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 4

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. 5

Personal Experience

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

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 8

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 9

Addressing gender issues

– Policy and legal framework – Focal point structures – Knowledge and skills – Institutional Will – Mainstreaming gender – Gender responsive budgeting – Monitoring and evaluation 10

•

Legislations and Policies

• The 1995 Republic of Uganda Constitution: •

“T

he 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 13

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 14

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 15

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 16

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 17

• •

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 18

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 19

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 20

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

F

Mak (2012)

M 0 1 1

4

0 1 0 0 0 0 1 0 1 0 0

7

1 0 1 1 1 1 0 1 F

KyU (2011)

M 0 0 0

2

0 0 0 0 0 1 0 1 1 1 1

9

1 1 1 1 1 0 1 0 21

Makerere /Kyambogo Academic Staff

Professors Assoc. Profs Senior Lecturers Lecturers Assistant Lecturers Teaching Assistants 29 29 Makerere 6 Female 3 10 19 94 97 90 81 71 71 Male 28 32 Kyambogo 0 Female 0 26 34 Male 100 100 74 66 72 68 22

The Role of Makerere University

• Work closely with Kyambogo on Kyambogo’s terms – Mentor Kyambogo – Build capacity for Gender Mainstreaming – Collaborative research, etc 23

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) 24

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. 25

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 26

• •

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 28

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 29

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 30

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 31

Thank you

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