The present publication is dedicated to the subject of developing gender sensitive competences of teaching staff in vocational/ technical schools in the Republic of Moldova. The research problem is determined by the need to develop a theoretical and methodological support for the teaching staff and the persons responsible for educational policies in order to ensure gender mainstreaming in accordance with the principles of gender equality set out in the Strategy for the Development of Vocational Education for the years 2013-2020. Among objectives of the research is to cultivate gender-sensitive competences of teachers and other specialists, eliminate gender stereotypes in the career guidance of young people, create a gender-sensitive environment - to exclude discriminatory behaviour on the labour market in the future. This opportunity is directly related to the reform of the vocational education system and the national policies on gender equality in Moldova. Results: it was confirmed the importance of evaluation of the gender dimension in vocational/ technical education through the 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). The Paradigm of development of gender-sensitive competences of teaching staff in vocational education should be based on gender theories, but also on the concept of adults’ education/ Lifelong learning concept.