Providing access to training – Enough to achieve gender equality? An analysis of public gender policies in Vocational Education and Training

ABSTRACT

This paper proposes a critical assessment of equality policies from a theoretical standpoint. As an analytical proposal, this idea is exemplified within the educational context of Vocational Education and Training in Spain, specifically in the Region of Valencia. We have analysed Order 85/2016, insofar as it establishes mechanisms that seek to encourage access by women to professional fields which have been historically and culturally masculinised. Our analysis is based on two key questions: Does this policy succeed in increasing the number of women who undertake studies in masculinised professional fields? Is providing access to training sufficient to drive changes in gender relations? To approach these questions, we have reviewed the theoretical framework that gives rise to public policy and performed a comparative analysis of the number of enrolments registered since these mechanisms came into force. Our findings have led us to conclude that not only does this policy fail to fulfil its goal of encouraging women to enrol in certain studies, but its theoretical implications have paradoxically been found to heighten the gender divide.

KEYWORDS:

• Gender and learning
• vocational education and training
• gender and educational training
• policy analysis
• organisations

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. In Catalonia, ORDRE EDU/185/2019 regulates the percentage of women in these fields, provided the percentage of women in each one does not exceed 7%. In this region, incentivised professional fields are: electricity and electronics, energy and water, mechanical manufacturing, and installation and maintenance.

2. Note that in 2014–2015, BVET was implemented within the framework of the Organic Act on Education (hereinafter, LOE); this Act also modified certain professional groups in IVET and HVET. The data shown in this paper refer to this latest reform in the VET system.

Additional information

Funding

This work was supported by the Conselleria d’Educació, Investigación, Cultura i Esport (Generalitat Valenciana, Spain) [Conselleria d’Educació, Investigación, Cultura i Esport (Generalitat Valenciana, Spain) GV/2018/038]; Ministry of Education and Vocational Educational Training (Spain) [FPU17/04816].