Towards a conceptual framework for analysing the gendered experiences of women in TVET leadership

Gender inequalities handicap leadership structures in technical and vocational education and training (TVET) colleges in South Africa. TVET women leaders’ gendered experiences are, first, intrinsically connected to both a professional career in TVET and family roles – the two being mutually inclusiv...

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Bibliographic Details
Published inJournal of Vocational, Adult and Continuing Education and Training Vol. 2; no. 1; pp. 1 - 21
Main Authors Bonzet, René, Frick, Liezel
Format Journal Article
LanguageEnglish
Published University of the Western Cape 01.11.2019
Subjects
Conceptual framework
Gender inequality
Gender transformation
Technical and vocational education and training colleges
TVET
Women in leadership
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Summary:Gender inequalities handicap leadership structures in technical and vocational education and training (TVET) colleges in South Africa. TVET women leaders’ gendered experiences are, first, intrinsically connected to both a professional career in TVET and family roles – the two being mutually inclusive – and can, secondly, be linked to three career pathways, namely learning, acquiring and performing leadership roles. Based on the relevant literature, the authors present a conceptual framework where themes include: such women leaders’ demographically influenced experiences; the stages in becoming a leader; gender-related notions and challenges; leadership contexts; and strategies for managing gendered experiences. Based on Maritz’s business coaching model, the framework contends with factors that may influence the current lack of women in TVET leadership. This article raises gender-related issues that are relevant to the entire TVET college sector, including current and future leaders, decision-makers and policy developers.
ISSN:2663-3647
2663-3647
DOI:10.14426/jovacet.v2i1.28