The gender dimension has become one of the most important and debated issues worldwide. This study was gender responsive focusing on the status of equity and equality in Technical, Industrial, Vocational and Educational Training (TIVET) Institutions in Nyanza Province in Kenya. Gender mainstreaming in TIVET institutions has become a challenge and teething problem. Over history of Education and development in Kenya, participation of girls had been problematic and this has been due to lack of gender mainstreaming in relation to the in and out of school factors. There had been issues related to inequalities, insufficiencies and disparities in the access of girls/women education, training and labour market. Enrolment of girls has been consistently low as compared to boys. The girls who had been retained in schools face a lot of challenges where some of them drop out of school or perform dismally as compared to boys. This reduces their transition rate to higher Institutions of learning such as in TIVET. Gender mainstreaming was one of the strategies embraced by schools to address gender parity in terms of schools to achieve much. Girls’ enrolment and participation in TIVET Institutions is still low. The purpose of the study was to investigate Determinants of Gender Mainstreaming in Public TIVET institutions in Nyanza Province in Kenya such as staffing related factors, facilities and equipment, curriculum instruction that influence gender mainstreaming and teachers attitudes towards gender mainstreaming. The study employed descriptive survey design. The study population was to comprise of 7 public TIVET institutions in Nyanza Province with a target population of 10,185. A total of 370 respondents were to be sampled. However, the study population comprised of 6 public TIVET institutions in Nyanza province with a target population of 8,631. A total of 364 respondents were sampled using simple random sampling technique. One principal from each institution was selected purposively. Questionnaires, interview and observation schedules were used to collect both qualitative and quantitative data that were analysed. After data collection the researcher organized it by assigning a questionnaire number 1 to Yes and 0 to No for closed ended items. Quantitative data analysis commenced at the field editing stage to minimize errors. Coding the open ended data entry, data cleaning information analysis and interpretation followed. Descriptive statistics was used to analyze and describe the information. Qualitative data analysis was done concurrently with data collection. Open and written question was used to create meaningful interpretations. The data was summarized on a daily basis where interim report was produced, analyzed and interpreted. The study confirmed that gender mainstreaming; strategies wrere used to set opportunity for gender equity and equality in public TIVET institutions. The study confirmed that the college or school is a social agent and therefore gender disparity was not encouraged. The study found out gender mainstreaming was available to some extent in these institutions in Nyanza province however recommendation was that the Ministry of Higher Education science and technology should take drastic measures to ensure that there were adequate lecturers to cater for the large number of students. All stakeholders in education should act to provide equality in education so that implementation is taken seriously to bring gender equality and opportunity in education.

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