12 Gender Justice in the Energy Transition Era …
389
proper tools and equipment and providing a proper learning environment from the onset that is critical to the socialization and engagement
of young girls.
62
Policy regulations, coupled with financial incentives and partnerships
with the private sector, can play a significant role in increasing the participation of women in STEM-related courses and careers.
63 Governments
can also incentives companies and as a result, offer internships, training
and mentorships to bridge the gender disparity in employment.
b. Private Sector
The private sector is imperative to supplement efforts taken by governments to promote gender inclusivity in the workplace. These efforts
could be in the form of, among others, investments in measures to reskill
women through ensuring their access to training facilities.
i. Digital Learning Platforms
Access to learning tools and technology permits people to develop cognitive and effective skills. The learner is in a position to identify the exact
resource and apply the information to solve a specific problem and even
get feedback through evaluation.
A digital learning platform with sector-specific programmes, training
manuals and information can enable women to enhance their skill levels,
particularly in emerging economies.
64 Engagements on digital platforms
sharpen critical thinking skills and allow the student to be analytical as
opposed to the traditional memorizing of a textbook.
The role of the private sector is to facilitate access to information from
any corner of the world, breaking geographical and financial barriers
that sometimes hinder learning.
65 Industry stakeholders can contribute
to the body of learning by partnering with companies to invest in
digital learning platforms. Online courses should be made accessible to
personnel in order for them to reskill.
62 UNESCO (n 51).
63 Colleges and Institutes (n 50).
64 Sui Cheung Kong and Others, ‘E-Learning in School Education in the Coming 10 Years for
Developing 21st Century Skills: Critical Research Issues and Policy Implications’ (2014) Vol.
17 No. 1 Journal of Educational Technology & Society 70, 72.
65 See Cheung Kong and Others (n 62) 75.
389
proper tools and equipment and providing a proper learning environment from the onset that is critical to the socialization and engagement
of young girls.
62
Policy regulations, coupled with financial incentives and partnerships
with the private sector, can play a significant role in increasing the participation of women in STEM-related courses and careers.
63 Governments
can also incentives companies and as a result, offer internships, training
and mentorships to bridge the gender disparity in employment.
b. Private Sector
The private sector is imperative to supplement efforts taken by governments to promote gender inclusivity in the workplace. These efforts
could be in the form of, among others, investments in measures to reskill
women through ensuring their access to training facilities.
i. Digital Learning Platforms
Access to learning tools and technology permits people to develop cognitive and effective skills. The learner is in a position to identify the exact
resource and apply the information to solve a specific problem and even
get feedback through evaluation.
A digital learning platform with sector-specific programmes, training
manuals and information can enable women to enhance their skill levels,
particularly in emerging economies.
64 Engagements on digital platforms
sharpen critical thinking skills and allow the student to be analytical as
opposed to the traditional memorizing of a textbook.
The role of the private sector is to facilitate access to information from
any corner of the world, breaking geographical and financial barriers
that sometimes hinder learning.
65 Industry stakeholders can contribute
to the body of learning by partnering with companies to invest in
digital learning platforms. Online courses should be made accessible to
personnel in order for them to reskill.
62 UNESCO (n 51).
63 Colleges and Institutes (n 50).
64 Sui Cheung Kong and Others, ‘E-Learning in School Education in the Coming 10 Years for
Developing 21st Century Skills: Critical Research Issues and Policy Implications’ (2014) Vol.
17 No. 1 Journal of Educational Technology & Society 70, 72.
65 See Cheung Kong and Others (n 62) 75.