VET for every gender and underrepresented groups
Internet connection and a digital device (tablet, Smartphone, PC)
A4 Paper, markers
This unit will provide participants with information on gender gap in VET and techniques that could be utilized to facilitate its reduction.
Throughout this module, participants will receive access to video and written content that explores the gender gap in vocational education and training (VET), as well as other underrepresented groups such as migrants. This comprehensive approach will enable attendees to recognise the existence of inequality within the VET system and explore potential solutions to address this problem.
What is gender inequality?
Gender inequality refers to the unequal treatment or opportunities provided to individuals based on their gender, typically to the disadvantage of females. It can manifest in various ways, such as limited access to education, employment opportunities, healthcare, and political representation. Gender inequality is a pervasive issue that affects women and girls worldwide, and it can have far-reaching social, economic, and political consequences. Addressing gender inequality requires challenging social norms, stereotypes, and biases that perpetuate discrimination and promoting policies and practices that promote gender equity and empowerment.
What is the gender gap in VET?
Vocational education and training (VET) programs are designed to provide students with the skills and knowledge they need to succeed in the workforce. However, not all students have equal access to these opportunities, and the gender gap in VET is one example of inequality that persists in education and the labour market.
The gender gap in VET refers to the disparity in participation and outcomes between males and females in vocational education and training programs. This gap can manifest in various ways, including differences in enrolment rates, course selection, completion rates, and employment outcomes after graduation. For example, women may be underrepresented in traditionally male-dominated fields such as engineering or technology, while men may be underrepresented in fields such as nursing or early childhood education. According to data from the Organisation for Economic Co-operation and Development (OECD), females are underrepresented in VET programs across many countries. For example, in Australia, women make up only 38% of VET students, despite accounting for nearly half of the labour force. Similarly, in the European Union, women represent just 40% of VET students, and they are concentrated in lower-paying fields such as healthcare and social services. The gender gap in VET is a persistent issue that can contribute to broader gender inequality in the labour market and society as a whole. Efforts to address the gender gap in VET often focus on promoting equal access to education and training opportunities, challenging stereotypes and biases, and creating supportive environments that encourage the participation and success of all learners, regardless of gender.
What Causes the Gender Gap in VET?
There are many factors that contribute to the gender gap in VET. One primary factor is the persistence of gender stereotypes and biases that influence students' career aspirations and course selections. For example, girls may be discouraged from pursuing STEM fields due to the perception that these fields are not suitable for women, while boys may face stigma for pursuing traditionally female-dominated fields. These stereotypes can also influence the perceptions of employers and limit women's opportunities for career advancement in male-dominated industries. Approximately one-quarter of the difference in pay between genders, can be attributed to the fact that women are more frequently employed in sectors that offer lower pay, such as education, care, and health (European Commission). These sectors are often populated predominantly by women, and as a result, their work tends to be undervalued.
Also, the phenomenon of the glass ceiling is well known. The level of pay is determined by one's position in the hierarchy, and as such, less than 8% of female CEOs occupy top positions in companies. However, the occupation with the most significant wage gap in the European Union is management, where women earn 23% less per hour than their male counterparts. (European Commission).
Furthermore, women tend to work more hours per week than men, but they also spend more time on unpaid work. This disparity may influence their career choices. To address this issue, the European Union is advocating for policies that promote equal sharing of parental leave, sufficient public provision of childcare services, and flexible work arrangements within companies.
Another factor is the lack of supportive and inclusive learning environments that accommodate the diverse needs and experiences of all learners. Women, in particular, may face additional barriers such as harassment, discrimination, or gender-based violence, which can undermine their confidence and motivation to pursue VET programs. This can lead to lower enrollment rates, higher dropout rates, and lower completion rates for female students.
Addressing the Gender Gap in VET
Addressing the gender gap in VET requires a comprehensive approach that recognises the complex and interrelated factors that contribute to inequality. Some strategies that can help inclussion:
- Promote equal access to education and training opportunities: This can involve providing equal access to funding, scholarships, and educational resources, as well as removing barriers that may prevent certain groups from accessing VET opportunities.
- Challenge gender stereotypes and biases: Schools and training providers can challenge gender stereotypes and biases by promoting gender-neutral language, offering gender-diverse role models, and encouraging students to pursue a wide range of courses and careers.
- Create inclusive and supportive learning environments: This can include measures such as developing gender-sensitive curricula, providing mentorship and support networks, and addressing gender-based violence and harassment.
- Increase representation of women in leadership and decision-making roles: The representation of women in leadership positions can help to promote gender equity and challenge gender biases and stereotypes.
- Address systemic barriers: This can involve addressing issues such as pay gaps, discrimination, and harassment that limit women's opportunities for career advancement.
- Encourage female participation in traditionally male-dominated fields: Efforts can be made to encourage and support female participation in traditionally male-dominated fields such as engineering, construction, and information technology. This can involve providing mentorship, training, and support networks, as well as addressing issues such as gender-based violence and harassment.
- Encourage male participation in traditionally female-dominated fields: Similarly, efforts can be made to encourage and support male participation in traditionally female-dominated fields such as healthcare and early childhood education.
Pay discrimination: In some cases, women earn less than men for doing equal work.
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VET Opportunities for Underrepresented Groups, such as Migrants
Vocational education and training (VET) is an important tool for promoting social inclusion and equal opportunities for underrepresented groups, including migrants. However, there are significant barriers that prevent migrants from accessing VET programs and achieving success in their chosen career paths (European Centre for the Development of Vocational Training,2021)
Some of the challenges faced by migrant learners in VET include language and cultural barriers, discrimination and prejudice, lack of recognition of qualifications, and limited access to training opportunities. These barriers can result in lower participation rates and higher dropout rates among migrant learners in VET programs, which can perpetuate existing inequalities and limit their opportunities for social and economic mobility.
To address these challenges and promote greater inclusion of migrant learners in VET, a range of strategies have been proposed. These include providing language and cultural support, creating targeted outreach programs, improving recognition of foreign qualifications, and promoting diversity and inclusion in VET institutions.
In addition, policies that promote social inclusion and support the integration of migrants into the labor market can also be beneficial. For example, providing access to job training and employment support services can help to reduce barriers to entry and promote greater economic mobility for migrant learners.
Overall, there is a need for continued efforts to promote greater inclusion of underrepresented groups, including migrants, in VET programs. By working to address the barriers and challenges they face, we can help to create more equitable and inclusive VET systems that benefit all learners and promote social and economic mobility for all.
Practical Activity “Am I gender biased?”
This activity can be implemented by 2 or more people, even in large groups.
Duration: 30 minutes
- Step 1: The instructor needs to make clear that prejudices are part of the human existence, and it is absolutely understandable to have certain attitudes against a particular social group. Being honest and breaking defences can lead to better acknowledge one’s genuine thoughts.
- Step 2: The instructor provides people with Managing Gender-related Issues card (Annex) and give them 10 minutes to complete.
- Step 3: The instructor asks them to pair with someone and discuss what they have written on the card (20 minutes)
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ANNEX
How would I have felt if I didn’t have equal rights because of my gender? |
Is Gender Equality a concern for me and why? |
Where do I need improvement? |
How should I manage my gender-discriminatory perspectives? |
- Interesting workshop from #EURegionsWeek that aims to review the involvement of women in lifelong learning to overcome its significant gender gap: https://eu.app.swapcard.com/event/euregionsweek-2022/planning/UGxhbm5pbmdfOTYwNTA4
- Interesting Video from the Organisation for Economic Co-operation and Development (OECD) for Gender Equality
https://www.youtube.com/watch?v=j85fGU3PeeY
- Watch UN’s 25 years of progress video on gender equality: https://www.youtube.com/watch?v=ZC9jdhi6xgA
- UNESCO’s report on migrants’ integration on VET. https://unevoc.unesco.org/pub/biennialreport_2018-20192.pdf
- Statistical Analysis on gender pay gaps in the European Union: https://ec.europa.eu/eurostat/documents/3888793/13484385/KS-TC-21-004-EN-N.pdf/69965821-22ed-7c56-c859-cd7b10e011c5?t=1633341826751
Arabadjieva, K., & Zwysen, W. (2022). Gender inequality in performance-related pay: A gap in the EU equal pay agenda.
Boll, C., & Lagemann, A. (2014). Gender pay gap in EU countries based on SES.
European Centre for the Development of Vocational Training. (2021). Labour Market Integration of Refugees: Practices on Recognition of Skills & Qualifications.
European Commission. (2016). Action plan on the integration and inclusion.
OECD. (2012). Closing the Gender Gap: Act Now, OECD Publishing.
OECD. (2018). Working Together for Local Integration of Migrants and Refugees.
Renaud_I. (2012). GENDER EQUALITY IN EDUCATION, EMPLOYMENT AND ENTREPRENEURSHIP: Meeting of the OECD Council at Ministerial Level.
UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. (2020). Advancing Innovation.
United Nations. (2020). Gender Equality.