Amplifying Indian Women’s Voices and Experiences to Advance Their Equitable Access to Technical and Vocational Education Training Programs

• In Event: Engaging subaltern voices

Proposal

Context:
India is attempting to increase the skilled technically workforce from two-percent through recently instituted technical and vocational education training (TVET) programs to support the growing knowledge economy. However, while Diwakar & Ahamad (2015) noted the importance of skill development particularly for women in the workforce, as highlighted in the 11th five-year plan (2007-12), current policies neglect to make the environment conducive for women to access TVETs. This is a core challenge facing TVETs (alongside issues of quality, systemic financing, and meaningful matches between supply and demand factors). Unsurprisingly, Agrawal (2013) suggested that major reforms are required before expanding the TVET system, making it more responsive to labor market needs.

Purpose:
Advancing Agrawal’s (2013) suggestion forward/proactively, the authors engaged in a participatory action research (PAR) study with women in the Mahashakti Seva Kendra (MSK) TVET with the dual purpose of: a) invoking the MSK workshed as an example of a space where women in communities can exercise work skills in concert with considering new ideas and ways about meaning-making regarding "modern" and "traditional" life contexts; and, b) better understanding the factors that need to be integrated into TVET programs/policies to make them more gender-inclusive.

Theoretical Approach:
Utilizing Witenstein and Saito’s (2015) work on third space frameworks and Appadurai (1990) and Oonk’s (2000) work on “scapes”, this study positions the MSK workshed site as a participatory opportunity to engage in the tensions in the in-between, third spaces to explore a new space that can be shaped to propose new ideas, options and possibilities in socio-cultural contexts in concert with workspaces. Practical outcomes that emerge from these types of workspaces and PAR experiences can support new developmental models of self-authorship and proposed policy changes that can lead to fruitful opportunities for women to engage in TVET opportunities and, ultimately in inspiring, productive “workscapes”.

Analytical Methods:
This is a qualitative study. The data from the raw video footage will be analyzed to draw themes. Since this is a sensitive topic to discuss, activity based method will be used to conduct the data collection sessions. The activities are adapted from the Life-Skills and Leadership Manuals of Peace Corps and customized to the Indian setting with local examples. Rather than overtly discussing gender roles, assessing mental models using values and realizing how the communities impact individual practices deemed fit.

Data Sources:
The qualitative data is in the form of group activities that were video recorded. The raw footage forms the data for the study. There were forty participants that are between the ages of 15-56. The participants are women who are engaged in skill development in handicrafts at Mahashakti Seva Kendra.

Early Results and Discussions:
Discussions centered on what are acceptable in “our culture” and as per “our traditions”. The photos shown as a part of the activity required the participants to reflect on the culture and traditions. The activities were created in a way to question the status-quo or their current thinking, without explicitly asking to do so. One of the activities was aimed at realizing that values are formed by the social environment. Therefore questioning those values and reasoning would help to break away from gender stereotypes.

The mis-match between demand the supply regarding the TVET system cannot be resolved with only policy changes in the TVET system. The demand driven factors which are the psycho-social aspect that are biased against women need to change as well. Women are not allowed to work outside, enhance their skills due to safety concerns or the males in the families do not give permission. From the data it was clear that women also themselves feel safe with men and rely on their decisions. In many cases if the women need to go outside, they might be the first ones in their families to venture-out which requires courage. Male dominance and female dependency may not provide a conducive environment to access and avail of skill development opportunities through TVETs.

Given the strong gender reservations, TVETs, that are only for women, at flexible hours and are linked to local jobs may stand a chance. Counseling the males of the families are equally important for female participation. Ensuring that the utility of the courses in the daily lives are important. Therefore re-vamping the existing courses which include retail sales, hospitality, security guard; welding etc. to matching the needs with the local employers might be a good strategy resulting in a job. The courses could include computer basics, typing, cyber security, wellbeing, gender studies, public health etc.

The world is set to meet the SDG 4 by 2030. Life-long learning opportunities are being expanded to ensure access, inclusiveness and quality skills. This study will add value to the current education discourse by highlighting the voices of the Indian women. Many of these women were not asked to provide any opinion in their lives. They inherit and are born into a patriarchal society that is heavily laden with virtues that “good Indian women” must have. This study will include experts from the rich discussions about gender, patriarchal rules and education that will help to understand the challenges in meeting the SDG for Education.

Authors

• Radhika Iyengar, Earth Institute, Columbia University

• Matthew A. Witenstein, University of Dayton