Creating and Enabling and Empowering Environment for Women in Tertiary Education previous page | next page As part of its work to strengthen female leadership at the tertiary level of education, the Forum for African Women Educationalists (FAWE) has produced a handbook for African Universities which aims at creating women-friendly environments for women in tertiary education. Overall female representation in the tertiary sector in sub- Saharan Africa is very low. This is true of women students, lecturers, instructors and administrators (Namuddu, 1993; Mlama, 1997). While the level of female representation varies from country to country, issues such as poor promotion prospects and lack of aknowledgement of women's concerns are quite consistent across countries. Moreover, a woman's experience at university, in whatever capacity, is qualitatively different than a man's because of the widespread incidence of sexual intimidation, harassment and violence on university campuses (African rights, 1994; EORP, 1991; Phiri, et al., 1994). Creating an Enabling Environment and Empowering Environment for Women in Tertiary Education was produced to address these problems. The document is a practical handbook designed to assist administrators in: (i) designing a strategy that will result in attracting and retaining more women as students, lectures and administrators; and, (ii) transforming tertiary institutions to be more aware of, and relevant to, women's lives. The handbook provides a rapid overview of the position of women in tertiary institutions in Africa and goes on to discuss why it is important to improve the present situation. It summarizes some institutional experiences (the University of Cape Town, the University of Dar Es Salaam, the Commonwealth Secretariat and the Bangladesh Rural Advancement Committee) and presents a step-by-step strategy for creating a women-friendly environment. Designing a strategy and program The handbook outlines a general strategy to improve the situation of women in tertiary institutions and indicates specific activities that can be carried out. Six key areas within which universities should take action to address gender inequities are suggested: Systematically documenting and publicizing the areas women find problematic on campus and the extent of those problems; Developing strong support networks (composed of women and men) on and off campus; Implementing a series of equal opportunity and affirmative action activities; Undertaking gender sensitization and social mobilization in support of the concerns of women; Supporting the development and proper functioning of organizations that support women's concerns; Changing existing structural, organizational and institutional practices in order to accommodate the needs of women. Guidelines for implementing a tangible action plan and an effective monitoring system, and for marshalling resources for the activities are provided. Excerpted from Creating an Enabling and Empowering Environment for Women in Tertiary Education, Compiled by Karen Hyde, Forum for African Women Educationalists (FAWE), 1998, ISBN 9966-908-29-3. Namuddu, K. 1993. Gender Perspectives in the Transformation of Africa: Challenges to the African University as a Model to Society. Paper presented at the 8th General Conference and 25th Anniversary Celebration of the Association of African Universities. University of Ghana, Legon. Mlama, P.M. 1997. Increasing EquityAccess and Equity in Higher education: Gender African Rights, 1994. Crimes Without Punishment: Sexual Harassment and Violence Against Female Students in Schools and Universities in Africa. Discussion Paper No. 4; London. EORP, 1991. Final Report of the Committee of Enquiry into Sexual Harassment, University of Cape Town. Published by Equal Opportunity Research Project. Phiri, I., L. Semu, F. Nankhuni and N. Madise. 1994. Violence Against Women in Educational Institutions: The Case of Sexual Harassment and Rape on Chancellor College Campus. Chancellor College, Zomba, Malawi.

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