Pedagogical strategy for the implementation of job training with a gender equality approach in Basic Secondary Education

Abstract

With the implementation of the Third Improvement of the National Education System, general educational objectives are proposed for the Basic Secondary education level and components of  education that respond to the process of job training and the implementation of a gender approach. Compliance with these objectives is promoted through the different forms of organization of the institutional educational project, which contributes to inclusive, equitable, and quality education at this educational  level. In this environment, job training with a gender equality approach faces prevailing stereotypes in the different contexts of the socio-educational network. Therefore, the problem posed by this research is: how can we contribute to gender equality in the job training process? The objective for its solution is to develop a pedagogical strategy that integrates instruction, education, and experiential- motivational- vocational aspects, from the interrelation of the contexts of the socio-educational network in the institutional educational Project that mainstreams gender equality in vocational training, aiming at equity in the development of the vocational qualities of the learner's personality. Its implementation was based four stages and 21 actions. This involved the use of participatory action research method, as well as modelling, observation, surveys, and interviews. This led to a reduction in gender stereotypes, a better assessment of work qualities and abilities, strengthened socio-emotional skills, and the training of future workers with an egalitarian mindset who are prepared for inclusive and innovative economies.