2.1 Cases of Gender Discrimination in Learning Environment

In Rogers’ (1951 in Knowles 1973, 32) student-centred approach, he states that “every individual exists in a continually changing world of experience of which he is the centre”, meaning that the educator has to take into account the situation of the women because it is essential that the learning process is adapted to them. The educator has to make the learners understand that digital skills are necessary in order to adapt themselves into the modern labour market, and so this training is designed for them in order to do so. Setting goals is the base to establish where we want to go, and what we want to achieve. Thus, learning goals are the heart of the learning process, and they need to be made clear at the planning stage. First, the educator has to understand what learning goals are: learning goals are measurable sub-goals of a lesson that inform particular learning outcomes (Papadopoulou, 2019). This is a very important stage in the process, as setting goals allow learners to understand what the instructor expects of them, and the educator can get an insight of where the learners want to go.

Working with the female learners along the process will help the educator to make sure that the process they are following is the adequate one, and to help them revise the plan in case this is not being done properly. Thus, the coach is encouraged to revise not only the final goal of the learner, but also the process by which the learners will achieve it (Braus, 2004). For this, the educator should use the GROW model, which first establishes the goal. Then, it goes on to evaluate the reality in which the learner is, to see what they have available; and to find opportunities to achieve the goal. It finally focuses on a wrap-up, seeing if the goal was achieved and how the process went.

Links for the self-learning

⮚ Developing, monitoring and reporting on personal learning goals

 

2.2 Speak openly about female learner problems and their current situation

Transparency is key to the aspects of openness, honesty and benevolence listed by Peña (2018) as fundamental for the building of trust. The adult educator has to be aware that a lack of knowledge or digital skills are usually reasons of embarrassment, as these skills are more common by each day. Also, not everyone has access at home to the tools needed for practising or learning these skills, such as computers or the Internet. Furthermore, there are many programmes that can be only in English, which is an additional barrier for some women. Most learners are aware of this too, and some of them will feel embarrassed or unmotivated for this reason. It is important that the counsellor addresses the situations and the problems that these women may have to face, as they can help the learners to find solutions to these situations.

Maslow (1972 in Knowles 1973, 31) explains that learners must be safe and self-accepting enough to prefer choosing the growth process instead of being frightened by it. One way to overcome the fear of failure and low self-esteem that learners may have is to talk about them. Acknowledgment is the first step to finding a solution, as there is not any insurmountable problem, and if the acknowledgment comes not only from the women but from the educator, learners will feel more confident about their capacities, despite their personal situations.

 

2.3 Show the female learners the perspective on being employed in the digital sector and the necessity to obtain the skills that will be useful for this.

Rogers (1972 in Knowles 1973, 33) says learners will be more interested in learning what they think is related to them and their self improvement. If they are the ones to set their aims and aspirations, they will be more cooperative and motivated during the training. Thus, it is important for the educator to be aware of the advantages of getting involved in the digital sector in order to disseminate this information. For this, the educator can present the learners with different testimonies from women, or data on the actual situation of the sector that may showcase the necessity of the labour force. Presentation and guests can be a great input, so female learners can hear first-hand the process of someone who got involved in the digital sector of the labour market, being able to ask questions and get a greater insight. 

Knowles (1973) stated that adults need to know why they should learn something before engaging themselves to do so. The adult educator needs to explain the importance of having digital skills to the learners, as they have to understand that these skills will not only be useful for a job in the digital sector, but also to many other aspects of modern life. The educator has to explain to them all the learning process, the benefits they will obtain and how they can keep on the path of learning after the training finishes. According to Helena Pozniak (2020), courses for acquiring new digital skills are seeing participants that have an arts and humanities degree, that have no degree, and they are also seeing very different age ranges. Thus, re-qualification is always possible, and not having a technological background should not be a motive to hinder this development.

Also, this field offers a lot of different opportunities that may allow people with diverse skills and competences to choose from various career paths. Moreover, this sector keeps on growing day by day, allowing for newcomers to find a place inside it. Also, it is important for the educator to highlight that, when following a process of re-qualification, the women will acquire some transferable skills that will also improve and enhance other aspects of their lives (Wilson, 2018). The task of the educator is, thus, to show female learners that they will only improve their competences and their situation by engaging in the re-qualification process, and that this improvement will not only be limited to their labour sphere.

 

2.4 Showing empathy to learners and showing genuine concern for the female learner’s welfare and future

According to Sobel (2021), empathy is the ability to understand and share another person’s feelings and emotions, and it is an essential quality to build good relationships. Empathy is a quality common to every human being, except for some brain damage cases and other diseases. However, some may have this quality more developed than others. Those who are very empathetic tend to be more generous and concerned by others’ welfare, this is why it’s important for the adult educator to have this quality properly developed. As Loehr (2017) states, being empathetic is essential for leaders, and this is exactly what the adult educator will be for their learners. Having a well-developed empathy will enable the educator to better comprehend the needs of the learners, to create a more open environment where feedback flows smoothly, and to understand what it’s unspoken, e.g., what learners are not stating straightforwardly.

In order to show empathy to their female learners, the adult educator should (Loehr, 2017):

• Listen to them without interrupting, also putting into action an active listening exercise. This would ensure that the adult educator is listening to the learner out of real interest, and not just to give an answer.
• Pay attention to their corporal posture and nonverbal communication, making sure that they are not showing a disinterest that could be perceived by the female learners.

Showing empathy to others, specifically towards female learners, will allow the educator to create a safe environment in which women feel secure to speak openly about their current situation and their life problems.

Links for the self-learning

How to Build Empathy and Strengthen Your School Community

Teacher educator self-awareness: Empathy

Pictures are taken from Istock. (2021)