How to address and Implement Gender Issues at the Institutional Level?
Gender Budgeting as a New Tool to Promote Gender Mainstreaming
Outline
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Introduction
Personal Experience with Gender Mainstreaming
Gender Issues at Institutional Level
Legislations and Policies
The Role of the School of Women and Gender Studies
Kyambogo and Makerere
Coordination and Evaluation Projects at Makerere University
APPEAR Project
Conclsion
Introduction
• Education:
– Contributes national growth and development
– Improves the quality of life, promotes good health, expands
opportunities to employment, and increases productivity in
the market and non-market work as well as facilitating
social and political participation (Bellew & King 1993)
Introduction
• Historical Perspective of Makerere University
– 1922 Technical College
– 1945 Six women admitted to the university
– Had a separate curriculum-English, Social Studies,
History, Art and Educational studies.
– 1955 the first woman graduated
• 1945 – 1991 low levels of women’s participation
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Introduction
• Do both women and men access and benefit from education
equally?
• Has the playing field for women and men been level?
• Presentation focuses on the role of School of Women and
Gender Studies, Makerere University, Uganda in addressing
gender issues at the institutional level and the use of gender
budgeting as a new tool to promote gender mainstreaming.
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Personal Experience
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Joined Makerere In 1999
Gender Mainstreaming Steering Committee,
Strategic Planning Committee
Skakeholders meeting
Teaching courses in other units
Research in other units
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Gender Issues in institution higher Learning
• Most gender issues in institutions of higher learning
in Africa, & Uganda in particular include:
– Access, retention and completion:
– these are gender gaps in enrolment/access, retention and
completion of university education between female and male
students.
– Field of study:
– these are gaps where more male students take on science
based courses, professional courses, and other ‘so-called male
disciplines’ courses in humanities and social sciences.
Gender Issues Cont.
– Staff recruitment and promotion:
– Gender gaps in staff recruitment and promotion between
male and female academics, administrative and top
management positions.
– Research and scholarship:
• access to research funds and scholarships between female
and male academics, with male staff being better privileged
than females
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Gender Issues cont.
– Other gender concerns:
– gender violence, hostility to women, aggression towards
older students and students with disabilities and authoritarian
governance by senior male administrators and managers
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Addressing gender issues
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Policy and legal framework
Focal point structures
Knowledge and skills
Institutional Will
Mainstreaming gender
Gender responsive budgeting
Monitoring and evaluation
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Legislations and Policies
• The 1995 Republic of Uganda Constitution:
• “The state shall ensure gender balance and fair representation of all
marginalized groups on all constitutional and other bodies”;
• Principle and objective XV - “the state shall recognize the
significant role the women play in society”.
• Article 30 - all persons have a right to education
• Article 33 Section 5 - the right to affirmative action
• Recognises equality of all human beings and prohibits
discrimination
Legislations and Policies
• The National Development Plan
– recognises gender inequality as a key constraint
• The National Gender Policy
– first developed in 1997 and revised in 2007 provides
guidelines for mainstreaming gender in government
plans, programs, and activities as well as promote
women’s empowerment.
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Institutionalising Gender Mainstreaming
• 1991 - Affirmative Action to Increase the number
of females in institutions of Higher Learning
• The Department of Women’s Studies was
started in 1991
• Mid 1990s –Department of Women and Gender
Studies
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The Role of Sch. in Addressing Gender Issues
• 1998 Awareness raising of Top Management
(policy makers )
• 1998-1999 Senate Gender Mainstreaming
Committee
• 2001-02 Development of University
Gender Strategic Plan
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The Role of the School Cont.
• 2001 Incorporating the GM perspective into the
University Strategic Plan 2001/05 -2006/7
• 2001 - Carnegie Corporation Female Scholarship
Scheme
• 2002 Gender Mainstreaming Division
– WGS – technical arm
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The Role of the School Cont.
• Activities of the Division
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Continued awareness raising
Training women in leadership skills
Research & Documentation of the status of Gender in the University
Review policies & other documents to make them Gender sensitive
Introduction of New gender related policies such as the Gender Policy, Anti-sexual
harassment policy
Mainstreaming gender in the teaching and research curricula
Advocacy for gender equity and equality in all administrative and academic activities
Coordinates activities at sentinel sites
Influence gender budgeting in the University
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Achievements
• Enrolment: 13% in 1988/1989 to 17% in 1989/1990;
• Humanities -20% in 1988/1989 and 31%
in1989/1990.
• 33% for science programmes in 2008/2009, and to
45% for the Humanities in the same year
• female student enrolment from 25% in 1990 to
46% in 2008 . Current 45% enrolment
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Achievements
• Increased gender awareness and sensitivity
• GMD - Carnegie Support -Female Scholarship Initiative FSI
(2001 to 2010)
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– 691 females have been trained in science fields and
humanities
– 2011 – Makerere 20 Scholarships
– 2011 –Makerere raise funds – Carnegie marching
grant
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Achievements
• New policies and some old ones reviewed
• Mainstreaming Gender in Institutional Research
• Research programmes require 40% female
beneficiaries
• Course on Introduction to Gender across the
university
• Gender related courses in other units
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Makerere /Kyambogo
• Oldest public University
• Moto:
– 1922 “Let’s Be Men!”
– 1945 first six female students - “We Build for the
Future” and more women were admitted
• Kyambogo
– Likely to promote gender faster
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Makerere /Kyambogo Management
Positions
Vice-Chancellor
Deputy Vice Chancellor (Academic Affairs
Deputy Vice Chancellor (Finance & Administration)
University Secretary
University Bursar (Finance Officer)
Academic Registrar
Director Planning
Dean of Students
Chief Internal Auditor
University Librarian
Director, Human Resource
Total
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Mak (2012)
KyU (2011)
F
M
F
M
0
1
0
0
0
0
1
0
0
1
1
4
1
0
1
1
1
1
0
1
1
0
0
7
0
0
0
0
0
1
0
1
0
0
0
2
1
1
1
1
1
0
1
0
1
1
1
9
Makerere /Kyambogo Academic Staff
Makerere
Female
Male
Kyambogo
Female
Male
Professors
6
94
0
100
Assoc. Profs
3
97
0
100
Senior Lecturers
10
90
26
74
Lecturers
19
81
34
66
Assistant Lecturers
29
71
28
72
Teaching Assistants
29
71
32
68
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The Role of Makerere University
• Work closely with Kyambogo on Kyambogo’s
terms
– Mentor Kyambogo
– Build capacity for Gender Mainstreaming
– Collaborative research, etc
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Coordination and evaluation of projects
• Projects are coordinated and evaluated within
the guidelines of Makerere University’s
regulations and mandates of units. Example:
– Sida and Carnegie Institutional Development
programme (Directorate of Research and Graduate
training (have committee Boards)
– Carnegie Female Scholarship – Gender
Mainstreaming Directorate (Committee and Board of
Trustees)
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Coordination and evaluation of projects
• Norad – Norwegian Institutional support
coordinated through different offices
• Individual Unit programmes and Projects are
coordinated and evaluated by the individual
units for example:
• SWGS - gender budgeting projects are
coordinated and evaluated by the unit.
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APPEAR Project
• Vienna University of Economics and Business,
Institute for Institutional and Heterodox
Economics and Makerere/Kyambogo, Uganda
• Supported by Austrian Development Corporation
• Aim: Promoting Gender Responsive Budgeting/Gender
Mainstreaming through research and research
dissemination, gender responsive policies and
strengthening institutional and management capacities
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APPEAR Project
• Research and Research Dissemination: Gender Responsive Budgeting
(GRB) as a strategy to engender the national development framework and
development cooperation, in particular new aid modalities (NAM) with the
aim to enhance poverty reduction strategies and to contribute to gender
equality.
• Strengthen Gender Responsive Management Capacities at Kyambogo
University, strengthening gender equality in university management by
promoting organizational development on Gender Mainstreaming (GM)
at the university.
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APPEAR Project
• Conducted research and national and East
African level
• Capacity Building from Austrian collaborators
• Increased collaboration between Kyambogo and
Makerere University
• Built Knowledge and Skills (GRB and GM) in the
two Institutions
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APPEAR Project
• Learning from and Mentoring of other Institutions
and organisations
• Knowledge being used in the courses
• Sharing knowledge with other collaborators
• Enhanced the research skills in the two
universities
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Challenges of GM
• Limited Institutional WILL
• Limited catchment to increase females in
sciences
• Technical Capacity
• Gender mainstreaming being a routine part of
the institution’s work
• Funding
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Conclusion
• Identification of allies in inside and out side the
university
• Use of national and international frameworks to
justify GM
• The role of extensive sensitization
• Challenges in institutional culture take a long
time to change - patience
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Thank you
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