**4. TVET policies and practices related to girls' education in Guinea**

#### **4.1 Enrollment of girls**

The rate of female presence in the number of learners over a period of 20 years is given in the **Table 2** and the **Figure 2** below. These tables and figures show that the trend in the attendance rate is slightly upward from 39% in 2001 to 53% in 2019. This implies the analysis of the initiatives that prompted it in order to capitalize on them.

For the 2019–2020 academic year, learners in public vocational and technical training establishments totaled 20,410, including 7558 girls (37%). This rate of female presence hides significant disparities. Indeed, female representation is marked especially in the tertiary sector with a rate of 64% against 24% for the primary sector and only 9% for the secondary sector as shown in the **Figure 3**. It should be noted that women are poorly represented in the TVET teaching body (7%). Actions to encourage the improvement of the presence of women in TVET education should be initiated. Indeed, the existence of female role models in the TVET teaching class is one of the best incentives for girls to opt for TVET.

It should be mentioned that the predominance of female clients in the tertiary sector (64%) is not likely to facilitate integration in general and of girls in particular. The tertiary sector is the service sector. The primary sector (rural development), which is the leading growth sector, has only 24% female representation. The minimum share goes to the secondary sector, the production sector (9%). This testifies to the persistence of the "traditionally male profession" paradigm. This paradigm that is gone requires that girls be made aware of the effect of a major change in order to fight


*Compilation of the authors from the statistical yearbooks of the Statistics and Planning Service of the METFP from 2000 to 2021.*

*N.B.: There was no data collection from 2008 to 2010 due to political instability.*

#### **Table 2.**

*Rate of female presence in the workforce.*

*Perspective Chapter: Technical and Vocational Training Policies and Practices Facing... DOI: http://dx.doi.org/10.5772/intechopen.112446*

#### **Figure 2.**

*Evolution of the female presence rate.*

#### **Figure 3.**

*Female representation in economic sectors.*

against discriminatory stereotypes. Indeed, the secondary sector is in our country one of the job-providing sectors.

#### **4.2 Gender policy analysis**

An inventory of the gender issue in relation to the legislative provisions makes it possible to draw up the balance sheet in terms of gender strategies in TVET. In this regard, an analysis of the two versions of the policy on the subject makes it possible to mention the existence of provisions relating to the gender issue. Indeed, in these ETFP policy letters [9], it is stipulated with regard to gender following: "The ET-VT system must promote the contribution of the educational establishment to achieving gender equity and girls on the one hand and between normal pupils and handicapped pupils on the other" (1996 version). "The system must promote equity between boys and girls by adapting programs to certain characteristics of the female clientele. It will have to give priority in the development of new programs and lessons adapted to the professional occupations for which the female labor force is in demand" (2011 version).
