Integrating gender equity in vocational studies to transform agricultural activities towards green and inclusive businesses
Productive sectors greatly contribute to environmental pollution in Colombia, especially in rural areas. Green businesses emerged as an alternative to reduce such environmental impacts, applying clean technologies that require STEM knowledge. However, the participation of women in environmental STEM...
- Autores:
-
Gallego, Viviana
Potes, Andrea
Vásquez Chaux, Paola Andrea
Gómez Etayo, Elizabeth
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2022
- Institución:
- Universidad Autónoma de Occidente
- Repositorio:
- RED: Repositorio Educativo Digital UAO
- Idioma:
- eng
- OAI Identifier:
- oai:red.uao.edu.co:10614/15896
- Acceso en línea:
- https://hdl.handle.net/10614/15896
https://red.uao.edu.co/
- Palabra clave:
- Gender equity
Vocational education and STEM
Green business
Woman
Agricultural activities
Rurality and sustainable production
Gender transformative
- Rights
- openAccess
- License
- Derechos reservados - ECSDEV - Centro Europeo de Desarrollo Sostenible, 2022
| Summary: | Productive sectors greatly contribute to environmental pollution in Colombia, especially in rural areas. Green businesses emerged as an alternative to reduce such environmental impacts, applying clean technologies that require STEM knowledge. However, the participation of women in environmental STEM careers is still low, particularly those vocationally oriented to eco-efficient agricultural activities. Thus, the research aimed to answer the question: How to integrate gender equity in vocational training processes to transform agricultural activities towards green and inclusive businesses? A vocational institute acted as the unit of analysis for the case study. Interviews, focus groups and surveys were used to collect data on women in two selected training programs. The gender transformative and sustainable production approaches guided the identification of gender barriers and the implementation of strategies to remove them. As a result, female models led trainings and the installation of environmental prototypes, which inspired and developed STEM skills in the female apprentices, and reduced pollution in rural units. Finally, innovative pedagogical processes and gender aspects were introduced in organizational guidelines, seeking the institutionalization of the gender perspective in STEM environmental vocational training programs and fields |
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