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

• 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• 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– 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

– 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) – – 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

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Positions Mak (2012) KyU (2011)F M F M

Vice-Chancellor 0 1 0 1Deputy Vice Chancellor (Academic Affairs 1 0 0 1Deputy Vice Chancellor (Finance & Administration) 0 1 0 1University Secretary 0 1 0 1University Bursar (Finance Officer) 0 1 0 1Academic Registrar 0 1 1 0Director Planning 1 0 0 1Dean of Students 0 1 1 0Chief Internal Auditor 0 1 0 1University Librarian 1 0 0 1Director, Human Resource 1 0 0 1Total 4 7 2 9

Makerere /Kyambogo Academic Staff

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Makerere Kyambogo

Female Male 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

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 Institutions28

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 - patience31

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Thank you