Training and Facilitation for Trainers
Unit 1: Understanding the Needs and Challenges of Women with Fewer Opportunities
Unit 2: Creating a Safe and Supportive Learning Environment
Unit 3: Addressing Barriers and Overcoming Stereotypes
Unit 4: Tailoring Training Content to Different Learning Styles and Backgrounds
In this module you will find
INTRODUCTION
Aim & Competences
THEORETICAL BACKGROUND
Key concepts, background information, relevant theories
ACTIVITIES
Exercises, self-reflection & practical resources to promote inclusive e-learning
Glossary
Frequently used words of the module
USEFUL TIPS
Advice, ideas and proposals on relevant issues
INTRODUCTION
AIM
This module aims to:
- provide educators with theoretical content and tools to better understand the intersections of gender inequality.
- Show educators how they can promote inclusive learning environments that empower women with fewer opportunities.
Competences
Creating a Safe and Supportive Learning Environment
Knowledge: Understanding factors which contribute to a safe and supportive learning environment for women.
Skill: Practice supporting women to engage in open communication.
Attitude: Respect for boundaries, open and inclusive.
Understanding the Needs and Challenges of Women with Fewer Opportunities
Knowledge: Awareness of socio-economic challenges, educational barriers, and cultural factors affecting women.
Skill: Identify specific needs of diverse groups of women.
Attitude: Empathy, cultural sensitivity, and a commitment to inclusivity.
Addressing Barriers and Overcoming Stereotypes
Knowledge: Awareness of barriers to female entrepreneurship, and potential stereotypes.
Skill: Engage women in conversations to identify and address stereotypes and barriers.
Attitude: Assess one’s own biases.
Tailoring Training Content to Different Learning Styles and Backgrounds
Knowledge: Awareness of different learning styles and teaching strategies.
Skill: Practice adapting teaching style and content to women from diverse educational and cultural backgrounds.
Attitude: Open and willing to adapt approach; empathetic; inclusive.
UNIT 1
Understanding the Needs and Challenges of Women with Fewer Opportunities
Unit 1
Gender inequality can be defined as the unfair and unequal treatment of people based on their sex and/or gender. This can impact their political, economic, and social freedoms. It is a global problem that continues today (EIGE, 2017; Unicef, 2021). Sexism is the ‘prejudice, stereotyping, or discrimination, typically against women on the basis of sex’ (Unicef, 2021).
There are multiple factors that can heighten gender inequality and create circumstances where women have fewer opportunities, e.g., fair and equal access to support, education, and good quality employment that matches their qualifications, experience, and needs.
It is important to understand these factors from an intersectional lens. There are many systems of inequality in the world, and they tend to reinforce one another. Experiencing multiple disadvantages increases the barriers to women accessing opportunities, and leads to marginalisation and exclusion (CIJ, 2021).
Factors of inequality: Gender, Age, Race, Ethnicity, Sexual Orientation, Gender Identity, Disability, Class, Socio-Economic Status/Low Family Income, Immigration Status, Religion/Faith, Living in a Rural/Under-served Area, and more (CIJ, 2021; Kattan, 2024).
Barriers to employment for women (EIGE, 2020):
- Being a parent: The full-time equivalent employment rate for women is approximately 60% compared to 74% for lone fathers.
- Being a member of the LGBTQIA+ community: The report by EIGE (2020) suggests that it is common for members of the LGBTQIA+ community to experience discrimination and harassment in the workplace. Transgender people, in particular, report higher levels of discrimination at work (23%).
- Migration: Migrant women are disproportionately engaged in the informal economy (poor working conditions and low pay).
Additionally:
- Roma women report much lower employment rates than Roma men. This is understood to be due to ‘lower educational attainment, traditional gender roles and lack of childcare options’ (EIGE, 2020). It is made more challenging by discrimination faced by the Roma community and segregated living areas.
- Muslim women also report discrimination in employment. In the EIGE (2020) report, the following example is given: ‘the use of a headscarf by Muslim women is an obstacle when applying for a job, regardless of a candidate’s qualifications.
Women with fewer opportunities are more likely to experience (EIGE, 2017; Kattan, 2024):
- Poverty (absolute/relative/persistent/severe).
- Violence and harassment.
- Microaggressions.
- Unemployment.
- Unsafe and uncomfortable workplaces.
- Unequal pay.
- Social exclusion.
Some of the needs of women with fewer opportunities:
- Social inclusion.
- Equal access to affordable education.
- Access to financial and digital literacy.
- Affordable childcare.
- Prevention of and supports for domestic and sexual violence.
- Safe and comfortable workplaces.
- Equal pay and good quality employment.
- Recognition of experience and qualifications, and opportunities within the workplace.
- Cultural sensitivity (in educational and workplace settings).
USEFUL TOOLS
The following tools can be used by educators to help gain a deeper understanding of the root causes that lead to women having fewer opportunities, particularly those who face multiple disadvantages.
These tools should equip educators with the skills to identify the needs of these women and understand their important role in ensuring equitable and fair access to education. They highlight how they can support women’s educational experience.
EIGE Gender Equality Index 2019 Report – Motherhood, low education and migration are barriers for women.
This EU report describes specific barriers to employment that women face.
UNICEF: Gender Equality.
This is an excellent learning resource by Unicef (2021) that includes learning materials, activities, and videos.
Gender Equality
National Women’s Council.
This resource has a series of informational and educational webinars.
UNIT 2
Creating a Safe and Supportive Learning Environment
UNIT 2
Globally, there is a significant gender gap in learning. 130 million girls are not in school (Irish Consortium on GBV, 2020).
Gender-based barriers to education may be ‘socio-economic, cultural, or institutional’. These barriers are different depending on the place, and they change overtime (IREX, n.d.).
Education provides women with knowledge and skills that enable them to understand their value and to access opportunities. It also empowers them with the ability to make informed decisions about their lives. Education can be the key to breaking cycles of poverty, improving health outcomes, and it can even have a major positive impact on the economy (Joram, 2023).
Gender-inclusive teaching involves having an awareness of these barriers, taking measures to overcome them and supporting all learners to achieve success (IREX, n.d.). Teaching should be as inclusive as possible. It should also take place in an environment where women and girls feel safe, supported, and always respected!
How to create a safe and supportive learning environment (Irish Consortium on GBV, 2020; Worlidge, 2023):
- Providing high quality education and training that is free and accessible to all.
- Implementing an unbiased, gender-sensitive curriculum. This includes ensuring that women are represented in the books and learning materials, etc. that are used. All forms of representation can affect how people perceive themselves and their role in society. It can impact and shape their identity.
- Promoting leadership opportunities for women and girls.
- Putting safety measures in place so that learning environments are free from violence (safe-guarding).
- Considering how girls and women travel to and from learning spaces and the potential ways to make these journeys safer, e.g., the times and locations of classes/lectures.
- Ensuring that learning environments have suitable and adequate menstrual hygiene facilities.
- Challenging stereotypes, and harmful/negative gender and social norms consistently.
How to create a safe and supportive learning environment (Irish Consortium on GBV, 2020; Worlidge, 2023):
The attitudes of educators, teachers, and trainers are very important. They must understand the needs of women and girls and be proactive in creating environments that are supportive for them.
The following steps are recommended:
- Cultivate a sense of belonging. Make the learning environment welcoming to everyone.
- Create a space where learners feel comfortable asking questions and getting support. Open communication should be encouraged.
- Provide services and support for learners with disabilities. Have accessible learning materials that everyone can use.
- Engage parents in girls’ education by organising meetings and events. Be aware that parents’ attitudes and beliefs can sometimes be a barrier to girls’ education (Sarah, 2023).
USEFUL TOOLS
The following tools can be used to help educators adopt inclusive teaching practices and work with an awareness of the challenges women face when accessing education and training.
Trauma-informed practice: What it is and why it matters.
A webpage with information about trauma and the different types that women and girls may experience. This information can help educators to better understand trauma.
https://wonderfoundation.org.uk/trauma-informed-practice-what-it-is-and-why-it-matters/
Toolkit for inclusive teaching practices.
A resource providing information on how educators can create inclusive learning environments. This document also includes activities related to the subject.
Learning for Justice: Women’s Rights – Women’s History.
Reading list and resources that can be used by educators for their own development and understanding. Alternatively, they can use some of these resources/texts in lessons with learners as part of a gender-inclusive curriculum.
https://www.learningforjustice.org/womens-rightswomens-history
Safe, Respectful, Supportive and Positive: Ending Sexual Violence and Harassment in Irish Higher Education Institutions.
This framework contains guidelines that could be a useful resource for educators and trainers.
https://assets.gov.ie/24925/57c394e5439149d087ab589d0ff39c92.pdf
Creating Supportive Learning Environments for Girls and Boys.
This is a guide for educators to creating supportive learning environments that are also gender-inclusive. This document contains suggestions of supportive actions that educators/trainers can take. It also includes some activities they can carry out to develop their understanding of the subject.
https://www.varkeyfoundation.org/media/4528/creating-supportive-learning-environme.pdf
UNIT 3
Addressing Barriers and Overcoming Stereotypes
The barriers women with fewer opportunities face:
- Poverty: This affects women’s ability to advance through and access education and to cover associated costs. This results in fewer employment opportunities with decent pay (EIGE, 2017). In lower-income countries, only 36% of girls and 44% of boy’s complete lower secondary school (Kattan, 2024). The COVID-19 pandemic had a disproportionate impact on this situation for women and girls. Those without access to the internet and/or devices could not participate in online classes (EQUINET, 2020).
- Violence: Women are more likely to experience domestic violence and sexual assault (Jacobsen, 2014; Women’s Aid, 2023). Kattan (2024) also outlined the risk of violence to girls when traveling to and from school and when at school. This results in reduced attendance and higher dropout rates.
The barriers women with fewer opportunities face:
- Segregation: Children can be impacted by segregation and exclusion, e.g., the segregated education of Roma children.
- Stereotypes and gender roles: Perpetuation of stereotypes and gender roles in society, communities, in schools, and in workplaces. This reinforces stigma and leads to discrimination, bias, harassment and microaggressions.
Education is essential when tackling gender inequalities and empowering women.
Overcoming stereotypes & challenging barriers:
The presence of gender-based biases in teaching practices and the curriculum can reinforce gender stereotypes and can limit girls’ and women’s ambitions and their opportunities (Dhiman, 2023).
To address this, educators should:
- Challenge stereotype judgments when you hear them.
- Do not tolerate any kind of harassment! Be aware of what gender-based harassment and subtle microaggressions look like, e.g., expecting women to be ‘likable’ or ‘talking down to someone based on assumptions about their gender’ (Royal Pharmaceutical Society, 2024).
- Use inclusive resources in your lessons, e.g., present learners with examples that challenge gender roles.
Useful Tools
The following resources will highlight examples of stereotypes and harassment and will guide educators on how they can deal with these scenarios. It is important that educators take all forms of discrimination seriously and do not overlook even subtle microaggressions.
Useful Tools
Toolkit for educators working in primary or secondary schools.
Unicef guide to dismantling gender stereotypes.
A five-page informative document.
Gender-related Microaggressions.
A webpage with information on gender-based microaggressions. This resource includes two infographics with examples of microaggressions and details on how to recognize them.
Gender Bias Case Study.
A gender bias case study that can be used by educators/trainers in lessons to start a helpful discussion on the subject with learners.
https://mcc.gse.harvard.edu/resources-for-educators/gender-bias-case-study
UNIT 4
Tailoring Training Content to Different Learning Styles and Backgrounds
Unit 4
Use teaching strategies and activities that appeal to different learning styles
(Bay Atlantic University, 2024; Teach.com, 2024).
- Visual: Use images, videos, animations and graphic organisers.
- Auditory: Incorporate listening and speaking activities, e.g., group discussions.
- Kinesthetic: Hands-on learning activities.
- Read/Write: Use learning activities that involve writing, note-taking, and reading.
- Other learning styles: There are also social, analytical, solitary, and nature-based learning styles.
- Combination: Many people have a learning style that is a combination of the above. It depends on many factors. Try to explore different learning methods and see what works best!
Make learning content inclusive & adaptable:
Have an awareness of the different needs of your learners. Consider factors that could impact learning that may not be visible to you. Aim to make teaching materials and content as accessible as possible by following the Universal Design for Learning and continually reviewing and updating your learning materials and assessment methods. Consider if the language you use could be made more accessible.
Culturally responsive pedagogy (Krasnoff, 2016; Markey et al., 2023):
This is a learner-centred approach to education with an explicit awareness of how a learners’ cultural background and identity can influence their learning behaviour. It involves supporting learners by respecting their culture, language, and personal and community identities. This educational model recognises learners’ unique and individual strengths. This model has three key aspects:
- Academic achievement
- Cultural competence
- Socio-political consciousness
Educators can make learning content more accessible and familiar. They can try to link content to their learners’ interests, and if possible and appropriate, they can include different students’ culture and language within materials (cross-cultural literacy awareness). They should use diverse resources and review materials for potential bias/stereotypes. They should adopt an approach that is empathetic and inclusive.
Different teaching strategies that promote inclusion
(Deady, 2020; Education Scotland, 2023; Guido, 2021):
- Have a clear and open process for learners to report concerns they have. Ensure concerns are followed-up and that outcomes are explained. Acknowledge and respond to issues!
- Create a non-judgmental environment where learners feel comfortable asking questions and sharing ideas and personal insights. Listen to learners about their experiences, they should feel respected and valued. Give them the opportunity to produce project ideas and suggestions for course materials.
- Build on learners’ own knowledge and experience. Listen to them and try to understand them. Find ways to create links between what they know and what you are teaching them.
- Teach and encourage learners to plan, monitor, reflect on, and evaluate their own work.
- Promote discussion and collaboration, encourage learners to interact and build positive relationships. Use teamwork and peer-assisted learning activities in lessons.
- Ensure that the media, materials, books, and displays are representative and reflect learners’ racial, ethnic, and cultural backgrounds.
Useful Tools
The following tools should help educators/trainers to create and adapt learning materials for their lessons to ensure they meet learners’ needs, are accessible, representative, and inclusive. One of the tools is an example of an innovative idea that represents how educators can create solutions to educational barriers. Educators can explore this example and may find it inspiring!
Useful Tools
What is Universal Design for Learning (UDL)?
Video that explains what Universal Design is, why it is important, and how educators can implement the principles.
Worldreader
Example of an accessible learning resource that was created to help reduce the barriers to literacy skills.
A guide for strengthening gender equality and inclusiveness in teaching and learning materials.
This guide can be used by educators/trainers when creating and adapting learning materials. It includes sections on representation, use of illustrations, inclusive language, and transformational roles.
Using inclusive and respectful language.
This is a short document that guides educators/trainers on how to use inclusive language. This should inform the language they use when speaking to learners and when writing/creating educational materials that they will share with learners.
KEY TAKE AWAY
Working through this module should support educators and trainers to develop a better understanding of the intersections of gender inequality and how they can make learning environments safer, supportive, and inclusive.
It is important to understand gender inequality from an intersectional lens and be aware of the complexity of factors that can lead to exclusion and marginalisation. Educators should be informed and knowledgeable about the reasons why some women have fewer opportunities and maintain an empathetic and compassionate attitude. They should aspire to use inclusive and representative materials and create a learning environment that is accessible and supportive to everyone. They should also take microaggressions and signs of gender-based harassment seriously.
GLOSSARY
the act or practice of including and accommodating people who have historically been excluded ( because of their race, gender, sexuality, or ability).
adhering to or reinforcing ideal standards of masculinity or femininity.
the quality or state of being equal (having the same rights and opportunities).
fairness and justice in the way that people are treated (freedom from bias or favouritism).
capable of being easily used or seen (or adapted for use by anyone).
REFERENCES
- Bay Atlantic University. (2024, March 7). 8 types of learning styles: The definitive guide. Bay Atlantic University – Washington, D.C. https://bau.edu/blog/types-of-learning-styles/
- CIJ. (2021). What is intersectionality. Intersectional Justice. https://www.intersectionaljustice.org/what-is-intersectionality/
- Deady, K. (2020, August 12). 5 steps to becoming a culturally responsive teacher. Teach Away. https://www.teachaway.com/blog/5-steps-becoming-culturally-responsive-teacher
- Dhiman, B. (2023). Education’s role in empowering women and promoting gender inequality: A critical review. SSRN Electronic Journal. https://doi.org/10.36227/techrxiv.24329284.v1
- Education Scotland. (2023). Scotland’s equity toolkit. Education. https://education.gov.scot/resources/scotlands-equity-toolkit/
- EIGE. (2017, May 12). Women with low skills have fewer opportunities in the EU labour market. European Institute for Gender Equality. https://eige.europa.eu/newsroom/news/women-low-skills-have-fewer-opportunities-eu-labour-market?language_content_entity=en
- EIGE. (2020, May 16). Motherhood, low education and migration are particular barriers to work for women. European Institute for Gender Equality. https://eige.europa.eu/publications-resources/toolkits-guides/gender-equality-index-2019-report/motherhood-low-education-and-migration-are-particular-barriers-work-women?language_content_entity=en
- EQUINET. (2020). Women in poverty: Access to education. Equinet Europe. https://equineteurope.org/wp-content/uploads/2021/01/Women-in-Poverty_-Access-to-Education.pdf
- Guido, M. (2021, October 6). Culturally responsive teaching: Examples, Strategies & Activities for Success. Prodigy Game. https://www.prodigygame.com/main-en/blog/culturally-responsive-teaching/
- IREX. (n.d.). Creating supportive learning environments for girls and boys. https://americanenglish.state.gov/files/ae/resource_files/creatingsupportivelearningenvironmentsgirlsboys.pdf
- Irish Consortium on GBV. (2020, March). Tackling school-related GBV. Safe Education for Girls. https://www.gbv.ie/wp-content/uploads/2020/03/SRGBV-Paper-Website-2.pdf
- Jacobsen, J. P. (2014). Gender inequality: A key global challenge – reducing losses due to gender inequality. How Much Have Global Problems Cost the World?, pp. 192–206. https://doi.org/10.1017/cbo9781139225793.008
- Joram, L. (2023, March 8). Breaking barriers: Educating girls from marginalized communities for gender equality. LinkedIn. https://www.linkedin.com/pulse/breaking-barriers-educating-girls-from-marginalized-gender-joram/
- Kattan. (2024). Girls’ education. World Bank. https://www.worldbank.org/en/topic/girlseducation
- Krasnoff, B. (2016, March). Culturally responsive teaching. Region X Equity Assistance Center at Education Northwest. https://educationnorthwest.org/sites/default/files/resources/culturally-responsive-teaching.pdf
- Markey, K., Graham, M. M., Tuohy, D., McCarthy, J., O’Donnell, C., Hennessy, T., Fahy, A., & O’ Brien, B. (2023). Navigating learning and teaching in expanding culturally diverse higher education settings. Higher Education Pedagogies, 8(1). https://doi.org/10.1080/23752696.2023.2165527
- Royal Pharmaceutical Society. (2024). Gender related microaggressions. https://www.rpharms.com/recognition/inclusion-diversity/microaggressions/gender#look
- Sarah, M. (2023, May 31). Barriers to girls’ education: How to overcome them. LinkedIn. https://www.linkedin.com/pulse/barriers-girls-education-how-overcome-them-meeme-sarah/
- Teach.com. (2024, January 9). Learning styles. Teach.com with edX. https://teach.com/what/teachers-know/learning-styles/
- UNESCO. (2017, March 14). Gender equality through school: Providing a safe and inclusive learning environment. Global Education Monitoring Report. https://gem-report-2017.unesco.org/en/chapter/gender_accountability_through_school/
- Unicef. (2021, May 11). Gender equality – learn about the root causes of gender inequality. UNICEF Ireland. https://www.unicef.ie/our-work/schools/global-issues/gender-equality/
- Women’s Aid. (2023, October 10). Domestic abuse is a gendered crime. Women’s Aid: Until women & children are safe. https://www.womensaid.org.uk/information-support/what-is-domestic-abuse/domestic-abuse-is-a-gendered-crime/
- Worlidge, P. (2023, September 28). The importance of safe spaces for women’s education. Wonder Foundation. https://wonderfoundation.org.uk/safe-spaces-education/
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
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