Gender mainstreaming in technical and vocational education and training (TVET) and the labor market is a goal that is not yet fully achieved. Despite social, political, and economic changes, disparities, discrimination, and bias persist. The lack of gender responsiveness in school-based pedagogy has hindered women’s access, retention, and performance in TVET institutions. While gender imbalances exist in TVET, teachers are often unaware or unwilling to address them, implying that they lack the knowledge to deal with gender issues in practice. Thus, this study was conducted to identify the emerging gender issues that hinder gender responsiveness in technical-vocational teacher education (TVTEd) curriculum practices. The cultural-historical activity theory (CHAT) was used as the theoretical lens to generate and analyze the data. The data were generated from document analysis, interviews, and focus group discussions among teachers, students, and graduates. Having gender-responsive curriculum practice as the object of the study, findings revealed that subjects (teachers) create the main contradictions in emerging gender issues. These are characterized by gender biases, stereotyping that hinders women’s progress in technical-vocational fields, and stereotypes in resources, content, and language. The subject was followed by the contradiction within the rules, tools, community, and division of labor. The study recommends interventions to hone gender responsiveness and thereby mainstream gender in TVTEd curriculum practices. Policy-practice gaps should also be studied and gender-related research in TVET and technical-vocational teacher education should be initiated and funded.

Technical-vocational teachers should adhere to the demands of the academe and the industry. The alignment of the technical and pedagogical skills to the standards set for teaching and working in the industry is necessary for graduates to thrive in the profession. Thus, this study focused on assessing the technical-vocational teacher education program using the lenses of graduates and their respective supervisors in the academe and industry. The study utilised a quantitative research design. It measured the adequacy of the skills acquired by graduates from the curriculum. The general assessments of the Bachelor of Technical-Vocational Teacher Education (BTVTEd) graduates of the curriculum in terms of pedagogical and technical skills were “very adequate” (x� = 3.42) and “very useful” (x� = 3.47). On the other hand, the supervisors assessed the graduates in terms of pedagogical and technical skills as “very adequate” (x� = 3.40) and “very useful” (x� = 3.45). Graduates and supervisors both have the same assessment of the program. However, the differences in the values of the mean show a slight variation in their perceptions. Based on the findings and conclusion, it is recommended to synchronize the BTVTEd program with the academe’s and industry’s expectations and demands; modification or revision of curriculum is needed. Universities and schools should welcome and entertain inputs from expert graduates and authorities in their respective fields of practice. There is also a need for continuous tracking of graduates at least every five years to monitor their acquired skills and professional advancements in their respective fields, which could be used in crafting an ever-evolving curriculum.