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How to address and Implement Gender Issues at the Institutional Level? Gender Budgeting as a New Tool to Promote Gender Mainstreaming. Outline. Introduction Personal Experience with Gender Mainstreaming Gender Issues at Institutional Level Legislations and Policies

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  1. How to address and Implement Gender Issues at the Institutional Level? Gender Budgeting as a New Tool to Promote Gender Mainstreaming

  2. Outline • 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

  3. 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)

  4. 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

  5. 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.

  6. Personal Experience • Joined Makerere In 1999 • Gender Mainstreaming Steering Committee, • Strategic Planning Committee • Skakeholders meeting • Teaching courses in other units • Research in other units

  7. 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.

  8. 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

  9. 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

  10. Addressing gender issues • Policy and legal framework • Focal point structures • Knowledge and skills • Institutional Will • Mainstreaming gender • Gender responsive budgeting • Monitoring and evaluation

  11. 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

  12. 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.

  13. 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

  14. 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

  15. 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

  16. The Role of the School Cont. • Activities of the Division • 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

  17. 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

  18. Achievements • Increased gender awareness and sensitivity • GMD - Carnegie Support -Female Scholarship Initiative FSI (2001 to 2010) – • 691 females have been trained in science fields and humanities • 2011 – Makerere 20 Scholarships • 2011 –Makerere raise funds – Carnegie marching grant

  19. 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

  20. 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

  21. Makerere /Kyambogo Management

  22. Makerere /Kyambogo Academic Staff

  23. The Role of Makerere University • Work closely with Kyambogo on Kyambogo’s terms • Mentor Kyambogo • Build capacity for Gender Mainstreaming • Collaborative research, etc

  24. 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)

  25. 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.

  26. 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

  27. 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.

  28. 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

  29. 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

  30. 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

  31. 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

  32. Thank you

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