Gender and higher education in African universities: A critical discourse analysis of key policy mandates in Kenya, Rwanda, and Uganda

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DOI:

https://doi.org/10.14507/epaa.31.7371

Keywords:

gender equity, higher education, Kenya, Rwanda, Uganda

Abstract

In this comparative project, we analyze three policy documents that have guided gender-based higher education initiatives in Kenya, Rwanda, and Uganda. Two research questions guided our work: (1) How do key policy documents conceptualize gender equity? and (2) How is gender equity discussed in relation to economic priorities and sociopolitical realities in each country? To address these questions, we conducted a critical discourse analysis of the following: Kenya’s Education and Training Gender Policy in Kenya, Rwanda’s Education Sector Strategic Plan 2018/19–-–022/23, and Uganda’s Gender in Education Policy. Corroborating the work of other scholars, we found that all three documents shared (1) an increased commitment to gender equality, (2) persistent underrepresentation of women in higher education despite increased participation of women over time, and (3) markedly low gender parity in STEM disciplines. Our findings are significant because they confirm that there is a disconnect between stated policy goals and actual student outcomes, which limits institutional success and economic development. Additionally, our analysis highlights differences in the strength in commitment to gender equity in policy mandates in these three countries. This is a key issue which warrants further research attention.

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Author Biographies

Meseret F. Hailu, Arizona State University

Dr. Meseret F. Hailu is an assistant professor of higher and postsecondary education at Arizona State University. Her research focuses on the retention of minoritized women in STEM higher education pathways and professions.

Earl E. Lee, Arizona State University

Earl E. Lee is a doctoral student in justice studies at Arizona State University. Their research focuses on pedagogical practices in higher education by examining the intersection of postcolonialism, science and technology, and Afrofuturism. 

Atota Halkiyo, Arizona State University

Atota B. Halkiyo is a doctoral candidate in education policy and evaluation at Arizona State University. His research focuses on enhancing higher education equity for international and underrepresented students.

Keti Tsotniashvili, Arizona State University

Keti Tsotniashvili is a doctoral student in education policy and evaluation at Arizona State University. Her research focuses on higher education policy change, academic life and identities in the context of post-socialist transformations.

Neelakshi Rajeev Tewari, Arizona State University

Neelakshi Rajeev Tewari is scholar-practitioner and doctoral candidate in education policy and evaluation at Arizona State University. She works on internationalization of higher education and its impact on universities in the global south, especially India.

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Published

2023-03-07

How to Cite

Hailu, M. F., Lee, E. E., Halkiyo, A., Tsotniashvili, K., & Tewari, N. R. (2023). Gender and higher education in African universities: A critical discourse analysis of key policy mandates in Kenya, Rwanda, and Uganda. Education Policy Analysis Archives, 31. https://doi.org/10.14507/epaa.31.7371

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Articles