Learning Environments

For women and girls to be successfully recruited and retained in the engineering construction and technology sectors where they are in a minority, they have to be supported, coached and encouraged.

The national Inclusive Learning and Widening Participation agendas do not appear to address the specific issues found in highly segregated learning environments.
A report by the Government’s Adult Learning Inspectorate shows that over half the training provision in the construction sector inspected during 2001-2002 was inadequate, with many organisations falling down on issues of trainee support and equal opportunities.

Most lecturers and trainers of engineering, construction and technology subjects are used to dealing with large groups of male students, they often come from a similar background and talk the same ‘language’. Lecturers can often feel ill equipped to deal with the issues which arise when women enter this learning environment.

• Since the 1980s there have been many initiatives to improve the numbers of women in Science, Engineering, Construction and Technology (SECT).

• From industry we have seen initiatives, such as: The Construction Industry Equal Opportunities Task Force, the Respect for People initiative, the support for the Women in Science and Engineering Campaign from the Engineering Council. Industry is now seeing that it can no longer ignore 50% of the population if it is to be successful in the modern world of the 21st century.

• Within education, women's access and taster courses, WISE Outlook events, women-only training and education and many European Social Funded projects.

• The emphasis of this training is on retention of women students in SECT. Although recruitment is vitally important, it is not enough on its own. Without a positive learning environment which welcomes and encourages women, and is supportive and responsive, very few women will stay on courses and numbers will remain low.

• For a long time the focus has been on women. Their absence from SECT courses was interpreted by the mainstream as lack of interest. However, positive action courses and initiatives have demonstrated over and over again that this isn’t the case. What this training does is to shift emphasis from women to the training environment and culture. A culture which can often be hostile to women. The focus here is on the lecturer whose responsibility it is to create a conducive and inclusive learning environment for women.

• Let’s TWIST has interviewed women students and tutors across the country and documented their experiences. They tell of the importance of such issues as the recruitment process, attitudes of lecturers and other students. This experience, together with that of the Let’s TWIST partnership (most of whom have worked in the construction and engineering industry before going into teaching), has informed the development of this training and the materials used as part of this training.

• As educators we are key to providing a positive learning experience for our students/trainees. We play a vital role in creating a culture, in our tutorials, lectures, departments, work placements & institutions generally, to enable the development of an inclusive learning environment for women.

• Learning providers are educating the future workforce of men and women who in their turn will play their part in creating a different culture within the SECT industry.

• You must not underestimate the influence you can have on the future of your students. Time after time Let’s TWIST was told by students of the value of the support of their lecturers/trainers. No great expense or effort was required. It was often enough for them to hear that their lecturer actively supported them in their chosen field of work.

• We do not have an easy task - no one single measure will overturn years of tradition. But it is possible. The evidence from women-only courses and training providers who have consistently targeted women year after year shows us that we can encourage women into training and gaining employment in SECT occupations. Recent surveys tell us that once they are in, women find their employment in the industry most rewarding.

• However, because we are working against tradition we need to look at new ways of working and in this training we want to share new ideas and practices and allow you (the participants) to talk about the things you do in your institutions.

• We want the training to be as relevant as possible, so that you (the participants) can go back to your departments with a clear picture of what you can do to create a conducive learning environment and increase the numbers of women in your area gaining qualifications and eventually employment.

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