A Bottom-Up Approach to Improve Women's Access to Technical and Vocational Education and Training in India: Examining a Non-Formal Education Upskilling Programme

Autor/inn/en	Witenstein, Matthew A.; Iyengar, Radhika
Titel	A Bottom-Up Approach to Improve Women's Access to Technical and Vocational Education and Training in India: Examining a Non-Formal Education Upskilling Programme
Quelle	In: International Review of Education, 67 (2021) 4, S.475-484 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Witenstein, Matthew A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-021-09890-1
Schlagwörter	Foreign Countries; Access to Education; Females; Gender Bias; Equal Education; Job Skills; Skill Development; Vocational Education; Job Training; Nonformal Education; Sex Stereotypes; Cultural Influences; India + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Weibliches Geschlecht; Geschlechterstereotyp; Produktive Fertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Ausbildung; Berufsbildung; Berufsqualifizierender Bildungsgang; Non-formal education; Non formal education; Nichtformale Bildung; Cultural influence; Kultureinfluss; Indien
Abstract	The Indian Government's 12th Five Year Plan features ambitious goals regarding the upskilling of women in India. While the Plan acknowledges Indian women's continued inequality, technical and vocational education and training (TVET) programmes (a main avenue for upskilling) pose considerable challenges. There is significant work to be done if India aspires to meet the 12th Plan's goals. Moreover, to achieve them in a socially just manner, greater efforts are required to include and amplify women's voices throughout the process. In pursuit of this aim, the authors of this research note share insights from the first stages of their study of an upskilling programme in the non-formal education sector. They argue for a bottom-up approach to understand how women wish to participate in this programme and in government-recognised TVET more broadly. To understand the women's perspectives, the authors use the notions of "third-space" frameworks and "scapes". These concepts go beyond simply acknowledging the need for labour upskilling and offer opportunities to critique gender biases, stereotypes and patriarchal practices, while formulating new ideas about how to engage as active participants in Indian society. Based on these insights, the authors offer a path forward by directly engaging with women on the ground level, using a bottom-up approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01