Gender-sensitive approaches in Responsible Research and Innovation (RRI)

Tuesday 14 December 2021

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What are the most effective educational inclusion strategies for increasing participation and continuity in education among highly vulnerable displaced placed people currently living in the region of Sicily?

Applying gender-sensitive approach in RESEARCH

The AUCL selective-learning approach has been designed to respond to FDP (highly) vulnerable individuals with migratory background; for both, female and male learners’ needs. When formulating the research question, both men and women, were considered and it was also analysed if and in what way men and women could be relating differently to the research problem.

RAISD provided the opportunity to pilot the approach, this time, with all highly vulnerable female participants – though its design is suitable to be adopted by a variety of other specific profiles too. The offer of learning outcomes and the training methodology is relevant and adaptable to benefit lives of highly vulnerable individuals with specific needs that might depend on age, gender, nationality, level of education and employment. In term of sustainability, the Italian ARU Observatory has the tools to be checking if and how different vulnerable profiles use the project results in different ways.

Applying gender-sensitive approach in AUCL CURRICULUM

The AUCL 100 Learning Objectives, distributed over seven (out of 9) current European CHALLENGES for Adult Learning, relate to the gender topic, dealing with of inequalities in society and trainers have consulted for gender-sensitive studies while preparing the educational materials for the piloting.

AUCL produced a gender-sensitive handout publications (Trainees’ Diary) and used gender-sensitive language and visual materials while teaching and writing course materials. A proof-reading in both language versions was done to ensure the used language avoids projecting stereotypical gender roles.

AUCL devoted a full MENU section to “Social cohesion, equity and equality” (15 learning-outcomes: from LO.39 to LO.54) openly approaching the gender dimension to increase awareness about stereotypes and inequalities in different vulnerability contexts.

CESIE ETS