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It explains foundational concepts, why gender transformation matters, and how exclusion points along a learner journey can be mapped. The guide then provides strategies across a whole-system approach, access and participation, delivery and assessment, outcomes and partnerships, governance and leadership, societal norms, and gender-responsive data and research, supported by templates for implementation and monitoring.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/institutional-guide-for-gender-transformation-intvet-in-south-sudan-unesco-unevoc/587759/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/institutional-guide-for-gender-transformation-intvet-in-south-sudan-unesco-unevoc/587759.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the key concepts covered for gender transformation inTVET?","Question",{"text":112,"@type":113},"The guide defines key terms, explains why gender transformation matters inTVET, and introduces how to understand a TVET learner’s journey and map exclusion points.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What whole-system strategies does the guide recommend for gender transformation?",{"text":117,"@type":113},"It recommends strategies spanning access and participation, delivery and assessment, outcomes for decent work and opportunities, operational partnerships, governance and leadership, societal norms, and gender-responsive data and research.",{"name":119,"@type":110,"acceptedAnswer":120},"How can TVET institutions apply the guide using the provided templates?",{"text":121,"@type":113},"The guide includes templates such as root cause analysis of gender inequality, a gender equality self-assessment tool, an action plan for TVET institutions, and gender-transformation monitoring tools.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587759,1792210115,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","International Centre for Technical and Vocational Education and Training  \nInstitutional guide for gender transformation  \ninTVET in South Sudan  \nInstitutional guide for gender transformation  \ninTVET in South Sudan  \n\n| UNESCO – a global leader in education\u003Cbr>Education is UNESCO’s top priority because it is a basic human right and the foundation for peace and sustainable development. UNESCO is the United Nations’ specialized agency for education, providing global and regional leadership to drive progress, strengthening the resilience and capacity of national systems to serve all learners and responding to contemporary global challenges through transformative learning, with special focus on gender equality and Africa across all actions.\u003Cbr>| The Global Education 2030 Agenda\u003Cbr>UNESCO, as the United Nations’ specialized agency for education, is entrusted to lead and coordinate the Education 2030 Agenda, which is part of a global movement to eradicate poverty through 17 Sustainable Development Goals by 2030. Education, essential to achieve all of these goals, has its own dedicated Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”The Education 2030 Framework for Action provides guidance for the implementation of this ambitious goal and commitments.\u003Cbr>|\n| --- | --- |\n\nUNESCO-UNEVOC  \nInternational Centre for Technical and Vocational Education and Training  \nUN Campus, Platz der Vereinten Nationen 1  \n53113 Bonn Germany  \n© UNESCO 2025  \nThis publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) license ([http://creativecommons.org/ licenses/](http://creativecommons.org/ licenses/)[ ](http://creativecommons.org/ licenses/)[bysa/3.0/igo](bysa/3.0/igo)) . By using the content of this publication, users accept to be bound by the terms of use of the UNESCO Open Access Repository ([https://www.unes](https://www.unes)[co.org/en/open-access/cc-sa](co.org/en/open-access/cc-sa)) .  \nThe designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the del imitation of its frontiers or boundaries.  \nThe ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO and do not commit the Organization. Editor and graphic designer: Emily Subden Cover photo: A trainee from the Her Turn programme preparing for her final assessment © KOTO  \nGraphics and lay-out: Christiane Marwecki  \nCopy-editing: Jacqueline Lawless Photos:  \nCover: CC BY-NC-SA 3.0 IGO © UNESCO-UNEVOC/Victor Ochieng  \nP. 10: CC BY-NC-SA 3.0 IGO © UNESCO-UNEVOC/Emmaculate Jacobine  \nP. 23: CC BY-NC-SA 3.0 IGO © UNESCO-UNEVOC/Brian Ojok Oscar  \nTable of contents  \nAcronyms and abbreviations 5  \nForeword 6  \nAcknowledgement 7  \nIntroduction 8  \nTarget Group 8  \nHow to use this guide 9  \n1. UNDERSTANDING BASIC CONCEPTS IN GENDER TRANSFORMATION INTVET 11  \n1.1 Defining key terms in gender transformation 11  \n1.2 Why gender transformation matters inTVET 14  \n1.3 Understanding a TVET learner’s journey and mapping points of exclusion 16  \n2. STRATEGIES FOR GENDER TRANSFORMATION INTVET 23  \n2.1. Adopt a whole system approach 24  \n2.2 Transforming access and participation to be more equitable 28  \n2.3 Transforming the delivery and assessment to be more diverse 35  \n2.4 Transforming outcomes to lead to decent work and opportunities 40  \n2.5 Transforming partnerships to make them operational 41  \n2.6 Transforming governance and leadership 44  \n2.7 Transforming societal norms 44  \n2.8 Transforming data and research to be gender responsive 45  \nAPPENDICES 52  \nTemplate 1: Root cause analysis of gender inequality 52  \nTemplate 2: Gender equality self-assessment tool 54  \nTemplate 3: Action plan for TVET institutions 59  \nT","cbCaiqsV0ZmC9i2f","https://ap.wps.com/l/cbCaiqsV0ZmC9i2f","pdf",5267030,68,"English","# Acronyms and abbreviations\n# Foreword\n# Acknowledgement\n# Introduction\n# Target Group\n# How to use this guide\n# UNDERSTANDING BASIC CONCEPTS IN GENDER TRANSFORMATION INTVET\n## Defining key terms in gender transformation\n## Why gender transformation matters inTVET\n## Understanding a TVET learner’s journey and mapping points of exclusion\n# STRATEGIES FOR GENDER TRANSFORMATION INTVET\n## Adopt a whole system approach\n## Transforming access and participation to be more equitable\n## Transforming the delivery and assessment to be more diverse\n## Transforming outcomes to lead to decent work and opportunities\n## Transforming partnerships to make them operational\n## Transforming governance and leadership\n## Transforming societal norms\n## Transforming data and research to be gender responsive\n# APPENDICES\n## Template 1: Root cause analysis of gender inequality\n## Template 2: Gender equality self-assessment tool\n## Template 3: Action plan for TVET institutions\n## Template 4: Gender-transformation monitoring\n# BIBLIOGRAPHY","[{\"question\":\"What are the key concepts covered for gender transformation inTVET?\",\"answer\":\"The guide defines key terms, explains why gender transformation matters inTVET, and introduces how to understand a TVET learner’s journey and map exclusion points.\"},{\"question\":\"What whole-system strategies does the guide recommend for gender transformation?\",\"answer\":\"It recommends strategies spanning access and participation, delivery and assessment, outcomes for decent work and opportunities, operational partnerships, governance and leadership, societal norms, and gender-responsive data and research.\"},{\"question\":\"How can TVET institutions apply the guide using the provided templates?\",\"answer\":\"The guide includes templates such as root cause analysis of gender inequality, a gender equality self-assessment tool, an action plan for TVET institutions, and gender-transformation monitoring tools.\"}]","Institutional guide for gender transformation inTVET in South Sudan - UNESCO-UNEVOC | PDF",1792062978,171]