Theoretical background

The adult educator competence Establishing a trust-based relationship with female learners is the ability to create a safe, supportive learning environment that produces ongoing mutual respect and trust. This competence is based on the knowledge of the different types of trust in the learning relations and includes understanding of building on mutual respect and trust with female learners as well as using of non-discriminatory language in work with female learners (Carly Anderson, 2020). In order to create a trust-based relationship during the learning process, it is imperative that the adult educator is aware of their need to identify the emotional barriers of the mentee. The ability to have a complete, open and honest discussion arises from “absolute confidentiality”; it is the final component of having full, mutual freedom of expression, the other two being openness and listening (James Flaherty, 2010). Implementing trust-based attitudes toward female learners will empower them and enhance their possibilities to obtain a better job within the digital sector and improve their life situation. To achieve this, the adult educator should be willing to show genuine concern for the female learners’ welfare and future. It is important that the educator has knowledge of the methods and tools to be used in order to gain the trust of the receiver. It will help define the daily reality of the female learner and base the learning process accordingly in order to meet the learner’s needs (Qing Wang, 2018).

In order to improve and increase the adult educator competence Establishing a trust-based relationship with female learners, the following five skills will be developed during the training course:

1.  Building on mutual respect and trust with female learners

2.  Showing genuine concern for the female learners’ welfare and future

3.  Creating an open, flexible and confidence-based relationship with the female learners

4.  Meeting individual needs of female learners

5.  Using non-discriminatory language in work with female learners