Gender – Responsive Curriculum for Bachelor of Technical – Vocational Teacher Education

This parallel and developmental research aimed to scrutinize the current Bachelor of Technical-Vocational Teacher Education (BTVTEd) curriculum in the research locale, focusing on identifying gender-based issues and challenges and proposing enhancements. Pamantasan ng Lungsod ng San Pablo was chosen as the locale for this study due to its relevance and alignment with the nature of the research. Purposive sampling was used to select respondents Initially, 58 respondents were for the quantitative phase and 10 respondents for qualitative-focus group discussions. Additionally, 16 experts in curriculum and Gender and Development evaluated the curriculum's acceptability. The study utilized an adapted and modified questionnaire as its primary tool, employing average mean for quantitative and thematic analysis to interpret qualitative data. The findings revealed a lack of gender responsiveness and its extent of inclusivity to all genders. Additionally, in perpetuating gender biases and stereotypes, the data indicated moderately per. While the FGD revealed gender-based challenges and problems experienced by stakeholders. This research offers crucial insights for stakeholders seeking to improve the BTVTEd curriculum, promote gender sensitivity and inclusivity, and address current educational gaps. Through a parallel and developmental approach, this research provides valuable insights for stakeholders aiming to enhance the BTVTEd curriculum to be more gender-responsive and inclusive, thereby bridging gaps in current educational practices.

BTVTEd curriculum, Program Intended Learning Outcomes (PILOs), gender-responsive, gender equality, gender-based problems and challenges

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