Incorporating Life Skills Education in Vocational Training: Toward Empowerment-Based Skills Advancement for Young Women Migrant Workers in China

Abstract

Young women account for almost half the rural-to-urban migrant work force among youth aged 16 to 20 in mainland China. But training of the work force remains insufficient and gender-insensitive. There is a rising demand for young women migrant workers to enhance life skills in accordance with vocational skills. Taking a pioneer vocational training program in Chengdu as an example, this single case study aimed to explore female participants’ experiences and perceptions of the program, as well as to identify key empowerment factors. Data were gathered from five in-depth interviews with service providers, a focus group interview with seven service users, and participant observation. Findings show that life skills education creates an environment conducive to experiential learning and reflective learning, promotes participants’ understanding of selfhood, and raises their awareness to effect change. This research argues that life skills education should be incorporated so as to empower young women migrant workers at intrapersonal, interactional, and behavioral levels, and to promote their whole-person development. Implications of future services and research are discussed. This study necessitates models of policy and program planning that would enhance young women migrant workers’ life skills and thereby help them negotiate the rural-urban transition.

Keywords:

• Empowerment
• life skills education
• women
• migrant workers
• China

Acknowledgements

The author gratefully acknowledge the support of Plan International China and Sichuan Haihui Poverty Alleviation Service Center.

Ethical approval

Ethical approval for this study was acquired from the internal review board of the home university of the author. Informed consent was obtained from all individual participants included in the study.

Declarations

Not applicable.

Conflicts of interest

The author declares that there is no conflict of interest.

Additional information

Funding

This work was supported by the Humanities and Social Sciences Research (Youth Foundation) of the Ministry of Education, P. R. China [grant number: 20YJC840040].