Policies and practices of gender equity in higher education in Dar es Salaam, Tanzania

This study is about policies and practices of gender equity in six higher education institutions in Dar es Salaam, Tanzania. The purpose of the study was to examine the successes and problems of, gender equity in higher education in Tanzania. Three objectives guided the empirical investigation a) To find out the policy provisions/statements and practices of gender equity in higher education; b) To assess the successes of the policies and practices of gender equity in higher education; and c) To examine the problems facing the implementation of the policies and practices of gender equity in higher education in Tanzania. The study used a case study research design. The population was above 3,019 higher education staff and above 19,316 higher education students from which a sample of fourteen higher education staff and fifty seven higher education students was drawn. The study interviewed fourteen higher education staff, administered questionnaires to fifty seven higher education students and conducted a review of relevant documents. Results showed that Women in Development (1992), National Higher Education Policy ( 1999), Tanzania Development Vision 2025 (1999),Women and Gender Development Policy (2000), National Strategy for Gender Development(2005) , Higher Education Students Loans Programme(2005), National Strategy for Growth and Reduction of Poverty (2010) as well as Gender Policy (2006), Anti-Sexual Harassment Policy (2006) and Affirmative Action Policy Interventions that is, PEP and PAC, of the University of Dar es Salaam are policy provisions/statements and practices that are geared towards gender equity in higher education in Tanzania. It was also found out that increase in a number of female students and staff, increased representation of females, the establishment of gender mainstreaming policies and practices, and awareness of female students and staff on gender issues are the successes of policies and practices of gender equity in higher education. Results also showed that problems facing the implementation of policies and practices of gender equity in higher education in Tanzania are; culture and cultural practices, low self esteem for females, economic dependency of females on males, lack of affirmative action, lack of knowledge on policies and practices of gender equity in higher education, religion and poor policy promotion. The study identified that policies and practices analyzed affect gender equity in higher education thus their implementation is what renders higher education successful or not. It was also identified that policies and practices of gender equity in higher education are largely in one facet of equity that is equity of access to higher education. It was recommended that communities should be sensitized in order to do away with culture and cultural practices that affect gender equity in higher education and that all higher education institutions in Tanzania should have affirmative action policy interventions as well as establish or adopt a gender policy and anti-sexual harassment policy suitable to their contexts.