Abstract

Gender disparities in Technical and Vocational Education and Training (TVET), particularly in STEM-related fields, continue to undermine inclusive development in Nigeria despite global progress toward gender equity. Girls in Nigerian TVET institutions face deeply entrenched sociocultural, institutional, and policy-related barriers that constrain their access to and success in technical disciplines. This study aimed to identify the key barriers limiting girls' participation in STEM-focused TVET programmes and evaluate the perceived effectiveness of gender-focused interventions, particularly mentorship and curriculum reforms. A quantitative research design was adopted, using structured questionnaires as the primary datacollection instrument. The study population comprised students and educators at the Ogun State Institute of Technology, Igbesa, with a sample of 300 respondents, including 240 vocational trainees and 60 educators drawn from various departments. Data were analyzed using descriptive statistics, including frequencies, percentages, and mean scores. Findings indicate that both educators and trainees strongly perceive gender stereotypes (Mean: Educators = 3.95; trainees = 3.88) and cultural beliefs (Mean: Educators = 4.15; trainees = 4.10) as significant barriers to girls' participation in STEM. In contrast, mentorship programs received only moderate endorsement (Mean: Educators = 3.43; Trainees = 3.32), indicating limited visibility and effectiveness. The study concludes that while awareness of gender barriers is high, practical interventions, especially mentorship and inclusive curricular reforms, remain underdeveloped and require urgent systemic strengthening to promote gender equity in Nigeria's TVET landscape.