobs" yielded significant outcomes aligned with the project objectives:
Strengthened Technical Training and Increased Job Placements:
The project successfully enhanced technical training programs tailored to the digital and green economy, increasing job placements for marginalised women and girls. Participants acquired essential skills and competencies relevant to industry demands, facilitating their transition into gainful employment opportunities.
Trained Basic Digital Skills:
Marginalised women and girls received comprehensive training in basic digital skills, including software proficiency, information literacy, communication and collaboration, digital content creation, safety protocols, problem-solving, mobile digital skills, cyber-hygiene, and online work skills/experience. Participants demonstrated improved digital literacy and readiness to engage in digital job opportunities.
Trained Solar Installation Skills:
Participants underwent training in solar installation skills, equipping them with practical knowledge and techniques for the installation and maintenance of solar panels. This training enhanced participants' employability in the renewable energy sector, contributing to the transition towards sustainable energy solutions.
Trained Life Skills:
Life skills training encompassing adaptability, resilience, and emotional intelligence was provided to participants. This training enhanced participants' socio-emotional well-being and personal development, effectively empowering them to navigate challenges and opportunities in both personal and professional contexts.
Trained Entrepreneurship Skills:
Participants received training in entrepreneurship skills, including business planning, marketing strategies, financial management, and sustainable business practices. This training equipped participants with the knowledge and tools to start and manage their businesses, fostering entrepreneurship and economic empowerment.
Trained Financial Literacy Skills
Financial literacy training enhanced participants' understanding of financial concepts and practices, including budgeting, savings, investment strategies, and financial decision-making. Participants gained the necessary skills to make informed financial choices and achieve financial independence.
Transition into Decent, Sustainable Jobs and Businesses
Marginalised women and girls successfully transitioned into decent, sustainable jobs and businesses. Through acquiring technical, digital, and entrepreneurial skills, coupled with job placement and business development support, participants secured meaningful employment opportunities or established viable businesses, contributing to their socio-economic empowerment and livelihood sustainability.
Overall, the outcomes of the action research study demonstrate the project's effectiveness in skilling marginalised women and girls and facilitating their transition into jobs and businesses in the digital and green economy. These outcomes signify progress towards achieving the project objectives and advancing socio-economic empowerment among marginalised communities.
