Gender issues are present in waste management, from daily handling activities through to decision-making processes. In waste education programs, the disregard for views of and contribution by women has resulted in strategies that do not comprehensively address the waste issue, preventing long-standing and sustainable outcomes, while increasing existing gender inequities. Three critical waste matters on education and gender were identified: (1) lack of meaningful involvement and participation of women (and other vulnerable groups) throughout the decision-making processes; (2) lack of inclusion of gender-specific designs and gender-sensitive approaches in the information and education materials; and (3) tendency to devise strategies directed to women only, while exempting the other stakeholders from their responsibilities. This paper presents a closer look into the relationship between waste education and gender, with a proposal of a participatory framework for gender mainstreaming in waste education programs. It includes components to assess the promoting entity of the waste education program and all stages of the program. The framework represents a novel theory and practice contribution for waste education development, to support academics, practitioners, and policymakers, in the quest of achieving equitable and sustainable waste management systems for all.
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