DEVELOPING GENDER AND COMMUNICATIVE COMPETENCES THROUGH TRAINING

Abstract

Abstract
This  article  examines  the  training  approach  as  a  method  for  developing  gender  and 
communicative  competences  together.  Women's  access  to  higher  education  in  Uzbekistan  has 
expanded, yet occupational segregation and a gap between education and employment persist: 42% of 
young women are not in employment, education or training, compared with 8.8% of young men. These 
problems are linked to gender stereotypes, which are attitudes rather than knowledge gaps. Training 
relies  on  participants'  experience,  feedback  and  reflection  and  is  therefore  suited  to  working  with 
attitudes. Because stereotypes are expressed in communication, gender competence is closely tied to 
communicative  competence.  The  study  is  based  on  a  theoretical  analysis  of  the  literature,  national 
statistics  and  policy  documents,  and  the  materials  of  the  Erasmus+  Jean  Monnet  project  GEMEU 
(2023–2026), which uses training of trainers (TOT) and peer-to-peer learning. The article describes the 
principles and structure of the training approach, the components of communicative competence in their 
gender  dimension,  and  the  learning  outcomes  the  approach  can  achieve.  Recommendations  for 
universities are proposed. The effectiveness of the approach requires empirical testing