Abstract
<title>Abstract</title> <p>Achieving United Nations Sustainable Development Goal 4 inclusive, equitable, and quality lifelong learning remains a pressing challenge within sub-Saharan Africa. In Nigeria, widespread socioeconomic gaps and deep-rooted cultural norms disproportionately restrict the female from completing technical schooling. This study empirically evaluates the strategic role of Technical and Vocational Education and Training (TVET) as a tool to bridge these gaps The study was conduccted at Awgu Local Government Area with population 235 female students (aged 11–17) across four technical colleges in Mgbidi, Amoli, Mgbowo and Mpu. Using Taro Yamane’s formula, a sample size of 148 girls was drawn via stratified random sampling. A descriptive survey design was employed, utilizing the validated 15-item structured Questionnaire with a high reliability index of 0.85. Data were analyzed using mean and standard deviation for the research questions, while the null hypotheses were tested using ANOVA. The findings reveal that gender-smart infrastructure significantly enhances daily class attendance and enrollment. Furthermore, direct financial incentives and stipends is a critical safety net that significantly improves student retention and minimizes dropout rates among low-income households. Finally, the acquisition of modern digital and technical skills emerged as the most critical determinant for post-graduation entrepreneurship/economic self-reliance. This work provides localized, empirical evidence demonstrating that targeted investments in female technical literacy are an essential catalyst to dismantle structural gender disparities, build resilient local work forces, and realize the global 2030 educational agenda in rural West Africa. The study among others recommends that the government should allocate capital for gender-smart infrastructure to all technical colleges.</p>