Seafaring as an occupation and the maritime community as a whole is still a male-dominated industry. In order to encourage more women to engage in a career at sea, a number of campaigns have been launched by various stakeholders. Since gender gaps in education generally are larger in the developing world while steadily closing in the developed countries, it is both understandable and appropriate that efforts largely have been directed towards enabling women in developing countries to engage in professional education and training, may it be maritime or other. However, is opening the door and encouraging women to participate in maritime training sufficient to keep and encourage women to embark on a maritime career?

In this paper, we set out to examine how gender equality is addressed in the curricula of maritime education. A document analysis was performed, examining official study plans and curricula from in all eight maritime universities in Finland, Norway, Sweden and the Philippines, all ranked in the top five in the Global gender Gap Index. The results show that gender issues are not explicitly mentioned or addressed in these documents, indicating a lack of clear strategies for these matters. Educational institutions are important bearers of societal norms and values. Without effective gender inclusive strategies and pedagogical and didactic approaches, there is a risk of reproducing inequality instead of producing equality. Increasing numbers of female students will not alone close the gender gap in the maritime industry. Gender issues must be well defined, operationalized and included in educational policy and curricula making at individual, structural as well as symbolical level.