Maryna Lyesnikova
https://orcid.org/0000-0003-2802-973X
GENDER-SENSITIVE EDUCATIONAL ENVIRONMENT IN VOCATIONAL TRAINING INSTITUTIONS: EXPERIENCE OF DEVELOPED COUNTRIES AND OPPORTUNITIES FOR UKRAINE
Full text (pdf)
Language: Ukrainian
Abstract. The educational environment in the system of vocational education and training (VET), as a component of the global education system, should be gender-sensitive without any manifestations of gender bias and discrimination. The article identifies that such factors as national, regional or local management of VET institutions, labor market requirements, involvement of social partners, etc. reduce gender imbalance and contribute to the formation of a gender-sensitive educational environment. A review of best practices in education systems in Australia, the USA, Finland, Germany and Ireland showed that government projects are underway to create a gender-sensitive educational environment in VET institutions. The online platforms of these projects contain toolkits, examples of good practices, tips, useful links, examples of gender-neutral curricula, best teaching methods, teaching aids, elements of gender-sensitive speech, portfolio of professions, etc. In Ukraine, gender equality issues are also given some attention in VET institutions. Management and employees are aware of the importance of gender equality for the development of VET institutions and work continues to overcome stereotypes in career guidance work. However, there is currently no institutional framework or mechanisms for gender equality in domestic VET. In addition, there is no designated person for gender policy. According to the research results, primary steps for the development of a gender-sensitive educational environment in Ukrainian VET institutions are proposed, namely: the development of organizational frameworks and mechanisms for ensuring gender equality; regular training of teaching staff in the promotion of gender equality and the elimination of stereotypes in vocational guidance work; ensuring universal access to classrooms, workshops and laboratories, sports halls, locker rooms and other facilities of the VET institutions for free access by all without segregation, etc. The main direction of further research is the creation of methodological bases for the formation of an inclusive and gender-sensitive educational environment in VET institutions.
Keywords: vocational education and training, gender-sensitive educational environment in vocational training institutions, profession, career guidance.
https://doi.org/10.32987/2617-8532-2022-3-26-40
Keywords: vocational education and training, gender-sensitive educational environment in vocational training institutions, profession, career guidance.
https://doi.org/10.32987/2617-8532-2022-3-26-40
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4. Dubova, H. V. (2021). Implementation of gender approach to higher education institutions. Current issues of humanitarian sciences, 38(1), 277-281. Retrieved from http://dspace.lduvs.edu.ua/jspui/handle/123456789/594 [in Ukrainian].
5. Vykhor, S. T. (2020). Formation of a gender strategy in the management of a general secondary education institution. Current problems of management of educational institutions in the context of the strategy of modernization of the educational sector, 143-160. Ternopil: TNPU named after V. Hnatyuk. Retrieved from http://dspace.tnpu.edu.ua/handle/1234
56789/17183 [in Ukrainian].
6. Pavlushchenko, N. M. (2018). Gender-sensitive educational environment as a pedagogical condition for using the gender approach in primary education. Innovations in primary education: problems, prospects, responses to today’s challenges, Proceedings of the All-Ukrainian Science and Practical Conference. Poltava. Retrieved from http://dspace.pnpu.edu.ua/handle/123456789/10407 [in Ukrainian].
7. Samoilenko, N. Iu. (Ed.). (2020). Organization of the educational process in institutions of professional (vocational and technical) education in the 2020/2021 academic year. Retrieved from https://nmcpto.sumy.ua/wp-content/uploads/2020/09/%D0%9E%D1%80%D0%B3%D0%B0%D0%BD%D1%96%D0%B7%D0%B0%D1%86%D1%96%D1%8F_2020_2021%D0%BD%D1%80_%D0%BC%D0%B5%D1%82%D0%BE%D0%B4_%D1%80%D0%B5%D0%BA%D0%BE%D0%BC-1.pdf [in Ukrainian].
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10. Doronina, T. O. (Ed.). (2016). Strategy for implementation of gender equality and non-discrimination in the field of education “Education: Gender Dimension – 2020” (Project). Gender paradigm of educational space, 3-4, 7–21. Retrieved from https://gendercenter.sumdu.edu.ua/images/docs/3.4.2016.pdf [in Ukrainian].
11. UNESCO. (2019). Gender Responsive and Inclusive TEVET Training Course. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000369087.
12. CEDEFOP. (2021). Ireland: study on female participation in VET. Retrieved from https://www.cedefop.europa.eu/en/news/ireland-study-female-participation-vet.
13. Chorna, I. V. (2019). “Male” and “female” professions from the point of view of modern youth. Gender policy through the eyes of Ukrainian youth, Proceedings of the Conference Title. Kharkiv. Retrieved from https://eprints.kname.edu.ua/53726/1/%D0%B7%D0%B1%D1%96%D1%80%D0%BD%D0%B8%D0%BA_%D0%A5%D0%86%D0%86.pdf [in Ukrainian].
14. Nordic Information on Gender. (n. d.). Vocational education and training in the Nordic countries. Retrieved from https://nikk.no/wp-content/uploads/2022/03/temanord2022-521-print-en.pdf.
15. Fawcett, C. S., & Howden, S. (1998). Gender Issues in Technical Training and Vocational Education Programs. Retrieved from https://idbdocs.iadb.org/wsdocs/getdocument.aspx?docnum=1481450.
16. Butler, E., Clarke, K., & Simon L. (2014). Hard Hats, Robots and Lab Coats: Broadening the career options of young women. Retrieved from https://www.wave.org.au/wp-content/uploads/2020/11/WAVE_eS4W_HardHats_CareerReportFinal-1.pdf.
17. ENICBCMED. (n. d.). Youth Employment in ports of the Mediterranean. Retrieved from https://www.enicbcmed.eu/projects/yep-med.
18. ENICBCMED. (n. d.). YEP MED develops new digital training methodology based on virtually simulated enterprises. Retrieved from https://www.enicbcmed.eu/yep-med-develops-new-digital-training-methodology-based-virtually-stimulated-enterprises.
19. Girls’Day. (n. d.). Girls’Day – Future Prospects for Girls. Retrieved from https://www.girls-day.de/fakten-zum-girls-day/das-ist-der-girls-day/ein-zukunftstag-fuer-maedchen/english.
20. Deutschland.de. (2014). Rollentausch beim Girls’ Day und Boys’ Day. Retrieved from https://www.deutschland.de/de/topic/wissen/bildung-lernen/rollentausch-beim-girls-day-und-boys-day.