Assessment of Gender Policy in Selected Tertiary Agricultural Education Institutions in Africa
Author(s)
Drame Yaye Aissetou1,
Oluwole Matthew Akinnagbe2,
Ochola Alfred1,
Chakeredza Sebastian1,
Hien Mipro3
Affiliation(s)
1 African Network of Agriculture, Agroforestry and Natural Resources Education, Nairobi, Kenya. 2 Department of Agricultural Extension & Communication Technology, Federal University of Technology, Akure, Nigeria. 3 Institute of Rural Development, Polytechnic University of Bobo-Diuolasso, Bobo-Diuolasso, Burkina Faso.
1 African Network of Agriculture, Agroforestry and Natural Resources Education, Nairobi, Kenya. 2 Department of Agricultural Extension & Communication Technology, Federal University of Technology, Akure, Nigeria. 3 Institute of Rural Development, Polytechnic University of Bobo-Diuolasso, Bobo-Diuolasso, Burkina Faso.
ABSTRACT
The paper assesses the existing gender policy document in fourteen (14) selected agricultural faculties and colleges in tertiary institutions in Africa. This paper is an output of research report on Programme of Strengthening Africa’s Strategic Agricultural Capacity for Impact on Development (SASACID) implemented by the African Network for Agriculture, Agroforestry and Natural Resources Education (ANAFE). Data for the study were collected from 207 respondents (8 deans of ANAFE SASACID pilot institutions, 36 academic staff/lecturers of SASACID pilot institutions and 163 students of SASACID pilot institutions) through the use of online survey. Data collected were analysed and presented using frequency, percentage and charts. Results of the survey revealed that 25.0% of the institutions studied indicated that they had a formal gender policy document in place in their institutions with regards to staff recruitment and students’ admission, while about 25.0% had an informal gender practices on staff recruitment and students’ admission. Higher proportion (60.0%) of the institution had neither a formal policy document nor informal practices as regards staff recruitment and students admission. Some of the constraints faced by the Institutions with a gender policy were insufficient female applicants in agricultural courses, societal norms and remote location of some of the faculties/colleges of agriculture. To encourage both males and females to study agriculture in higher institutions of learning and to create and sustain a fair and just academic environment where both have equal opportunities, there is a need to have a gender policy document and the need to create awareness.
The paper assesses the existing gender policy document in fourteen (14) selected agricultural faculties and colleges in tertiary institutions in Africa. This paper is an output of research report on Programme of Strengthening Africa’s Strategic Agricultural Capacity for Impact on Development (SASACID) implemented by the African Network for Agriculture, Agroforestry and Natural Resources Education (ANAFE). Data for the study were collected from 207 respondents (8 deans of ANAFE SASACID pilot institutions, 36 academic staff/lecturers of SASACID pilot institutions and 163 students of SASACID pilot institutions) through the use of online survey. Data collected were analysed and presented using frequency, percentage and charts. Results of the survey revealed that 25.0% of the institutions studied indicated that they had a formal gender policy document in place in their institutions with regards to staff recruitment and students’ admission, while about 25.0% had an informal gender practices on staff recruitment and students’ admission. Higher proportion (60.0%) of the institution had neither a formal policy document nor informal practices as regards staff recruitment and students admission. Some of the constraints faced by the Institutions with a gender policy were insufficient female applicants in agricultural courses, societal norms and remote location of some of the faculties/colleges of agriculture. To encourage both males and females to study agriculture in higher institutions of learning and to create and sustain a fair and just academic environment where both have equal opportunities, there is a need to have a gender policy document and the need to create awareness.
Cite this paper
Aissetou, D.Y., Akinnagbe, O.M., Alfred, O., Sebastian, C. and Mipro, H. (2015) Assessment of Gender Policy in Selected Tertiary Agricultural Education Institutions in Africa. Agricultural Sciences, 6, 1039-1047. doi: 10.4236/as.2015.69099.
Aissetou, D.Y., Akinnagbe, O.M., Alfred, O., Sebastian, C. and Mipro, H. (2015) Assessment of Gender Policy in Selected Tertiary Agricultural Education Institutions in Africa. Agricultural Sciences, 6, 1039-1047. doi: 10.4236/as.2015.69099.
References
[1] World Bank (2013) Growing Africa: Unlocking the Potential of Agribusiness. [2] Ruark, G., Schoeneberger, M. and Nair, P.K. (2003) Roles for Agroforestry in Helping to Achieve Sustainable Forest Management.
http://maxa.maf.govt.nz/mafnet/unff-planted-forestry-meeting/conference-papers/roles-for-agroforestry.htm#2 [3] Association of African Universities (AAU) (2006Toolkit for Mainstreaming Gender in Higher Education in Africa. Association of African Universities, Accra, 149. [4] Taiwo, M.O. (2014) Best Practices in Gender Mainstreaming in the Academia: Lessons from African Higher Education Institutions. International Journal of Humanities Social Sciences and Education, 1, 81-87 [5] Assié-Lumumba, N.T. (2007) Human Capital, Human Capabilities, and Gender Equality: Harnessing the Development of Human Potential as a Human Right and the Foundation for Social Progress. In: Taiwo, M.O (2014) Best Practices in Gender Mainstreaming in the Academia: Lessons from African Higher Education Institutions. International Journal of Humanities Social Sciences and Education, 1, 81-87. [6] Oanda, I. and Akudolu, L. (2010) Addressing Gender Inequality in Higher Education through Targeted Institutional Reponses: Field Evidence from Kenya and Nigeria. In: O’Hara, S., Ed., Higher Education in Africa: Equity, Access Opportunity, Institute Of International Education (IIE), New York, 23. [7] Workplace Gender Equality Agency (2015) Developing a Workplace Gender Equality Policy. www.wgea.gov.au [8] United Nations (2012) Staff Recruitment in United Nations System Organizations: A Comparative Analysis and Benchmarking Framework: Gender Balance and Geographical Distribution. Prepared by Papa Louis Fall and Yishan Zhang, Geneva, 24. [9] Aina, O.I. (2013) Gender Equity and Higher Education in Africa. Lead Paper Presented at the 1st International Interdisciplinary Conference on Gender and Higher Education in Africa: Emerging Issues, 25. [10] Assie-Lumumba, N. (2006) Empowerment of Women in Higher Education in Africa: The Role and Mission of Research. UNESCO Forum Occasional Paper Series Paper No. 11, University of Cape Town, Cape Town. [11] Ramsey, R. (2013) Building Foundations of Inclusion & Progress: Understanding Gender Equity for Higher Education Stakeholder Relations in Africa. Policy Brief No 2.
[1] World Bank (2013) Growing Africa: Unlocking the Potential of Agribusiness. [2] Ruark, G., Schoeneberger, M. and Nair, P.K. (2003) Roles for Agroforestry in Helping to Achieve Sustainable Forest Management.
http://maxa.maf.govt.nz/mafnet/unff-planted-forestry-meeting/conference-papers/roles-for-agroforestry.htm#2 [3] Association of African Universities (AAU) (2006Toolkit for Mainstreaming Gender in Higher Education in Africa. Association of African Universities, Accra, 149. [4] Taiwo, M.O. (2014) Best Practices in Gender Mainstreaming in the Academia: Lessons from African Higher Education Institutions. International Journal of Humanities Social Sciences and Education, 1, 81-87 [5] Assié-Lumumba, N.T. (2007) Human Capital, Human Capabilities, and Gender Equality: Harnessing the Development of Human Potential as a Human Right and the Foundation for Social Progress. In: Taiwo, M.O (2014) Best Practices in Gender Mainstreaming in the Academia: Lessons from African Higher Education Institutions. International Journal of Humanities Social Sciences and Education, 1, 81-87. [6] Oanda, I. and Akudolu, L. (2010) Addressing Gender Inequality in Higher Education through Targeted Institutional Reponses: Field Evidence from Kenya and Nigeria. In: O’Hara, S., Ed., Higher Education in Africa: Equity, Access Opportunity, Institute Of International Education (IIE), New York, 23. [7] Workplace Gender Equality Agency (2015) Developing a Workplace Gender Equality Policy. www.wgea.gov.au [8] United Nations (2012) Staff Recruitment in United Nations System Organizations: A Comparative Analysis and Benchmarking Framework: Gender Balance and Geographical Distribution. Prepared by Papa Louis Fall and Yishan Zhang, Geneva, 24. [9] Aina, O.I. (2013) Gender Equity and Higher Education in Africa. Lead Paper Presented at the 1st International Interdisciplinary Conference on Gender and Higher Education in Africa: Emerging Issues, 25. [10] Assie-Lumumba, N. (2006) Empowerment of Women in Higher Education in Africa: The Role and Mission of Research. UNESCO Forum Occasional Paper Series Paper No. 11, University of Cape Town, Cape Town. [11] Ramsey, R. (2013) Building Foundations of Inclusion & Progress: Understanding Gender Equity for Higher Education Stakeholder Relations in Africa. Policy Brief No 2.