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Gender Perspectives in TEL and Vocational Education
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Author(s): Govind Prasad Goyal (IMS Noida, India), S. K. Harikarthik (Sri Eshwar College of Engineering, India), Ankita Bandyopadhyay (Centurion University, India), Rajib Mandal (Assam Down Town University, India), Abhishek Kumar Verma (School of Legal Studies, Central University of Punjab, India), B. Amarnath Reddy (Vignana Jyothi Institute of Management, India)and V. Bhoopathy (Sree Rama Engineering College, India)
Copyright: 2026
Pages: 34
Source title:
Reimagining Global Vocational Teacher Education Through Technology-Enhanced Learning (TEL)
Source Author(s)/Editor(s): Chibueze Tobias Orji (University of the Witwatersrand, South Africa)
DOI: 10.4018/979-8-3373-5865-9.ch007
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Abstract
Gender equality in education is still a problem around the world, especially in the fields of TEL and TVET. These differences are often caused by social and cultural norms, digital barriers, and biases in institutions. This chapter looks at how gender perspectives affect participation and opportunity in TEL and vocational education. It looks at problems including not having enough access to technology, not having enough representation in STEM professions, and systemic bias. The conversation brings together global policy efforts, best practices, and gender-responsive curriculum techniques that are meant to provide women and other groups who are often left out more power. In the conclusion, the chapter makes it clear that politicians, educators, and technology developers need to work together to make sure that TEL and vocational education are fair for everyone. This will help close skill gaps and promote long-term social and economic growth.
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