South Sudan became an independent country in 2011 following many years of struggle against marginalisation in Sudan. However, the independence era has been preoccupied with efforts to establish education systems in the country, including the technical and vocational education and training (TVET) system. As the system is being established and strengthened, efforts are also being exerted to convince the youth and communities to embrace skills development, since they believe that a ’degree programme’ is better than a ’certificate or diploma’ obtained through skills training. Secondly, using the gender lens, gender equality is problematic in vocational education as most females prefer soft skills like tailoring and hairdressing (Habler et al., 2020), and hate hard-core skills in trades such as building and construction. Therefore, gender equality is essential in skills training in South Sudan. This article is the first attempt to enlighten stakeholders on the significance of TVET to both male and female students, trainees, parents, and employers, so that the government and stakeholders can encourage the youth to embrace it and improve female participation in skills considered fit only for males. Qualitative desk research methodology and textual analysis have been employed in this research. The social capital (Mikiewicz, 2021) and the feminist theories (Eyayu & Mihrete, 2018) have also been used as the lenses for conceptualising TVET in this research. Generally, previous research indicates that TVET is vital for livelihood, and female participation in skills training is paramount. Skills form the backbone of livelihood and development, and should therefore be developed to promote equal participation in nation- building.