2019

Gender equality, and its resultant empowerment of women, is a recent phenomenon in Africa. This study examined two questions; 1) To what extent do the elites in Institutions of Higher Education practise gender equality to women empowerment? 2) What are the inhibitions of the contribution of higher education towards women empowerment? The study was qualitative and cross-sectional. Data was obtained from reports and semi-structured interviews, as well as 5 focus group discussions. Semi-structured interviews respondents included 20 academic and 20 support staff. Findings showed that there is still a gap to enable women participate on the same footing as men. Women empowerment in Education takes leadership interest, networks, meritocracy as well as women assertiveness. Limitations to gender equality policy implementation among elites in higher education are individual, social-cultural and economic. Higher education is characterised by stereotypes and retrogressive cultural beliefs which...

Journal of Higher Education in Africa, 2003

This paper uses gender analysis to reflect on the emergence and development of higher education in Africa. The available statistical picture indicates that despite the absence of formal exclusions, women's entry into higher educational institutions-as students and as employees-has remained slow and uneven, suggesting the need to look beyond the numbers. The overall pattern of exclusion and marginalization is true for both administrative and academic tracks but is at its most extreme for senior academic and research positions. The persistence of extreme gender inequality is most easily and often attributed to external social and familial factors. Here, however, it is argued that there is sufficient evidence to suggest that, despite institutional and managerial claims of administrative neutrality, the institutional and intellectual cultures of African institutions are, in fact, permeated with sexual and gender dynamics.

Journal of Education and Practice, 2019

The main purpose of this study was to find out whether Dilla University (DU) has mainstreamed gender into its systems to contribute towards the attainment of gender equality and women empowerment. It was, therefore, the objective of the research to assess and analyze the policies, programmes, and practices of the University in order to examine the extent to which gender issues are integrated as part and parcel of the overall system. It was also important to evaluate the gender-related perceptions and attitudes of the members of the academic community to determine the orientation of key players in the University with regards to gender perspectives and the implementation of policies and programs. The research is also aimed at identifying areas of achievements in the University towards gender equality. At the same time, this research also aspired to identify gaps in mainstreaming gender by analyzing both qualitative and quantitative data acquired through different means. To this end, a significant number of policy and legislative documents were reviewed. High level officials of the University and representatives of special interest groups were interviewed, using semi-structured questions. Attitude survey was also conducted on 636 randomly selected academic staff and students who responded to predesigned questionnaires. For the sake of validity and reliability, the data analysis was triangulated using qualitative and quantitative analytical tools. The findings show that, in spite of some commendable but limited efforts, the University lacks the level of commitment, understanding, capacity and operational as well as institutional framework which is necessary for proper gender mainstreaming. In addition, gender inequality was not seen as a major factor underpinning the policies and strategies of the University. There is the huge gender disparity across most of the human resource dimensions, particularly among students and academic staff. In addition, the research also revealed the qualitative inequality aspects of gender. The data acquired from the research participants implies that the attitude and perceptions of the University community members are a replica of the Ethiopian society at large though progress are being made. Based on these findings, the research has concluded that DU has not yet sufficiently mainstreamed gender to contribute towards gender equality and the empowerment of women. To create gender-equitable academic environment, the University management should lead by example by showing commitment to gender mainstreaming, treat gender equality as a cross-cutting as well as a specific goal, build on the modest foundation and strengthen Gender Office's infrastructure in terms of resource and conduct continuous awareness creation sessions in collaboration with the Gender Office. Moreover, the Gender Office of the University should utilize an effective advocacy approach and expand strategic partnerships with the stakeholders.

Journal of Higher Education in Africa, 2003

This paper uses gender analysis to reflect on the emergence and development of higher education in Africa. The available statistical picture indicates that despite the absence of formal exclusions, women's entry into higher educational institutions-as students and as employees-has remained slow and uneven, suggesting the need to look beyond the numbers. The overall pattern of exclusion and marginalization is true for both administrative and academic tracks but is at its most extreme for senior academic and research positions. The persistence of extreme gender inequality is most easily and often attributed to external social and familial factors. Here, however, it is argued that there is sufficient evidence to suggest that, despite institutional and managerial claims of administrative neutrality, the institutional and intellectual cultures of African institutions are, in fact, permeated with sexual and gender dynamics.

Gender equity in higher education has been faced with continued resistance over the years in Africa resulting from the extension of the patriarchal nature of the society. This has impacted negatively on the composition of human resources in academic. Female staff are fewer than males and mostly occupy lower grades while the male counterpart take possession of the top level positions and constitute the decision making organ. Gender mainstreaming has been adopted as a strategy for promoting gender equality in higher education in Africa. Although it is still in infancy stage with new emerging issues, gender equality must be entrenched into the structures and system of higher education to enhance its sustainability.

This paper examines the place of higher education as a means of women empowerment in Nigeria. How much a nation progresses has a lot to do with the quality of human resources and educational attainment of its citizens. The educational gap between men and women is still very wide with women far behind. The equity question may not be successfully addressed as education is expected to be a leveler. This obviously resulted in shortage of qualified women for top level leadership posts. The paper adopted a descriptive survey method. Data was collected from interviews, previous studies in this area as well as journals, textbooks, seminar papers, magazines, bulletins, newspapers, and periodicals. The findings indicate that as the level of education gets higher, the number of female are lower. There are relatively more females enrolled in primary, secondary and tertiary levels of education. Women are poorly represented in our universities. The educational gap between men and women is still very wide with women far behind resulting in shortage of qualified women for top level leadership posts. Again there is higher female enrolment in the Arts and humanities and decreased numbers in the Natural Sciences. In technology female enrolment is minimal. On a comparative basis male-female enrolment is tilted in favour of the males in majority of disciplines.

Gender and Women's Studies, 2019

Consistent economic downturns, political uprisings, and social upheavals from the 1980s have significantly depleted the quality of higher education in Africa, particularly graduate training. While remarkable strides in graduate training have been made in countries such as South Africa relative to other parts of the continent, policy and funding challenges continue to threaten the quality of students and programs. Over the past two decades, new forms of institutional collaborations aimed at revamping graduate training in sub-Saharan Africa have emerged. Debates on how to revamp the higher education system are ongoing among scholars, policymakers, administrators, and funders, but minimal attention is paid to the students’ voices, particularly women’s that speak to the dire conditions under which graduate training is carried out. To spur more discussion about this gap in literature, we conducted focus group discussions with female graduate students in four higher education institutions...

2014

Gender equality barriers today are less obvious and more subtle than ever before and in some instance go undetected. Despite evidence of women's success and proven abilities, a high proportion of suitably qualified and experienced female academics still experience gender inequality and most remain underrepresented in institutions of higher education particularly so in senior positions. Contemporary observations proffer multiple rationales for this such as patriarchal organisational cultures, traditional devaluation of women's abilities, unconscious biases towards women's inappropriateness for certain jobs, roles or positions and the reluctance by organisations to implement gender equality policies. Through an interrogation of the existing gender equality policies and initiatives and analysis of the organisational culture inherent at UKZN (Howard College), the study sought to identify institutional dynamics that act as impediments to achieving gender equality at the institution and adversely affect the formulation, implementation and progression of gender equality policies and initiatives. A consideration of the liberal feminist prescripts, perspectives of both male and female academics and a deeper understanding of organisational culture as an influential factor provide practical and feasible solutions to the problem at hand.