Gender Equality in TVET is it really so hard?

Karina Veal Senior Social Sector Specialist, ADB

The views expressed in this paper are the views of the author and do not necessarily reflect the views or policies of the Asian Development Bank (ADB), or its Board of Governors, or the governments they represent. ADB does not guarantee the accuracy of the data included in this paper and accepts no responsibility for any consequence of their use. The countries listed in this paper do not imply any view on ADBs part as to sovereignty or independent status or necessarily conform to ADBs terminology.

Gender equality in TVET:

Difficult Important Possible?

Education marginalization inequalities within countries

14 Ukraine 12

Nigeria

Average number of years of schooling

Cuba 10 Bolivia Indonesia 8 Honduras

9.7 years Richest 20%

10 years Rural Urban

10.3 years Rich, rural boys Rich, urban boys Rich, rural girls

Boys Girls
Urban 6.4 years Poor, urban boys

Nigeria
6

6.7 years Bangladesh

Cameroon

Education poverty
Chad 2

Poorest 20% 3.5 years

Rural 3.3 years

Poor, rural girls 2.6 years

Extreme education poverty

0
C. A. R. Rural Hausa 0.5 years Poor, rural Hausa girls 0.3 years

Labor market gender gaps: positive impact of higher skills

Labor force participation Human capital Unpaid domestic and care work Vulnerable employment Wage employment Decent work Social protection

Gender inclusive triangle

Learning environment

Access and affordability

Rights and opportunities

Gender inclusive triangle

Learning environment Involve women in all aspects Support women in broader range Recruit and retain women teacher Gender-responsive curriculum and teaching Inclusive social and professional skills Additional learning support if needed
Access and affordability Involve women in all aspects Bring opportunities closer to home Cut costs of training and services Offer stipends? Incentives? Ensure good facilities for women Rights and opportunities Involve women in all aspects Use legislation, if supportive Establish targets in non-trad courses Training as source of empowerment Tackle lack of pre-requisites Employment placement