THE REGIONAL UNIVERSITIES FORUM FOR CAPACITY BUILDING IN AGRICULTURE GENDER IN HIGHER INSTITUTIONS OF LEARNING IN EASTERN CENTRAL AND SOUTHERN AFRICA ISSUES PAPER JANUARY 2010 Godfrey Kayobyo1 Agnes Nayiga Kayondo1 Catherine Anena2 Peter Fuuna2 1 Nkoola Institutional Development Associates Ltd (www.nida.or.ug) 2Departnment of Women and Gender Studies, Makerere University Contents Glossary of Abbreviations ...................................................................................................................... iv Executive Summary................................................................................................................................. v 1 INTRODUCTION ............................................................................................................................... 1 2 GENDER AND DEVELOPMENT ......................................................................................................... 3 2.1 Gender and global development .................................................................................................. 3 2.2 Gender and development in Africa ............................................................................................... 4 2.2.1 Gender Mainstreaming in Agriculture ............................................................................ 4 2.2.2 Gender and Education in Africa ...................................................................................... 5 3.0 KEY GENDER CONCERNS IN HIGHER EDUCATION INSTITUTIONS ............................................... 8 3.1 Gender Disparity in Enrolment of Women in HEIs ................................................................. 8 3.2 Concerns about gender equality in merit based institutions ..................................................... 11 3.3 Limited pool of Female and Disadvantaged Students who successfully Complete Secondary School Education............................................................................................................................... 12 3.4 Misconceptions about science and agriculture as a career for women ............................... 14 3.5 Distribution of Staff in Teaching and Management Positions .............................................. 16 3.5.1 Lower Numbers of Female Staff in Faculties of Agriculture ................................................ 16 3.5.2 Slower Career Progression for Women ............................................................................... 18 3.5.3 Few women in management ........................................................................................ 20 3.6 Varied Institutionalization of Gender Mainstreaming .......................................................... 22 3.9 Conducive environment ........................................................................................................ 24 3.9.1 Lack of suitable accommodation for married graduate students ................................. 25 3.9.2 Gender violence and Sexual Harassment ...................................................................... 25 3.9.3 Absence of Support Structures for Female Students and Staff ..................................... 25 3.9.4 Child care facilities ............................................................................................................... 26 3.9.5 Concern for the male Students ...................................................................................... 26 ii 3.10 Mainstreaming Gender in the Curriculum ............................................................................ 26 4.0 CONCLUSIONS AND RECOMMENDATIONS ..................................................................................... 28 4.1 Conclusions ........................................................................................................................... 28 4.2 Recommendations ................................................................................................................ 28 Annex 1 ................................................................................................................................................. 34 iii Glossary of Abbreviations AAU: AU: AWARD: BCA: BMGF: BU: BUNDA: CAADP: CEDAW: COMESA: CPD: DFID: ECSA: EFA: FORUM: HEIs: IFS: JAB: KCSE: KEPAWAE: MDGs: MSc: MAK: NARs: NEPAD: NGO: NIDA: PhD: RUFORUM: SD: SUA UDHS: UNDP: UNESCO: UNISWA: UON: Association of African Universities African Union African Women in Agricultural Research and Development Botswana College of Agriculture Bill and Melinda Gates Foundation National University of Burundi Bunda College of Agriculture Comprehensive Africa Agricultural Development Programme Convention on the Elimination of all Forms of Discrimination against Women Common Market for Eastern and Southern Africa Continuous Professional Development British Department for International Development Eastern Central and Southern Africa Education for All Forum on Agricultural Resource Husbandry Higher Education Institutions International Foundation for Science Joint Admissions Board Kenya Certificate of Secondary Education Kenya Professional Association of Women in Agriculture and Environment Millennium Development Goals Master of Science Makerere University National Agricultural Research Centers New Partnerships for Africa’s Development Non Governmental Organizations Nkoola Institutional Development Associates Ltd Doctorate of Philosophy Regional Universities Forum for Capacity Building in Agriculture Solemn Declaration Sokoine University of Agriculture and Technology Uganda Demographic and Health Survey United Nations Development Programme United Nations Educational, Scientific and Cultural Organisation University of Swaziland University of Nairobi iv Executive Summary Introduction The Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) recognizes the under-representation of women in the National Agricultural Research Systems (NARS) and other sectors. RUFORUM has set a deliberate policy to promote women-education, and consequently embarked on the process of preparing a gender mainstreaming strategy and policy. This issues paper presents the key gender concerns in Higher Education Institutions (HEIs) in the Eastern Central and Southern Africa (ECSA) region and provides some recommendations for focus and action to guide the development of the RUFORUM gender policy. Key Gender Concerns in Higher Education Institutions:- The issues presented below have been synthesized from literature on gender in HEIs, data collected from RUFORUM member universities1 during the Monitoring and Evaluation baseline study conducted in August 2009 and the consultative processes with key RUFORUM stakeholders. Gender Disparity in Enrolment of Women in HEIs:- Despite existence of targets and some interventions notably use of affirmative action and Pre- Entry Programmes for increasing enrollment of women into HEIs in the region, gender parity is yet to be achieved. In the sampled universities, one in every four undergraduate students is a female. At postgraduate level only 16% of the graduate students are women. Concerns about gender equality in merit based institutions:- Some staff including women in senior positions expressed deep concern about how to apply affirmative action in admissions without compromising merit. It is vital to address this resistance in process of tackling the persisting disparity in the enrollment of female students especially at the postgraduate level. Limited pool of Female and Disadvantaged Students who successfully Complete Secondary School Education: Low numbers of female and other disadvantaged students in HEIs is attributed to the fewer numbers of these categories in secondary school education who qualify to gain admittance to tertiary institutions. Literature reveals that there are nine females to every ten males in secondary education while there are only six females to every ten males in tertiary institutions in the ECSA region. This issue was acknowledged across the universities that were consulted. Measures used for redress include:-accreditation of two extra points for girls and one extra point for boys from disadvantaged areas (Kenyan public HEIs); affirmative action in admission of students (boys and girls) from rural regions (Mozambique); scholarships and mentorship for gifted but needy girls (Kenya Professional Association of Women in 1 Makerere University (MAK), Egerton University (EU), Jomo Kenyatta University (JKUAT), Mekele University (MU), National University of Rwanda (NUR), Bunda College of Agriculture (BUNDA), University of Zambia (UNZA), Africa University (AU) and University of Zimbabwe (UOZ). v Agriculture and Environment); Female Scholarship Initiative (FSI) for females from disadvantaged backgrounds (Makerere University, Gender Mainstreaming Division). Misconceptions about science and agriculture as a career for women:-It was noted that students tend to avoid agricultural sciences associating it with rural life, poverty and “soiling” their hands. Most students (boys or girls) only opt for agricultural sciences at undergraduate level after failing to be admitted to their first choice course. Poor salesmanship; poor visibility of successful role models; non recognition of agricultural sciences as a potentially attractive career; and little encouragement by parents/guardians for their daughters to study science were cited as key factors fueling the misconception. Lower Numbers of Female Staff in Faculties of Agriculture: Women account for only 23% of the academic staff in faculties of Agriculture in eight RUFORUM universities. Further more only 23% of PhD holders are women while 77% are men. Three in every four academic staff with a master’s degree are men. Slower Career Progression for Women:-Findings from faculties of Agriculture in five RUFORM member universities show relatively higher proportions of female academic staff in the early and middle careers (Lecture and assistant lecture) compared to the proportions of male staff. However, the situation is reversed for the senior lecturer, associate and full professor levels. Several factors including-impact of multiple responsibilities; balancing teaching; research and care giving commitments; trade off between career advancement and establishing family; limited networking opportunities; absence of support structures for women in leadership; lack of representation in research committees; absence of visible role models; and lack of mentors were noted to be limiting career progression of women. Few women in management:-In most universities, there are few women in leadership positions. Female heads of departments are still few due to lack of women with relevant qualifications especially in fields historically dominated by men (SUA, EU, and UEM). Due to the challenges of balancing career and domestic responsibilities; some academic women reported preferring not to take on administrative responsibility. Women in leadership positions sometimes feel isolated and challenged rather than supported by colleagues. Absence of women in senior positions, means that they are largely absent from discussions where issues pertaining to higher education are deliberated. Varied Institutionalization of Gender Mainstreaming:- While some universities have developed gender policies, others have adhoc gender mainstreaming strategies. Even where policies have been developed, they have not been fully implemented. Limited human resources (number and relevant technical skills); inadequate logistical support for the gender mainstreaming; inadequate funds to implement agreed work plans; and absence of clear and measurable action plans were cited as key factors impeding full implementation of the gender policies and strategies. Conducive environment: Some organizational cultures and physical situations make universities unfriendly to women and students from disadvantaged regions. There is vi pervasive shortage of childcare facilities; and lack of favorable accommodation for married graduate students. Cases of female students harassing male lectures for marks have been reported while the reverse is also true. National laws against sexual harassment have not been translated into guidelines on sexual harassment within some universities. Mentoring programmes to support students exist at undergraduate level, but they are largely lacking at postgraduate level. There is a general lack of support systems for female staff and students that get pregnant in most universities. Women support groups were noted to exist in Egerton, SUA and BU. There were also concerns that there is very limited focus on boys yet boys are becoming entangled in anti-social activities and delinquency is very common – drug abuse, alcohol abuse, high level of frustration and anger. Mainstreaming Gender in the Curriculum University graduates should have the capacity to analyze the needs of both men and women and be able to address them with appropriate interventions. Findings from the key informant discussions revealed that in the focus faculties some course units have elements of gender analysis. However such course units may be elective and as such not all students take them. Recommendations Gender Disparity in Enrolment of Women in HEIs: There is need for HEIs to sustain their effort to increase enrollment of women at both the undergraduate and postgraduate levels through integrated use of approaches that have resulted in success such as affirmative action quotas and pre entry or bridging programs. RUFORUM should consider instituting gender based quotas for admissions into its regional training programs. Candidates should then be selected through open competition within the quotas. RUFORUM should also more widely advertise its research and training programmes with clear messages encouraging women to apply. The Competitive Grants Scheme incentive system should reward Principal Investors who offer training scholarships to female students and support them to complete. Concerns about gender equality in merit based institutions:- It is important to recognize concerns that affirmative action compromises merit and quality in admission of students. Universities should not only support female and disadvantaged groups to gain entry, they should also institute measures to support these students to complete their courses. RUFORUM should support studies to provided empirical evidence on proportion of students admitted to universities on affirmative action completing their courses. RUFORUM should facilitate discussions, information sharing and learning platforms on affirmative action and alternative methods such as Pre Entry Programmes. Limited pool of Female and Disadvantaged Students who successfully Complete Secondary School Education:-Universities through their Gender Mainstreaming units/ divisions can contribute to raising the enrollment of students from disadvantaged areas/ backgrounds by developing and implementing projects that focus on creating awareness and finding solutions to this situation. University leadership should therefore encourage the gender divisions or units to make this part of their activities vii but also support them by providing the necessary resources (time and skilled personnel). RUFORUM can further contribute by providing platforms and processes through which the Gender Mainstreaming units/ divisions can jointly create solutions to the challenge, share lessons, successes and good practices. Misconceptions about science and agriculture as a career for women:- It is important that universities and RUFORUM make deliberate effort to market the agricultural disciplines to male and female students. This might be done i) by raising awareness on the contribution of the science to development, the numerous career opportunities therein and existing potential for men and women, ii) showcasing role models in the field. Low numbers of female staff in teaching and management positions in universities:-RUFORUM and HEIs can support career progression of women, their increased involvement in networking and leadership by i) creating opportunities for further training/professional upgrading that are targeted at women; ii) creating opportunities for training in leadership, proposal writing and other professional skills development for women; instituting quotas for women’s participation in RUFORUM supported/initiated professional skills development events; iii) widely advertising/disseminating information on opportunities for professional upgrading that emerge; iv) encouraging more sandwich programs that allow part of the study at home and gender budgeting to ensure that scholarships address the gender needs of married students; v)providing strong mentoring programmes for female students and staff on career professional upgrading. Varied Institutionalization of Gender Mainstreaming:-RUFORUM can encourage and persuade Vice Chancellors to support the development of gender policies where there none and the implementation of existing policies, through development of technical expertise and provision of necessary resources. RUFORUM should support capacity strengthening of the Gender Mainstreaming units in HEIs, and foster information sharing on methods, tools, experiences and best practices in mainstreaming gender. Creating a conducive environment for students:- The environment at universities can be made more conducive for students’ study by:- providing living quarters for married graduate students; establishing child care facilities; harnessing ICT to reduce the need for physical presence on the campuses; encouraging establishment of support groups for female students and staff; provision of good mentoring and counseling services, setting and enforcing clear rules on sexual harassment. RUFORUM should adopt gender budgeting for its scholarships such that they address the gender needs of both female and male married students. Mainstreaming Gender in the Curriculum:- Universities should ensure that their graduates have the capacity to analyze and address the needs of men and women. This could be achieved through use of gender sensitive educational materials for all courses; and providing training on basic gender analysis to all students. RUFORUM can support this process by encouraging incorporation of modules on gender in the regional training viii programmes, requiring those submitting research proposals to address gender issues where appropriate and the use of gender dis-aggregated data in reporting. ix 1 INTRODUCTION 1.1 Background The Regional Universities Forum for Capacity Building in Agriculture (RUFORUM) is a consortium of 25 universities in Eastern, Central and Southern Africa (ECSA) established in 2004. It has a mandate to oversee graduate training and networks of specialization in the Common Market for Eastern and Southern Africa (COMESA). RUFORUM recognizes the important and largely unfulfilled role that universities play in contributing to the wellbeing of small-scale farmers and in the economic development of countries throughout the Sub-Saharan Africa (SSA) region (RUFORUM, 2009). It is therefore designed to strengthen and promote the contribution of universities in development processes and practices and to anchor universities within the broader national and regional agricultural innovation systems. This effort is also aimed at enhancing engagement and contribution of universities to other regional and continental development initiatives notably, the New Partnership for Africa’s Development (NEPAD)’s Comprehensive African Agricultural Development Programme (CAADP). RUFORUM focuses on strengthening capacities of universities to foster innovations responsive to demands of small-holder farmers through the training of high quality researchers, the output of impact-oriented research, and the maintenance of collaborative working relations among researchers, farmers, national agricultural research institutions, and governments (RUFORUM, 2005). 1.2 Gender Mainstreaming in RUFORUM RUFORUM recognizes the under-representation of women in the National Agricultural Research Systems (NARS) and other sectors. To support universities to turn this situation around, RUFORUM has set a deliberate policy to promote women-education, through increasing opportunities for graduate training, and working with them to advance their academic careers. Consequently the number of female students supported by RUFORUM is steadily growing. At the initiation of the Forum on Agricultural Resource Husbandry (FORUM)2 programme in 1992 only 4% of the students were female4. The reason was the limited number of female candidates for postgraduate study and limited efforts to attract them. Between 1992 and 2004 (FORUM), 20% of the students trained at MSc were female, while those trained at PhD level were 12%. From 2004-2009 (RUFORUM) the percentage of female students trained at MSc and PhD levels rose to 24% and 30%, respectively 2 The foundation for RUFORUM was a Rockefeller Foundation funded food security programme called the Forum on Agricultural Resource Husbandry (FORUM) whose purpose was to stabilize universities in East and Southern Africa (ESA). 1 Through funding from Bill and Melinda Gates Foundation (BMGF) and joint activity with other partners, RUFORUM has embarked on actions aimed at mainstreaming gender issues within its programmes. In 2006 RUFORUM co-hosted3 a regional conference on Women in Science for Food and Nutritional Security in Africa held in Entebbe Uganda from 3-7 July, 2006. RUFORUM was also a co-organizer4 of the Women in Science and Young Professionals competitions held in Addis Ababa, Ethiopia from 20 ‐21 April 2009. In September 2009, RUFORUM co-hosted5 an international conference “Developing Africa through Science and Technology Innovations in Agriculture: “Women as the key drivers” in Entebbe, Uganda. The 2008 Science Competitions sought to identify, recognize and reward the hard work and excellence of young professionals and women scientists who are engaged in innovative and pioneering research and communicating the outputs to improve agricultural productivity and the livelihoods of rural people6. Other future planned activities include i) creating and maintaining a database of active women researchers; ii) targeting specific disciplines- likely to advance women’s academic careers and entrepreneurial capacity; iii) targeting specific research approaches; iv) developing proactive modalities under departmental nurturing grants; and v) developing partnership with women role models and engaging them to encourage undergraduate female students to join graduate schools. To consolidate all these efforts RUFORUM has embarked on the process of preparing a gender strategy and policy that is expected to enhance recognition and mainstreaming of gender equity within its network. This paper presents the key gender concerns in Higher Education Institutions (HEIs) in the ECSA region and provides some suggestions/recommendations to inform development of the gender policy and mainstreaming strategy for the RUFORUM Network. It also offers suggestions and broader implications for universities and other actors. The conference was co‐hosted by the Center for Technical Cooperation in Agriculture (CTA), Forum for Agricultural Research in Africa (FARA), and RUFORUM. 3 The competitions were co‐organized by the Center for Technical Cooperation in Agriculture (CTA), the African Policy and Technology Studies Network (ATPS), Alliance for a Green Revolution in Africa (AGRA), Forum for Agricultural Research in Africa (FARA), New Partnership for Africa’s Development (NEPAD) and RUFORUM. 4 The conference will be co‐hosted by the Center for Technical Cooperation in Agriculture (CTA), International Foundation For Science (IFS), and RUFORUM 6 RUFORUM MONTHLY Volume 3 Issue 5- May 2009 5 2 2 GENDER AND DEVELOPMENT 2.1 Gender and global development Like race, ethnicity, and class, gender is a social category that often establishes one's life chances, influencing one's participation in society and in the economy. Gender ideologies, norms and rules have material consequences and determine women and men's relative access to, utilization, and control/ claims over different processes, structures, resources, opportunities for education, decision making, politics, leadership and management; all of which influence agricultural productivity, household economic and social wellbeing; sustainable livelihood and economic development7(World Bank, 2001). Over the past four decades international commitments to equality, equity and women’s empowerment have been reaffirmed in conferences, summits and contained in strategic documents. The Convention on the Elimination of All Forms of Discrimination against Women (CEDAW)8 adopted by the UN General Assembly in 1979 emphasizes the need to ensure women’s equal access to, and equal opportunities in, political and public life, education, health and employment. The Third World Conference on Women in Nairobi (1985) recognized that gender equality was not an isolated issue, but encompassed all areas of human activity. It highlighted the need for women to participate in all spheres, not only in those relating to gender. The Beijing Platform for Action calls on “governments and active players to promote an active and visible policy of mainstreaming a gender perspective in all policies and programmes”9. The UN Security Council passed a Resolution making the Beijing Declaration and Platform of Action obligatory for all UN members. 10. In 1999 the UN General Assembly adopted an Optional Protocol to the Convention on the Elimination of all Forms of Discrimination against Women11 which entered into force on 22 December 2000. By ratifying the Optional Protocol, a State recognizes the competence of the Committee on the Elimination of Discrimination against Women—the body that monitors compliance with the Convention—to receive and consider complaints from individuals or groups within its jurisdiction. The Beijing +5” 12 call for the adoption of measures for the improvement and advancement of the position of women. This position is 7 The World Bank, FAO and IFAD, 2009, Gender and Agriculture: A Source Book, Washington DC 8 http://www.un.org/womenwatch/daw/cedaw/cedaw.htm 9 United Nations (1995). Declaration and Platform for Action of the Fourth World Conference on Women. New York: UN Division for Public Information UN. 10 http://www.peacewomen.org/un/sc/1325.html 11 http://www.un.org/womenwatch/daw/cedaw/protocol/text.htm 12 http://www.un.org/womenwatch/daw/followup/beijing+5.htm 3 further reaffirmed by the Beijing +10 declaration which stresses the need for efforts to meet the demands stated in the 1995 Platform of Action (UN, 2005). The Millennium Development Goals (MDGs) call on national governments and development institutions to mainstream gender into their work and contain a commitment to achieving gender equality and women’s empowerment, including indicators and concrete targets related to girls’ education among others; on an equal basis with men (UNDP, 2009). 2.2 Gender and development in Africa The last decade has witnessed many changes on the African continent with respect to gender including development of regional declarations and mechanisms on gender and development. The creation of the African Union (AU), with its constitutive act enshrined with the principle of gender equality and equity provides further opportunities for institutionalizing gender mainstreaming and increased participation of African women in regional decision making and development. This position is further reaffirmed by the AU’s protocol to the African Charter on Human and People’s Rights on the Rights of Women in Africa. The Solemn Declaration on Gender Equality in Africa (SD) adopted by the Heads of State and Government of Member States of the African Union in July 2004 reaffirms the commitment of the Heads of States to the principle of gender equality’ and highlights normative standards on women’s human rights in Africa to be adhered to by governments. With regard to education the SD commits member States to take specific measures to ensure the education of girls and literacy of women, especially in the rural areas, to achieve the goal of “Education for All” (EFA). One of the actions in relation to this is to improve the quality of education and ensure that there are policies motivating more girls to take Science and Mathematics and that there are mechanisms in place to encourage them in this regard. In 2003, the AU adopted the New Partnerships for Africa’s Development (NEPAD) as the continent’s holistic development framework to speed-up Africa’s slow economic, social and environmental development. Accelerating the empowerment of women and ensuring that their wellbeing is improved significantly is one of the primary objectives of NEPAD. NEPAD is expected to enhance women’s human rights through the application of social development indicators included in its African Peer Review Mechanisms to monitor performance of States in this regard. 2.2.1 Gender Mainstreaming in Agriculture Agriculture in low-income developing countries is a sector with exceptionally high impact in terms of its potential to reduce poverty. Women produce 60 -80 per cent of the food in 4 developing countries, are the mainstay of small-scale agriculture, the farm labor force and day to day family subsistence13. They also have more difficulties than men in gaining access to resources such as land, credit and productivity enhancing inputs and services. According to the 2008 World Development Report Agriculture for Development, failure to release the full potential of women in agriculture is a contributing factor to low growth and food insecurity. The African Union through NEPAD established CAADP, which aims at achieving a 6% annual growth in the agricultural sector. Yet for agricultural growth to fulfill this potential, gender disparities must be addressed and effectively reduced (World Bank, 2009). Agricultural growth and development is also dependant on the critical mass of a well qualified human resource base, both male and female and including marginalized groups, particularly at postgraduate level. 2.2.2 Gender and Education in Africa In the Millennium Declaration of September 2000, member states of the UN made a commitment to eliminate gender disparity in all levels of education no later than 2015. Global efforts towards achieving gender equality through mainstreaming gender into all policies, systems, programmes and project processes, have led to some significant achievements over the years. Progress has been made in training and education of women and girls at all levels, especially in countries that have marshaled the requisite political commitment and allocation of resources. Between 1999 and 2006, the average net enrollment of girls in primary schools increased in SSA from 54 percent to 70 percent 14. Measures have been taken to remove gender biases from education and training by initiating alternative education and training systems to reach women and girls in disadvantaged and marginalized groups. However, significant inequalities still remain. Girls are still missing out on primary and secondary education in far greater numbers than boys, thus depriving entire families, communities and economies of the proven and positive multiplier effects generated by girls’ education and instead aggravating poverty, the spread of HIV/AIDS, and maternal and infant mortality. Recent literature reveals that 70% of the world’s 130 million out of school youth are girls. Global estimates indicate that more than 100 million girls are involved in child labor such as domestic work or farm work15. A year out of college, college educated women earned 80% of average earnings of their male counterparts in 2001, and 10 years 13 14 15 http://www.fao.org/sd/fsdirect/fbdirect/fsp001.htm http://www.ifuw.org/fuwa/docs/Education_of_Girls_Africa.pdf World Economic Forum , Global Gender Gap Report 2009. 5 out of college, women earned only 69% of men’s earnings in 2003 (AAUW Educational Foundation, 2007). There is pervasive shortage of childcare facilities; and persistence of gender stereotypes in educational materials; the remote location of some communities and inadequate salaries in the teaching profession; slow progress in eradicating illiteracy in many developing countries, thus aggravating inequality at economic, social and political levels (Gender net 2000). Lack of education robs an individual of a full life. It also robs society of a foundation for sustainable development as education is critical to improving health, nutrition and productivity. In Africa, in spite of efforts in mobilization, advocacy and increased representation in governance at regional and national levels, the normative gains have not yet been reflected in substantial changes in the educational and professional advancement for women and consequently their contribution to development. The proportion of women in the professoriate and other senior managerial positions is generally low. The 2004 UNESCO Institute for Statistics showed that women make up less than 30% of researchers in 34 out of 89 countries surveyed. A host of factors including impact of family responsibilities, lack of networking opportunities, balancing teaching and research commitments, lack of representation in research committees and lack of mentors have been cited to limit women career progression and advancement in science16. Encouraging more females to engage in agricultural sciences, research, innovations and technological development would lead to increased numbers of female agricultural extension staff or gender sensitive male extension workers who are able to better understand the needs of female and male farmers. While the MDG 3 target recognizes that education for girls is one of the most effective ways of reducing poverty, it is also evident that education alone is not enough. Achieving MDG 3 also requires progress in other key areas including political participation, access to productive assets and employment opportunities, access to health and other services, protection from violence, better work conditions, better legal protection for vulnerable, removal of barriers to women’s career growth and development, to mention but a few. This implies therefore that gender equality underpins progress on all the MDGs. Development makes little sense if half the population is prevented from fully benefiting from, and contributing to it (DFID, 2009). The United Nations Development Program (UNDP) notes that “When development is not ‘en- 16 University of Technology Sydney 2009, adapted from Prof. Marietta Perez-Dlamini 2009, increasing the critical mass of women in high academic ranks and leadership positions: strategies and activities by university of Swaziland Research Centre 6 gendered,’ it is ‘en-dangered’. No society can progress if any of its members is impeded for reasons of gender race or creed. 7 3.0 KEY GENDER CONCERNS IN HIGHER EDUCATION INSTITUTIONS The issues presented in the following sub-sections have been synthesized from literature on gender in HEIs, data collected from nine RUFORUM member universities17 during the Monitoring and Evaluation baseline study that was conducted in 2009 and the consultative processes with key RUFORUM stakeholders. The consultative process involved: a) key informant discussions with gender focal persons, deans, some heads of departments and lecturers, and students from faculties of Agriculture in four 18 RUFORUM member universities; b) presentations, discussions and consultations with participants19 to the Regional Workshop on Developing Africa through Science and Technology Innovation in Agriculture: “Women as key drivers”, that was held in Entebbe, Uganda from 28th September to 2nd October 2009; and c) discussions with RUFORUM partner organizations such as AWARD Each subsection presents the gender issue of concern, the prevailing situation in HEI, examples of good practice in the area under discussion and concludes by making some recommendations RUFORUM might consider in its gender mainstreaming effort. It is important to note that data and information presented is specific to the faculties of Agriculture of the mentioned Universities and Colleges. 3.1 Gender Disparity in Enrolment of Women in HEIs Low enrolment of women remains a challenge in universities. The general outlook in focus faculties is that the number of male students hugely surpasses that of female students at undergraduate and graduate levels. (Figure 3.1). Enrollment of female students increased between 2006/07 and 2008/09 before This general outlook is not consistent to all departments within the faculties of Agriculture that were consulted. There are courses at both undergraduate and graduate levels that consistently have more men than women and vice versa, while other courses have almost equal numbers. For instance in the Faculty of Agriculture of University of Nairobi (UON), the Department of Food Science and Technology was reported to consistently enroll more female than male students, similarly the MSC course in rural development in Eduardo Mondlane University (UEM). On the other hand the Botswana College of Agriculture (BCA) 17 Makerere University (MAK), Egerton University (EU), Jomo Kenyatta University (JKUAT), Mekele University (MU), National University of Rwanda (NUR), Bunda College of Agriculture (BUNDA), University of Zambia (UNZA), Africa University (AU) and University of Zimbabwe (UOZ). 18 Botswana College of Agriculture (BCA), Eduardo Mondlane University Mozambique (UEM), National University of Burundi (UB) and University of Nairobi (UON). 19 Participants from the University of Swaziland, Egerton University, Sokoine University of Agriculture (SUA) and AWARD 8 reported increasing numbers of female students in the departments of Crop Science and Agricultural Economics, Education and Extension Education. Fig 3.2: Trends in student enrollment by gender over the last four academic years 72 80 Percent of students % of students Fig 3.1: Distribution of students in RUFORUM member universities by gender 72 60 40 28 28 20 0 under graduate Female Graduate 80 70 60 50 40 30 20 10 0 2006/07 Male 2007/08 2008/09 2009/10 Under graduate Men Under graduate Women graduate Men graduate Women Table 3.1: Distribution of Male and Female Students enrolments in sample universities. University Under graduate level Makerere University (Faculty of Agriculture) Mekele University (College of Dry Land Agriculture) University of Swaziland Hamaralaya University College of Agriculture and Environmental Sciences Botswana College of Agriculture Sokoine University of Agriculture (SUA) National University of Burundi 20 Eduardo Modlane Bunda Colleage of Agriculture Overall undergraduate level Graduate Level Makerere University (Faculty of Agriculture) Mekele University (College of Dry Land Agriculture) University of Swaziland Hamaralaya University College of Agriculture and Environmental Sciences University of Zimbabwe Botswana College of Agriculture Sokoine University of Agriculture (SUA) 21 Eduardo Modlane Overall Graduate Level Percent of students enrolled in the academic year 2009/10 2008/09 2007/08 2006/07 Male Female Male Female Male Female Male Female 67 33 70 30 69 31 78 22 69 31 68 32 89 11 47 53 57 43 59 41 62 38 63 37 80 20 84 16 81 19 80 20 67 33 66 73 34 27 64 70 36 30 63 74 37 26 84 82 16 18 72 28 71 70 29 30 73 27 68 32 78 70 72 22 30 28 74 61 79 26 39 21 46 78 81 54 22 19 64 93 75 36 7 25 90 10 88 12 89 11 80 20 52 68 48 32 53 58 71 47 42 29 70 30 61 39 71 72 29 28 69 31 73 27 75 25 20 Figures for students in the Departments of Silviculture, Agronomy and Forestry only Figures provided for three courses: MSc Plant Protection (1 female, 6 male); MSc Natural Resources Management (4 female, 3 male); and MSc Rural Development (16 female, 5male) 21 9 Despite existence of targets and some interventions for increasing enrollment of women into HEIs in the region, gender parity is yet to be achieved. The limited numbers of girls who meet requirements for admission coupled with fewer numbers of girls undertaking science subjects were cited as a key factors curtailing attainment of gender parity. High entry requirements set by some universities were also noted to lock out students notably girls and those from poor families or disadvantaged regions. For instance the admission to tertiary institutions in Kenya requires a minimum of C+ however Egerton requires B+ and this locks out many. A woman having to break career to get married or attend to her children was cited as a key limiting factor for their undertaking of postgraduate degrees which may require travelling far from home. Women have to make a choice between pursing higher degrees and establishing a stable family. Of the women who reach HEIs in Africa, it is commonly expected that they marry immediately on completion of their first degrees. Male students are not expected to marry at that age thus male students are able to apply for graduate training without encumbrance of family responsibility and children (AAU 2006). For instance among Ugandans with at least secondary education women marry four years younger (median age 20.6 years for women aged 25-49 years) compared to men aged 2554 years whose median age at first marriage stands at 24.4 years (UDHS 2006)22. Several African governments and their public HEIs are trying to address the gender disparity in the enrollment of female students. Examples include: 22 Makerere University, which from 1990 to 2008 implemented affirmative action in favor of female applicants through accreditation of 1.5 points. This effort increased enrollment of female students in science programs from 17% in 1989/1990 to 33% in 2008/2009 (Makerere Gender Equality Policy, 2009). The Kenya, Joint Admissions Board (JAB) which has a current affirmative action on admission of students into regular undergraduate programmes by accrediting two points to female students and one point to students from disadvantaged areas (UoN, 2008). In 2008, this effort had resulted in 34% enrollment of female students to undergraduate programmes (UoN, 2008). Gender mainstreaming efforts at Egerton University have seen enrollment of female students increase from 26% in 1996 to 42% in 2009. However it was noted that there are fewer girls in sciences- less than 37%. Uganda Demographic and Health Survey (UDHS) 2006. 10 Sokoine University of Agriculture (SUA) has a Pre-Entry Programme (PEP). While initially designed to provide access to girls that had not attained the required academic points to science courses, it also included male students in 2008. The programme is conducted as a six weeks remedial course. Those that pass gain entry to the University. Key informant discussions revealed that there are limitations and weaknesses inherent in the piecemeal strategies that focus only on the point of admission to university. It should also be noted that current efforts in the universities are mainly restricted to undergraduate level, with little if any internal interventions directly targeted at improving women enrollment at postgraduate level. This implies the need for continued effort to increase enrollment of women at both the undergraduate postgraduate and levels. It is vital to adopt a multifaceted approach with strategies which reinforce one another such as affirmative action quotas for women and students from disadvantaged areas and pre entry or bridging programs. RUFORUM should consider instituting gender based quotas for admissions into its regional training programs. Candidates should then be selected through open competition within the quotas. Establish specific scholarships for women in addition to the general calls. RUFORUM should also more widely advertise its research and training programmes with clear messages encouraging women to apply. In addition RUFORUM should invest in training women and other disadvantaged groups on how to apply for training and or research grant opportunities. The Competitive Grants Scheme incentive system should reward Principal Investors who offer training scholarships to female students and support them to complete. 3.2 Concerns about gender equality in merit based institutions Universities are generally perceived as gender neutral, based on meritocratic principles where both men and women can succeed on merit. Key informant discussions confirmed this perspective. Staff who were consulted in universities that have applied affirmative action in the admission of students (UEM) and those that have not (National University of Burundi-U and BCA) expressed deep concern about how gender equality in admissions and merit can both be achieved without compromising one at the expense of the other. Affirmative action approaches are viewed as methods that ingrain ideas in girls that they can have privileges without working hard for them. Some female staff who have progressed in their academic careers and in some cases obtained management positions viewed such interventions as watering down achievements that have been attained on merit (UEM & NB- faculties of Agriculture). 11 It is important to recognize these concerns more so because of the persisting disparity in the enrollment of female students especially at the postgraduate level (mentioned in the previous section) which needs addressing. An organization such as RUFORUM can contribute by commissioning studies that seek to understand what works or does not work (best practices) in affirmative action approaches. Such studies can help to generate a set of principles derived from best practices that can be applied by universities and monitored. RUFORUM can also facilitate discussions and learning platforms on the subject. Box 1: African Women in Agricultural Research and Development (AWARD) FellowshipsBalancing merit and addressing disproportion AWARD offers two-year fellowships to fast track careers of African Women delivering pro-poor research and development. The fellowships are open to women post - B.Sc., post - M.Sc. and post Ph.D. The fellowships are built on three cornerstones: establishing mentoring partnerships, strengthening scientific skills and providing leadership training. AWARD is available to scientists from Ethiopia, Ghana, Kenya, Malawi, Mozambique, Nigeria, Rwanda, Tanzania, Uganda, and Zambia. Upon realization that some countries consistently return fewer successful applicants, AWARD may on occasion choose to allocate a particular quota of fellows to such countries or region. Even when this is done, the applicants from that region are screened on a purely competitive basis. Source: Dr. Margret Kroma. 3.3 Limited pool of Female and Disadvantaged Students who successfully Complete Secondary School Education During key informant interviews, the low numbers of female and disadvantaged students in HEIs was frequently attributed to the fewer numbers of the same students in secondary school education who qualify to gain admittance to tertiary institutions. Literature on gender gap in education for selected countries in the ECSA region, reveals that overall there are nine females to every ten males in secondary education while there are only six female to every ten males in tertiary institutions. With the exception of Lesotho and Botswana, there are fewer females in secondary and tertiary education in all other countries of RUFORUM member universities (Table 3.2). The small pool of girls completing secondary education is noted to lead to a much smaller number attaining higher marks consequently limiting the number joining tertiary institutions more so for science related courses23. In Kenya out of the 16,629 qualifiers to undergraduate programmes from the 2007 Kenya Certificate of Secondary Education 23 Association of African Universities 2006: A Tool Kit for Mainstreaming Gender in Higher Education in Africa 12 (KCSE) examinations only 31.4% (5,228) were women while girls accounted for 46% out of the 305,000 candidates for the 2008 KCSE examinations(the Daily Nation, March 6th 2009). Table 3.2: Education Enrollment, Ratio of female to males for selected countries in the ECSA region Country Ratio of female to males by level of education Primary24 Secondary25 Tertiary26 Lesotho 1.04 1.55 1.19 Botswana 1.03 1.14 1.00 Zimbabwe 1.01 0.96 0.63 Zambia 1.01 0.87 0.46 Malawi 1.07 0.91 0.51 Mozambique 0.93 0.83 0.49 Uganda 1.03 0.90 0.62 Kenya 1.00 0.91 0.57 Tanzania 0.99 0.87 0.48 Ethiopia 0.92 0.64 0.34 Mean 1.00 0.96 0.63 Source: World Economic Forum: Global Gender Gap Report 2009 The following were highlighted in literature and during key informant discussions as some of the barriers to girls’ education and hence the small pool of girls who join tertiary institutions. Lack of role models to inspire young girls Burden of housework- where girls are expected to accomplish the bulk of housework in the home while their male counterparts may commit the time to study Girls opt for shorter courses – Science courses take too long (in Burundi it takes fives years to complete a degree in Agriculture Early marriage affects retention in primary and secondary schools and massively impedes the educational progress of girls, whether it occurs to lighten a family’s economic burden or to secure a daughter’s future. Eighty two million girls in developing countries who are now between the ages of 10 and 17 will be married before their 18th birthday (Global Gender Gap report 2009). In Uganda more than half (55%) of women aged 25-49 years were married by age 18. By age 20, almost three quarters (74%) of women have married compared to one quarter (26%) of men 25-54 years (UDHS 2006). High level of teenage pregnancy in many countries. One-quarter to one-half of girls in developing countries become mothers before 18. This may lead to high dropout rates. About 75% of all HIV infections in sub-Saharan Africa are among people of ages 15 to 24 are young women. In the absence of a vaccine protecting children and young people against 24 Female net enrollment over male value Female net enrollment over male value 26 Female gross tertiary enrollment over male value 25 13 HIV/AIDS, education is the best defense against the disease. The more educated and skilled, the more likely they are to protect themselves from infection. The boy child is often given preference to go to school in case of limited resources Girls’ access to education may also be limited by other factors, such as the safety of the journey to school. The issue of fewer numbers of girls in secondary notably in science is recognized across the sample universities. However there are varied views on what universities can do to positively influence this, with some key informants arguing that it is outside the university mandate. Some countries and universities have taken action: In Kenya affirmative action is applied in admission into public HEIs, two extra points are accredited for girls and 1 extra point for boys from disadvantaged areas. In Mozambique affirmative action is applied in admission of students (boys and girls) from rural regions of the country. The Kenya Professional Association of Women in Agriculture and Environment (KEPAWAE), has invested heavily in providing gifted but needy girls with scholarships and mentorship necessary to help them progress with their careers27. The Makerere University (MAK) Gender Mainstreaming Division is implementing a Female Scholarship Initiative (FSI) project since 2001 that offers females from disadvantaged backgrounds access to undergraduate studies at MAK. The project funded by Carnegie Corporation has since supported 691 beneficiaries28. It is clear that Universities through their Gender Mainstreaming units/ divisions can contribute to raising the enrollment of students from disadvantaged areas and backgrounds through developing and implementing projects that target the problem. RUFORUM can further contribute by providing platforms and processes through which the Gender Mainstreaming units/ divisions and university policy makers share experiences, lessons, successes and good practices as well jointly creating solutions to the challenge. 3.4 Misconceptions about science and agriculture as a career for women Students of agricultural faculties are all-too-often not there by choice but by default after failing to enrol for medicine, veterinary science, business studies, and engineering among other popular programmes (Muir-Leresche and Scull-Carvalho, 2006). Key informant discussions revealed that students avoid agriculture associating it with rural life, poverty To-date, the association has supported 1100 girls through secondary education. Funding has come from different sources, including the Ford Foundation, the Kenya Community Development Foundation, the United States Government and the Klein Hofywick Foundation. 28 http://gender.mak.ac.ug/index.php?option=com_content&view=article&id=113&Itemid=129 27 14 and “soiling” their hands. It was commonly reported that most of the students who end up taking agricultural sciences (boys or girls) at undergraduate level do so because they have not been admitted to the course of their first choice. Some of the reasons cited for this avoidance of the agricultural course include: i. Poor or inadequate salesmanship of the courses. “The pictures used in brochures and reports to promote the science faculties often portray tractors, people taking samples from animals and heavy equipment which works to reinforce the myth that this is a male domain. ii. Poor visibility of successful role models in various fields of agriculture and science (researchers, academicians, entrepreneurs, farmers). From a young age students do not recognize agriculture and science as a prestigious field with potentially attractive career, entrepreneurial or income generating opportunities. iii. Parents/guardians do not always encourage the girl child to take up science (agriculture, forestry, and veterinary) due to the misconception that it is hard, difficult to pass, offers limited opportunities for employment and not competitive in monetary rewards compared to other courses in humanities. iv. Low priority given to agriculture in primary schools, where related activities are often used as punishment. Sokoine University of Agriculture has taken steps to address the misconception. Through the initiative of the Gender Policy Implementation Committee (GPIC), SUA has made visits to secondary schools since 2005 to sensitize students notably girls on the available options and potential careers in the science field and to encourage them to join the University’s degree programmes. It is important that universities and RUFORUM make deliberate effort to market the agricultural disciplines to male and female students. This might be done by raising awareness on the contribution of science to development, the facets/ scope of the field, the numerous career opportunities therein and existing potential for men and women. It is important to showcase role models in the field (scientists, government officials, entrepreneurs and farmers) and the rewards/successes obtained in their agricultural related careers. The alumni of universities and RUFORUM can be mobilized to participate in this effort which should not be targeted at only secondary school students but also to teachers and parents/guardians. 15 3.5 Distribution of Staff in Teaching and Management Positions 3.5.1 Lower Numbers of Female Staff in Faculties of Agriculture Literature reveals that women make up just 29% of Africa’s academic staff, compared to the global figure of 41%. Findings from the study reveal that overall, four in every five academic staff in RUFORUM focus faculties are men while only one in every five is a woman (Figure 3.3 and table 3.3). A study by Sasakawa Africa Fund Extension Education (SAFE) also found that the proportion of women hired as academic staff in their partner universities ranged from as low as 6.1% of academic staff for University of Addis Ababa in Ethiopia to 12% for University of Cheikh Anta Diop in Senegal29. Nigeria’s national data indicate only 12.4% of academic staff are women, athough the University of Ibadan has 24.8% women academic staff, similar to that of the University of Ghana’s 24% women academics (Bunyi G.,2003). Within the faculties, higher numbers of female staff tend to be found in departments teaching courses that have traditionally Fig 3.3: Distribution of academic staff in RUFORUM been dominated by women, such as food universities science and technology. A comparison Female 20% of numbers of female staff in the faculties of Agriculture, Education, Male Male Health Sciences, Institute of Distance Female 80% Learning (IDE) and Social Sciences in the University of Swaziland (UNISWA), show that Science (14%) and Agriculture (27%) faculties have the least representation of women compared to the Health Sciences (76%), and IDE (75%) faculties (Dhlamini, 2009). 29 Achieving Gender Balance in Tertiary Institutions and Colleges in Africa (With reference to SAFE partner institutions) SAFE 2010. 16 Table 3.3: Distribution of staff by gender in Focus Faculties in Eleven RUFORUM Member Universities University Number and percentage of staff by gender Female Male Total number Number Percent Number Percent Botswana college of Agriculture 37 24 115 76 152 Bunda College of Agriculture30 18 28 46 72 64 Eduardo Modalane 16 25 49 75 65 Mekele University 14 11 112 89 126 National University of Burundi 4 20 16 80 20 University of Nairobi-31 18 23 61 77 79 University of Zimbabwe 13 27 36 73 49 University of Swaziland 15 28 39 72 54 Makerere University Faculty of 30 29 72 71 102 Agriculture Haramaya University College of 22 13 153 87 175 Agriculture and Environmental Sciences Sokoine University of Agriculture 84 18 372 82 456 Ahmadu Bello Zaria32 2 13 13 87 15 IPR/IFRA33 4 22 14 78 18 Bayero34 2 11 17 89 19 Total 279 20 1115 80 1394 Findings also show that on average 17% of PhD holders are women while 83% are men and that three in every four academic staff with a master’s degree are men (Figure 3.4). Fig: 3.4 Distribution of academic staff by qualification and gender 100 83 78 77 % of staff 80 60 40 23 17 22 PhD MSc 20 0 Women BSc Men 30 Staff situation in the Academic year 2008/2009, including staff on study leave, secondment to government and on leave of absence. 31 Staff figures for the departments of Agricultural Economics, Land Resource Management and Technology, Food Science and Technology and Plant Science in 2008 32 Figures in Department of Agricultural Extension, Source SAFE 2010. 33 Figures in Department of Agricultural Extension, Source SAFE 2010. 34 Figures in Department of Agricultural Extension, Source SAFE 2010. 17 % of staff in a rank 3.5.2 Slower Career Progression for Women Within faculties and departments women tend to hold more junior positions. Findings show relatively higher proportions of female academic staff in the early and middle careers (Lecture and assistant lecture) compared to the proportions of male staff. However, the situation is reversed for the senior Figure 3.5: Distribution of Academic staff by rank and gender lecturer, associate and full professor levels (Figure 3.5). With the 100 exception of the SUA and Faculty of 66 49 Agriculture- UON where there are 27 25 50 four female professors, there is not 5 11 4 13 more than one female full professor 0 in the other faculties captured in this Prof Associate Senior Lectures Lectures & below study. There is no female professor at Haramaya, UNISWA, and Mekele Women Men College of Dry Land Agriculture. Figure 3.6 Distribution of of Principal Investigators in 2009/10 by gender Mobility through the ranks is dependent on Women academic or professional credentials. The 23% common criteria for promotion are academic qualifications (on a tenure track promotion is automatic upon obtaining a higher degree), academic merit (assessed Men by the number of publications), research, 77% and supervision of graduate students, contribution at seminars / conferences, workshops and quality teaching (Zeleza and Olukoshi, 2004). Though there is no formal discrimination of women in career progression, institutional factors as well as external factors (marriage, domestic responsibilities and culture) limit their progression in a more-less veiled form. The external factors limit academic women’s participation in research, culminating into fewer publications and consequently loss of opportunities to participate in Continuous Professional Skills Development (CPD) events where participation is at times secured and approved upon evidence of a paper to be presented. Findings in four RUFORUM member universities reveal that fewer female staff engages in research as principal investigators (Figure 3.6 and Table 3.4) 18 Table 3.4: Distribution of staff by involvement in research University Role Number of staff participating by academic year 2009/10 Mekele university (College of Dry land agriculture Principal Investigators Team members Principal Investigators University of Swaziland Haramaya University college of Agriculture & environmental sciences Makerere University Faculty of Agriculture Team members Total Principal Investigators Principal Investigators Team members 2008/09 2007/08 2006/07 Men Women Men Women Men Women Men Women 18 3 17 2 15 1 21 1 35 5 33 3 14 10 25 2 2 2 6 1 11 1 15 1 3 4 13 1 17 1 21 3 45 11 36 9 24 4 27 2 78 15 64 10 49 5 56 5 29 12 94 28 59 12 50 6 63 4 116 24 110 14 80 16 102 10 Principal Investigators Team members Source Faculty Records RUFORUM member universities Views from key informant discussions on factors limiting women’s career progression - Impact of multiple responsibilities (teaching, research and family obligations) and the difficulty in balancing all these responsibilities. - Women who chose to devote their earlier years to family often feel later on that the opportunity to advance in career through further training is past. - University/College policies that senior lecturer positions shall only apply to those with PhDs, yet most women lecturers do not have this qualification. - Limited opportunities for female staff to network. - Absence of support structures for women in leadership. - Absence of visible role models and mentors. The relative lack of role models and the relative invisibility of highly successful career women who are balancing successfully their home and careers seem to make it difficult to convince more young women that it is possible to be a professional and a wife/mother as well. - Institutional challenges – the challenges women face in balancing their roles is not appreciated. - The five to seven year duration of some PhD programs is a serious deterrent to women considering their family commitments. - “Glass ceiling”, some women get contented with their first degree or masters and may need a push for them to apply higher degrees 19 3.5.3 Few women in management In most universities, there are few women in leadership positions (Figure 3.7). Female heads of departments are still few due to lack of women with relevant qualifications especially in fields that have historically been dominated by men (Mekele, Haramaya, EU, and UEM). Due to the challenges of balancing Fig 3.7: Distribution of academic staff in managment positions by career and care giving responsibilities; some gender academic women reported preferring not to Women take on administrative responsibility. It was 17% also noted that women in leadership positions sometimes feel isolated and Men colleagues (male and female) tend to 83% challenge rather than support them (UEM, UB and BCA). The views are in line with findings of Carvalho et al, 2009 who noted that as women go higher in the career path, male colleagues turn more unwilling to support and discomforted which serves as obstacles for women’s ascending to top positions35. Table 3.5: Distribution of Staff in Leadership Positions in Colleges and Faculties of Agriculture in Four Universities University Sex Botswana College of Agriculture Mekele University College of Dry Land Agriculture National University of Burundi UON College of Agriculture 36 and Veterinary Science Faculty of Agriculture Haramayara University: College of agriculture & environmental sciences University of Swaziland (UNISWA) Makerere University (Faculty of agriculture) Positions and number of Staff Principals Deans F M F M F M F 0 1 0 1 0 0 1 M F M F Total Heads of Department 1 5 0 4 1 3 2 No % 0 1 0 1 0 1 0 Associate Deans 0 0 0 1 1 0 0 1 7 0 7 2 4 3 12.5 87.5 0.0 100.0 33.3 66.7 37.5 0 0 0 0 1 0 1 0 1 0 1 0 3 0 5 2 5 0 7 2 62.5 0 100 25.0 M 0 1 0 5 6 75.0 F 0 0 1 0 1 10.0 M 0 1 1 7 9 90.0 The absence of women in senior positions means that they are largely absent from discussions where issues pertaining to higher education are deliberated. As (Nawe, 2004) observes seminars, workshops and the like, involving senior officials remain a domain for 35 Teresa Carvalho, Özlem Özkanl and Maria de Lourdes Machado 2009, Gender Inequalities in senior management: A comparative study from Portugal and Turkey 36 Figures for 2008/2009 20 men who make use of the opportunities for developing capacities through exchange of experiences and networking. Box two illustrated Makerere University’s efforts to support career progression of women. Box 2: The Makerere University Women in Leadership Initiative A project to address the gender gap in leadership was initiated in 2005 by the MAK Gender Mainstreaming Division. The specific objectives for the project are to increase the number of female staff accessing and completing post graduate education; to increase knowledge and skills in leadership by female staff and increased numbers of women leaders in academia and administration; and to increase gender focused research and publications per year to inform decision making and policy formulation at Makerere and in the nation. This project offers an opportunity to enhance academic and professional competences of female staff so that they can be eligible for promotion. The project offers PhD scholarships to five female members of staff (three Academic staff and two in Administration). The project also offers scholarships for Masters Degrees to nineteen female members of staff (7 Academic staff and 12 in Administration). In addition to the scholarships, the GMD has built the beneficiaries’ capacity through training on leadership37. RUFORUM and HEIs can support career progression of women, their increased involvement in networking and leadership by: i. creating opportunities for further training/ professional upgrading that are targeted at women ii. Creating opportunities for training in leadership, proposal writing and other professional skills development for women or instituting quotas for women’s participation in such events. iii. widely advertising any professional upgrading opportunities that emerge for women iv. Encouraging more sandwich programs that allow part of the study at home and budgeting in such a way as to ensure that scholarships allow women with infants to visit home more or to travel with them. v. Providing strong mentoring programmes for female students and staff on career professional upgrading. AWARD provides an example of a well planned and resourced mentorship programme (Box 3). 37 http://gender.mak.ac.ug/index.php?option=com_content&view=article&id=117&Itemid=127 21 Box 3: The AWARD Solution to Good Mentorship Identifying suitable mentors is key to successful mentoring. High qualifications or being in a senior position are desirable but do not necessarily make a good mentor. Mentors are not supervisors. Qualities of good mentors include having: the relevant technical knowledge; a natural talent for teaching; commitment to mentoring process; willingness to commit time and resources; and integrity (to avoid sexual harassment and patronage). AWARD invests time and resources to find good mentors through: extensive networking, writing to people to interest them in becoming mentors and asking fellows and other people to recommend mentors. AWARD also conducts a screening process using criteria such as reputation checks, peers and phone references, undertakes an iterative process to match mentors and mentees, and conducts a-two day training for mentors and mentees. To motivate or incentivize mentors AWARD provides a small allowance to facilitate expenses such as communication and meeting costs; membership to professional association of mentor’s choice; 2000USD to attend science conference of choice, opportunities to attend short training in science writing, presentation and writing research proposals. Mentoring process requires intensive follow up to ensure that it is working. AWARD requires mentors to sign contracts, follows the process closely by calling up mentors and mentees to determine if the mentoring process is working out, encourages mentees to report any problems, checks and triangulates to check validity of mentor and mentee complaints, may terminate contracts of mentors that are not delivering, is incorporating M&E of mentoring in its overall M&E process and employs a full time person to coordinate and monitor the mentoring programme. Source: Dorothy Mukhebi, AWARD 3.6 Varied Institutionalization of Gender Mainstreaming A policy provides an institutional framework within which action on gender can be taken at all levels. Presence of a gender policy signals commitment to taking steps in gender planning for the institution’s sustenance, promotion of gender justice, the management and prevention of gender violence, discrimination and injustice (AAU, 2006). Among the universities where consultations occurred, the University of Botswana, SUA, EU and the UON have developed gender policies. Others such as UEM, have adhoc gender mainstreaming strategies with a view to mainstreaming gender in the entire work and structures of their institutions. The National University of Burundi did not report having a gender policy. It must be noted that the presence of a policy is not enough to ensure its implementation at all levels of the institution. Effective institutionalization and implementation of the gender policies requires a robust combination of political will, technical expertise, resources, 22 realistic timeframe within which to achieve measurable benchmarks, specific persons and organs for implementation and regular monitoring (AAU, 2006). Among the universities visited that had gender policies, the extent of their implementation varied (box 4). The key challenges to the implementation of the gender policies and strategies were reported to include: A lack of human resources (both in terms of number and with relevant technical skills) to spear head implementation of the gender strategies. In most cases those charged with gender mainstreaming efforts undertake the task in addition to their academic, research and sometimes management responsibilities Lack of specific office space for the gender mainstreaming unit which makes coordination and administration difficult Inadequate funds to implement agreed work plans Absence of clear and measurable action plans Resistance from some senior staff (women inclusive). Box 4: Universities’ Efforts to Institutionalize Gender Mainstreaming University of Nairobi The UoN gender policy, completed in June 2008 outlines clear structures and organs for implementing Gender Mainstreaming. They include a University wide structure, college based gender committees and campus-based gender units or focal points that will facilitate and coordinate the implementation of the policy. However some of staff consulted were not aware of the existence of the policy or were fuzzy about its specifics, implying that the extent of implementation of the policy- especially at the college levels is still very limited. Botswana College of Agriculture The University of Botswana has a gender policy. However BCA was yet to develop clear guidelines and action plan to align its intervention with the policy. The College has a gender focal person and has set up a committee for gender. However the committee is still largely inactive as they have not had any meeting to set clear objectives or plans of action. Eduardo Mondlane University In July 2009, Eduardo Mondlane University set up a Centre for Gender (Centro de Coordenacao dos Assuntos do Genero) and appointed a centre director and deputy. Gender focal persons have been designated at the faculty level. At the faculty level the gender focal persons have set up three person committees that comprise of gender focal persons for administrative staff, academic staff; and students, whose functions is to present emerging gender issues to the faculty gender focal persons who in turn present to the Centre. Sokoine University of Agriculture 23 The University published a gender policy in 2002 and updated it in 2007. The University has a Gender Policy Implementation Committee (GPIC) which reports to the Senate and is responsible for monitoring all activities that relate to gender within the University, working with other relevant institutions in SUA to ensure gender dis-aggregated data are collected and used in reporting, lead and coordinate gender related programmes, support development gender sensitive infrastructure in the University through proposal development and to review the policy regularly. Some of SUA’s gender programs include: -Gender capacity development for SUA staff -Implementation of a pre-entry science program for female students -Sensitizing girls to join SUA degree programmes -Sensitizing secondary school girls to opt for natural science subjects -Sensitization workshop on gender issues to secondary school teachers -Mainstreaming gender in training, research and outreach activities -Gender sensitization workshops/seminars for SUA community -Introduction of undergraduate and postgraduate full courses on gender RUFORUM has the unique position of being owned by member universities and having representatives of Vice Chancellors on its board of directors. This position can be used to encourage and persuade Vice Chancellors to support the development of gender policies where they do not exist and the implementation of existing policies, through development of technical expertise and provision of necessary resources. RUFORUM should support research in the area of gender and invest in building technical capacity of the gender mainstreaming units in universities. Through its varied platforms RUFORUM can support information sharing on methods, tools, experiences and best practices in mainstreaming gender in universities. Communication between Gender Mainstreaming units in different HEIs should be strengthened to foster learning from each other’s experiences and to give opportunity to less advanced units to learn from the activities of the more advanced ones. As illustrated in sections 3.3, 3.4 and 3.5 Gender Mainstreaming units and divisions can be instrumental in developing projects and raising funds to support education, professional upgrading and career progression of women and disadvantaged students. Recognizing and rewarding good practice on addressing gender issues among RUFORUM member universities is also recommended. 3.9 Conducive environment There are cultures and physical situations which make universities unfriendly to women and students from disadvantaged regions. 24 3.9.1 Lack of suitable accommodation for married graduate students Most of the institutions visited lack adequate quarters for postgraduate students and especially those with families. At the Agriculture and Veterinary College of UON, it was reported that accommodation is not provided for Kenyan Postgraduate Students. As a result many students have to commute from their homes or rent cheap housing in the area surrounding the College, which is not very safe or conducive for learning. Postgraduate students from countries outside Kenya are provided with housing but no special provisions are made for students (male or female) with families. Lack of accommodation at campus for graduate students was cited to be limiting enrollment of students from rural areas who can not find accommodation near the university or in Maputo (UEM). 3.9.2 Gender violence and Sexual Harassment Cases of female students harassing male lectures for marks have been reported while the reverse is also true. Though there are national laws against sexual harassment, these have not been translated into guidelines on sexual harassment within the universities, such that when it occurs, there are no clear guidelines on how to treat the perpetuators and the victims. To address the issue of sexual harassment, at the inception of activities to mainstream gender, Egerton University took serious steps to contain the problem by immediately “weeding out” irresponsible staff that had been proven to sexually harass female students. Students and female staff are encouraged to report any cases of sexual harassment to the authorities. To improve on security of both students and staff, Egerton University has employed security guards and installed security lights. Makerere University also produced a policy and regulations on sexual harassment prevention in 2006. 3.9.3 Absence of Support Structures for Female Students and Staff There is a general lack of support systems for female staff and students at the universities. While there are mentoring programmes to support students at undergraduate level, they are largely lacking at the postgraduate level (UON). Students that fall pregnant or who are victimized sexually are usually blamed for the occurrence. Young mothers pursing their degrees, whether undergraduate of post graduate face challenges such as missing critical lectures or examinations due to illness or sickness of their children. The presence of support groups or Women Associations was reported by key informants from Egerton, SUA and BU. The National University of Burundi has a Women’s Association that includes both students and staff. The Association was reported to have organized annual social events and income generating activities for its members. However such an association can be supported to broaden its focus to include mentoring, counseling, staff & student support and childcare arrangements. 25 3.9.4 Child care facilities Persistent shortage of childcare facilities was cited as one of the factors aggravating inequality (Gender Net 2000). In most of the universities visited, there were no child care facilities. Consequently the mothers lose time as they drop and pick children from distant childcare facilities or primary schools. Nevertheless some universities have moved to address this issue. At Egerton, the Montessori nursery school was built on campus. Good primary and secondary schools are also available within the vicinity of Egerton University. 3.9.5 Concern for the male Students There were also concerns that there is very limited focus on boys yet they are becoming entangled in anti-social activities and delinquency is very common – drug abuse, alcohol abuse, high level of frustration and anger. It was noted that no one seems to be designing strategies to deal with the situation. The environment at universities can be made more conducive for students’ study by: Providing living quarters for students that are disadvantaged, from distant places or who have to move with infants. Reducing the need for physical presence on the campuses beyond what is necessary through use of approaches such as e-learning, distance learning and sandwich programmes. Encouraging the set up of support groups for female students and staff, provision of good mentoring and counseling services. Setting clear rules on sexual harassment and enforcing them. RUFORUM with its specific focus on postgraduate training has put in place some interventions to improve the environment. These include providing female students with one extra air ticket over and above what the male counterparts receive; a health scheme for female students who deliver children while on study out of their country; and better accommodation for students with infants. These strategies should be sustained. This notwithstanding, RUFORUM should adopt gender budgeting in order to provide scholarships which address the gender needs of married students (male and female). 3.10 Mainstreaming Gender in the Curriculum The universities are expected to produce graduates capable of supporting sustainable agricultural growth. This implies that the graduates should have the capacity to analyze the needs of both men and women and be able to address them with appropriate interventions. Recent literature points to persistence of gender stereotypes in educational materials used in HEIs. Findings from the key informant discussions revealed that in the focus faculties some course units have elements of gender analysis. However, such course units may be 26 elective and as such not all students take them. Some universities have taken steps to address this issue (box 5). Box 5: Engendering Curricular Makerere University A Technical Working Group comprised of members drawn from 16 teaching units to spearhead the process of mainstreaming gender in the University curricula was set up in 2008. A consultant was contracted to facilitate the process of engendering the University curricular. The process included establishing the current status of gender mainstreaming at Makerere University, discussing with the 16 units on how to improve the engendering of their respective disciplines. The information generated by the Consultant was used to improve gender mainstreaming of the curriculum in the 16 respective teaching units. Guidelines for engendering the curricular for other units have been developed38. The universities should ensure that their graduates have the capacity to analyze the needs of men and women and to address them with appropriate interventions by developing capacity of both staff and students. This could be achieved through introduction of appropriate courses on gender and sensitization workshops. RUFORUM can support this process by encouraging incorporation of modules on gender in the regional training programmes, requiring those submitting research proposals to address gender issues where appropriate and the use of gender dis-aggregated data in reporting. 3.11 Age distribution of Academic staff Findings on age distribution of staff reveal that one in every two academic staff is not more than 40 years of age. More than a quarter of the staff are above 50 years while 14% is over 60 years (Figure 3.8). Fig 3.8: Age distribution of academic staff in five RUFORUM member universities Above 60 14% 51-60 13% 40 and below 51% 41-50 22% 38 http://gender.mak.ac.ug/index.php?option=com_content&view=article&id=119&Itemid=125 27 4.0 CONCLUSIONS AND RECOMMENDATIONS 4.1 Conclusions In the Millennium Declaration of September 2000, member states of the UN made a commitment to eliminate gender disparity in all levels of education no later than 2015. Despite efforts to eliminate inequality, gender parity is yet to be achieved. There are several gender concerns in the HEIs in the ECSA region. These include:- low enrolment of female and disadvantaged students in agriculture and related science courses; limited pool of female and disadvantaged students completing secondary school education; misconceptions about science and agriculture as a career for women, and how to achieve gender equality in merit based institutions. There is also low numbers of female staff, slower career progression for female staff, few women in management; and lack conducive of conducive environment. The situation is further compounded by limited institutionalization of gender mainstreaming; varied appreciation of gender among universities and their staff; as well as gender blind curricular. Various universities, regional networks and other key stakeholders have put in place interventions to address gender inequalities in education and research. These experiences have informed the recommendations given below. 4.2 Recommendations Gender Disparity in Enrolment of Women in HEIs There is need for HEIs to sustain their effort to increase enrollment of women at both the undergraduate and postgraduate levels by adopting multiple strategies that reinforce each other. Integrated use of approaches that have resulted in success such as the affirmative action and pre entry or bridging programs will be crucial. RUFORUM should consider instituting specific scholarships for women on top of the general calls. It could establish gender based quotas for admissions into its regional training programs. Candidates should then be selected through open competition within the quotas. RUFORUM should also more widely advertise its research and training programmes with clear messages encouraging women to apply. In addition it should invest in building capacity of women on how to apply for the various training and research grant opportunities. The Competitive Grants Scheme incentive system should reward Principal Investors who offer training scholarships to female students and support them to complete. Concerns about gender equality in merit based institutions It is important to recognize the concerns that affirmative action compromises merit and quality in admission of students. Studies should be conducted that examine what works or 28 does not work in affirmative action approaches. Such studies will help to generate a set of principles derived from best practices that can be applied by universities and monitored. RUFORUM can also facilitate discussions, information sharing and learning platforms on the subject and on alternative methods to affirmative action such as the Pre Entry Programmes, which facilitate admission of female students and address quality issues at the same time. Limited pool of Female and Disadvantaged Students who successfully Complete Secondary School Education Universities through their Gender Mainstreaming units/ divisions can contribute to raising the enrollment of students from disadvantaged areas/ backgrounds by developing and implementing projects that target such students. University leadership should therefore encourage the gender divisions or units to make this part of their activities but also support them by providing the necessary resources (time and skilled personnel). RUFORUM can further contribute by providing platforms and processes through which the Gender Mainstreaming units/ divisions can jointly create solutions to the challenge, share lessons, successes and good practices. Misconceptions about science and agriculture as a career for women It is important that universities and RUFORUM make deliberate effort to market the agricultural disciplines to male and female students. This might be done by raising awareness on the contribution of the science to development, the facets/ scope of the field, the numerous career opportunities therein and existing potential for men and women. It is important to showcase role models in the field (scientists, government officials, entrepreneurs and farmers) and the rewards/successes obtained in their agricultural related careers. The alumni of universities and RUFORUM can be mobilized to participate in this effort. Low numbers of female staff in teaching and management positions in universities RUFORUM and HEIs can support career progression of women, their increased involvement in networking and leadership by i) creating opportunities for further training/ professional upgrading that are targeted at women; ii) creating opportunities for training in leadership, proposal writing and other professional skills development for women or instituting quotas for women’s participation in such events; iii) widely advertising any professional upgrading opportunities that emerge for women; iv) encouraging more sandwich programs that allow part of the study at home and budgeting in such a way as to 29 ensure that scholarships allow women with infants to visit home more or to travel with them; and v) providing strong mentoring programmes for female students and staff on career professional upgrading. Varied Institutionalization of Gender Mainstreaming RUFORUM has the unique position of being owned by member universities and having representatives of Vice Chancellors on its Board of Directors. This position can be used to encourage and persuade Vice Chancellors to support the development of gender policies where there none and the implementation of existing policies, through development of technical expertise and provision of necessary resources. Through its varied platforms RUFORUM can support information sharing on methods, tools, experiences and best practices in mainstreaming gender in universities. Communication between Gender Mainstreaming units in different HEIs should be strengthened to help foster learning from each other’s experiences and to give opportunity to less advanced units to learn from the activities of the more advanced ones. Recognizing and rewarding good practice on addressing gender issues among RUFORUM member universities is also recommended. Creating a conducive environment for students The environment at universities can be made more conducive for students’ study by: Providing living quarters for students that are disadvantaged, from distant places or who have to move with infants. Reducing the need for physical presence on the campuses beyond what is necessary through use of approaches such as e-learning, distance learning and sandwich programmes. Encouraging the set up of support groups for female students and staff, provision of good mentoring and counseling services. Setting clear rules on sexual harassment and enforcing them. RUFORUM with its specific focus on postgraduate training has put in place some interventions to improve the environment. These include providing female students with one extra air ticket over and above what the male counterparts receive; a health scheme for female students who deliver children while on study out of their country; and better accommodation for students with infants. These strategies should be sustained. This notwithstanding, RUFORUM should adopt gender budgeting in order to provide scholarships which address the gender needs of married students (male and female). Mainstreaming Gender in the Curriculum 30 The universities should ensure that their graduates have the capacity to analyze the needs of men and women and to address them with appropriate interventions by developing capacity of both staff and students through introduction of appropriate courses on gender and sensitization workshops. RUFORUM can support this process by encouraging incorporation of modules on gender in the regional training programmes that it supports, requiring those submitting research proposals to address gender issues where appropriate and the use of gender dis-aggregated data in reporting. 31 References Association of African Universities (2006), A Tool Kit for Mainstreaming Gender in Higher Education in Africa Gender net, no, 2, 2000: Beijing + 5: What does it mean for Africa? Progress assessed during the Sixth Regional Conference on Women and Beijing +5 Institute for Women’s Policy Research. (2007). The gender wage ratio: Women’s and men’s earnings (IWPR Fact Sheet #C350). Retrieved July 10, 2007, from http://www.iwpr.org/pdf/C350.pdf. Julita Nawe (2004), Strategies for Enhancing Female Participation at the University Of Dar es Salaam, Tanzania: African universities in the 21st Century, Vol. II pg 493 Kwadwo Asenso-Okyere, Kristin Davis, and Dejene Aredo, (2008), Advancing Agriculture in Developing Countries through Knowledge and Innovation Synopsis of an International Conference International Food Policy Research Institute Washington, D.C. Paul Tiyambe Zeleza and Adebayo Olukoshi (2004), African Universities in the Twenty-first Century: Knowledge and Society Marietta Perez-Dlamini (2009), Increasing the Critical Mass Of Women In High Academic Ranks And Leadership Positions: Strategies And Activities By University Of Swaziland Research Centre Ministry of Gender, Labour and Social Development (2007), Uganda Gender Policy RUFORUM Monthly – Vol 3 Issue 5- May 2009). The Daily Nation (March 6th 2009) The World Bank (2009), Gender and Agriculture: Washington Dc Source Book, the World Bank, The United Nations (1995), Declaration and Platform for Action of the Fourth World Conference on Women. New York: UN Division for Public Information Uganda Demographic and Health Survey (UDHS) 2006. 32 University of Nairobi (2008), Gender Policy Williams S, Seed J and Mwau A (1994) ‘The Oxfam Gender Training Manual’, Oxfam (UK and Ireland) World Economic Forum (2009), Global Gender Gap Report. 1 1 http://www.un.org/womenwatch/daw/cedaw/cedaw.htm 1 http://www.peacewomen.org/un/sc/1325.html 1 http://www.un.org/womenwatch/daw/cedaw/protocol/text.htm 1 http://www.un.org/womenwatch/daw/followup/beijing+5.htm http://www.unfpa.org/gender/empowerment.htm 33 Annex 1 Table 1 Distribution of Male and Female Students enrolments in RUFORUM Focus Faculties University/ College Level of Training Number of Students Total Female Male Botswana College of Agriculture Undergraduate 216 72 33% 144 Graduate 25 8 32% 17 39 Eduardo Mondlane Under graduate 553 100 18% 493 40 Graduate 35 10 29% 25 National University of Burundi Undergraduate 198 31 16% 167 University of Zimbabwe Graduate 34 16 47% 18 Bunda College of Agriculture (Faculty of Agriculture) Undergraduate 297 86 29% 211 41 Mekele University Sokoine University of Agriculture (SUA) 42 Himalaya University College of Agriculture and Environmental Sciences Swaziland Makerere University (Faculty of Agriculture) 67% 68% 82% 71% 84% 53% 71% Under graduate Graduate Undergraduate Graduate Undergraduate Graduate 562 70 2025 694 1979 247 176 12 803 200 399 25 31% 30% 27% 29% 20% 10% 386 28 2122 494 1580 222 69% 70% 73% 71% 80% 90% Undergraduate Graduate Undergraduate Graduate 966 29 418 8 43% 28% 33 22 548 21 57% 72% 67 78 Table 2: Staff Qualifications by Gender University/ College Qualification Botswana College of Agriculture Bunda College of Agriculture- Faculty of Eduardo Mondlane Mekele – Faculty of Agriculture Agriculture43 PhD MSc BSc HDip/ Dip Number of Staff Total Female 57 11 42 15 27 7 18 4 Male 46 27 20 14 Cert PhD MSc BSc PhD MSc BSc PhD 8 27 26 11 20 33 12 15 8 22 15 9 14 28 7 14 0 5 11 2 6 544 5 1 39 Figures for students in the Departments of Silviculture, Agronomy and Forestry only Figures provided for three courses: MSc Plant Protection (1 female, 6 male); MSc Natural Resources Management (4 female, 3 male); and MSc Rural Development (16 female, 5male) 41 Situation in academic year of 2008/2009 42 Situation in academic year of 2008/2009 43 Staff situation in the Academic year 2008/2009, including staff on study leave, secondment to government and on leave of absence. 44 Out of the five two are under training for PhD 40 34 National University of Burundi- Faculty of Agricultural Sciences University of Nairobi- Faculty of Agriculture45 University of Zimbabwe Makerere University Faculty of Agriculture Sokoine University of Agriculture Haramaya University College of Agriculture and Environmental Sciences University of Swaziland MSc BSc 83 28 8 5 75 23 PhD MSc PhD MSc PhD MSc PhD MSc PhD MSc BSc PhD MSc BSc PhD MSc BSc 6 14 61 18 22 27 76 26 195 169 92 39 81 55 35 18 1 2 2 15 3 4 9 26 4 22 40 22 0 14 8 9 6 0 4 12 46 15 18 18 50 22 173 129 70 39 67 47 26 12 1 Table 3: Number of Staff by Ranks University/ College Qualification Africa University- Faculty of Agriculture Professors Associate Professors Senior Lecturers Professors Associate Professors Senior Lecturers Lecturers Asst Lecturers Tutors Technicians Professors Associate Professors Senior Lecturers Lecturers Assistant Lecturers Professors Senior Lecturers Lecturers Professors Botswana College of Agriculture Mekele – Faculty of Agriculture University of Nairobi46- Faculty of Agriculture University of Swaziland47 Number and percentage of Staff Total Female Male 4 1 25% 3 75% 1 0 0% 1 100% 24 5 21% 19 79% 3 1 33% 2 67% 12 1 8% 11 92% 27 7 26% 20 74% 51 14 27% 37 73% 1 0 0% 1 100% 5 2 40% 3 60% 53 13 25% 40 75% 1 0 0% 1 100% 14 1 7% 13 93% 71 6 18% 65 82% 12 2 17% 10 83% 28 5 8% 23 92% 24 4 17% 20 83% 37 11 30% 26 70% 18 3 17% 15 83% 5 0 0% 5 100% 45 Staff figures for the departments of Agricultural Economics, Land Resource Management and Technology, Food Science and Technology and Plant Science in 2008 46 Staff figures for the departments of Agricultural Economics, Land Resource Management and Technology, Food Science and Technology and Plant Science in 2008 35 University of Zimbabwe Haramaya University College of Agriculture & Environmental Sciences Sokoine University of Agriculture Associate Professors Senior Lecturers Lecturers Teaching Assistants Professors Associate Professors Senior Lecturers Lecturers Professors Associate Professors Senior Lecturers Lecturers Assistant Lectures Professors Associate Professors Senior Lecturers Lecturers Assistant Lectures Teaching Assistants 6 11 31 1 4 1 24 20 9 31 44 36 55 64 59 61 78 102 92 1 2 12 0 1 0 5 7 0 0 4 10 8 4 6 10 16 25 21 17% 18% 39% 0% 33% 0% 21% 35% 0% 0% 9% 28% 13% 6% 10% 16% 21% 25% 23% 5 9 19 1 3 1 19 13 9 31 40 26 47 60 53 51 62 77 71 83% 82% 61% 100% 67% 100% 79% 65% 100% 100 91% 72% 87% 94% 90% 84% 79% 75% 77% 47 Combined staff figures for all faculties (Agriculture, Commerce, Education, Health Science, Humanities, Social Sciences, IDE) 36
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