Vocational education and technical training (VETT) in Palestine were examined from the perspective of gender planning and gender integration. First, a literature review and semistructured interviews with key VETT personnel were conducted to determine the extent to which gender institutionalization in VETT is implemented in four spheres: political, organizational, technical, and research. Next, questionnaires were distributed to a sample of 854 grade 12 students in rural and urban public schools in the northern, central, and southern regions of Palestine's West Bank. VETT in Palestine was determined to be inefficient and not relevant to the needs of its target group or to the needs of the market. At the political and organizational levels, VETT proved institutionally fragmented and incapable of serving its stated purposes. VETT was found to be gender insensitive and to perpetuate gender bias. Students' knowledge of VETT's provisions and opportunities was very limited and derived primarily from informal sources. It was concluded that Palestine's education system predetermines and restricts future opportunities for males and females alike. Residents of the southern region were deprived of many privileges and resources enjoyed in central and northern Palestine. (Sixty-nine tables/figures are included, and 17 tables are appended. Contains 38 references.) (MN)