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.