1. The Irish-African Partnership for Research Capacity Building Meeting
Gender as a constraint to Research Capacity Building within Higher Education Institutions: Learning from institutional experiences in tackling this
Consolata Kabonesa
The Irish-African Partnership for Research Capacity Building Meeting
12th May 2009; Maputo, Mozambique

2. Outline Introduction Understanding gender
Why gender in development and research?
Gender as relevant to universities
Management of universities, research, teaching and learning
Experiences from partnership institutions
Conclusion

3. Introduction Discourse on the status of women
Gender discourse since 1980s
Status of women
disadvantaged relative to men,
have less access to resources and benefits
Have less access to information and decision-making,
Have fewer rights both within the household and in the public sphere

4. Understanding Gender
Gender – relational concept - difference between♀ and ♂
Socially constructed
Changes over time and context specific
Expectations - characteristics, aptitudes and likely behaviours of both ♀ and ♂

5. Understanding Gender
Assigned economic, social, political and cultural roles
differences in needs and interests that should be addressed equally.
Allocation and distribution of resources
Gender is not women
Sex – biological-male/female; hormones

6. Why Gender…
Allows for understanding the status of ♀ and ♂ within a specific socio-cultural context
Gender addresses social, economic, political constraints faced by ♀ and ♂
♀ and ♂ would have different answers for similar questions regarding development

7. The Cycle -

8. Why Gender… Holistic approach to development
Address issues of vulnerability
Interventions - improve the livelihoods
Create equitable and sustainable development
Leads to contented people ☺

9. Gender in Research Use gender to analyse economic conditions,
government bureaucracies,
socio-cultural factors,
familial norms,
training/education &
religious beliefs, etc
Gender issues in research require an understanding of and applying gender analysis

10. Gender in Research Assess differential
access to power,
resources, and opportunities,
division of labour,
social and gender relations at various levels of concern
Applying gender from inception of the research through all steps of the research

11. Policy Implications Identify beneficiary Identify areas of focus
Design and implement gender responsive of policy
Develop intervention strategies
Lead to sustainable projects
Reduce inequalities in society

12. Gender in Higher Education Institutions
Historical imbalances -Socialization, culture, lack of role models, lack of policies

13. Gender in Higher Education Institutions
‘Namuddu (1995) …higher education institutions and especially African universities have a critical role to play in the social and economic transformation of African societies. …for HE institutions to play this role effectively, they must provide a model of excellence to the rest of society as regards gender equity by embracing the principle of gender equity in their make up and in their practices. Increased women's participation in HE is particularly important in the era of globalization that we live in’. cited in Bunyi, Grace W. (2004) Gender disparities in higher education in kenya : nature, extent and the way forward . The African Symposium Vol. 4 No. 1 March 2004

14. Gender in institutions of higher education
HE enables women to participate in the social, political and economic lives of their communities and countries as leaders in business, in the professions and in politics – (Bunyi, 2004)

15. Representation of Women at Makerere University
Senior Administrative (1-7): 76 ; 42%
Assistant Lecturers 46; 29%
Teaching Assistants 36; 29%
Lecturer level: 115; 19%
Senior Lecturer 35; 10%
Associate Professor 6; 3%
Professor: 3; 6%
Kabonesa, Dranzoa, Kanabahita (2009) Makerere gender terrain and national development . Stakeholders consultative conference (26 to 27 march 2009)
Insert graghs

16. Representation of Women in UL (2005 - 2007)
Grades 7-9: 51% to 63%
Lecturer level: 31% to 40%
Senior Lecturer, Associate Professor, Professor: 8% to 17%
Female academics:
6 Professors
4 Associate Professors
27 Senior Lecturers
Richardson, Ita

17. Results –why these statistics
No substantial gender biases at UL through overt institutional generation.
Females more involved with teaching and caring for students at their detriment for research opportunities.
Females spend less time on research and write fewer grant proposals, papers etc
Male / Females spend comparable time on administration (female slightly higher)
Females have fewer appointments to national / international bodies

18. Results
No substantial gender biases at UL through overt institutional generation.
Females more involved with teaching and caring for students at their detriment for research opportunities.
Females spend less time on research and write fewer grant proposals, papers etc
Male / Females spend comparable time on administration (female slightly higher)
Females have fewer appointments to national / international bodies

19. Group work -- Gender issues in your university
Is your university different from Makerere and Limerick?
Is data available on the status of women and gender issues in your university?
Are you aware of, informed about, and sensitive to gender issues?
What is the level of gender awareness in your institution?
What are the gender issues in access, inclusion, promotion, and the general climate?
Do you think that a gender policy is needed in your university?

20. Group work
How would you characterise research outputs by male and female academic staff at your institution?
Are men and women equally involved in research activities?
Who sits on research committees?
Does it matter if women are incuded on research committees?

21. Gender and Capacity Cont.
Are there specific contraints that women face?
What strategies do you have at your institution that ensures inclusion of women in research?
How are your staff motivated to conduct research that is gender responsive?
How have you integrated gender in research programmes?

22. Conclusion Gender is not women
However women can be targeted to address historical imbalances
Gender brings out the views of both women and men (young and old)
Gives the vulnerable and disadvantaged a voice
Holistic approach to research

23. Conclusion Gender not well understood in academia and research
Not easy to conduct gender focused research
Opportunities in funding/donor interest
Need for integrating gender in all research

24. Recommendations
Promote gender focused, women and men specific research for sustainable development
Promote young scholars’ research activities
Promote collaboration with gender specialists
Promote collaboration with NGOs
Create awareness about importance of gender in research

25. Source
Parker A. Rani, Itiziar Lozano and Lyn A. Messner (1995) Gender Relation Analysis: A guide to Trainers. CT, Westport: Save the Children