On this page:
- Overview
- Step 1: Define the issues and challenge assumptions
- Defining the issues
- Challenging assumptions
- Step 2: Understand the policy context
- Internal data
- Desktop research
- Stakeholder engagement
- Evidence collected by Beada and her team
- Step 3: Evaluate options
- Step 4: Finalise recommendations
- Preparing for progress reporting to the Commission
- Actions taken as a result of the GIA
Name of initiative: Gender equality strategy for Certificate III in Construction
Policy/Program/Service: Program
New or up for review: New
Sector: Vocational Education and Training
This case study has been drawn from real examples, however the narrative is fictional.
Overview
Beada is Head of the Construction and Built Environment School at Southern Star TAFE. She leads the school’s faculty in developing and delivering the skilled workers needed by the construction and building industry. As the course and industry are male-dominated, the school wants to create and implement a new strategy to improve gender equality for one of their courses, Certificate III in Construction. This would involve analysing and proposing a series of programs for transformational change relating to all aspects of the course. As part of this process, Beada must complete a gender impact assessment (GIA) to ensure the needs of women, men and gender-diverse people are considered and addressed in this course.
The scope considered here is broad, but Beada knows that this gendered analysis will provide valuable insight and contribute to meaningful change over time. To complete the GIA, Beada will collaborate with a team from various departments of the school. They will each bring unique perspectives and knowledge to ensure the GIA and programs are as comprehensive as possible.
Respect and Equality in TAFE
This project aligns with the TAFE rollout of Our Watch’s Respect and Equality in TAFE (RET) framework. This is a process to prevent and respond to gender-based violence. Under instruction from the Minister for Training and Skills, all TAFEs across Victoria are embedding the RET framework in their organisation. Taking a whole-of-organisation approach, the framework covers 5 domains: workplace, student, learning and teaching, communications, industry and community. The process provided by RET is a strong foundation for GIA’s and similarly, GIA’s can be aligned to reinforce the work to prevent and respond to gender-based violence in TAFEs.
Advice from the RET Implementation Lead is that GIAs are potential actions under all 5 domains of the RET framework.
For more information on RET, please see this OurWatch .
Step 1: Define the issues and challenge assumptions
Defining the issues
Beada and her team must create a strategy which promotes gender equality, and reduces gender inequality, within Certificate III in Construction. The course is currently male-dominated, and there are concerns that this does not create the most inclusive or safe environment for women and gender-diverse apprentices.
The strategy would involve a series of programs supporting transformational change. This will help to create an environment where gender equality is not only seen, but celebrated.
Challenging assumptions
The team spend some time brainstorming assumptions for what could drive gender inequality in Certificate III in Construction.
Their assumptions range from beliefs that women do not want to work in construction, to thinking that the TAFE can’t address the inequity in the industry. There is strong view that, as TAFE doesn’t directly recruit apprentices, it might not be able to drive-up enrolments of women and gender-diverse people. Many of the team initially believe that it is up to employers, apprenticeship centres and group training companies.
Completing a gender impact assessment provides the team an opportunity to think critically about how the course affects people of different genders. Applying a gender lens, the team broadens the issues to consider:
- What are the barriers people of different genders face in joining and staying in the course?
- How do needs and priorities regarding education for the construction industry differ according to gender?
- How do other intersecting factors, such as age, disability, ethnicity and sexuality influence people’s ability to join and stay in this course?
Applying a gender lens empowers the group to consider how gendered and intersecting experiences may influence how people interact with this course. This will allow them to create a more comprehensive strategy to improve gender equality.
Step 2: Understand the policy context
Beada knows there’s a wide range of evidence which will help support their GIA. Not only does she want to look at data relating to the education sector, but also research from the wider construction industry.
To guide the team’s investigation, they consider:
- Who is likely to be affected?
- What are the lived experiences of these diverse groups?
- What different impacts may be likely for different people?
By gathering as much information as possible, Beada and her team can understand the context of their strategy. That is, how people of different genders experience this course, and how we can encourage gender equality in this space. This will ensure their program is responsive, inclusive and effective.
Internal data
To start, the team look at Southern Star TAFE’s internal data related to the Certificate III in Construction. These findings will provide important context and guide further research. Specifically, they find:
- In the last calendar year, 492 students enrolled and 13 were women – this is an increase from 7 women enrolling two years prior (real figures, source confidential).
- When looking at discontinuation figures, the team found that women tend not to complete because of “personal reasons,” more often than other options, and more often than men (real figures, source confidential).
The team note that it can be difficult to find data that is current, specific and gender disaggregated within this course. They agree that this data is relevant, even though not specific, as it helps them understand the intersecting experiences of students in their program.
Desktop research
To deepen their knowledge about intersectional gender inequity in the sector, the team also look at external data and evidence through desktop research. They consult a wide range of sources, including:
- WGEA’s Gender strategy
- evaluation reports from and University of for current strategies and projects addressing gender inequity in construction
- submissions to the Federal Government for inquiries on the perceptions of and the employment white paper on jobs and
- The Australian Human Rights Commission’s Women in Male Dominated Industries .
The team also search the website for the Commission for Gender Equality in the Public Sector (the Commission), where they find case , and data to help complete GIAs.
Stakeholder engagement
Beada and her team also want to hear feedback from students and others with lived experience. Particularly, they want to consult with women and gender-diverse apprentices in this course.
Building on evidence from TAFE student satisfaction surveys, they arrange focus groups with:
- graduate apprentices from Southern Star TAFE who are women or gender-diverse
- employers of women or gender diverse graduate apprentices from Southern Star TAFE
- trainers and educators at Southern Star TAFE
- current students who identify as First Nations and those from CALD backgrounds
- finalists and winners in Victoria’s Training Awards – particularly women or gender diverse people in workforces dominated by men on their experience
- internal teams such as Student Support Services and Apprenticeship Support Officers (through Apprenticeships Victoria).
Evidence collected by Beada and her team
From their internal data, desktop research and stakeholder consultation, the team document a range of insights into the different experiences of women, men and gender-diverse people. These insights will guide them in building a strategy that promotes gender equality and reduces inequalities.
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- The construction industry gender pay gap in 2022 was 29%, which has become more significant since 2015 (WGEA ).
- In this sector, roles of women are more often classified as community and personal service work, while men are more often managers, CEOs, labourers, and other trade professionals (WGEA ).
- Biases and stereotypes are introduced and perpetuated through education and training systems, as graduates often enter fields “dominated by their own gender” (SFPARC ).
- Gender segregation in VET courses is less about addressing the choices made by young people in school about their future, than addressing wider cultural norms (Charles & Bradley ).
- There is resistance to creating gender equitable change in the sector, and employers often fail to reflect on their own contribution to the low participation of women in the industry (Francis et al. ).
- Equity policies in the sector have been subject to debate and “inaction” across Australia for the last 30 years (Butler & Ferrier ).
- Australia continues to be in the bottom third of Organisation for Economic Co-operation and Development (OECD) countries when it comes to its VET sector (Chzhen et al ).
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From the research, the team found that women often face systemic and structural barriers preventing equitable participation in the industry:
- Industry-specific skills can be biased against women due to the disruptions and discriminations that women face across their lifetime (Estévez-Abe ).
- Gendered responsibility for care, needing to access childcare, and limited part time/flexible work options creates barriers for women’s participation (SFPARC ).
- Gendered expectations, stereotypes and stigma are stronger against women than men (Buchmann and Charles ), and these stereotypes and unconscious bias facilitate gender segregation (SFPARC ).
The team also find that gendered stereotypes and biases regarding the construction industry further inhibit women’s participation in the sector:
- The construction trade is considered “masculine,” and young women often feel intimidated in male-dominated courses, so women are less likely to consider a career in this field (Bridges et al. ).
- There is evidence of a sexist industry culture, so increasing knowledge and promoting cultural change actively supports the employment journey of women (Francis et al. ; Holdsworth et al. ; Shewring ).
The research also highlighted the concerning reality of women’s safety in male dominated industries:
- Women face a greater psychosocial risk in these industries, shown by inquiries and evidence of sexual harassment, assault, discrimination and isolation (Holdsworth et al. ).
- Women are disproportionately affected by sexual harassment and assault on campuses, and 92% of women students are harassed by men (Heywood et al. ).
- Workplace sexual harassment and bullying prevents women from completing apprenticeships and raises concerns about safety in the sector (SFPARC ).
- Women tend to discontinue education in this sector due to “personal reasons” more than other options and more than men. This appears to be driven by gender stereotypes, care burden, and concerns about safety and wellbeing (NCVER ).
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The research found some important points on men’s experiences in these fields, which contrast significantly to the experiences of women:
- More men enrolled in VET heavily contributes to male dominated industries, however, this is not a trend shared for women (Smyth & Steinmetz ).
- Negative gender stereotypes in men drive hypermasculinity. Men’s adherence to these stereotypes is a high indicator of violence against themselves and others, risk-taking behaviour, and depression (The Men’s Project & Flood ).
- Those who discontinued their training because they ‘believed they learned the skills needed for a job’ were usually men, without disability, who were non-indigenous, and born in English-speaking countries (DPMC ; Feiger ; NCVER ).
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The team first noticed that the research and evidence on equality in construction reinforces a binary interpretation of gender, often using sex-based language of 'male' and 'female' rather than gender-based language.
They did not find vast amounts of research on the experiences of gender-diverse people. They flag this section for further exploration in the future, when more data may be available.
- Gender-diverse and transgender people, along with women, were disproportionately affected by sexual harassment and assault on university campuses (Heywood et al. ).
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The team also found that people with intersecting attributes were significantly more likely to be impacted by inequalities in the sector. Most of this information was from third-party reporting and research, noting a gap in their internal data regarding intersectionality.
- Disproportionately, young people experience harassment at rates higher than the total population, leaving young women and gender-diverse apprentices at an increased risk of mistreatment (AHRC ).
Beada also analysed data from VocStats (NCVER relating to students discontinuing training. She found:
- Slightly higher proportions of women with a disability and First Nations women selected 'personal reasons' for discontinuing their training.
- Women with a disability, First Nations men and women, and women born in non-English speaking countries were more likely to discontinue training for reasons relating to unmet expectations, issues with inflexibility and personal reasons.
- Non-minority men did not tend to have an issue with the training being inflexible or having problems with work placement.
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- AHRC (Australian Human Rights Commission) (2022) Time for , AHRC, accessed 15 April 2023.
- Buchmann M and Charles M (1995) ‘Organizational and Institutional Factors in the Process of Gender Stratification: Comparing Social Arrangements in Six European ’, International Journal of Sociology, 25(2):66-95.
- Butler E and Ferrier F (2023) A fair go for all? Equity frameworks and landmark documents in Australian vocational education and , NCVER VET Knowledge Bank, accessed 16 April 2023.
- Charles M and Bradley K (2009) ‘Indulging Our Gendered Selves? Sex Segregation by Field of Study in 44 ’, The Americal Journal of Sociology, 114(4), 924-76.
- Chzhen Y, Gromada A, Rees G, Cuesta J, Bruckauf Z (2019) An Unfair , UNICEF, accessed 15 April 2023.
- DPMC (Department of the Prime Minister and Cabinet) (2019) Strengthening Skills: Expert Review of Australia’s Vocational Education and Training , Department of the Prime Minister and Cabinet, accessed 17 April 2023.
- Estévez-Abe M (2005) ‘Gender Bias in Skills and Social Policies: The Varieties of Capitalism Perspective on Sex ’, Social Politics: International Studies in Gender, State & Society, 12(2):180-215. Pages 180–215.
- Francis V, Chugh R, Yang W, Tivendale L and Cunningham E (2021) The Evaluation of the Victorian Women in Construction Strategy , The Faculty of Architecture, Building and Planning, The University of Melbourne, accessed 13 April 2023.
- Heywood W, Myers P, Powell A, Meikle G and Nguyen D (2022). National Student Safety Survey: Report on the prevalence of sexual harassment and sexual assault among university students in , Melbourne: The Social Research Centre.
- Holdsworth S, Turner M, Scott-Young C and Sandri K (2020) Women in Construction: Exploring the Barriers and Supportive Enablers of Wellbeing in the , Melbourne: RMIT University.
- Jobs and Skills Australia (2023) Submission to the House of Representatives Education and Employment Committee Inquiry into the Perceptions and Status of Voctational Education and , Canberra: Australian Parliament House, accessed 26 April 2023.
- NCVER (2022) VOCSTATS: Research and , NCVER, accessed 13 April 2023.
- Our Watch (2021) Respect and Equality in TAFE: Building a TAFE environment that promotes gender equality and respect (Victorian , Our Watch, accessed 24 April 2023.
- Shewring F (2009) The female “tradie”: challenging employment perceptions in non-traditional trades for , NCVER, accessed 16 April 2023.
- Smyth E and Steinmetz S (2008) ‘Field of study and gender segregation in European labor ’, International Journal of Comparative Sociology, 49(4-5):257-281.
- The Men's Project and Flood M (2020) Unpacking the Man Box: What is the impact of the Man Box attitudes on young Australian men’s behaviours and Melbourne: Jesuit Social Services, accessed 13 April 2023.
- SFPARC (Senate Finance and Public Administration References Committee) (2017) Gender segregation in the workplace and its impact on women's economic , Canberra: Australian Parliament House, accessed 17 April 2023.
- Victorian Skills Authority (2023) Employment Forecast Dashboard: Industry Dashboard for , Victorian Skills Authority, accessed 13 April 2023.
- Workplace Gender Equality Agency (2022) 2022 Scorecard: The state of gender equality in , Workplace Gender Equality Agency, accessed 11 April 2023.
Step 3: Evaluate options
After collecting and considering the evidence, the team are determined to apply a gender transformative approach. They discuss a few options for how they could approach this strategy, as well as the gendered impact of each method.
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The first option involves applying existing models and practices to help recruit more women and gender-diverse people in construction pre-apprenticeship. The team believe this will help reduce the gender segregation seen within the course.
This option includes:
- providing mentoring programs for women and gender-diverse people enrolling in pre-apprenticeships
- partnering with key organisations to promote the education and training pathways to schools. This includes NAWIC or Tradeswomen Australia Group with Australian Apprenticeship Centres
- holding parent information evenings to teach parents about the benefits of supporting their daughters and gender-diverse children as they go into trade pathways
- working with the local industry to update them on the work and activities underpinning this option
- creating and developing value-based messaging and marketing that promotes intersectional gender equity.
This option would require some of the budget to:
- fund deliberate outreach programs to the parents and community to promote pre-apprenticeship pathways
- resources to support productive and positive partnerships
- develop new products and marketing collateral that promote intersectional gender equity.
Gendered benefits of option 1
- It considers the systemic issues causing segregation in this course and intends to promote gender equality through established methods.
- Educating parents and employers about gender equality in the sector should reduce gendered stereotypes and improve opportunities for women and gender-diverse people.
Gendered risks of option 1
- This option does not fully address workplace safety for women and gender-diverse apprentices.
- It provides little opportunity for the TAFE to influence gendered safety on the worksite.
- Research shows this approach may not properly address cultural barriers to women working in male-dominated spaces, noting the reviews of women in construction programs from Victoria (Holdsworth et al. ).
Overall impact
- This option does not fully encourage changes to promote gender equality in the industry.
- Although it encourages active participation by women and gender-diverse people, the option does not protect apprentices once enrolled.
- Since it does not address systemic issues of safety, the team rate the overall gender impact of option 1 as negative.
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For the second option, the team want to focus on promoting transformational gender equality. They also want to use the RET framework’s 5 domains to deliver a strategy featuring transformative change for women and gender-diverse people in Certificate III in Construction. To do so, they will work closely with the community and the industry. This option includes:
Workplace initiatives
- Build understanding of gender equity across the department, with support from leadership.
- Partner with local Australian Apprenticeship Support organisations and industry leadership to review the overarching apprenticeship pathways for women gender-diverse people.
- Work with the local Australian Apprenticeship Support organisations on a strategy to support disclosures of sexism, harassment and assault.
- Develop appropriate referral pathways for sexism, harassment and assault within the course.
Student initiatives
- Provide mentoring programs for women and gender-diverse people enrolling in pre-apprenticeships.
- Partner with key organisations to promote the education and training pathways to schools, such as NAWIC or Tradeswomen Australia Group.
- Hold parent information evenings to teach parents about the benefits of supporting their daughters and gender-diverse children in trade pathways.
- Work with local Apprenticeship Centres to ensure enrolment processes are informed on gender equitable practices.
- Introduce learning sessions on equality and respect into student induction processes, specifically tailored to gendered experiences in the construction pathway.
Teaching and learning initiatives
- Partner and work with TAFE to review the curriculum design so it addresses any inequality in the program.
- Evaluate and review all learning settings for safety and wellbeing.
- Reduce harassment and discrimination by partnering with local Apprenticeship Support Service providers.
- Train all staff, teachers, students and employers on referral, disclosure and risk assessment practices to help reduce harassment and discrimination.
- Trial and evaluate a construction pre-apprenticeship class exclusively for women and gender-diverse people.
- Build capability of educators to teach classes in a way that embraces gender equitable teaching practices.
Communication initiatives
- Work with student engagement and promotion teams to generate marketing showing gender equitable pathways in construction.
- Communicate and promote the gender equality strategy across the whole TAFE, including the Board.
Industry and community initiatives
- Partner with gender equity specialists to promote an awareness campaign championing the TAFE’s commitment to gender equality.
- Celebrate employers who demonstrate positive approaches to workplace safety and wellbeing.
This option will require more use of the budget and require more support than the other options. However, it does still fit within the budget. It also directly addresses the issues learned by the team while utilising existing partnerships. Most importantly, it is the option that is most in keeping with the Gender Equality Act, as it includes tangible actions that promote gender equality.
Gendered benefits of option 2
- Directly engages with the drivers of gender inequity in the construction skill pathways, using the RET framework’s 5 domains.
- Addresses barriers preventing young women, girls and gender-diverse people becoming apprentices in this course.
- Challenges stigma and stereotypes, which allows TAFE to create a more inclusive environment for women and gender-diverse people.
- Applies preventative measures for harassment and abuse, as well as appropriate referrals and support for victim-survivors.
Gendered risks of option 2
- The option doesn’t address the gap of intersectional data in internal and external resources, but this has been flagged for future action.
- There may be resistance and backlash from current employers of apprentices and employers that TAFE works closely with, however the benefits far outweigh this risk.
Overall impact
- This option is transformative, and addresses some of the key challenges and barriers to equality in the sector and perpetuated by TAFE.
- The team rates the overall gender impact of option 2 as positive.
Step 4: Finalise recommendations
Having weighed her options, Beada recommends that the organisation proceed with option 2. Not only does it promote gender equality, but it also aligns with the RET framework. She documents her specific recommendations, by area, as outlined in option 2.
Preparing for progress reporting to the Commission
Now that the project team have submitted their recommendations for approval, they will prepare their progress report to the Commission for Gender Equality in the Public Sector. This is part of their obligations under the Gender Equality Act.
The report will include identifying all policies, programs and services that were subject to a gender impact assessment, and any actions that were taken as a result.
Since TAFE has instituted a central register of GIAs, the team logs the information needed to report on this GIA. Beada and her team are proud of the work they have done to promote gender equality, and they are excited to see the benefits for the students and the sector.
Actions taken as a result of the GIA
Only some of the team’s recommendations were approved at this stage. However, the remaining suggestions have not been lost. Even though not all the recommendations were approved for this GIA, Beada and her team will be able to revisit these learnings and recommendations in other aspects of the School’s work.
Some of these actions will take longer to implement than others, but the team records the following approved actions:
- A pilot pathway for Certificate III in Construction will be trialled and evaluated, exclusive for women and gender-diverse people.
- A partnership with the Australian Apprenticeship Support network and Student support teams are in discussion and will be established.
- A disclosure and referral pathway for workplace sexual harassment and violence perpetrated against apprentices will be established with the local family violence and centre for sexual assault services.
- A capacity and capability building program will be implemented, in partnership with the local Women’s Health Service.
- Educators will receive training to increase their skills in applying intersectional gender equality in the classroom.
- A forum will be held to teach the importance of gender equality to local employers of construction apprentices.
Reviewed 24 July 2023