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:
-
Vásquez Chaux, Paola Andrea
Gómez Etayo, Elizabeth
Gallego Tamayo, Derly Viviana
Potes, Andrea
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2022
- Institución:
- Universidad Autónoma de Occidente
- Repositorio:
- RED: Repositorio Educativo Digital UAO
- Idioma:
- eng
- OAI Identifier:
- oai:red.uao.edu.co:10614/14752
- Acceso en línea:
- https://hdl.handle.net/10614/14752
https://red.uao.edu.co/
- Palabra clave:
- Mujeres en agricultura
Women in agriculture
Gender equity
Vocational education and STEM
Green business
Woman
Agricultural activities
Rurality and sustainable production
Gender transformative
- Rights
- openAccess
- License
- Derechos reservados - European Center of Sustainable Development, 2022
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Integrating gender equity in vocational studies to transform agricultural activities towards green and inclusive businesses |
| title |
Integrating gender equity in vocational studies to transform agricultural activities towards green and inclusive businesses |
| spellingShingle |
Integrating gender equity in vocational studies to transform agricultural activities towards green and inclusive businesses Mujeres en agricultura Women in agriculture Gender equity Vocational education and STEM Green business Woman Agricultural activities Rurality and sustainable production Gender transformative |
| title_short |
Integrating gender equity in vocational studies to transform agricultural activities towards green and inclusive businesses |
| title_full |
Integrating gender equity in vocational studies to transform agricultural activities towards green and inclusive businesses |
| title_fullStr |
Integrating gender equity in vocational studies to transform agricultural activities towards green and inclusive businesses |
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Integrating gender equity in vocational studies to transform agricultural activities towards green and inclusive businesses |
| title_sort |
Integrating gender equity in vocational studies to transform agricultural activities towards green and inclusive businesses |
| dc.creator.fl_str_mv |
Vásquez Chaux, Paola Andrea Gómez Etayo, Elizabeth Gallego Tamayo, Derly Viviana Potes, Andrea |
| dc.contributor.author.none.fl_str_mv |
Vásquez Chaux, Paola Andrea Gómez Etayo, Elizabeth Gallego Tamayo, Derly Viviana Potes, Andrea |
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Mujeres en agricultura |
| topic |
Mujeres en agricultura Women in agriculture Gender equity Vocational education and STEM Green business Woman Agricultural activities Rurality and sustainable production Gender transformative |
| dc.subject.armarc.eng.fl_str_mv |
Women in agriculture |
| dc.subject.proposal.eng.fl_str_mv |
Gender equity Vocational education and STEM Green business Woman Agricultural activities Rurality and sustainable production Gender transformative |
| description |
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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2022 |
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2022 |
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2023-05-17T14:38:41Z |
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Vásquez, P. ., Gómez, E. ., Gallego, V. ., & Potes, A. . (2022). Integrating Gender Equity in Vocational Studies to Transform Agricultural Activities Towards Green and Inclusive Businesses. European Journal of Sustainable Development, 11(4), 141-157. https://hdl.handle.net/10614/14752 |
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ADB, Asian Development Bank. (2021), Education in the Asia-Pacific Region: Issues, Concerns and Prospects: Anticipating and Preparing for Emerging Skills and Jobs. 55. https://library.oapen.org/bitstream/handle/20.500.12657/42910/2020_Book_AnticipatingAndPr eparingForEme.pdf?sequence=1#page=301 Achuve, J & Mkenda, E. (2019). Promoting STEM Education Through Sustainable Manufacturing: Case Study of Photovoltaic Toys. Procedia Manufacturing. 33. 740-745. https://doi.org/10.1016/j.promfg.2019.04.093 Babugura, A. A. (2020). Gender and green jobs in agriculture. Agenda, 34(1), 108–116. https://doi.org/10.1080/10130950.2020.1719705 Bandeira M.L., Espinoza-Santeli G., Parra F.L. (2021) Regional Review: Latin America. In: Crowther D., Seifi S. (eds) The Palgrave Handbook of Corporate Social Responsibility. Palgrave Macmillan, Cham. pp 955-990, https://doi.org/10.1007/978-3-030-42465-7_32 Chistov, V., Aramburu, N., & Carrillo-Hermosilla, J. (2021). Open eco-innovation: A bibliometric review of emerging research. Journal of Cleaner Production, 311(October 2020), 127627. https://doi.org/10.1016/j.jclepro.2021.127627 Domènech Casal, Jordi. (2019) STEM: Oportunidades y retos desde la Enseñanza de las Ciencias. Universitas Tarraconensis. Revista de Ciències de l’Educació, Núm. 2, p. 154-168, https://raco.cat/index.php/UTE/article/view/369781. Emmons Allison, J., McCrory, K. and Oxnevad, I. (2019), “Closing the renewable energy gender gap in the United States and Canada: the role of women’s professional networking”, Energy Research and Social Science, Elsevier, Vol. 55, pp. 35-45, doi: 10.1016/j.erss.2019.03.011 Fisher M, Nyabaro V, Mendum R & Osiru M. (2020). Making it to the PhD: Gender and student performance in sub-Saharan Africa. PLoS ONE 15(12): e0241915. https://doi.org/10.1371/journal. pone.0241915 Gallego, J., Azcárate, J & Kørnøv, L. (2019). Strategic Environmental Assessment for development programs and sustainability transition in the Colombian post-conflict context, Environmental Impact Assessment Review. 74: 35-42, https://doi.org/10.1016/j.eiar.2018.10.002. MacArthur, J., Carrard, N & Willetts, J. (2021) Exploring gendered change: concepts and trends in gender equality assessments, Third World Quarterly, 42:9, 2189-2208: https://doi.org/10.1080/01436597.2021.1911636 Nulkar, G. (2017). Environmental sustainability practices for SMEs. In Green Initiatives for Business Sustainability and Value Creation (Issue June). https://doi.org/10.4018/978-1-5225-2662-9.ch001 Prieto-Sandoval, V., Torres-Guevara, L.E., Ormazabal, M., & Jaca, C. (2021). Beyond the Circular Economy Theory: Implementation Methodology for Industrial SMEs. Journal of Industrial Engineering and Management, 14(3), 425-. https://doi.org/10.3926/jiem.3413 Stake, R. (2005). The sage handbook of qualitative research – Third Edition. Chapter 17: Qualitative Case Studies Thomson, G & Hoffman, J. (2002). Measuring the success of environmental education programs. Canada. https://www.abcee.org/sites/default/files/Measuring_the_Success_Sept_7_2010-1.pdf Van Hoof, B. (2014). Organizational learning in cleaner production among Mexican supply networks, Journal of Cleaner Production, 64, 115-124, https://doi.org/10.1016/j.jclepro.2013.07.041. Villegas Pinuer FJ, Llonch Andreu J, Belbeze PL, Valenzuela-Fernández L. (2021). Waste Management. The Disconnection between Normative and SMEs Reality. Sustainability. 13(4):1787. https://doi.org/10.3390/su13041787 Young, D. M., Rudman, L. A., Buettner, H. M., & McLean, M. C. (2013). The Influence of Female Role Models on Women’s Implicit Science Cognitions. Psychology of Women Quarterly, 37(3), 283–292. https://doi.org/10.1177/0361684313482109 |
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Vásquez Chaux, Paola Andreavirtual::5102-1Gómez Etayo, Elizabethvirtual::1980-1Gallego Tamayo, Derly Viviana051ce0dd701c607138acea169166eef8Potes, Andrea96521b700120a000146a0b1238eb6ef42023-05-17T14:38:41Z2023-05-17T14:38:41Z202222395938https://hdl.handle.net/10614/1475222396101Universidad Autónoma de OccidenteRepositorio Educativo Digital UAOhttps://red.uao.edu.co/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. 17 páginasapplication/pdfengEuropean Center of Sustainable DevelopmentDerechos reservados - European Center of Sustainable Development, 2022https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2Integrating gender equity in vocational studies to transform agricultural activities towards green and inclusive businessesArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Mujeres en agriculturaWomen in agricultureGender equityVocational education and STEMGreen businessWomanAgricultural activitiesRurality and sustainable productionGender transformative157414111Vásquez, P. ., Gómez, E. ., Gallego, V. ., & Potes, A. . (2022). Integrating Gender Equity in Vocational Studies to Transform Agricultural Activities Towards Green and Inclusive Businesses. European Journal of Sustainable Development, 11(4), 141-157. https://hdl.handle.net/10614/14752European Journal of Sustainable DevelopmentADB, Asian Development Bank. (2021), Education in the Asia-Pacific Region: Issues, Concerns and Prospects: Anticipating and Preparing for Emerging Skills and Jobs. 55. https://library.oapen.org/bitstream/handle/20.500.12657/42910/2020_Book_AnticipatingAndPr eparingForEme.pdf?sequence=1#page=301Achuve, J & Mkenda, E. (2019). Promoting STEM Education Through Sustainable Manufacturing: Case Study of Photovoltaic Toys. Procedia Manufacturing. 33. 740-745. https://doi.org/10.1016/j.promfg.2019.04.093Babugura, A. A. (2020). Gender and green jobs in agriculture. Agenda, 34(1), 108–116. https://doi.org/10.1080/10130950.2020.1719705Bandeira M.L., Espinoza-Santeli G., Parra F.L. (2021) Regional Review: Latin America. In: Crowther D., Seifi S. (eds) The Palgrave Handbook of Corporate Social Responsibility. Palgrave Macmillan, Cham. pp 955-990, https://doi.org/10.1007/978-3-030-42465-7_32Chistov, V., Aramburu, N., & Carrillo-Hermosilla, J. (2021). Open eco-innovation: A bibliometric review of emerging research. Journal of Cleaner Production, 311(October 2020), 127627. https://doi.org/10.1016/j.jclepro.2021.127627Domènech Casal, Jordi. (2019) STEM: Oportunidades y retos desde la Enseñanza de las Ciencias. Universitas Tarraconensis. Revista de Ciències de l’Educació, Núm. 2, p. 154-168, https://raco.cat/index.php/UTE/article/view/369781.Emmons Allison, J., McCrory, K. and Oxnevad, I. (2019), “Closing the renewable energy gender gap in the United States and Canada: the role of women’s professional networking”, Energy Research and Social Science, Elsevier, Vol. 55, pp. 35-45, doi: 10.1016/j.erss.2019.03.011Fisher M, Nyabaro V, Mendum R & Osiru M. (2020). Making it to the PhD: Gender and student performance in sub-Saharan Africa. PLoS ONE 15(12): e0241915. https://doi.org/10.1371/journal. pone.0241915Gallego, J., Azcárate, J & Kørnøv, L. (2019). Strategic Environmental Assessment for development programs and sustainability transition in the Colombian post-conflict context, Environmental Impact Assessment Review. 74: 35-42, https://doi.org/10.1016/j.eiar.2018.10.002.MacArthur, J., Carrard, N & Willetts, J. (2021) Exploring gendered change: concepts and trends in gender equality assessments, Third World Quarterly, 42:9, 2189-2208: https://doi.org/10.1080/01436597.2021.1911636Nulkar, G. (2017). Environmental sustainability practices for SMEs. In Green Initiatives for Business Sustainability and Value Creation (Issue June). https://doi.org/10.4018/978-1-5225-2662-9.ch001Prieto-Sandoval, V., Torres-Guevara, L.E., Ormazabal, M., & Jaca, C. (2021). Beyond the Circular Economy Theory: Implementation Methodology for Industrial SMEs. Journal of Industrial Engineering and Management, 14(3), 425-. https://doi.org/10.3926/jiem.3413Stake, R. (2005). The sage handbook of qualitative research – Third Edition. Chapter 17: Qualitative Case StudiesThomson, G & Hoffman, J. (2002). Measuring the success of environmental education programs. Canada. https://www.abcee.org/sites/default/files/Measuring_the_Success_Sept_7_2010-1.pdfVan Hoof, B. (2014). Organizational learning in cleaner production among Mexican supply networks, Journal of Cleaner Production, 64, 115-124, https://doi.org/10.1016/j.jclepro.2013.07.041.Villegas Pinuer FJ, Llonch Andreu J, Belbeze PL, Valenzuela-Fernández L. (2021). Waste Management. The Disconnection between Normative and SMEs Reality. Sustainability. 13(4):1787. https://doi.org/10.3390/su13041787Young, D. M., Rudman, L. A., Buettner, H. M., & McLean, M. C. (2013). The Influence of Female Role Models on Women’s Implicit Science Cognitions. 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