WOMEN INTVET – THE STATUS OF

GENDER EQUALITY IN ASEAN

COUNTRIES WITHIN THE CONCEPT OF
DIVERSITY
 STRUCTURE OF THE PRESENTATION

• What is the connection of inclusion and diversity?

• What is the status of gender equality in TVET in ASEAN

countries?

• What are recommendations for the implementation of diversity

in teacher training?

Prof. Dr. Julia Gillen, Department of vocational education and adult education, Leibniz University Hannover, Germany
 UNDERSTANDING OF DIVERSITY AND
INCLUSION
Inclusion
• individual and group-related
characteristics (sociocultural
backgrounds, styles and types of
learning, gender-specific aspects, • Focus on common teaching
various language skills… ) of students with diverse
• to cherish differences and grasp them as backgrounds
a resource • Minimizing discrimination –
• emphasizes the uniqueness of every maximizing participation of
individual all students
• vehemently opposes discrimination of • Requires an ongoing
people of disadvantaged groups development of values,
attitudes and institutional
structures
Diversity

Prof. Dr. Julia Gillen, Department of vocational education and adult education, Leibniz University Hannover, Germany
 RECOMMENDATIONS FOR THE IMPLEMENTATION
OF DIVERSITY IN ASEAN COUNTRIES

Diversity-Sensitive Approaches

Diversity Education
Diversity Diversity Studies/ diversity sensitive pedagogic
Management Diversity Politics approaches

Intercultur
Gender Gender Special education and
al
Studies Pedagogic inclusion
pedagogic

Women´s
Management Civil rights
strategies movement
rights 4
movement

Prof. Dr. Julia Gillen, Department of vocational education and adult education, Leibniz University Hannover, Germany
 STUDY: STATUS OF GENDER EQUALITY
IN TVET IN ASEAN COUNTRIES
• Data based on the conducted study in 2013

• The prospects of measures for the advance of

gender equality in TVET

• 6 participating countries in Asia (studends and teacher)

• Online questionnaire with 42 questions according

gender equality

• in different living situations

Prof. Dr. Julia Gillen, Department of vocational education and adult education, Leibniz University Hannover, Germany
 RESULTS OF THE SURVEY
The survey revealed :
• every country has an overall national policy and/or a legal
framework on gender equality
• the overall opinion about men and women is that both are
equal

Prof. Dr. Julia Gillen, Department of vocational education and adult education, Leibniz University Hannover, Germany
 NATIONAL POLICIES
Is there an overall national policy and/or legal framework on gender
equality in your country?

•Yes: 96%
Cambodia •No: 4%

•Yes: 74%
Indonesia •No: 26%

•Yes: 100%
Laos •No: 0%

•Yes: 79%
Malaysia •No: 21%

•Yes: 80%
Thailand •No: 20%

•Yes: 100%
Vietnam •No: 0%

Prof. Dr. Julia Gillen, Department of vocational education and adult education, Leibniz University Hannover, Germany
 RESULTS OF THE SURVEY
The survey revealed :
• every country have an overall national policy and/or a legal
framework on gender equality
• the overall opinion about men and women is that both are equal

But the survey revealed as well :

• Vast differences of implementation of gender mainstreaming
• a non-stereotypical image of women in the countries
• in some countries women are independent and accepted in top-
positions
• in some countries female education must be improved (even in
TVET) and addressing discriminatory social norms must be
required 8

Prof. Dr. Julia Gillen, Department of vocational education and adult education, Leibniz University Hannover, Germany
 GENDER ISSUES IN SCHOOLS AND
UNIVERSITIES
Are gender issues mainstreamed at work in your
school/university?
• Yes: 40%
Cambodia • No: 0% Don´t know: 60%

• Yes: 22%
Indonesia • No: 73% Don´t know: 5%

• Yes: 100%
Laos • No: 0% Don´t know: 0%

• Yes: 25%
Malaysia • No: 62% Don´t know: 13%

• Yes: 20%
Thailand • No: 60% Don´t know: 20%

• Yes: 50%
Vietnam • No: 40% Don´t know: 10%

Prof. Dr. Julia Gillen, Department of vocational education and adult education, Leibniz University Hannover, Germany
 OVERVIEW OF RESULTS –
GENDER Equite
Cambodia: QUALITY
progressedIN TVET
regarding ASIA
INissues
gender
gender issues need to be more promoted at universities

Indonesia: has made great improvement in the last 10 years

chances for women on the labor market are given

Malaysia: lot of opportunities for women; women are taking on new roles
gender issues need to be mainstreamed at universities

Thailand:sufficient interest in TVET of young people, but access to TVET

seems to be very difficult
job opportunities are given for young men and women
high level of acceptance for women in professions and top-positions

Vietnam: lower access possibilities for female students in TVET

job opportunities are considered to be unequal for men and women

Prof. Dr. Julia Gillen, Department of vocational education and adult education, Leibniz University Hannover, Germany
 INCREASING GENDER EQUALITY IN
ASEAN COUNTRIES
Recommendations to improve the status of gender equality

Gender Study 2013 Vietnam Gender Analysis 2014

All countries have a legal framework on gender Regularly conducted gender awareness
equality raising trainings
Big differences about the implementation Introducing a female quota

Great differences between the countries from Action Plan development for Gender
the perspective of the participants Mainstreaming

Development of an action plan for future Formulating Gender Equality policies

programs and applications in each college and
university
Introducing concrete projects in colleges, Improve access possibilities for female
universities, schools and companies students in TVET
Further education for teachers Distributing political correct (gender sensitive)
material

11

Prof. Dr. Julia Gillen, Department of vocational education and adult education, Leibniz University Hannover, Germany
 DIVERSITY-PROFESSIONALS:
STANDARDS FOR TEACHER TRAINING IN TVET
(VGL. KIMMELMANN 2009)

Features of Diversity Professionals in TVET

 Professional role
 Contentual and curricular planning
 Designing individualized learning processes and
teaching methods
 Promotion of social relationships between
learners
 Handling discipline, disturbances and conflicts
 Dealing with language
Cooperation und organizational development
12


Prof. Dr. Julia Gillen, Department of vocational education and adult education, Leibniz University Hannover, Germany
CONDITIONS FOR INDIVIDUAL-ORIENTED TVET
WÄBS U.A. 2009)
(VGL. MUSTER-

Capability of Connection Self-controlling

Learners can link to Learners work self-responsible and receive
experiences and support
preknowledge They follow their own speed of learning
Challenges are managed individually

Individual and cooperative learning

Learning opportunities are adapted to the
individual and are handled autonomously
and collectively

Significance Holistic Approach

Learning opportunities need to be useful Learners are holistically involved
and relevant for learners in learning processes with „head,
Challenges of the working and living world heart and hands“
13

Prof. Dr. Julia Gillen, Department of vocational education and adult education, Leibniz University Hannover, Germany
DIDACTIC RECOMMANDATIONS FOR TEACHER
TRAINING
a multidimensional
understanding of diversity
• sociocultural backgrounds,
individual styles and types of
learning, gender-specific
aspects, various language
skills…
• to avoid the establishment of
exclusion
Diversity competence needs methodological competence and reflexive attitude
individual-oriented teaching
methods
• subject orientation
• individualized learning
situations and accesses
• initiation of reflection
processes
14
 THANK YOU!

JULIA.GILLEN@IFBE.UNI-HANNOVER.DE

Prof. Dr. Julia Gillen, Department of vocational education and adult education, Leibniz University Hannover, Germany