6 Incorporating Gender into TLC and CBET
By Violet Atieno, Deputy HoD ICT Department, Bondo Technical Training Institute
Structure
This chapter aims to provide practical guidance and a comprehensive framework for representing all members of society, including subgroups, in teaching and learning in a non-stereotypical and equitable manner. The themes in this chapter are derived from Competency-Based Education and Training (CBET) and the Teaching and Learning Centre (TLC). Each theme offers valuable insights into developing or evaluating teaching and learning materials within TLC/CBET.
The four themes covered in this chapter are:
- Equal representation (e.g., even frequency of groups representations)
- Gender-inclusive and equitable illustrations/teaching
- Gender-inclusive and equitable language
- Gender transformational and equitable roles
Introduction
Incorporating gender into TLC and CBET involves integrating background, theory, and practical information from various sources related to gender empowerment and differences. This process introduces and provides a broad description of gender-related concepts, how such concepts are applied, and the advantages of educational policies and reforms that promote gender equity. Additionally, it offers tools for integrating transformative and gender-sensitive initiatives when developing educational programs for competency-based education. Lastly, it suggests ways and training initiatives that could be beneficial in the process of gender mainstreaming and empowerment.
Gender incorporation in TLC and CBET aims to provide knowledge, attitudes, and skills that promote a better understanding of concepts related to gender, gender-specific methods, and tools used in teaching and learning. This enhances experiential learning among learners in Technical, Vocational, Education and Training(TVETs).
In Kenya, trainers in TVETs play a vital role in promoting gender equality in CBET and TLC, as their instructional practices and attitudes have a significant influence on the performance and motivation of trainees. To promote equal opportunities for females and males in coeducational settings, trainers need to reflect on their individual stereotypes and possess knowledge regarding gender differences in training methods. However, gender stereotypes are not often addressed in general trainer education and training programs that aim to strengthen teachers’ competencies.
Background Information about Gender in CBET and TVET
The most crucial resource a country has is the skills of its people. In 2007, the Ministry of Education Science and Technology developed the Gender in Education policy, which aimed to promote gender equity in education. It was necessary to evaluate the process of implementation to determine how the gender policy was implemented and how trainers perceived gender mainstreaming. In 2018, the Ministry of Education launched the CBET Policy Framework to provide guidelines on how CBET programs should be implemented. The Ministry noted that for successful CBET implementation, standards, guidelines, and national policies need to be enacted to facilitate and support the process, providing a seamless transition to TVET by graduates from basic education(Koros, H. K).
Dr. Kipkirui Langat, the TVET Authority Director-General, emphasized the importance of gender inclusivity in TVET training in a speech on October 8th, 2019. Speaking during the launch of the ‘Gender Analysis in Kenya’s Technical and Vocational Education and Training sector report, a research conducted by Colleges and Institutes Canada (CICan), Dr. Langat noted that gender inclusivity is essential for the socio-economic development of any country.
Sustainable Development Goal number 5, which focuses on gender equality, also addresses gender equality issues. “The TVET Authority is mainstreaming gender in the TVET sector as part of wider reforms to promote inclusivity in TVET”, Dr. Langat said. “The reforms aim to address issues of access, equity, relevance, and quality within the purview of gender inclusivity. TVET systems can leverage technology to support gender inclusivity in all TVET programs, and institutions can involve industry, mentors, and role models to promote gender inclusivity in TVET.”(www.tveta.go.ke)
In summary, the Ministry of Education’s Gender in Education policy, CBET Policy Framework, and TVET Authority’s gender mainstreaming efforts demonstrate a commitment to promoting gender equity and inclusivity in education and training, recognizing the crucial role that skills development plays in a country’s socio-economic development.
Strategies
Strategies for achieving equal representation, and access, and creating gender-responsive learning environments are crucial for promoting gender equality. Gender-responsive teaching and learning strategies should be developed and implemented to ensure that the learning content is relevant and appropriate for learners, regardless of their gender. The learning content offered in Technical and Vocational Education and Training (TVET) programs, whether newly developed or updated, should enable learners to adapt and respond to the ever-changing circumstances they may encounter. Moreover, Teaching and Learning Centers should be evaluated from a gender perspective, and a range of gender-balanced stakeholders should be involved in determining the needs of both female and male trainers and trainees. This approach will help to ensure that the needs and perspectives of all learners are taken into account, ultimately promoting more inclusive and effective learning experiences.
Incorporating gender in TLCs and CBET requires a broad approach since all aspects of the curriculum can be gendered. However, some critical sections include promoting principles of gender equality with a focus on equal rights for females and males in competency-based training and pedagogy. Competency-based training often involves gendered decisions regarding the skills that learners select, with males typically selecting technical programs and females opting for skills such as catering or tailoring due to gender stereotypes. Therefore, trainers should provide career guidance that curbs gender bias and focuses on an individual’s capability to ensure that both genders have equal access to professions with higher wages.
The use of teaching materials and texts that enhance equality and avoid gender stereotypes is essential. Although developing gender-sensitive teaching materials may be challenging, it is still possible to implement gender-responsive training. Gender mainstreaming should be undertaken in CBET and TLCs to ensure that teaching methodologies and pedagogy are geared towards classroom management, positive discipline, gender-sensitive learning processes, and participatory approaches.
Definitions
Social construct that differentiates the power, roles, responsibilities and obligations of men and women in society. The social definitions of what it means to be girls and women or boys and men vary among cultures and change over time.
. Fairness and justice in the distribution of resources, benefits, and responsibilities between men and women in all spheres of life, where women or men are disadvantaged.
Providing equal conditions to men and women to realize their full potential and contribute to, and benefit from sociocultural, economic, and political development. In short, it means that women and men are full partners in their society.
. An approach to policy-making that takes into account the interests and concerns of both men and women. It is a strategy to end gender blindness and its ultimate goal is to achieve gender equality
An individual’s internal, personal sense of being a boy or man or a girl or woman. For transgender people, their birth-assigned sex and their own internal sense of gender identity do not match.
A process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures, and communities and reducing exclusion within and from education.
. A process of strengthening the capacity of the education system to reach out to all learners and can thus be understood as a key strategy to achieve education for all. As an overall principle, inclusive education should guide all education policies and practices, starting from the fact that education is a basic human right and the foundation for a more just and equal society.
teaching and learning centre
Competency Based Education and Training
Technical, Vocational, Education and Training
Social construct that differentiates the power, roles, responsibilities and obligations of men and women in society. The social definitions of what it means to be girls and women or boys and men vary among cultures and change over time.
Fairness and justice in the distribution of resources, benefits and responsibilities between men and women in all spheres of life, where women or men are disadvantaged.
Providing equal conditions to men and women to realize their full potential and contribute to, benefit from socio-cultural, economic and political development. In short, it means that women and men are full partners in their society.
An approach to policy-making that takes into account the interests and concerns of both men and women. It is a strategy to end gender blindness and its ultimate goal is to achieve gender equality
An individual’s internal, personal sense of being a boy or man or a girl or woman. For transgender people, their birth-assigned sex and their own internal sense of gender identity do not match.
A process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures, and communities and reducing exclusion within and from education.
A process of strengthening the capacity of the education system to reach out to all learners and can thus be understood as a key strategy to achieve education for all. As an overall principle, inclusive education should guide all education policies and practices, starting from the fact that education is a basic human right and the foundation for a more just and equal society.
