GENDER ISSUES TOWARD GENDER-RESPONSIVE TVTED CURRICULUM PRACTICES
DOI:
https://doi.org/10.37569/DalatUniversity.13.3.1062(2023)Keywords:
Gender issues, Gender-responsive, TVTEd curriculum.Abstract
Gender mainstreaming in technical and vocational education and training (TVET) and the labor market is a goal that is not yet fully achieved. Despite social, political, and economic changes, disparities, discrimination, and bias persist. The lack of gender responsiveness in school-based pedagogy has hindered women’s access, retention, and performance in TVET institutions. While gender imbalances exist in TVET, teachers are often unaware or unwilling to address them, implying that they lack the knowledge to deal with gender issues in practice. Thus, this study was conducted to identify the emerging gender issues that hinder gender responsiveness in technical-vocational teacher education (TVTEd) curriculum practices. The cultural-historical activity theory (CHAT) was used as the theoretical lens to generate and analyze the data. The data were generated from document analysis, interviews, and focus group discussions among teachers, students, and graduates. Having gender-responsive curriculum practice as the object of the study, findings revealed that subjects (teachers) create the main contradictions in emerging gender issues. These are characterized by gender biases, stereotyping that hinders women’s progress in technical-vocational fields, and stereotypes in resources, content, and language. The subject was followed by the contradiction within the rules, tools, community, and division of labor. The study recommends interventions to hone gender responsiveness and thereby mainstream gender in TVTEd curriculum practices. Policy-practice gaps should also be studied and gender-related research in TVET and technical-vocational teacher education should be initiated and funded.
Metrics
References
Amorsen, A., Wilson, D., Ayres, C., & Davis, H. (2017). Creating a positive practicum experience. https://www.teachermagazine.com.au/articles/creating-a-positive-practicum-experience
Bassi, M., Blumberg, R. L., & Mateo-Berganza Diaz, M. (2016). Under the “cloak of invisibility”: Gender bias in teaching practices and learning outcomes. Inter-American Development Bank, Education Division. https://publications.iadb.org/publications/english/document/Under-the-_Cloak-of-Invisibility_-Gender-Bias-in-Teaching-Practices-and-Learning-Outcomes.pdf
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Carter, N. M., & Silva, C. (2010). Women in management: Delusions of progress. Harvard Business Review, 88, 19-21.
Commission on Higher Education. (2015). Establishing the policies and guidelines on gender and development in the commission on higher education and higher education institutions (HEIs). Commission on Higher Education. https://ched.gov.ph/wp-content/uploads/2017/10/CMO-no.-01-s.-2015.pdf
Chetcuti, D. A., & Kioko, B. (2012). Girls’ attitudes towards science in Kenya. International Journal of Science Education, 34(10), 1571-1589.
Chikunda, C. (2014). Identifying tensions around gender-responsive curriculum practices in science teacher education in Zimbabwe: An activity theory analysis. African Journal of Research in Mathematics, Science and Technology Education, 18(3), 264-275.
Christidou, V. (2011). Interest, attitudes and images related to science: Combining students’ voices with the voices of school science, teachers, and popular science. International Journal of Environmental and Science Education, 6(2), 141-159.
Cifre, E., Vera, M., Rodriguez-Sánche, A. M., & Pastor, M. C. (2013). Job-person fit and well-being from a gender perspective. Journal of Work and Organizational Psychology, 29(3), 161-168. https://doi.org/10.5093/tr2013a22
Clegg, A. (2007). Girls into science: A training module. UNESCO.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
Department of Education. (2013). Guideline and procedure on the establishment or DepEd gender and development (GAD) focal point system (GFPS) at the regional, division and school levels. Department of Education. https://www.deped.gov.ph/2013/06/18/do-27-s-2013-guidelines-and-procedure-on-the-establishment-or-deped-gender-and-development-gad-focal-point-system-gfps-at-the-regional-division-and-school-levels/
Egun, A. C., & Tibi, E. U. (2010). The gender gap in vocational education: Increasing girls access in the 21st century in the midwestern states of Nigeria. International Journal of Vocational and Technical Education, 2(2), 18-21. http://www.academicjournals.org/IJVTE
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. BdWi-Verlag http://lchc.ucsd.edu/MCA/Paper/Engestrom/Learning-by-Expanding.pdf
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133-156.
Engeström, Y. (2005). Developmental work research: Expanding activity theory in practice. Lehmanns Media.
Engeström, Y., Miettinen, R., & Punamaki, R.-L. (Eds.). (1999). Perspectives on activity theory. Cambridge University Press.
Forum for African Female Educationalists. (2018). Annual Report 2005. FAWE House.
Galacgac, N. B. (2017). Gender responsiveness in the curriculum and its relationship and influence to students’ learning behaviors. LCC Research Journal, 12(1), 88-107. https://ejournals.ph/article.php?id=15594
Hega, M. (2003). Participation of women in Philippine politics and society: A situationer. Library of the Friedrich Ebert Foundation. http://library.fes.de/index_en.htm
Hegna, K. (2017). Conflicts, competition and social support in female-dominated vocational education – Breaking or reaffirming stereotypical femininity? Journal of Vocational Education and Training, 69(2), 196-213. https://doi.org/10.1080/13636820.2017.1303783
Herz, B., & Sperling, G. B. (2004). What works in girls’ education: Evidence and policies from the developing world. Council on Foreign Relations. https://www.researchgate.net/publication/44833362_What_Works_in_Girls’_Education_Evidence_and_Policies_from_the_Developing_World
International Labour Organization. (n.d.). TVET reform: Gender mainstreaming into technical and vocational education and training (TVET) in Bangladesh. International Labour Organization. https://www.ilo.org/wcmsp5/groups/public/@asia/@ro-bangkok/@ilo-dhaka/documents/publication/wcms_345696.pdf
Imdorf, C., Hegna, K., Eberhard, V., & Doray, P. (2015). Educational systems and gender segregation: A three-country comparison of Germany, Norway and Canada. In C. Imdorf, K. Hegna, & L. Reisel (Eds.), Gender segregation in vocational education (Comparative Social Research, 31, pp. 83-122). https://doi.org/10.1108/S0195-631020150000031004
Ismail, M. E., Hashim, S., Zakaria, A. F., Ariffin, A., Amiruddin, M. H., Rahim, M. B., Razali, N., Ismail, I. M., & Sa’adan, N. (2018). Gender analysis of work readiness among vocational students: A case study. Journal of Technical Education and Training, 12(1), 270-277. https://publisher.uthm.edu.my/ojs/index.php/JTET/article/view/3106
Kalu, I. (2005). Classroom interaction behaviours in physics lessons, relative to students’ sex. African Journal of Research in Mathematics, Science and Technology Education, 9(1), 55-66.
Kiggundu, E. M., & Nayimuli, S. T. (2009). Teaching practice: A make or break phase for student teachers. South African Journal of Education, 29(3), 345-358.
Lavy, V., & Sand, E. (2015). On the origins of gender human capital gaps: Short and long term consequences of teachers’ stereotypical biases. National Bureau of Economic Research. https://doi.org/10.3386/w20909
Legewie, J., & DiPretea, T. A. (2012). School context and the gender gap in educational achievement. American Sociological Review, 77(3), 463-485. https://doi.org/10.1177/0003122412440802
Lomazzi, M., Borisch, B., & Laaser, U. (2014). The millennium development goals: Experiences, achievements and what’s next. Global Health Action, 7(1), 23695. https://doi.org/10.3402/gha.v7.23695
McCullough, L. (2004). Gender, context, and physics assessment. Journal of International Women’s Studies, 5(4), 20-30.
Megalokonomou, R. (2021). Teacher gender bias has lasting effects on students’ marks and study choices. The University of Queensland, School of Economics. https://economics.uq.edu.au/article/2021/12/teacher-gender-bias-has-lasting-effects-on-student-marks-and-study-choices#:~:text=We%20found%20teacher%20gender%20biases,in%20teachers’%20attitudes%20and%20behaviours
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Mulvey, J. D. (2009). Feminization of schools. School Administrator, 66(8), 34-36.
Murphy, E., & Rodriguez-Manzanares, M. A. (2008). Using activity theory and its principle of contradictions to guide research in educational technology. Australasian Journal of Educational Technology, 24(4), 442-457.
Mustapha, R. B., Zaharim, A., Long, N. L., & Mohd, F. (2013). Women and skills training: Gender imparity in technical fields. Universiti Kebangsaan Malaysia. http://tree.utm.my/wp-content/uploads/2013/03/WOMEN-AND-SKILLS-TRAINING-GENDER-IMPARITY-IN-IN-TECHNICAL-FIELDS.pdf
Niemeyer, B., & Colley, H. (2015). Why do we need (another) special issue on gender and VET? Journal of Vocational Education and Training, 67(1), 1-10. https://doi.org/10.1080/13636820.2014.971498
Pregoner, J. D., Cansico, L., Escandor, F., & Encabo, E. (2020, April 26). Gender bias in technical vocational livelihood program: A qualitative study on the experience of male students in home economics strand. EdArXiv. https://doi.org/10.35542/osf.io/gn2aq
Rahman, T., Nakata, S., Rahman, M., & Nomura, S. (2017). Breaking the glass ceiling: Challenges to female participation in technical diploma education in Bangladesh. World Bank Group. https://documents.worldbank.org/en/publication/documents-reports/documentdetail/717771486560820977/breaking-the-glass-ceiling-challenges-to-female-participation-in-technical-diploma-education-in-Bangladesh
Scantlebury, K. (2009). Gender bias in teaching. http://www.education.com/reference/article/gender-bias-in-teaching/#D
Skelton, C., Carrington, B., Francis, B., Hutchings, M., Read, B., & Hall, I. (2009). Gender ‘matters’ in the primary classroom: Pupils’ and teachers’ perspectives. British Educational Research Journal, 35(2), 187-204. https://doi.org/10.1080/01411920802041905
UKEssays. (2018). The concept of teaching practicum. https://www.ukessays.com/essays/education/the-concept-of-teaching-practicum-education-essay.php?vref=1
UN Women. (2013). The United Nations entity for gender equality and empowerment of women. http://www.un.org/youthenvoy/2013/07/un-women-the-united-nations-entity-for-gender-equality-and-the-empowerment-of-women/
UNESCO. (1993). Education for all: Status and trends. https://files.eric.ed.gov/fulltext/ED370207.pdf
UNESCO. (2014). Medium-term strategy, 2014–2021. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000227860
UNESCO. (2015a). A guide for gender equality in teacher education policy and practices. http://unesdoc.unesco.org/images/0023/002316/231646e.pdf
UNESCO. (2015b). Investing in teachers is investing in learning: A prerequisite for the transformative power of education. Education for Development. Oslo Summit on Education for Development. https://unesdoc.unesco.org/ark:/48223/pf0000233897
UNESCO. (2022). Medium-term strategy for 2022–2029. United Nations Educational, Scientific and Cultural Organization. https://unesdoc.unesco.org/ark:/48223/pf0000378083.locale=en
Valente, J., & Moreno, F. (2014). Women’s representation in local politics: Evidence from the Philippines. https://archive.org/details/womensrepresentationinlocalpoliticsinphilippines2014_201408
Vygotsky, L. (1978). Pensamiento y lenguaje. Barcelona: Paidos.
Downloads
Published
Volume and Issues
Section
Copyright & License
Copyright (c) 2022 Jess Mark L. Alinea, Wilma S. Reyes
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
