The present publication is dedicated to the subject of gender-related inequalities in vocational/technical education and how these are influenced by social norms and gender bias. The research problem is determined by the need to develop a theoretical and methodological support for the teaching staff and for other actors responsible for policies on vocational/technical education. The objectives of the research are to discuss the role played by vocational schools as “fuels” for the labor market, develop gender-sensitive competences of teachers in secondary vocational/technical education, eliminate gender bias in the education and teaching process, create a gender-sensitive environment in vocational/technical schools. This opportunity is directly related to the reform of the vocational education system and national policies on gender equality in Moldova. Results: it was confirmed that teachers in vocational/technical schools are important actors capable to educate or to influence the education process by adopting gender-sensitive practices and methodological approaches aimed at reducing inequalities and challenges faced by girls in various circumstances in vocational/technical schools. The teaching methods and practices should be based on gender theories, while school policies should promote equal opportunities for girls and boys, and eliminate gender bias in the teaching and education process. Analysis of macro-systemic elements (curriculum, didactic materials, textbooks), as well as micro-system analysis at the level of the training units (pupils` and students` opinions, teachers` opinions) is an important step for understanding gender disparities and reasons that perpetuate gender inequalities in education, and later - at work and in society at large.