Female Leadership and Higher Education Management in Developing Countries 28 – 29 June 2017 Bonn, Germany About DIES Preface
Ladies and Gentlemen,
The Dialogue on Innovative Higher Education Strategies (DIES) program is jointly managed What can be done to strengthen female leadership in higher education in developing countries? by the DAAD and the HRK. It aims at improving institutional higher education management The conference “Female Leadership and Higher Education Management in Developing Countries” as well as aligning higher education systems with national and regional development goals, that took place in Bonn, Germany, on 28/29 June 2017 provided an excellent opportunity to so as to contribute to stronger and more internationally engaged and relevant universities in discuss this question, actively involving 120 participants from 35 countries. developing countries. Higher education leaders and experts met to: Covering Africa, Spanish-speaking Latin America, and Southeast Asia, DIES offers the follow- • Take stock of the current gender situation in higher education leadership in developing and ing four program components: industrialised countries; • Analyse the main obstacles to gender equity; • DIES Training Courses and DIES Dialogue Events foster the competencies of academic lead- • Share and discuss good practices for female empowerment; ership staff and contribute to the enhancement of institutional management at universities • Identify enhancement measures to be potentially integrated into the DIES programme portfolio; in developing countries. In addition, the measures facilitate exchange on matters of high- and Establish an international network. er education management between participants from Germany and the respective partner countries. The conference clearly demonstrated that a lack of gender balance in higher education leadership positions is by no means a phenomenon exclusive to developing countries but • In the frame of DIES Projects, the DAAD and the HRK cooperate with foreign partner orga- presents a challenge still to be tackled in many countries. In Germany, for instance, only nizations on current reform topics. For this purpose, dialogue events and training courses in 17.6 % of university leaders are female. It is encouraging to see, though, that due to the measures the target region are combined with a particular thematic focus and adapted to the needs taken figures have been rising steadily in the past years. Also in terms of academic exchange the of the target group. figures are reassuring: 52 per cent of those receiving DAAD support are female. We truly hope that these conference proceedings will allow participants to relive the rich discussions • Lastly, DIES Partnerships offer universities in developing countries and Germany the opportu- that took place. Moreover, the proceedings will provide everyone interested in the topic with some nity to cooperate in the area of higher education management. insight into what has been discussed. The DAAD and the HRK are grateful for the commitment and expertise of everyone involved in this important conference. We are dedicated to strengthening the role of women in higher education leadership positions and look forward to the further exchange with our partners at home and abroad.
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Dr Anette Pieper Marijke Wahlers Director Projects Head of International Department German Academic Exchange Service (DAAD) German Rectors´ Conference (HRK) Table of contents
2 About DIES 34/35 Dr. Sèdaminou Judith Gbenoudon, Female Leaders at Sunan Kalijaga Islamic 66/67 Dr. Rachel-Claire Okani, African Université d’Abomey-Calavi, Benin State University (UIN) Yogyakarta, University for Cooperative 3 Preface Thematic Networking of Women in Higher Indonesia Development, Benin Dr. Anette Pieper, Director Projects, Education: A Tool to Boost Women’s For Gender Equity in higher education German Academic Exchange Service Career Promotion 52/53 Dr. Sarra Ahmed Mohamed Saad, leadership: get women on board! (DAAD) Ministry of Higher Education & Marijke Wahlers, Head of 36/37 Dr. Ernesto Medina Sandino, Scientific Research, Sudan 68/69 Dr. Ángela Camacho Beltran, International Department, German Universidad Americana, Nicaragua Women in Research Institutions in Sudan: Colombian Network of Women Rectors’ Conference (HRK) Is a Gender Policy the Solution? Challenges and Achievements Scientists (RCMC), Colombia Colombian Network of Women Scientists 6 Keynote 38/39 Dr. Maria Jacinta Arquisola, 54/55 Yasmine Sy Sarr, Groupe Ecole (RCMC) Prof. Christiane Dranzoa, Professional Devel opment Center, Supériere de Commerce de Dakar, Vice Chancellor, Muni University, Indonesia Senegal 70/71 Prof. Faith Nguru, Riara University, Uganda I See Myself as Climbing a Mountain: Promoting Gender Equity in Higher Kenya Strengthening Gender equity in higher Female Leaders’ Constraints and Sense- Education Leadership in Senegal Towards Developing Women Leaders: A Case Education Leadership, empowering Women making in Indonesian Higher (West Africa) Study of Kiriri Women’s University of Science for Leadership Position Education and Technology – Kenya 56/57 Dr. Claudia Segovia-Salcedo, 10 Keynote 40/41 Prof. Oluwatoyin A. Odeku, Universidad de las Fuerzas Armadas 72/73 Dr. Lilawati Kurnia, University of Prof. Dr. Beate Schücking, Rector, University of Ibadan, Nigeria (ESPE), Ecuador Indonesia, Indonesia Universität Leipzig, Germany Mentoring of Women in Academia Creating a Network of Women Scientists in Female in Leadership: Reality or a Dream? The Chance of Female Leadership in German Ecuador (REMCI) Higher Education 42/43 Prof. Dr. Malak Shaheen, Ain Shams 74/75 Connie J. Gores, Southwest University, Egypt 58/59 Prof. Dr. Smile Dzisi, Koforidua Minnesota State University, USA 14 Conference Report Are we ready to vote for a Female Leader? Technical University, Ghana Advancing Women Leaders in Higher Andrée Sursock, PhD, Senior Adviser, A Story from Egypt Making the Numbers: Rethinking Female Education in Minnesota European University Association (EUA), Leadership in Ghana’s Technical Universities Belgium 44/45 Dr. Karen Nyambura Nyangara, 78 Conference Programme General Conference Report Maseno University, Kenya 60/61 Dr. Rowena G. dela Cruz, University Promoting Gender Equity in Leadership in of Muntinlupa City, Philippines 82 Short biographies 26 Testimonials Maseno University Promoting Awareness on Women Leadership and Gender Mainstreaming in 82 Short biographies of Speakers 28/29 Dr. Mary Hames, University of the 46/47 Funmi Soetan, Obafemi Awolowo the Local University Western Cape, South Africa University, Nigeria 96 Short biographies of Moderators Women Leadership in Higher Education Gender Equity Project at Obafemi Awolowo 62/63 Dr. Tete-Benisssan Amivi Kafui, 4 University, Ile-Ife, Nigeria University of Lome, Togo 98 Short biographies of Testimonials 5 30/31 Daniela Espinosa, Facultad Mentoring of Women Scientists in Higher Latinoamericana de Ciencias Sociales 48/49 Nydia D. Mata Sánchez, Universidad Education in Togo 110 Imprint (FLACSO), Ecuador Tecnologica de los Valles Centrales de Gender Awareness for Transformative Oaxaca, Mexico 64/65 Prof. Dr. Ludmila Hanushchak- Leadership in Higher Education Empowerment of University Women in Efimenko, Kyiv National University of Oaxaca, Mexico Technologies and Design, Ukraine 32/33 Mansah Prah, Professor, Sociology Implementation of a Gender Sensitive (retired), Ghana 50/51 Dr. Alimatul Qibtiyah, Sunan Kalijaga Environment Concept at the Faculty of Creating Pathways for Women in a Gendered Islamic State University Yogyakarta, Business and Law, Kyiv National University Forest: A Story from Ghana Indonesia of Technologies and Design Prof. Christiane Dranzoa, Vice Chancellor, Muni University, Uganda Strengthening Gender equity in higher Education Leadership, empowering Women for Leadership Position
Contextually, gender equity in higher education leadership and women’s empowerment is mandated by international, regional and national legal frameworks, ratified by most governments. It is, therefore, a matter of compliance.
Why are there persistently fewer female landscape, such as the high figure of 34% female leaders in HEIs in Africa and Uganda? parliamentarians.
The barriers to gender equity in Africa and At the 1990 UN-sponsored meeting in Thailand, Uganda are historical in nature. Women’s voices five courageous African women Ministers of at policy levels and knowledge on gender issues Education gathered: Fay Chung of Zimbabwe, were limited until the 1980s, as exemplified by Vida Yeboah (RIP) of Ghana, Paulette the two cases: In Uganda, gender issue became Moussavo-Missambo of Gabon, Simone de a matter of national concern and for higher Comarmond-Testa of Seychelles, and Alice learning institutions (HEIs) from 1985, after the Tiendrebeugo of Burkina Faso decided to take United Nations International Conference on action on the appalling state of girls’ education Women in Nairobi. Uganda’s women delegation in Africa. They established the Forum for African from academics and non-governmental Women Educationalists (FAWE) (www.fawe. organizations came back determined to change org) that is bridging gaps in girls’ education the gender terrain of the country and Makerere in Africa via advocacy, awareness creation, University, then the only university in the training, education, scholarships, networking country, was founded in 1922 as a technical and partnerships, and developing leadership institute with the motto “Let us be men”. It capacity of FAWE beneficiaries. So far, a network ccording to UNESCO, the global gender governments. It is, therefore, a matter of commenced with 14 pioneer, all-male students of women education ministers, permanent parity of undergraduate females to males compliance. The UN Universal Declaration and four male staff. After two decades, the first secretaries, women vice chancellors, FAWE Ais 1.08. Female numbers grew over of Human Rights and Freedoms in 1948, the set of six female students were admitted in the alumni, African First Ladies and policy makers sevenfold from 10.8 to 77.4 million in the past African Union Gender Policy (2009), and 1940s. The university motto later changed to continue driving the education of girls and decades. The relatively high female enrolment the Constitution of the Republic of Uganda “We build for the future”, which, to date, women in Africa. Over 55,000 girls and women rate is a mismatch to female leadership in (1995) provide a legal framework to ensure has stood the test of time. have been educated by FAWE so far. HEIs and access into STEM subjects - with the gender balance and fair representation of 6 exception of Sweden which had 43% female marginalized groups on all constitutional Advocacy for gender equity was Multiple socio-cultural barriers inhibit 7 leaders by 2010. The range of female professors and other bodies. The Gender in Education intensified from 1985 to date. Women the potential of women in accessing and female headed-institutions for many other Policy (2009) provides a framework for the lobbied and championed women’s agenda. higher education and ascending into countries ranged from 0-36%. Currently, 12.8% implementation and monitoring of a gender They created awareness amongst government leadership positions. To date, women are of 41 Ugandan universities are female-headed. sensitive and responsive education system at entities, development partners, and the entire under-represented in the leadership of There are only three female chancellors. all levels of education as a fundamental human University. Subsequently, a department of higher education sector. Cases of teenage right. The policy further requires universities to Women Studies was created at Makerere pregnancies, early marriages, sexual abuse Contextually, gender equity in higher education address gender gaps, and mainstream strategies University in 1991, headed by Professor Victoria of the girl child, low importance attached to leadership and women’s empowerment is to address existing gender imbalances. Africa’s Mwaka. Thereafter, Makerere University became the education of the girl-child, poor school mandated by international, regional and and Uganda’s national legal frameworks a global leader in gender policy and there were environment such as shared pit-latrines, lack national legal frameworks, ratified by most and policies are in sync with global ones. other positive changes in the country’s political of sanitary towels, low quality etc. contribute to high school dropout rates. Additionally, Gender stereotyped behaviors, Educating oneself on legal matters is an Target mid and lower-level management most women are socialized in, “acceptable” displayed by society and lack imperative to leadership. Affirmative policy staff through their appointments and staff behaviours for an African woman. Hence, their reforms such as additional 1.5 points given to development schemes by defining quotas leadership potential remains under developed. of support are disempowering women at entry in Universities is still relevant in of scholarships for women. The multiplier Asked why women did not apply for the just- women from pursuing their Uganda and other African countries given the effects of Stepping up women’s access concluded 2017 Makerere University Vice odds hindering girls’ access in education. The into higher education with prioritization Chancellor appointment process, Ms. Irene dreams even when they qualify. numbers of girls entering into STEM education of rural areas would be enormous. For Ovungi, the Vice Chairperson, Makerere can be boosted through affirmative bridging example, in one and half decades, Uganda’s University Council, said this: “Women courses. Gender-specific awards in Uganda, enrolment trends of female students in higher often are less confident, thanks to negative The process for leadership career development such as the Female Scholarship Initiative through education training institutions averaged socialization, have fewer female role models, in HEI of Uganda is structured, lengthy and Carnegie Cooperation, MasterCard, MTN, 42.8% and 44.2% for all disciplines. However, and fewer support systems/networks e.g. merit-based. Once recruited, the next hurdle DAAD, Seed Global Health scholarships for access into STEM subjects remained within rotary club, etc. Women who don’t conform is in academic growth and development from needy students and staff are great opportunities the range of 20-30%. to stereotypes are often get penalized or Masters to PhD and post-doctoral level in an for getting women the requisite qualifications. sanctioned e.g. mocked, not respected, often unresourced environment (lack of funds, Adoption of the FAWE model on gender Funders should to support new upcountry disliked, passed over for promotion, etc. So power, research equipment, infrastructure etc). responsive pedagogy has proven effective in universities like Muni University because this we learn to conform.” Dr. P. Ipulate (HoD) Often, a Ugandan career woman must struggle retaining girls in schools in 19 African countries is where serious mobilization into education had this to say on why as at 2017 there is to write research grants or exclusively pay and FAWE centers of excellence. is required, through bridging courses. We only one female college principal in Makerere their graduate education because government should facilitate women, irrespective of age University (out of 10): “We were intimidated doesn’t finance graduate studies. Hence, more Leadership development and support system and class to achieve their desired dream of by the male competitors, they spiced their by women drop out in their mid-academic career must be sustained: I benefitted from a series of accessing higher education. This is because peddling lies about the conditions because point compared to their male counterparts. International Women Leadership trainings since African women above forty years of age are a number of us are not very familiar with the Drop-outs can be due to financial, reproductive 2004 that broadened my local and international likely to have grown-up children. Hence, laws and policies.” or social constraints. Some are easily networks. To date, I enjoy varied peer support they are likely to be focused and dependable discouraged from elective leadership positions system in the networks of Vice Chancellors, students who give back to their society upon Gender stereotyped behaviors, displayed by due to the abrasive social stresses associated rectors and others. My leadership glass ceiling graduating. society and lack of support are disempowering with campaigns. Where there isn’t strong family happened in my early career, when my then women from pursuing their dreams even when support, women face tough choices for either Dean, Prof. Elly Katunguka, appointed me into Empower women through targeted female 8 they qualify. Those who dare to stand for career development or raising family. Hence, headship. He identified my leadership capacity scholarships including refugees: Step up 9 leadership positions are eked out of competition academic career development for most women at a young age, encouraged me to carry on women’s leadership skills and knowledge because men often see power, influence and happens in a “pulse” manner contributing despite challenges. That single opportunity advancements, strengthen advocacy and money rather than services. The tempered, heavily to the “leaking pipe”. kicked off my potential. I have enjoyed the awareness, create women’s leadership all inclusive and participative leadership style honor of establishing and heading institutions clubs or colloquiums, set up mentor-mentee employed by most women from my personal The limited number of gender champions and even under difficult circumstances. It is clearly sessions to offer opportunities for women experience gets mocked, and women leaders are role models discourage women from daring necessary to make the leadership role more to network, connect with their peers share wrongly perceived as weaklings, attracting critical to take up leadership positions. Therefore, enjoyable and desirable; if managers are always and encourage one another, and above all, judgments and mockery. Very few women who most women are found in lower paying, expected to work late or on weekends it will build research management to enhance their see this negative treatment on fellow women non-powerful mid and lower-level posts in dissuade women who perform other roles. professional competences. can dare to be subjected to similar humiliation. universities. Prof. Dr. Beate Schücking, Rector, Universität Leipzig, Germany The Chance of Female Leadership in German Higher Education
So what are main hindrances that stand in The German higher education the way of gender equity? And how does this system has developed a broad affect the German society? When students and staff are asked about their experience range of ideas and actions already of discrimination (as Leipzig University did in at this time to get to a higher 2015/16 ), it is still a large group who says: “Yes, I myself have experienced discrimination percentage of female leaders. as a woman”. This group sees the fact that women are not treated equaly in society as a problem. And this is said in a country where state? In the field of human ressources women have equal rights! management, proactive recruitment of female postdocs, female group leaders, female With their – on average – better school researchers and female professors have been grades, German girls even have better access promoted. Also there is growing awareness for to higher education than boys. Thus, of the the need of female speakers in conferences. 2,8 million German students today 50% are Universities have installed gender-sensitive women. And girls inscribe not only as future guidelines for the appointment of professors, teachers, but in fields such as medicine and have established mentoring-programs (60%), veterinary medicine (80%), psychology for women at each career level. Measures for (90%), and almost all other fields – only “hard family support have a large impact, such as science” such as physics and engineering reduced teaching load, flexible work hours, remains still mostly male-dominated. Women technical support (e.g. “low exposure lab” not only get better grades at school, but at conditions) for academic staff in pregnancy or University, too. And they fail less often than who return from maternity leave or who are in their male competitors, both at school and in elder care situations. ducation has been a battlefield of gender In many countries, Germany with it`s successful higher education. The number of women`s debates from the first day when girls were longtime chancellor Angela Merkel is seen as a dissertations is constantly growing – over In their recruiting processes, universities even E admitted to schools. The need for female positive example for the normality of women 13.000 or about 40% of all doctoral degrees advertise with dual career services for newly- teachers and, at least in some fields, also for as leaders. But is Germany really a flagship of in Germany last year! So the propotion of appointed professors, and with family-friendly female doctors, brought women to Universities gender equity? dissertations comes close to the proportion of measures, such as: enabling teleworking at the turn of the 19th/20th century. graduates. (laptops with all project-relevant software), More than half of all students are female, emergency family care funds for members of 10 It took decades to produce female professors, but only 22% of the professors at our 120 But still, there is a gap between dissertation the University, babysitting service during events 11 and only in the last ten years is there evidence Universities, and little more than 10% of and further academic career, making it less outside daycare opening hours, family-related of women as presidents or rectors1/vice- all rectors are women. The baby boomer likely that the woman who wrote the excellent special leave and sabbaticals, day camps chancellors of Universities, at least in Germany generation of the late 1950s seems to be dissertation will become a professor. This gap during school holidays and many more. Even and other European countries. Most of these the pioneers in administration. They are was described as the “glass ceiling” already the infrastructure undergoes change when are “first” women – with the first female leaders encouraged by the fact that many Ministers in the 1990s. The German higher education universities provide rooms for nursing and only emerging sometimes after centuries (603 of Science in the federal states, and also the system has developed a broad range of ideas diaper-changing in all buildings. years in the case of my University, 555 years in Minister of Science and Technology in Berlin, and actions already at this time to get to a the case of the oldest Swiss University, Basel). are women. On the other hand, Germany higher percentage of female leaders. So what Today there is much more financial support Even Harvard University now has it`s first female never had a female Minister of finance so are the measures that have been implemented for young researchers, also by large funding president. far. over the recent years to achieve the current agencies and foundations. There are well-
In the following I only use the term rector meaning both rector and president. organized possibilities to replace staff during Female leaders seem to be working group into award-winning categories, Female leadership does make a difference maternity leave, to organize temporary support more often recruited when the which sometimes serves to pre-form the group – especially in such a traditional institution and extra staff for lab support to take over of people eligible for special positions. Leaders as a European University. The image of routine procedures for researchers with family position is less attractive due also need support from family and friends at a university is strongly influenced by the obligations. to difficulties that lie ahead. home. This is a quite usual pattern for male figure of a president or a rector. He or she leaders, widely accepted in at least the German symbolizes the institution. Thus, having a Some universities (e.g. Leipzig) offer awards for society. It is not necessarily transferred to woman in this position – in several cases young female researchers. Over the last few female leaders – even if they happen to have the first woman after hundreds of years – years, the German Research Foundation (DFG) but when I served as full time vice-rector for several people waiting for them at home, these is very visible. It is visibility as an agenda- has offered conference travel allowances for research and doctoral studies for my University. setter in many fields. Sometimes the hopes researchers with young children. As a change At that time, it was quite unusual – and it still and expectations of the public are huge. in higher education policy, DFG also formulated is until today: most vice-rectors are responsible As leaders, women also need These might even be compared to the “Research-Oriented Standards on Gender for education, not for research. When I first expectations on a first black person in a Equality”, and equal opportunity measures attended the annual meeting of the German people who support them, leadership position that will come from the as part of grant applications. But still, even in Research Foundation, there were only two both in the professional black community. And, in a similar way, 2015, ten years after start of this strategy, only other women whose voice was counted – disappointment is unavoidable, as some of 22% of the grant money was given to female among more than hundred male collegues. And field, and at home. the hopes are unrealistic and unachievable. researchers. the impression of a special situation was even And what people have in mind – men and stronger when I was elected as rector. Female women – can also prove to be the biggest To achieve a higher percentage of female leaders seem to be more often recruited when people are more likely to wait for support for hindrance! The German culture is still a professors, the “Professorinnen-Programm” the position is less attractive due to difficulties themselves. Women are expected to help, to male-dominated culture – there is still less was established as a long-term project of the that lie ahead. Leipzig University, for example, act in their social role as mothers, daughters, acknowledgement for the achievements German federal and state governments – it faced extreme budget cutbacks at the time wives. They are, or thought to be, more or less or merits of women, in a similar way to especially supports the recruiting of young of my first election. So I had to reorganize skilled to give support to others. As leaders, how Siri Hustvedt described in her 2015 reseearchers as professors. There are Best the university and had to fight against the women also need people who support them, novel “The Blazing World” about the world Practice Clubs: such as the Charta “Familie in der cutbacks at the same time. My success in both both in the professional field, and at home. of Contempory Art in North America. In Hochschule” of the Robert Bosch Foundation, fields helped to win the re-election. And, I Women often prefer a collaborative style. general, female leadership in such positions and many other projects. But Germany still must say, in both situations, the election and Many female leaders are team-oriented in their should be seen as an opportunity. It is a 12 has a way to go for full compatibility of family the re-election, not only female but also male working style, and tend not only to focus on chance to start discussions in society in 13 and academic career. The parental leave of collegues/networks supported me. their own career, but that of the whole team. a different way than a male predecessor young fathers (usually 2 months) is not widely Thus, a scientific background or a work group could, and to find an audience – not only accepted, and in many regions there is a lack As a leader, you need good ideas, widespread experience can be very helpful for a leadership among women in science, but also as a role of family-friendly infrastructure (child care, experience, integrative social skills, and position. model for other women. especially for young children). And there still persistence. These qualities are widespread exists a gender pay gap in Germany. among women. You also need networks – both male and female. Female networks may not Female leadership does make a difference – especially in If I may add my personal experience on my way be as strong as male networks. For example, to a leadership position: I became aware of a male networks in science are very strong when such a traditional institution as a European University. next “glass ceiling” not when I was a professor, it gets to push members of a “silver-back`s” Andrée Sursock, PhD, Senior Adviser, European University Association (EUA), Belgium General Conference Report
1. Introduction
The conference on “Female leadership and are captured by three metaphors: the pipeline Higher Education Management in Developing (or how to increase the number of women Countries” was co-organised by the Programme into academia up to the doctoral level); the “Dialogue of Innovative Higher Education sticky floor (or how to ensure that women Strategies” (DIES) of the German Academic do not get stuck midway in their academic Exchange Service (DAAD) and the German careers); and the glass ceiling (or how to ensure Rectors’ Conference (HRK), with financial that women reach the upper senior levels of support from the German Federal Ministry for university leadership). The obstacles to female Economic Cooperation and Development. advancement toward leadership positions include both cultural and structural obstacles. About 100 participants from 32 countries attended the conference to: Cultural obstacles are expressed in cultural norms about gender that are most apparent in • Take stock of the current gender situation in patriarchal environments. These usually ascribe higher education leadership in developing specific domestic responsibilities to women and and industrialised countries and analyse the define gender-specific models of leadership and main obstacles for gender equity; decision-making styles. These gendered norms • Share and discuss good practices for the are at work in academia, and more apparent in promotion of women to leadership positions; some disciplines associated with men. In cultures • Create an international network; that respect elders, arm’s length relationships TABLE OF CONTENTS • Prepare recommendations for the DAAD/DIES between junior and senior academics are the 1. Introduction 15 5.2. Strengthening networking, Programme, which intends to add gender norm and prevent effective mentoring. 1.1. The challenges faced by women mentoring and peer counselling – equity to its portfolio of activities. in higher education 15 What to do when and how? 21 In addition, structures and processes stand 5.3 The role of scholarship programmes This report summarises the main discussions in the way of women. In academia, these 2. Why is gender equality important? 16 in supporting the next generation that took place during the conference. include opaque or male-centric promotion of female academics 21 procedures, notably the assumption that 3. A moving set of testimonials 5.4. Changing higher education career progression is linear and cannot tolerate 14 from around the world 17 structures and programmes – 1.1. The challenges faced by women in parenting interludes; differential access to 15 What to do and how? 22 higher education research grants; lack of opportunities to attend 4. Success factors: conferences and for international mobility. The bIbinGka cake model 19 6. What should donor organisations, The conference built on a workshop that was regulatory bodies and society do? 22 organised in Bonn, Germany, on 11 April 2016, There are also informal obstacles that exclude 5. Potential empowerment measures for and a “Study on Gender and Leadership in women such as scheduling important meetings women: Recommendations for 7. Conclusion: Proposal for DIES’s Higher Education” conducted by the Fraunhofer late in the afternoon that conflict with women’s DAAD/DIES 20 future activities 23 Institute IMW in Leipzig. domestic responsibilities, or the strength of old-boys’ networks that exclude women from 5.1. Leadership capacity building – The conference confirmed the challenges socializing and, therefore, from professional What to do when and how? 20 Selected resources 24 faced by women in higher education. These opportunities. As a result, women may end up internalising sector research involving academia and companies longitudinally and found that when is denial that a problem exists or a belief that gender stereotypes and not recognising the industry; companies increase the diversity of their senior problems existed in the past but have been hurdles that stand in their way as Christine • The number of women inventors is low but teams, they also increase their productivity by solved. In addition, Beate Schücking spoke Dranzoa explained. They may develop poor rising. 35%.4 Importantly, it is not a matter of adding of “anti-genderism”, that is, the position that self-confidence, rule themselves out of one or two women to a team but reaching at gender is not an issue that should be discussed leadership positions, and assume that their Women also manage their academic careers least 35% of women. This is the tipping point at all. This attitude is present in some segments domestic responsibilities cannot be combined differently from men. A recent study showed when the presence of women can have a of countries such as the extreme right in with leadership responsibilities. Speaking that academic women in the USA work the measurable effect. Germany or some religious fundamentalist of Africa, Elizabeth Rasekoala spoke about same hours as men but spend less time on groups in France. the “unequal power relations and dynamics research and more on teaching and service (in Figure 1 shows the “likelihood of financial between women and men, and the patriarchal addition to their family responsibilities).2 A study performance above the national median. Despite these negative assessments, however, and stereotypical norms and standards, of at the University of Massachusetts at Amherst Analysis is based on composite data for all the conference provided a significant what constitutes effective leadership and found that three-quarter of women professors countries. Results vary by individual country.”5 opportunity to shine light on many positive management skills and abilities.” This results had taken on major service roles, compared initiatives that are promoting gender equity in deeply engrained cultural gender bias, lack to half of their male colleagues.3 In addition, around the world. of gender equity mainstreaming mechanisms women apply for promotion less often and get and even gender-based violence on campuses promoted at lower rates. and in society. 3. A moving set of testimonials from around the world The academic consequences are concrete. 2. Why is gender equality important? Thus, a recent study based on the analysis of The DAAD sent out a call for testimonials of the Scopus database over a twenty-year period Several speakers addressed the issue of why initiatives to enhance women’s position and revealed the following patterns:1 gender equality is important. They stressed that received 400 responses, of which twenty were it is key to meeting successfully the many social, selected and turned into conference posters • The proportion of women to male researchers economic and cultural challenges of the future. (cf. Testimonial posters). is growing but with a big spread between Therefore, gender equity is “a matter of both countries: Brazil/Portugal (49%) and Japan social cohesion and economic development” A good part of the first day was devoted to 16 (20%); to use Christiane Gaehtgens’ words. hearing these testimonials. These documented 17 • Women researchers congregate in the health the fact that the gender divide starts early and life sciences; In addition, it has been shown that the more and – when left unchecked – endures. • Women have lower scholarly output, albeit diverse an organisation is, the better its decision- an impact factor similar to that of men; making and that the cost of discrimination Scholarisation of girls lags in some countries • Women are less mobile. As a result, they can be very high. Thus, France Stratégie (an Figure 1: The diversity dividend while in many other countries girls and women collaborate less internationally. This is an agency reporting to the French Prime Minister), Source: Why Diversity matters, McKinsey are marginalized in all sectors of economic important issue considering that some of estimated that the cost of gender and racial and social life. In countries where women the best research is based on international discrimination in France is 150 billion EURO per have access to higher education, there is often collaborations; year (representing 7% of the national wealth) Conference discussions revealed, however, a weak representation of women in science, • Women are less likely to engage in cross- while McKinsey looked at private sector that in many countries around the world there technology, engineering and medicine (STEM 4 McKinsey &Company (2015) Why Diversity Matters, http://www.mckinsey.com/~/media/mckinsey/business%20functions/organization/our%20insights/why%20diversity%20matters/diversity%20matters.ashx 5 Ibid. A study measured the impact on the share of women in humanities department of having a woman as university president for ten years. It suggested that “A single president who remains in office for 1 Elsevier (2017) Gender in the Global Research Landscape. https://www.elsevier.com/__data/assets/pdf_file/0008/265661/ElsevierGenderReport_final_for-web.pdf ten years could increase the share of full-time tenured and tenure track faculty that is female by 36 percentage points.” While “these estimates are not externally valid to non-humanities departments”, the 2 Link A.N., Swann C.A., and Bozeman B. (2008) A time allocation study of university faculty, Economic of Education Review, Vol. 27, Issue 4, pp 363-374. researchers also note that other factors are at work that can affect these results. Benson C.M., Jones T.R., Prenovitz S. J., and Ehrenberg R.G. (2016) Increasing the share of female faculty within humanities 3 Cited in Misra J., Lundquist J. H., Holmes E., and Agiomavritis S. (2011) The Ivory Ceiling of Service Work, AAUP News, https://www.aaup.org/article/ivory-ceiling-service-work#.WV85dcaQ2V5 departments: Does the gender of university leaders matter? Working Paper N°170, Cornell Higher Education Research Institute. fields) and, in general, a lack of funding support Testimonials included a reflection on lessons Many presenters noted the importance of European examples7 include legal provisions for women’s academic career development. learnt about success factors. These involve monitoring, benchmarking, evaluating and aimed at supporting equal sharing of childcare The leaky pipeline, the sticky floor and the the necessity to collect quantitative and showcasing success stories. between women and men (e.g., Austria, glass ceiling result in weak representation of qualitative data in order to document Germany), revising individual taxation and women at senior levels in both the private discrimination (e.g., through focus groups, leave arrangements while providing high and the public sector, including in higher gender audits, data analysis) and to 4. Success factors: The bibingka cake quality, universal public services for children, education. This results in an insufficient convince the university community to act. model the elderly and dependent persons (e.g., number of women role models, in some cases Changing the minds require also identifying Denmark), and conducting annual national even pervasive violence against women, and, change agents and champions as well as The most catching metaphor to come out of surveys of salaries to eliminate unjustified in the majority of cases, a weakened sense of communicating through all available means, this conference was offered by Patricia Licuanan gender pay differentials (e.g., Sweden). self-confidence. including social media and workshops. who spoke of the bibingka cake, a scrumptious cake from the Philippines that is cooked with In addition to the legal frameworks, NGOs However, many participants have taken the One presenter was asked how she managed fire from the top and fire from the bottom. can have an important role to play as lead to launch successful activities that promote to succeed with limited funding. Her This metaphor captures the need to work both well. Thus, the Forum for African Women women’s academic success. These include response has relevance to all: she identifies bottom-up and top-down; that is, to provide Educationalists (FAWE), created in 1990, is outreach to schools to encourage girls to go into university activities that are not directly individual support to women (through funding, a pan-African Women’s non-governmental STEM fields (cf. the science truck described by related to gender and convinces the networking, mentoring, staff development, organisation that champions girls’ education. Maria Luisa Durando de Boehm, which travels organisers to embed a gender dimension in etc.) and develop legal frameworks at national The AllBright Foundation in Sweden surveys through rural areas to offer hands-on activities these activities. level, while using global policies (such as UN annually the proportion of women in to children), tutoring and mentoring schemes, declarations) to effect and bolster change. management position and publishes a list of scholarship programmes, career and social The question of sustainability was foremost companies that are grouped into three bands support groups, affirmative action in promotion on many presenters’ mind as they sought to Several speakers stressed the need for a depending on their performance.8 Because processes, and leadership development. develop and implement a gender policy and multi-level approach (government, agencies, many decisions made by local authorities to integrate it into institutional planning or higher education institutions, NGOs), a multi- have a direct impact on the daily life of For these initiatives to be successful, it is to seek the support of the leadership. dimensional approach (cultural, structural, citizens, the Helene Weber Kolleg Network essential to change the culture and the mind- organisational), a multi-sector approach (with in Germany promotes the participation of sets. Therefore, a set of initiatives have been One recurrent success factor was the role and stakeholders from different sectors), as well as women at that level.9 18 geared at integrating gender considerations position of external stakeholders whether an approach that reaches out to men.6 19 in teaching and research activities, notably it was for changing the university culture The plenary presentations and discussions revealed by embedding gender perspectives in the through their involvement in the university The situation cannot be changed one that progress on advancing women is non-linear curriculum and establishing research centres community or, the opposite, that is, changing institution at a time; there is a need to look and, therefore, there is no end point in sight. on gender. To bolster these initiatives, the external community by promoting more broadly at opportunities for changing The underlying reason is that gender inequality workshops are organised to raise awareness of gender, human rights and leadership in the the context and approaching this area is about power and hierarchies and is often gender issues in the university, gender policies community through activities targeted at holistically. This is key to the sustainability accompanied by other forms of discrimination. are developed and implemented and Key opinion leaders such as judges and school of initiatives. Successful countries have To be successful, efforts require time, persistence Performance Indicators (KPIs) on gender are teachers. Importantly, some argued that it is a comprehensive approach to gender and targeted actions for sustainability, notably introduced in both internal and external quality best to work within the existing culture and mainstreaming: they tackle work-life balance, by building critical mass, creating networks and assurance processes. change it rather than oppose it. gender pay gaps, gender-based violence, etc. cultivating champions and allies.
6 See for instance, Prime J. & Moss-Racusin C.A., (2009) Engaging Men in Gender Initiatives: What Change Agents Need to Know. Catalyst. 7 European Commission (2017), 2017 Report on Equality Between Men and Women in the EU. 8 For an example, cf. https://static1.squarespace.com/static/5501a836e4b0472e6124f984/t/56e2b862c2ea51d294d3602c/1457698915496/The+AllBright+Foundation.pdf 9 http://eige.europa.eu/gender-mainstreaming/good-practices/germany/women-power-politics-helene-weber-kolleg 5. Potential empowerment measures for Secondly, it is useful to gain self-confidence 5.2. Strengthening networking, women with different mentors, at different women: Recommendations for DAAD/ through physical strength by engaging in mentoring and peer counselling – hierarchical levels. Ideally, these multiple DIES vigorous physical activities. Thirdly, to the What to do when and how? mentors should come from inside and outside extent that resilience and persistence are higher education as well as from inside and The conference split into four working groups essential attributes for a successful academic The group discussed networking, mentoring, outside one’s discipline. Gender should not be to discuss recommendations to DAAD/DIES. The career, leadership training must address how peer-counselling and coaching, through a criterion. Mentees and mentors should be following is a summary of these discussions.10 to bolster these attributes. examples provided by Connie Gores, Seun aware of the need for a mentoring relationship Olutayo and Hanna Schlingmann. The following and develop mutual trust and common 5.1. Leadership capacity building – How can existing training courses increase themes emerged for these discussions: understanding by getting to know each other. What to do when and how? the number of female applications? Whether mentors and mentees should confine How to ensure sustainability by moving from themselves to professional topics or discuss Three examples of leadership training were The practical aspect of getting women informal to formal structures? personal ones depends on specific cultural presented by Balasubramanian ‘Bala’ Ramani, to sign up for such leadership training settings, but formalising these processes helps Birte Kathage and Nadja Shashe. Of these, was discussed. The group agreed on the The group discussed the importance of to overcome difficulties and ambiguities. only the last one was explicitly positioned following approaches: Use alumni networks, developing a shared understanding of as such; the other two managed to increase all possible contact points (such regional mentorship (via workshops and conferences), Both mentors and mentees should be open the participants’ leadership as a ‘side effect’ offices, partners, etc.), women leadership identifying mentors based on criteria (cf. Point to feedback and self-reflection and agree to of, respectively, a course in international groups, national educational councils, 3 below) and providing them with training; be trained and evaluated. There should be management and on proposal writing. The academic networks, etc.; and ensure that relying on alumni to create institutional a coordinator of the mentoring network to group discussed three questions: criteria are not unnecessarily restrictive frameworks at their own HEIs for training ensure that mentoring activities are carried (e.g., with respect to age or seniority). and capacity building and, in the best-case out effectively and to organise exchange and What are the “special ingredients” of scenario, establishing a physical structure such networking opportunities. female leadership training when it comes How can capacity development opportunities as a gender office; and, promoting regional and to content and setup? enhance and support women in their international cooperation through exchange academic career? and networks. 5.3 The role of scholarship programmes in The group agreed that several ingredients supporting the next generation of female were essential. Firstly, it is important to As an essential precondition, institutions In parallel, it is important to continuously academics 20 develop a set of skills such as: How to work in must provide a gender-congenial monitor and evaluate (What works well? What 21 multicultural contexts; how to use objective environment though awareness-raising does not work so well?) and to seek long-term The group discussed presentations made by information and minimise the emotional activities and a gender policy. Without support (finances, structural support) while Heidi Wendel and Anneke Zijlstra on three aspect of decision-making; how to optimise these, leadership training cannot result being cognisant and sensitive to the specific scholarship programmes offered by the DAAD communication by learning to communicate in the effective advancement of women. needs and particularities of each region. and NUFFIC and made three recommendations about oneself, finding metaphors to In addition, such training should provide as follow: visualise and express personal conceptions mentoring prospects with alumni of the How to optimise structured mentorship of leadership and developing a common training programme, qualified experts and programme? Communication: raise awareness of gender language with others; how to say “no”; other university staff; and it should offer issues, use all available channels and networks, how to achieve work-life balance, how to networking opportunities to reinforces the The group agreed that, in order to address work through local institutions to advertise, hone negotiation and proposal-writing skills. benefits derived from the training. different needs, it was important to provide and recruit female ambassadors as role models.
10 Grateful thanks are extended to the rapporteurs of each group who took copious notes to help with this report. Application conditions should include no age change in leadership to introduce structural empowerment and how to develop them; How to develop a gender-congenial academic limits, showcase flexibility, and include an change. • ‘Walk the talk’, that is: introduce changes in community? Opportunities to learn about explicit mention that women are encouraged • Sustaining the initiatives through funding one’s organisation to achieve the necessary how to promote gender awareness through to apply. Scholarship programmes for women schemes and policy development. credibility. workshops and social media, strengthen only should be offered in targeted countries • Monitoring change. gender research, introduce gender discussion and scholarships to fund studies in home across the curriculum, work with external country should be made available. The group’s recommendation for the DAAD 7. Conclusion: Proposal for DIES’s stakeholders (how to identify them and ensure programme portfolio included: future activities their involvement); how to set up structures A tailor-made approach to training opportunities and processes that are gender-friendly for women is a key success factor. They should • Training on change management – what kind Several concepts were recurrent during the two (childcare, meeting schedules, etc.); how to set target different levels of leadership, provide of change do the universities need exactly? days and should help frame the future work of up measures to prevent sexual harassment and shorter and longer courses; be online or use How to change structures? DIES in this area. These were: to promote safety. blended-learning approaches; be focused on • Gender dialogue with all stakeholders: leadership and other skills’ development. involving students and professors as well as • Flexibility How to ensure sustainability? Opportunities to management and administration. • Awareness raising learn how to develop and implement a gender • Collect and disseminate the hands-on/best • Networking: alumni, academic, etc. policy, how to set up a gender mainstreaming 5.4. Changing higher education structures practice examples of the conference. • Mentoring office, how to develop gender-congenial staff and programmes – What to do and how? • Initiate discussions on forms of female • Advocacy development, how to fund these activities, leadership (not just adopting male leadership • Evaluation and monitoring how to secure the support of the university The group discussed presentations by Bernadette approaches). • Tailor-made training leadership, the university community and its Conraths and Generosa Gonçalves Cossa José • Training in lobbying strategies for gender • Sustainability stakeholders, and how to monitor, benchmark on how to bring about structural change. issue advocates. • Creating a multiplier effect and evaluate gender-related activities. These two presentations complemented each other by offering, respectively, a theoretical Concretely, DIES could consider developing Some of these activities could be in the form and a hands-on perspective. 6. What should donor organisations, activities centred around the following three of modules delivered in a blended-learning regulatory bodies and society do? foci: format on the model of the Quality Assurance The discussion focused on five success Course offered by IIEP-UNESCO; others could 22 factors: The final session of the conference discussed How to develop individual leaders? Leadership be face-to-face. They could be a combination 23 four themes that donor organisations, training to learn how to be a change agent; of shorter and longer courses. Some could • The importance of an inclusive vs. gender regulatory bodies and other types of agencies discuss different types of leadership; develop be regional to ensure that they are culturally approach with respect to access to the should focus upon: multiple skills (cf. 6.1 for details); provide contextualised; others would be international university, flexibility in study models and models of mentoring, networking, lobbying to promote cross-cultural learning. whether making staff development a • Setting up an enabling environment and and other types of support activities. Provide mandatory part of the promotion process. providing opportunities; international and scholarship opportunities Other conferences similar to this one could • The importance of a dialogue with internal • Having a signal function, that is, when donor and career support. These activities should be be organised. It would be good to include a and external stakeholders, focusing on organisations require a gender policy, it might tailored-made to women at different stages in discussion of social class and how this affects changing minds. encourage their development; their careers. Gender disparity in STEM should the position of women, speak of other forms • Knowing when to seize the opportunity of • Reflect on which skills are necessary for be an important consideration. of discrimination and discuss the concept of power, which was evoked very few times Selected resources during the two days. Athena Swan website: The target audience for these activities are http://www.ecu.ac.uk/equality-charters/ academics - both women and men. DIES could athena-swan/ partner with existing networks and NGOs, be (ECU’s Athena SWAN Charter recognises work they at the national, regional or international undertaken to address gender equality.) level in order to complement and reinforce DIES activities. They could also seek to engage Jeanine Prime and Corinne A. Moss-Racusin with relevant agencies and ministries to adapt (2009), Engaging Men in Gender Initiatives: legal frameworks and ensure buy in. What change agents need to know. Catalyst,
In addition, a specific webpage on the DAAD http://www.catalyst.org/system/files/ website could list resources, best practices and Engaging_Men_In_Gender_Initiatives_ testimonials. A network of alumni could be set What_Change_Agents_Need_To_Know.pdf up through social media such as LinkedIn or Facebook. If there is an interest, an international Mary E. Kite et al, (no date) Activities for or regional mentoring scheme could be set up. Teaching about Prejudice and Discrimination https://www.google.com.au/ Finally, it would be useful to conduct a gender webhp?sourceid=chrome- audit of DAAD to ensure that its external instant&ion=1&espv=2&ie=UTF-8#q=otrp+ activities are congenial to women (e.g. review online+Activities+for+Teaching+about+Prej criteria on all applications, ensure gender udice+and+Discrimination balance on all committees, conferences, etc.) and that – in its internal activities and Gender Bias Learning Project, UC Hasting structures – the organisation “walks the talk”. College of the Law http://www.genderbiasbingo.com/ http://www.genderbiasbingo.com/ 24 printable-games-and-activities/#. 25 VbwopjCqqko
Science Europe (2017), Practical Guide to Improving Gender Equality in Research Organisations, http://www.scienceeurope.org/wp-content/ uploads/2017/01/SE_Gender_Practical- Guide.pdf Female Leadership and Higher Education Management in Developing Countries 28 – 29 June 2017 Bonn, Germany testimonials Dr. Mary Hames, University of the Western Cape, South Africa • Reviewing the governance structures of the although there has been an increase of women Women Leadership in Higher Education university; staff members and women students. Currently • Constant revision of university policies to women become Deans of historically women- ensure the inclusion of gender positivity; dominated professional faculties. • Building national, regional and international institutional cultures and the GEU remained partnerships; responsible for designing and implementing • Regular gender seminars, colloquia and programmes that address racism, sexism, homo- conferences to share best practices; and transphobia and ableism. • Research and publishing on best practices
Promoting activities Facts and Figures 1 The following graphs and statistical data reflect the continuous gap between the genders. Challenging Situation Men statistically occupy the senior positions 5 The University of the Western Cape has a dedicated Gender Equity Facts & Figures Unit (GEU) that was established in Activities 1993. The focus of the GEU was • Periodic research on the institutional culture is conducted to assess and evaluate whether the institutional environment to eradicate all inequalities that has changed with the appointment of more women in senior positions. This research also allows the institution to formed barriers to the advancement actively plan and design programmes that target women. Gender related workshops, opportunities and retreats aimed 3 4 at the development of women leadership. of women in the university. For the first time in the history of the The GEU conducts various gender-sensitive and Challenge Dr. • The main challenge was that when women started to occupy senior positions previously dominated by men and that Mary university women were appointed diversity workshops as part of its mandate as Hames in positions previously reserved for men. Women change agent. The university has also introduced they had to find ways to overcome hostility in the overtly masculine and patriarchal environments. For some women it was easier to assimilate into the masculine environment while others transformed the working environment into inclusive became Deputy Vice-chancellors, Registrars, training sessions and retreats to nurture and feminist spaces. Statistical evidence shows that although there has been much improvement in the gender dynamics but Executive Directors and Directors, Deans and promote the next generation women leadership. that the academy remains a male dominated space especially in the historically male controlled careers and departments Deputy Deans of Faculties. Currently women For more than 10 years annual Women’s such as the science and technology. occupy 4 of the 6 university executive positions. Breakfasts were hosted to give women the Good practices However, there remain positions that have never opportunity to share their achievements. • A regular revision of the policy environment is undertaken to ensure that the institutional policies are compatible with the been occupied by women. The implementation broader national legal and policy framework. The Gender Equity Unit is represented on all the recruitment-, selection-, Challenges appointment- and promotion committees and this assists the institution in engendering its appointments and promotions The GEU conducts various gender-sensitive processes. It also ensures that these processes are non-discriminatory, equitable and fair. and diversity workshops as part of its mandate Lessons learnt as change agent. The university has also • For years the University of the Western Cape was regarded as the most progressive institution where women’s and gender introduced training sessions and retreats to rights were concerned. Not only did the university implement non-discriminatory gender policies but it also established a 2 nurture and promote the next generation dedicated Gender Equity Unit to monitor the progress made. The most important lesson learned over many years is that women and gender are not static constructions and that institutions should be able to transform accordingly. 28 of sexual harassment-, gender – and non-sexist women leadership. For more than 10 years 29 language policies enhanced the promotion of annual Women’s Breakfasts were hosted to women. Surveys and research highlighted the give women the opportunity to share their Contact card 2 Former Women Deans need to eliminate all kinds of discriminatory achievements. Dr. Mary Hames From left to right: Professors Fatima Abrahams practices that hinder women’s progress in the Director of Gender Equity Unit (Economic and Management Sciences), Ratie Mpofu higher education environment. Recommendations University of the Western Cape (Community and Health Sciences), Najma Moosa Cape Town, South Africa (Law) and Zubeida Desai (Education). These women To increase the vigilance concerning women’s T: +27 21 959 2813 were the first Women Deans in the above-mentioned Objectives and gender embodiment in institutions of higher E: [email protected] Faculties. Since 1996 the national legal and policy learning the following recommendations are I: www.uwc.ac.za 3 Senior Academic and Professional Staff framework was instrumental in compelling suggested: 4 Senior Female Academic and Professional Staff Photos & Graphics 5 Using theatre productions to speak out against institutions to transform their race and gender • Reintroducing of Winter/Summer school to 1 Gender Equity Unit violence against women in the academy. profiles. Legal imperatives do not change teach about feminist leadership; Daniela Espinosa, Facultad Latinoamericana de Ciencias Sociales (FLACSO), Ecuador Gender Awareness for Transformative Leadership in Higher Education
5 6
1 2 3 • As part of the “Join to Stop Violence Against Good practice and lessons learnt Women” campaign which is a UN Women´s • Workshops with faculty and students has Challenging Situation discussion about gender issues and promote initiative, workshops on gender violence contributed to the building of the capacities Ecuador is a country where 6 out actions and leadership, in Universidad de Las HIV/AIDS prevention where promoted. necessary to tackle gender issues; students of every 10 women have suffered Américas and the local Ecuadorian academic More than one thousand students attended research more about this topic, and faculty some type of gender-based violence context. I am a founder member of the Gender to these workshops. are committed to review their methodologies and one out of four have suffered Studies Group and the coordinator of the Third to continue awareness within the classroom sexual violence. The most common Cycle of Gender Studies Workshops. Challenges and beyond. violence is psychological violence • Broadening and challenging people’s point of • Despite the lack of institutional support, with a rate of 53,9% according to Promoting activities view regarding gender issues. self-managed collective actions have been the Ecuadorian National Institute A number of strategies have been followed to • Opposition and no firm structural changes successful to raise awareness and build Daniela Espinosa of Statistics and Census. In general, reach our principal objective. Some of the most to tackle gender inequalities within the transformative leadership with a bottom-up Ecuadorian culture tends to place men in higher important are: institution. approach. esteem than women and this is translated into • Regular Gender Studies Group meetings discrimination and violence against women. to exchange information, discuss and plan These cultural expressions are also reproduced further actions. Facts & Figures Contact card within the academic environment where sexist • Participation in the Gender in Higher Daniela Espinosa remarks, discrimination and inequalities are Education Network to build and strengthen Activities and results UDLA Gender Studies Group – Co-creator commonplace. Our cultural environment added actions oriented to promote gender equality. • Self-managed initiatives to create awareness Research Assistant at Public Policies and Territory regarding gender issues for the first time in to a lack of sufficient institutional actions to • Gender studies workshops with students Research Center UDLA. Facultad Latinoamericana de Ciencias Sociales 30 tackle gender inequality, “machismo” and and faculty to learn, exchange, discuss and (FLACSO), Ecuador 31 gender discrimination within the university has reflect about gender issues. Challenges faced T: +593 0979308980 been our main challenge. • Lack of institutional support from authorities to E: [email protected] formalize these initiatives. I: http://cite.flacsoandes.edu.ec/
Objectives Good and bad practice Photos & Graphics Viewing the university as a place where society • Workshops with students and faculty raise 1 Some of the UDLA-s Gender Group founders-2016 manifests itself, but also where transformative awareness regarding gender issues. 2 First workshop with students-2015 potential exists, in 2014 fifteen professionals 3 Students aware of gender issues 2016 Lessons learnt 4 Gender group members in the II Seminar of Gender in including faculty and administrative staff • Working from a grassroots level had been essential Higher Education-2016 gathered together to propose strategies to to change the minds, the practices and the 5 Workshop 1 faculty-2017 start to address gender issues in UDLA with a understanding of these issues. 6 Workshop 2 faculty-2017 bottom up approach. The aim is to guide the 4 Mansah Prah, Professor, Sociology (retired), Ghana Challenges Facts & Figures • Preference of stakeholders for a social women’s Creating Pathways for Women in a Activities and results group; • The institution now has gender-related courses, a sexual Gendered Forest: A Story from Ghana • Resistance of male students to introduction of harassment committee, a gender research centre and gender courses; a women’s group. These are important for improving • Resistance to sexual harassment policy by male gender issues but do not change attitudes sufficiently. academic staff; Challenges faced • Difficult buy-in of managementfor the gender • Challenges mainly revolved around gaining the centre. support of management and surmounting resistance.
Good and bad practice Good practice and lessons learnt • High level of support and commitment of core group • Getting acquainted with university regulations of female colleagues, not including all possible before employment uptake, and finding stakeholders in our activities. mentors are essential. Lessons learned • Finding supportive colleagues is crucial. • Considering the most opportune time to introduce an • Eliciting support from management and innovation is crucial. other colleagues for initiatives for change is
necessary. Teaching staff at the University of Cape Coast in 2016/2017
1
TEACHING-SNR MEMBERS 1 Snr members male Snr members female
91.5 84.1 82.0 74.6 73.5 Challenging Situation Objectives 61.8 64.3
An inhospitable, unreceptive I became involved together with supportive 38.2 35.7 25.4 26.5 and frosty climate for women. colleagues in activities to make the university 15.9 18.0 In 1985 I joined the University of more woman-friendly. All these activities were 8.5 Agric. & Nat. Education Stds Health & Allied Humanities & CoDE Support TOTAL Cape Coast (UCC) and I found a intuitive and reactive to the situation at the Sci. Sci. Legal Stds. Services Source: UCC Staff Statistics, Centre for Gender Research and Documentation, University of Cape Coast, young institution (23 years after University, not planned. 2017 3 its establishment), established in an institutional tradition that did Promoting activities UCC Academic Staff by Sex, 2013 not consider gender matters and During the 29-year period of my career at Female, 15.6 6 Prof. equality as important issues. There the UCC my gender-related activities were Mansah Male, 84.4 Prah were few women in leadership positions and concentrated on getting the buy-in of a core Contact card no women in my faculty. Although technically group of colleagues to strategize and execute Mansah Prah prepared and qualified to teach at the university, the following: Professor, Sociology (retired) University of Cape Coast P.O.Box MA 63 32 I was emotionally unprepared for the work •Forming a group to provide career and social 33 Teaching Staff 2013 Mampong-Akwapim situation I encountered. support. Stakeholders were female academic Source: UCC Basics Statistics, 2013 Eastern Region, Ghana 4 and administrative senior staff; [email protected] Proportions of Female and Male Academic Staff by Rank (1970’s to 1999/2000) •Introducing gender-related courses especially 1970’s 1980’s 1990’s 1999/2000 Photos & Graphics Rank M F M F M F M F in the social sciences. Stakeholders were Professor or 8 _ 12 _ 26 1 27 _ 1 Minister of Gender, Children and Social Protection Associate academic staff and students; Professor Officially Opens CEGRAD UCC Senior Lecturer 31 4 24 1 48 5 61 5 •Developing a sexual harassment policy; 2 Proportions of Female and Male Academic Staff by Rank Lecturer 116 16 82 12 94 9 103 12 Assistant Lecturer 10 4 8 1 15 3 20 4 •Establishing a Gender Research Centre. 3 UCC Teaching members 2017 TOTAL 165 24 126 14 183 18 211 21 4 University of Cape Coast Teaching Staff 2013 13% 11% 10% 10% Students and all staff were stakeholders for 5 UCC Teaching staff 2017 last two activities; Graph showing male and female teaching staff in the various Colleges of UCC, 2016 -2017. ‘Teaching 6 Poster showing some of CEGRAD ‘s activities Source: Mansah Prah, Gender Issues in Ghanaian Tertiary Institutions: Women Academics and •Lobbying was employed to gain consensus staff’ here refers to various grades of research assistants, not the lecturers. Administrators at Cape Coast University. In Ghana Studies 5 (2002): 83-122 Source: UCC Staff Statistics, Centre for Gender Research, Advocacy and Documentation, 2017 Source: CEGRAD 2 and acceptance. 5 Dr. Sèdaminou Judith Gbenoudon, Université d’Abomey-Calavi, Benin training of women, English, article and project- Facts & Figures writing. And I mentored closely several women Thematic Networking of Women Activities and results (>20) in science since. In June 2016, I innovated • Over 100 women were trained on scientific skills. in Higher Education: A Tool to Boost the scientific lunch and created the thematic A thematic network was created that connects 94 network - a network of women, organized per women. subject of interest, for 94 women. Women’s Career Promotion Challenges faced Stakeholders involved included: • Getting women to offer their time, driving the activities • The minister of Higher education (a woman). alongside my/their own primary professional activities, • The Rector of the University. and having sufficient funding. • The US Ambassador in Benin (a woman). Good and bad practice • The Peace Corps director (a woman). • Generally the authorities give support. • German Embassy and DAAD representatives in Benin. Lesson learned • Women awareness here is improved. However, the impact of cultural traditions is still apparent, and Challenges there is a need for women to have specific funds. • Getting other women to offer their time • Driving the events alongside my own primary • Women awareness here is improved. However, activities taking or grasping opportunities depends • Having funding for the activities and for on family status. The cultural tradition is still 2 1 publishing reports. apparent. • For leadership position at higher education, Challenging Situation Objectives Good practice and lesson learned women need to support each other. When I was a student, the • Build competencies to empower women; • Generally the authorities give support. • Women need access to specific funds department for Science, UAC, • Build thematic network to connect women; • Success in creating: had one female lecturer among • Create impact by identifying and creating - a core of impact women Contact card male lecturers,. She was a role contact with all the women susceptible to - a thematic network of women. Dr. Sèdaminou Judith Gbenoudon model. However, 20 years later exert influence at the university; • It is a must to have engaged women to have Immunologist – Biochemist Faculté des Sciences et Techniques, the joke was that the male • Get authorities and key stakeholders and all impact. Université d’Abomey-Calavi, Benin colleagues were full professors the women of influence involved; T: +229 95 170701 and had several positions, while • Build capacities and innovate a functioning E: [email protected] / Dr. Sèdaminou she was still assistant professor women’s thematic network. [email protected] Judith I: www.uac.bj Gbenoudon as 20 years before! Promoting activities Photos & Graphics Diagnostics: For the impact, I implemented new methods of Thematic Networking event supported by stakeholders • Women were not genuinely compared with lecturing, met and discussed this with the rector, 1 1st Women Scientific Lunch, 11th June 2016, Cotonou their men counterparts at work (e.g. for and through him, had the contacts of, and met Benin – Stakeholders at the opening ceremony 34 career advancement). and involved all the women of influence on the 2 From right to left, US Ambassador L. Tamlyn, Benin 35 • Women were not informed and lack skills. campus (10 women)! For capacity building, I Minister for Higher Education and Scientific Research O. 4 • Women here were not interconnected. spared 10 to 20% of my time since 2011 for skill- Atanasso, Benin former Minister for Health, Professor D. Gazard and the Organizing committee representative S. 3 Gbenoudon 3 Scientific Lunch, 11th June 2016, Cotonou Benin – Poster Viewing and Discussion 4 Relative representation of Women at leadership positions at the University (UAC) 2015. 5 Relative representation of Women at leadership positions in research laboratory at the University (UAC) 2014. ([4+5] Courtesy of « Women Association for Science and Education, AFEFRES, Benin. Document : Etat des lieux genre á l’université d’Abomey Calavi.)
5 Dr. Ernesto Medina Sandino, Universidad Americana, Nicaragua • Join efforts with other universities to create Facts & Figures an Inter-University Gender Committee. Is a Gender Policy the Solution? A Gender Policy was discussed and approved.
Challenges Challenges faced • Little communication and support from the • The main challenge is the participation of the Board of Board of Directors, our highest decision- Directors. making body; Good and bad practice • Personal resistance or disinterest from members • It is very important to include all stakeholders from of the university leadership; the early stages of the process. • No clear idea of mechanisms for implementation. Lessons learnt • Implementation must be part of the planning process of the University.
1 2 3 Nicaragua 2014 Gender Gap Index • Coordination of stakeholders must be effective
Challenging Situation • The Rector was responsible for the process. Nicaragua (6) is the best performer in the region and the only country during the whole process. from Latin America and the Caribbean to make it to the top 10 for the The presence of women in A Gender Committee was organized, led third consecutive year. Since 2006, the country has recorded the • Monitoring and evaluation must be included highest improvement to date (absolute and relative). Nicaragua has leadership positions in my institution by the Academic Director and composed come a long way to close the economic participation gap with one of in the planning and the results of the the best improvements recorded since 2006. Nicaragua is also the is important but it does not reflect by representatives of the Faculty and country with the highest absolute improvement in “women in ministerial implementation should be shared with all in decision-making power. The administrative workers. This Committee positions”. stakeholders. World Economic Forum. The Global Gender Gap Report 2014 decision-making structure is still was responsible of organizing the operative traditional and vertical. The top plan of the project, organizing working management concentrate most and discussion groups and preparing the of the strategic decisions and no draft of the Policy. Dr. Ernesto woman is represented at that level. • Working on changing the university Medina Women are concentrated in the middle ranks, regulations for appointment of leaders Sandino where decisions are mostly of an operational (working on university structural change). nature.
Objectives The Global Gender Gap Report 2014 Enhancing opportunities for women to be able to exert more influence on decision-making But, this is not enough! 6 process. Universidad Americana aspires to be recognized as an university of excellence. This can only be achieved with a modern governance Contact card 5 Dr. Ernesto Medina Sandino structure, democratic and flexible, where Rector 36 women are represented at all levels and are part Universidad Americana, Managua, Nicaragua 37 of the strategic decision-making structures. Good practice and lessons learnt T: +505 2278-3923 al 3927 • It is very important to include all stakeholders E: [email protected] / [email protected] Promoting activities from the early stages of the process. The I: www.uam.edu.ni • Discuss and approve an institutional Gender active participation of all stakeholders is Policy. essential. Photos & Graphics • The process was started by a group of • Participation of experienced partners is 1 First Year Civil Engineering Students 2 Winners of Innovation Competition academics as part of a movement that took important. 3 Discussion Process with Dentistry Students place in several universities with the aim of • A complex process like this should be part of 4 UAM Open Days empowering women to be more present in the university planning and the main actors 5 Nicaragua Gender Gap Index 2014 the decision-making levels of the university should be given time and resources for their 6 El Mejor Comienzo structure. work. 4 Dr. Maria Jacinta Arquisola, Professional Development Center, Indonesia and better staff conditions with care and Facts & Figures compassion. They are being disliked for being I See Myself as Climbing a Mountain: Female Gender roles expectations are at the root cause of masculine, which can pose a career risk for HEALs’ lack of agency. Leaders’ Constraints and Sense-making in those aspiring to the top, or ridiculed for having HEALs rise above these constraints through sense- a home-management style. making, higher self -belief, and higher developmental Indonesian Higher Education purpose beyond their pastoral and nurturing roles. Good practice and lessons learnt Activities • Women leaders can rise above these constraints • Deep dive into HEALs constraints was conducted by higher self-belief, a ‘take-charge’ attitude, through multi-layer qualitative research methods and being committed to amanah – the social Challenge value and religious principle of service to God • HEALs want visible agency in more gender congenial and country – which is a higher developmental contexts that allow greater voice and participation. purpose beyond their pastoral and nurturing roles. Good practices • HEALs maintain powerful networks to obtain needed • They use sense-making as a strategy to organizational resources construct roles and identities based on their understanding of patterns of interactions Lessons learnt 1 2 happening around them, which then enable • HEALS rise above constraints by sense-making and reflexive understanding of contexts. them to act appropriately within this context. Challenging Situation pose problematic aspects for female higher Sense-making has helped women leaders create Indonesia is the world’s largest education academic leaders (HEALs), and plausible explanations and interpretations of inadequacy, frustration, or discouragement; Muslim country with 257 million examine the conditions and causal powers that when faced with various complexities, like the and (3) Providing active encouragement and people and more than 300 bring about these problematic aspects. lack of resources, which gives them a positive institutional support for emergent young female different ethnicities. The country sense of self despite the challenging situations leaders to undertake higher postgraduate is reaching almost gender parity Promoting activities confronting them. studies. in education. However, there Our research received funding from the Australian • They resort to metaphor-construction, a way remains low female participation Government’s Endeavour Awards. Guided by a of extracting cues, explaining their feelings, in educational leadership, with few critical realist paradigm, we explored at a deeper making sense of the causal mechanisms Dr. Maria female administrators, rectors, or level the mechanisms and power asymmetries affecting their experiences, or as symbolic self- Jacinta principals in most schools and universities in that accounted for the complexities that HEALs views of their leadership journey. Arquisola Indonesia compared to males. A recent report experienced in context. We utilized multi-layer • They seek, and form, networked alliances to by USAID in 2015 shows that only 6-20% of methods using interview and focused group access social capital, and to address funding women faculty members serve in leadership discussions to obtain vocalized perceptions of 14 shortages due to circuitous bureaucratic positions within their institutions (Change female HEALs in 4 state universities in Java Island, processes. management in Indonesia’s higher education Indonesia. • They identify mentors who give them advice institutions. Higher Education Leadership and on matters of strategic importance, and 3 38 Management, April 2015, p.5, USAID [2015]):. Challenges provide the experience and expertise for many 39 • There are social control schemas (or ‘triple collaborations. But to win their support they Contact card Objectives bind’ challenges) constraining female leaders. must be perceived as reliable and intellectually Dr. Maria Jacinta Arquisola, BA, MHRM Director of Professional Development Center With colleagues from Deakin University These schemas are: (1) organizational resources credible. Indonesia (Melbourne), University of South Australia and instrumentalities to enact visible agency • They want visible agency in more gender T: +62-21-8910-9762 (Adelaide), and Monash University (Melbourne), are lacking; (2) gender roles expectations congenial contexts that allow them greater voice M: +62 812 8863 5372 E: [email protected] I took on the task of conducting research are perceived to be the root cause of lack of and participation. A gender congenial context I: www.ipdc.co.id aimed at investigating and documenting the acceptance as leaders; (3) social positions and means (1) Having a gradually socialized diversity conditions that constrain female academic status that is culturally-driven, which exert policy where leadership pipelines are open to Photos & Graphics leaders’ agency in higher education context in implicit power over leadership. a diverse pool of talents, regardless of gender; 1 HEAL deep dive interview 2 Validation of findings Indonesia. We wanted to focus a critical lens • Problems of the ‘double bind’ situation occur (2) Providing better leadership preparation for 3 Social control schema constraining HEALs leadership on gendered practices in higher education that when women leaders fight for greater visibility, new leaders to minimize role ambiguity, feelings Prof. Oluwatoyin A. Odeku, University of Ibadan, Nigeria • Senior professors and academics at the Facts & Figures University of Ibadan; Mentoring of Women in Academia Activities and results • Liaison officer at the Office of International • Mentoring of women to become research leaders has Programmes; been established. • Members of the Alexander von Humboldt Alumni Association; Challenges faced • Lack of mentors and funding. • Vice Chancellor. Good and bad practice Challenges • Mentorship and research training has improved the • Finding suitable mentors in the University capacity of women. of Ibadan that can spend time with the Lessons learnt mentees as required in the mentorship • Involvement of university management and other programme. stakeholders is essential for success. • Finding senior scientists abroad that match the interests of the women who can serve as hosts/mentors. • Limited time to work on proposals and manuscripts. • Lack of funds for setting up the capacity building programmes and scholarships. • Lack of interest by some senior members of 1 2 staff.
Challenging Situation • Provide mentoring to women in proposal and Good practice and lesson learned 4 There is lack of mentorship publication writing; Good practice: for women in academia in my • Provide information on fellowships and • Some mentors have shown commitment institution and very few women scholarship opportunities; to the mentorship programme and this has benefit from international grants • Assist female academics in application for yielded good results with some of these and fellowships. There is lack of scholarships and fellowships; women winning fellowships and grants. counselling and support system • Connect women with mentors within and • The gender policy of the University of Ibadan for female academics to enable outside Nigeria. has raised the awareness and promoted a them to become research leaders gender-sensitive institutional culture. Prof. Oluwatoyin A. in the University. Stakeholders involved Odeku • Women in academia; Bad practices: 5 Objectives • Lack of support from spouses and family. I initiated a mentorship programme in my • Unstable government policy in Nigeria Contact card 40 University to encourage women to pursue has made funding of capacity training Prof. Oluwatoyin A. Odeku 41 a career in academics, complete their PhD programme unsustainable. Faculty of Pharmacy, University of Ibadan, Nigeria T: +234 8057320466 programme in record time and improve their E: [email protected] / [email protected] research profile to increase their chances of Lessons learnt I: www.ui.edu.ng becoming leaders in the University. • Involvement of the university management and other stakeholders is essential for Photos & Graphics 1 With PhD student in Bonn 2012 Promoting activities successful programme. 2 PhD student and Postdoc in Bonn during visit Following activities were conducted with the aim • Mentoring women is academia requires a lot 3 With participants at a Workshop on Scholarly writing in to provide mentorship and support system for of patience and commitment. 2016 women in academia, science and technology: • Need for continuous advocacy and gender 4 Speaking at a conference on mentoring and grant sourcing in 2012 • Building research leadership capacity for research to promote gender equity in African 5 2014 mentee women in academia; Universities. 3 Prof. Dr. Malak Shaheen, Ain Shams University, Egypt won just 2.5% of the votes. What was truly Facts & Figures painful is that even her friends and colleagues Are we ready to vote for a Female Activities and results did not trust her to be the dean even though • For the first time in Egyptian university bylaws, the Leader? A Story from Egypt they knew how efficient and qualified she is. deanship position was determined by open election. Being somehow a member of such an election An eminent and well known qualified woman campaigns I had witnessed in a close manner professor decided to propose for the election but she did not win staff votes. that our experience in elections is very primitive. commitment to sustain this success story of We were unaware about many election Challenges faced reform and improvement. practices; and nor could we get professional • The new electoral process was a truly novel help as the bylaws experience for all, especially in respect of a woman candidate seeking to win staff votes to be in a higher Objectives forbid this. Also, having education leadership position. Following the well-known rules and ethics of a woman professor for election, a fair and translucent open faculty the first time seeking Good and bad practice election would be conducted to collect votes to be the dean was not • It was clear that we need to look for a remedy for serious gender inequity cases in higher education supporting each candidate for election. The expected nor welcomed leadership in Egypt. Until then, every female Dean’s job description is in essence to be by many professors. professor would think more than one thousand times the head of the managerial and leadership before even dreaming to be in a leadership position. 1 hierarchy in our institute. Good practice and lessons learnt Lesson learned Primary analysis of the root causes of gender • For the first time, it was clear enough, with the Challenging Situation Promoting activities inequity in higher education leadership in evidence of the election outcome, that the staff Egyptian National authority The activity was a simple open election for all Egypt showed that both deep cultural gender members are not yet ready to accept having a woman for Quality Assurance and staff members to propose for the position of bias and poor planning for gender equity dean regardless of the decision-makers opinion. Accreditation of Education “dean of faculty”, presenting their credentials mainstreaming in higher education leadership (NAQAAE) standards up until now and sharing their vision and plans for are the main obvious reasons for now. However, did not mandate any clear direct improvement and continuing development of election bylaws have been changed 2 years ago higher education leadership in Egypt are the benchmarks for assuring gender our institute. In our institute’s history never has to return back into higher university selection, main obvious reasons for the lack of progress. equity in the process of higher there been a woman in the deanship position. and no more elections would be held, but this The second was deeply sensing the need for education institutes’ leadership. Traditionally, the appointment process was story was a good experience to learn many adopting HE effective gender equity leadership Prof. Dr. Malak Shortly after our success in conducted by the university’s higher authority useful lessons. The first was realizing that in the future via a visionary strategic plan. In my Shaheen attaining accreditation for our institute, the selection committee. In the year 2013, there is still a big gap between the status quo own opinion, I believe that Egyptian NAQAAE dean’s position became vacant and at that university bylaw mandates included a change and logic/targeted stand for gender equity in may be best placed to accept responsibility time the appointment process was conducted in the appointment process so as to open Higher education leadership in Egypt. Primary to set a novel set of standards to ensure this. by open faculty election election for all staff members and this was the analysis of the root causes of this gap showed However, these professional standards must (according to Egyptian first time to do it. The successful candidate that both deep cultural gender bias and poor be well designed and tested to ensure best University bylaws). However, would be the one who got more supporting planning for gender equity mainstreaming in results. in our institute a woman votes compared to others - as with any other 42 has never attained a dean open election process. 2 43 chair, our accreditation team Contact card leader, who happens to be a female professor, Challenges Prof. Dr. Malak Shaheen decided to be nominated for the deanship. Internal Challenges (management of election Professor of Pediatric Medicine – Ain Shams University She thought that she had robust evidence of campaigns): This was a truly novel experience Director of Measurement and Evaluation Center Cairo, Egypt success to present. She was the director of for all. External Challenges (winning staff T: +20 2 268 31474 education quality assurance unit and team member’s votes): However; they were our E: [email protected] leader of accreditation team of our institute. colleagues, professors and many were true I: www.asu.edu.eg Over 5 years of hard work and true reform in friends, engaging with staff members to win Photos & Graphics our educational programs, our institute got their votes for a woman professor was a true 1 Ain Shams University accreditation successfully as the result of her challenge. A male professor won the election 2 Vote collection in transparent box hard work. Her election proposal included a with 97.5% of voites. The woman professor Dr. Karen Nyambura Nyangara, Maseno University, Kenya mainstreaming. We are also hampered by Facts & Figures sporadic opportunities for staff sensitization, Promoting Gender Equity in Activities the limiting of achievement of gender parity • Dissemination of Gender Policy; gender disaggregated Leadership in Maseno University to redistribution of staff, and reallocation of needs analysis and gender profile; resources to other university activities. Challenge • Lack of understanding of affirmative action, lack of Good practice and lessons learnt discretionary funds, slow policy ratification and need Gender mainstreaming is a process based on for capacity building attitude change. It is important not to stagnate or lose ground. Internal and external linkages Good practices • University management buy-in; policy backed practice, and benchmarking are critical for accountability working within already existing frameworks and measuring our success in widening the space for women’s leadership against other Lessons learnt Promoting activities institutions. • Gender mainstreaming needs attitude change over time; benchmarking is critical for accountability and Activities conducted were stakeholder buy- to measure success 1 in by disseminating the MSU Gender policy to University Management, and Student Challenging Situation Governance; gender disaggregated needs’ The Kenya Constitution stipulates analysis and writing of yearly gender profile that not more than 2/3 of any showing trends as well as lobbying for gender elective or appointive positions sensitive policy making, lack of discretionary should be held by the same gender. budget and representation in committees. MSU top management gender distribution meets this rule but in other management levels the average is 20% female. There was Dr. Karen lack of empirical data to advise Nyambura management on progress in meeting this goal Nyangara and on the barriers to the advancement of women.
Objectives The objective of the Institute of Gender Studies was to monitor University compliance with 4 gender representation policy on appointments, promotions and employment, and collection Contact card 44 of sex disaggregated data to guide in future Dr. Karen Nyambura Nyangara 45 planning and programming. Director, Institute of Gender Studies Maseno University, Private Bag Maseno, Kenya T: +254 57-315622/3 / +254 57-722664188 3 E: [email protected] I: maseno.ac.ke Challenges Facebook: Institute of Gender Studies @masenogender The main challenges faced include fear from Photos & Graphics equating affirmative action with job/status 1 MSU Management loss, slow policy ratification, weakening 2 MSU 2017 Senate profile capacity for enforcement, and lack of funding. 3 Maseno Siriba campus 4 Empower Her Student Program In addition the Gender Mainstreaming 5 MOU with GZU Committee needs capacity-building to support 2 5 Funmi Soetan, Obafemi Awolowo University, Nigeria University. Facts & Figures • The female postgraduate scholarship has Gender Equity Project at Obafemi Activities and results created a pool of highly qualified women who • To a large extent, the Gender Equity Project and its Awolowo University, Ile-Ife, Nigeria. have completed their PhDs and are available for constituent activities have been institutionalised at appointment as academic staff in Science and Obafemi Awolowo University, Ile-Ife. What remains is Technology departments. the will and funds for its sustainable implementation. harassment policy was developed in 2012 and • A major lesson learnt from the project is that Challenges faced approved by the University’s Governing Council project sustainability should be developed •Inadequate funding by the University stalled the project. in 2014. Its aim was to promote the creation of upfront and should map and include critical an enabling working and learning environment stakeholders. Good and bad practice • While the University failed to implement the Anti- for both staff and students. It is being piloted by • It is also critical to obtain the buy-in of Sexual harassment policy, the Faculty of Education is the Faculty of Education. government agency with oversight of Higher piloting its implementation. • Commencement of Postgraduate Programme Education, such as the National Universities in Gender Studies. Postgraduate programme Commission (NUC). Lessons learned • Inclusion of insider and outsider stakeholders to ensure (M.Sc.) programe in Gender Studies was sustainability and the monitoring and evaluation of commenced in the 2015/2016 session and the Facts and Figures the project. 1 first set of students are expected to graduate Wide gender gaps existed in employment of in the 2016/2017 session. academic, administrative, senior technical and Challenging Situation junior staff cadres. Data for the 2001/2002 staff where the proportion of females increased The Situation Analysis Report Challenges academic session in Figure 1 shows that females from 10 per cent in 2001/2002 to 24 per cent on gender equity at Obafemi • The initial enthusiasm for the project was not constituted 18.8% of total staff population, with in 2011/2012. The trend in gender composition Awolowo University, Ile- Ife (2002) backed with provision of adequate counterpart the majority of these (62.7%) as Administrative, of the different staff cadres over the 10- year showed that there were gender funds by the University. Senior and Technical Staff. Female academic staff period under study exhibits an inverted gaps in enrolment, employment • The donor dictated the agenda with activities made up only 13.6%. of the total 1,101 academic triangular pattern. Hence, the lower the skill and leadership positions biased varying at different phases of the project. staff strengths. Female administrative staff were requirement of a cadre, the faster has been the against women. • Failure to implement policies (policy evaporation): 37.7 per cent of the total (942) while they were narrowing of the gender gap with the gender Policies such as the Anti-sexual harassment Policy 10 per cent of the total senior Technical Staff gap being widest among the more skilled staff Prof. Funmi Objectives were developed but were not carried forward to (472). Females comprised a mere 15 per cent of cadres. Data presented in Figure 2 shows a Soetan The objective of the 2002-2012 Carnegie implementation phase by the University. A key the junior staff population that constituted the wide gender gaps in the Faculty Science and Corporation of New York-funded Gender Equity reason was lack of funding and institutional will. largest staff category of 2,132. Technology. Without the intervention, the gap Project was to promote gender equity by closing Among academic staff, the aggregate data would have been far wider. gender gaps at Obafemi Awolowo University. Good practice and lesson learned masked differences among Faculties. In the • A key value addition of the project is the Faculty of Law for example, there was only one Promoting activities disaggregation of all University data by gender. female academic staff out of a total of 27. In Contact card The following activities were carried out to close This has provided an evidence base for making the Faculties of Science and Technology, female Funmi Soetan gender gaps: a case and planning for gender equity in the academic staff made up only 7.0% of the Professor 46 • Scholarships and Fellowships: The Female 2 total. The Faculty of Education had the highest Department of Economics, Obafemi Awolowo University, 47 Ile-Ife, Nigeria Scholarship Scheme supported female students proportion (27.0%) of the female academic M: +234 803 7169069 facing financial constraints to complete their staff in OAU, a pattern that was consistent with E: [email protected] studies and also provided support for female that of female enrolment. In the 10-year period, I: www.oauife.edu.ng students on a merit basis such that they would the gender gap narrowed most noticeably Photos & Graphics be motivated to excel in their studies. Specifically, among junior staff with females increasing 1 Increasing the number of female graduates in Science the Female Scholarship Scheme focused on from 15 per cent in 2001/2002 to 46 per cent and Technology Faculties through the Gender Equity undergraduate and postgraduate female students 3 in 2011/2012. This trend is due to the typical Project. in Science and Technology Faculties where gender female over-representation in the lowest rungs 2 Gender gap biased against females students at the undergraduate level gaps were highest. of the ladder in public sector where they are 3 The Centre for Gender and Social Policy Studies • Development of the University’s Anti-Sexual employed as clerks and secretaries. The gender The Co-ordinating Unit for the Gender Equity Project Harassment Policy: The University’s Anti-sexual gap also narrowed among the Senior Technical Nydia D. Mata Sánchez, Universidad Tecnologica de los Valles Centrales de Oaxaca, Mexico Empowerment of University Women in Oaxaca, Mexico
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1 2 Challenges skills and contribute to regional development. • Lack of funding to increase the number of Incorporating international perspectives and Challenging Situation • International education opportunities – university women served; collaborations with local NGO, government, and An increased number of higher CMujer provides avenues for internships, • Transfer of the methodological model to businesses sectors facilitates CMujer’s success. education institutions and oppor- volunteer work, and academic experiences other Institutions of Higher Education of the Involving all stakeholders proves essential for tunities in rural and underserved abroad. Destinations include Chile, Peru, Subsistema de Universidades Tecnológicas y assuring a strong relationship between women’s areas of Oaxaca, Mexico has lead Brazil, India, Germany, and the United Politécnicas in Mexico; leadership and regional development. to increased enrollment of young States. • Equitable education system in the state of CMujer has created a strategic national women in technology and scien- Oaxaca, Mexico. and international network of governmental ce fields. Nevertheless, vulnerable organizations, civil society, and institutions of student populations experience Good practice and lessons learnt higher education working together to reduce Nydia D. Mata Sánchez low retention rates in education In addition to empowering university women the existing gender gap in women’s leadership and lack opportunities to participate in pro- through the opportunities mentioned above, opportunities. jects related to innovation, entrepreneurship CMujer extends beyond the university to CMujer has achieved a social and economic and technology while socioeconomic factors empower women in highly marginalized impact in communities in the Central Valleys constrain women’s personal and professional communities through social entrepreneurship of Oaxaca through community-based learning, advancement. At the Universidad Tecnológica projects. These projects strengthen student projects, and outreach. de los Valles Centrales de Oaxaca, the Cen- tro Universitario para el Liderazgo de la Mujer (CMujer) addresses these challenges. Facts & Figures Contact card Activities and results Nydia D. Mata Sánchez 48 Objectives • Leadership capacity building programme for women Av. Universidad s/n San Pablo 49 3 is established in my institution. Huixtepec Oax. Mexico CMujer’s objective is to promote the personal M: +1(52) 9512331400 and professional development of university • Gender Based Violence and Leadership & Challenges faced E: [email protected] women, improving their leadership capacity Entrepreneurship Certificates – CMujer’s • Equitable education system in the state of Oaxaca, I: http://www.utvco.edu.mx through trainings and confidence building in leadership development courses are Mexico. Photos & Graphics academic and social contexts. specifically designed with the student Good and bad practice 1 Learning about us and the comunuty San Marcos population’s needs in mind and adapted to • Leadership learning topics were included in existing TLapazola, OAxaca Promoting activities the local context. courses. 2 Growing Togheter - Oaxaquen¦âas in Oregon. USA • Community-based projects – CMujer students • Financial support for low-income students – 3 Comunity work whit women and children of San MArcos Tlapazola, OAxaca create short-term projects that address CMujer supports women to overcome Lessons learnt • Involvement of all stakeholders is essential for success. 4 Meeting groups of women artisans in Teotitla¦ün del Valle community needs, like children’s libraries and financial barriers to education through 5 Learning about gender women’s business workshops. additional scholarship opportunities. Dr. Alimatul Qibtiyah, Sunan Kalijaga Islamic State University Yogyakarta, Indonesia Female Leaders at Sunan Kalijaga Islamic State University (UIN) Yogyakarta, Indonesia
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Percetage of Female Leaders at UIN (5 Years) Year Challenging Situation and promote gender equality and women’s Position 2013 2014 2015 2016 2017 into facility design (stairs are convertible for Rector 0% 0% 0% 0% 0% Although the Indonesian empowerment based on progressive Islamic Vice Rector 33% 33% 3% 3% 0% pregnant women and elderly). Dean 12,50% 12,50% 25% 12,50% 12,50% government have ratified 4 thought”. PSW has been funded by Government Vice Dean 14% 17% 20% 33% 35% Head of Departement 24% 28% 28% 27% 25% international laws relating to and international donors. Only 5 out of 29 Head of Unit 0% 0% 33% 33% 50% Facts & Figures Ecelon II 0% 0% 0% 0% 0% gender issues (1984-1995), programs or approximately 17% (workshops, Ecelon III 47% 44% 44% 44% 36% Ecelon IV 53% 60% 65% 60% 54% Activities women remain firmly subordinate trainings, conferences, seminars and research) Total 30% 32% 33% 37% 36% • Working at managerial and academic levels, to men, with few having any were funded by the Indonesian government. 2 engaging and strengthening the religious belief role in decision making in the The main objectives are: using a progressive approach. family as well as in the public • To promote gender equality in higher female dean) into 43% (3 Female dean). This Dr. Challenges faced domain. This gender inequality education through gender mainstreaming also happened at a structural level. Alimatul • Lack of funding and the rise in Islamic Qibtiyah has occurred also in the higher education in educational institutions, gender inclusive Fundamentalism. sector, including at UIN. The reasons for the curriculum development, gender awareness Challenges challenging situation at UIN include: trainings and seminars, and gender related- • The increasing number of Islamist groups Good practices • Having affirmative action for women leadership • Many misogynistic interpretations of religious issues in research projects and publications; in Indonesia, mainly those from the Middle in promotion process, strengthening working with texts contribute to women’s vulnerability, for • To provide professional consultancies on East and Egypt who seek to impose a literal government and non-government institutions example women cannot be a leader of men; gender in Islamic law, gender in education and interpretation (the strict segregation of men at both the national and international levels, • Staff recruitment policy is still gender neutral other social issues; and women, and the limiting of women’s integration of gender perspectives into curriculum and establishing postgraduate school Islam and there are no affirmative policies for • To build strong networks with multiples stake- roles); and Gender Discourse with good library and women leadership; holders including government and civil or- • Lack of financial support to conduct gender implementation of gender considerations into • The integration of gender perspectives into ganizations and other agencies, which share sensitive training for new lecturers; facilities design. curriculum was limited; similar mission of promoting and upholding • Not all new leaders have appropriate gender Lessons learnt • Lack of gender perspective especially on gender equality and social Justice sensitivity in their policies. • Having committed members as agents of change, facility design. cultural brokers, opinion makers, who can provide Promoting activities Good practice and lessons learnt channels for engaging with both Islamic studies Objectives PSW conducts workshops of Strategic Planning • In 2000 and 2010 university selection and feminist writings across the West, the Middle The Center for Women’s Studies (PSW) was for policy makers and Gender Analysis, trainings policies featured affirmative action for East and Asia, and involvement of all stakeholders is essential for success. established in 1995 at UIN. It served to enhance for lecturers at UIN and teachers at seven women. The PSW invited decision-makers 50 the study of women’s issues from an Islamic provinces (261 schools), at least 25 workshops to conduct strategic planning with gender 51 perspective at an Islamic higher education for Muslim judges which involved around 1200 equality perspectives and encouraged female Contact card Dr. Alimatul Qibtiyah institution and represented the university’s participants, seminars and conferences with lecturers to apply for managerial positions. Vice Dean at Da’wah and Communication Faculty contribution to the national program for various topics on gender, human rights and • The PWS has collaborated strongly with Sunan Kalijaga Islamic State University Yogyakarta, women’s empowerment. The mission of the leadership. By 2017 the center had published government and non-government institutions Indonesia PSW UIN, which has positioned itself within a 30 books and 25 journals of gender studies. at both the national or international levels. T: +62 81329360436 E: [email protected] moderate and progressive Islamic framework, Some of them relating new interpretation • The PWS created a gender working group I: www.genderprogressive.com is to foster gender equality in the Muslim of religious texts using hermeneutic and in every department, integrated gender community. PSW UIN Yogyakarta envisages progressive approaches that promote a gender perspectives into the curriculum and Photos & Graphics “Men and women like the teeth of a comb, equality perspective. The results from these established a postgraduate school for Islam 1 Publications on Gender 2 Percentage of Female Leaders at UIN (5 Years) standing tall side by side in equality”. Its mission promoting activities include increasing the and Gender Discourse with good library. 3 Core Staff of PSW UIN Yogyakarta is to “enhance mutual efforts to develop number of women leaders at UIN from 8% (no • The gender perspective was implemented Dr. Sarra Ahmed Mohamed Saad, Ministry of Higher Education & Scientific Research, Sudan the unit committee which took time and extra Facts & Figures effort; we failed to employ other people due Women in Research Institutions in Activities and results to the cost limitation; • Establishment of kids care unit in a research Institution. Sudan: Challenges and Achievements • Lack of support and understanding from high ranking personnel to modify new regulations Challenges faced for mothers working in research institutions • Sustainability of the budget and the modification of motherhood legislation. e.g. establishing kids care units that are sustainable and with reasonable cost. Good and bad practice • Empowering women in research career needs Good practice and lesson learned modification and new legislation in my country especially for mothers where child care is “female’s Empowering women in research career job”. needs modification and new legislation in my country especially for mothers where Lesson learned childcare is considered as the “female’s job”. • In spite of the responsibility of childcare women are dominating in research jobs as head of departments, senior researchers and even ministers.
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Challenging Situation Objectives In the National Center for I suggested the establishment of kids’ care unit Research in Sudan women in the National Center for Research (NCR) to are dominating and 62.4% of take care of kids of women researchers during scientific staff are women. Since their working hours under the responsibility working in a research career of NCR. requires additional working hours in the laboratories, field Promoting activities work and participation of women We raised funds from all staff in the institute and Dr. researchers in scientific events e.g. the administration of the NCR co-sponsored Sarra Ahmed 4 Mohamed scientific conferences and workshops, most the project. I was nominated as head of kids’ Saad women cannot participate in all events due care unit committee, which volunteered with Contact card to their responsibility as mothers. Mothers all the management work. The “kids care unit” Dr. Sarra Ahmed Mohamed Saad 52 who don’t have family members to take care was established and welcomed kids from all PhD Soil Science 53 of children left their research work. Most ages, and babies until primary school age. The Associate Research Professor Department of Environment, ENDRI, National Center for of them are highly capable and could have fund continued on a monthly basis to cover the Research made a wonderful contribution to scientific cost of the unit e.g. apartment rent, teachers, Ministry of Higher Education & Scientific Research, Sudan achievements. But being a mother is a major power, etc. During the school holidays we T: +249 914710019 obstacle that threatens the career of many arranged English language and computer E: [email protected] / [email protected] I: www.ncr.gov.sd women in research institutions in Sudan. courses facilitated by our staff. Also the educational system and calendar is Photos & Graphics not in sequence with a research career as the Challenges 1 Field works outside Khartoum City schools’ summer holiday is 3 months every • Increase of apartment rent every year that 2 Research experiment 4 Gender in the National Center for Research year and for researchers the annual leave is resulted in budget deficit; 3 My kids joining our field work! only 6 weeks! • Managing the unit was the responsibility of 3 Yasmine Sy Sarr, Groupe Ecole Supériere de Commerce de Dakar, Senegal • Organization of Workshops for Staff Facts & Figures Development. Promoting Gender Equity in Activities and results • Integration of Gender issues in the strategic • Leadership capacity building seminars for women are Higher Education Leadership in plan of Groupe Sup de co Dakar.The educational established in my institution: workshops and seminars and bringing-up activities of the Faculty was where women will be free to express all their fears and Senegal (West Africa) directed towards harmonization of gender questions are organized. imbalance (asymmetry) among students Challenges faced of different genders. The Master’s degree • The main challenge is the lack of funding and the curricula was supplemented with specific time. courses (special topics within the courses Good and bad practice scope) that contribute to promoting gender- • Some objectives about gender issues in the strategic sensitive outlook. Trainings and workshops plan of the institution. was held with a focus on the topics: “Female and male leadership”, “Females leaders in Lessons learnt • Sensibilization and workshops are really important male groups”. to vehiculate the importance of gender equality and Involvement of all stakeholders and the top 1 2 Challenges management is essential for success. • The time: With all my responsibilities in the Challenging Situation My aim is to promote gender equity and enhance institution, it was difficult to coordinate all Lack of women in leadership opportunities for women to become a leader in the activities but some members of the staff the workshops and activities; positions in my institution. my institution. and some students were doing well. • Associating the top management in all the The structures of many Africa • The budget: Some activities were financed activities; Universities remain deliberately Promoting activities by the institution but many of them by • Introducing some objectives about gender masculine, in terms of their • Communication and sensibilization: By member’s contributions. issues in the strategic plan of the institution; representational structure, decision disseminating information on gender • Motivation of the top management: When • Networking with other promoters of gender making procedures and the culture and development issues through internal we organize some workshops or conference equity for exchanging good practices and of their members. Women continue publications, internet and mass media and for the staff, it was quite difficult to reunite advise. Yasmine to be minorities in higher education. fostering gender awareness in the university all of them at the same time because of their Sy Sarr As a young educated woman, when I began to through mass media, public lectures, activities and duties. Contact card work in my Institution as the head of international workshops and conferences. Yasmine Sy Sarr Department and Quality Department, I have • Creation of a Women‘s League in the Good practice and lesson learned Director Strategic Development and Quality Assurance noticed that women were underrepresented. Institution: The Women’s league organizes Promoting gender in the institution where I work, Groupe Ecole Supériere de Commerce de Dakar some breakfast sessions where female is a really exciting and interesting experience, I Dakar, Senegal T: + 221 776386782 Objectives students, female staff and faculty talk about learn a lot every day. I am so impressed when I see E: [email protected] I had the chance to be educated in a family issues related to, academic issues leadership, our young students who just enrolled, being really I: www.supdeco.sn where boys and girls are considered equal and career development, gender based violence aware of gender issues. 54 I have grown up in a multicultural environment, and social relationships, etc. • Share our own experience in gender issues; Photos & Graphics 55 1 Yasmine Sy Sarr and it was obvious for me to promote gender • Organization of conferences on Women • Communicating with men about gender 2 Signing a partnership with a chinese university in equality in my workplace. Leadership (8th March). issues and encourage them to participate in China, to encourage students mobility, last september i have encouraged 5 female students to spend a 3 4 5 semester there 3 Speaking to new female students about women empowerment 4 Speaking during a conference in Women Leadership I have organized last year 5 I were invited to be part of a conference animated by Christine Lagarde ( IMF Director ) and decided to bring some female students to show them that it is possible for women to be leader. Dr. Claudia Segovia-Salcedo, Universidad de las Fuerzas Armadas (ESPE), Ecuador ESPE Promoting activities Facts & Figures
U Our network supports gender equality and S
Creating a Network of Women N A
I Activities and results
REMCI V
RD EMCI E
A Red Ecuatoriana de R Red Ecuatoriana de stronger women participation in academia, S M • REMCI is filling a gap in Ecuadorian society especially Mujeres Científicas I D RMujeres Científicas A A D S government and civil society. We promote in the Ecuadorian academic sector. We are generating Scientists in Ecuador (REMCI) D ZA E L ER AS FU our activities through social media and other data about women in science through our network. digital tools (mailing lists, online fora, etc.). Therefore we hope to continue to provide data on gender in science through REMCI. Our main activities in the past year include: • Creation of local groups within universities Challenges faced in various cities in Ecuador. • During this process, REMCI has faced different • Organizing events during the International challenges primarily on gender role stereotypes. Day of Girls and Women in Science and the Good and bad practice International Day of Women to promote the • Creation of networking opportunities is a way to presence of women in science in Ecuador improve our sisterhood and at the same time visualize and the region. the role of women in science. Our active presence in the Ecuadorian society allows us to analyse how • Mentoring sessions to create opportunities, social and power structures impact the lives and foster community building and empower opportunities available to different groups of men and young female scientists. women related to science. 1 2 • Supporting science education through Lessons learned summer camps for pupils and teachers. • A friendly environment to talk about gender issues Challenging Situation Objectives in science is a way to empower senior and young Ecuador is one of smallest countries REMCI is a non-partisan, independent and national Challenges scientists. Mutual support and mentoring is a key but at the same time one of the most network of Ecuadorian females researchers, • Misconceptions about feminist, its concept part of science. Capacity-building in gender aspects related to science is a necessity. biologically and culturally diverse active in local and international universities, and and purpose. in South America. In spite of a research institutes. Our network is formed by • Lack of collaboration among women in tremendous increase in the number members from 12 Ecuadorian universities among academia in Ecuador; of women participating in the them professors, students, researchers, and PhD • Gender Role Stereotypes; workforce in my country, women candidates, with the following main objectives: • Limited access to decision making still face gender discrimination • To promote women in science and at the • Limited expertise about gender issues Dr. Claudia and violence. Academia is not an same time empower women in academia. • Lack of funding. Segovia- exception,as women constitute only 36% of the • To support and organize effort for more gender Salcedo faculty, and only 3 out of 10 PhD graduates are equality in science, in academia, government Good practice and lessons learnt Contact card female. and non-government institutions. • Technology is our ally; social networks help Dr. Claudia Segovia-Salcedo us to create visibility about women rights, Coordinator of Network of Ecuadorian Women in Science facts about women in science and publicize (REMCI) our activities. Associate Professor-Universidad de las Fuerzas Armadas (ESPE) • The generation of a database with information Sangolqui, Ecuador 56 about women active in the science and the T: +5932983476098 57 academia, is helping us generate evidence E : [email protected] and data to reduce the information gap that I: www.espe.edu.ec and http://cientificasecuatorianas.blogspot.com.co/ currently exists in this area. • The identification of partners in Ecuadorian Photos & Graphics universities and research centers has 1 Andrea Encalada, distinguished professor, Universidad allowed us to strenghten our presence San Franscisco de Quito – Workshop about women in academics. nation-wide. However, it has also showed 2 Participants of the first meeting of women in science. us the importance of strenghtening our Universidad de Cuenca. organizational structure for the future. 3 Women Scientists. Universidad de las Fuerzas Armadas Quito. Celebration International Day of girls and women in science.
3 Prof. Dr. Smile Dzisi, Koforidua Technical University, Ghana Facts & Figures
Making the Numbers: Activities and results • Koforidua Technical University made gender a major Rethinking Female Leadership in thrust in its strategic plan. Female enrolment increased and females are gradually assuming leadership with Ghana’s Technical Universities confidence. Challenges faced • There was hardly any Ghanaian example to learn from.
Good and bad practice • Mentoring proved very effective. However, males were initially left out. 3
audit that leads the advocacy for increased Lesson learned female representation and gender sensitization, • Male collaborators have proven to be most useful. counseling and mentoring for female staff and students. We are also promoting interest in science, technology and engineering among female students in the university and some high schools through clinics, workshops and scholarship offers under the theme “catching them young”. 1 Challenges faced Challenging Situation The Gender Office (the first and only in the There was hardly any Ghanaian antecedent As the only female among the 10 technical universities) was established in to guide us, and low female representation CEOs of public universities in August 2015 upon assumption of office as on our statutory bodies made policy approval Ghana, I am a rare survivor among Vice-Chancellor. The Gender Office leads the herculean. Besides, our efforts were perceived the many girls whose dreams advocacy for gender sensitization, counseling as discriminatory against men. get fizzled out by the cultural and mentoring of female staff and students, inhibitions of womanhood in increased female enrolment and representation Good practice and lesson learned Ghana. for gender equity and handling gender issues Regular gender sensitization programmes are As CEO, I sought to achieve and complaints. yielding results, and because female staff receive Prof. Dr. gender parity in leadership in my regular leadership training and mentoring, they Smile 5 Dzisi university, but few women were available. Promoting activities are willing to step into leadership space. Because few women are able to build an We included gender in our strategic plan, Male collaborators have proven to be very Contact card academic career in science and technology, established a gender desk, conducted a gender critical in the struggle for gender parity. Prof. Dr. Smile Dzisi 58 very few are available for leadership positions Vice Chancellor 59 in a TU. I became convinced that one way to Koforidua Technical University, Ghana T: +233 206242965 promote gender equity in the management of E: [email protected] TUs is to mentor and promote potential female I: KTU.edu.gh/smiledzisi leaders and accelerate female enrolment in the TUs. Photos & Graphics 1 Female leaders in Koforidua Technical University (KTU) Objectives 2 “Catch them young” clinic We set out to prepare more women for 3 Workshop for potential female leaders in KTU leadership positions as soon as possible and 4 Only one female Vice Chancellor in ten Technical Universities in Ghana create a large pool of females for the next 5 Prof. Smile Dzisi generation of leaders in higher education. 2 4 Dr. Rowena G. dela Cruz, University of Muntinlupa City, Philippines faculty-facilitators in GST 101 faculty-facilitators. Facts & Figures Moreover, a series of fora on HIV awareness, Promoting Awareness on Women Activities and results Anti-Human Trafficking and Violence Against • GAD capacity-building programme is established in Leadership and Gender Mainstreaming Women and Children were also conducted. my university. About 3,000 first year college students and about 2,000 parents were made aware of these Challenges faced in the Local University • The main challenges are the insufficiency of funding, issues. lack of scholarship grants, and sustainability of With such moves, the University was able to capacity-building program for women in leadership form the Gender and Development Focal Point and for the volunteer-faculty members. System (GFPS), started to produce gender-based Good and bad practice research, modules (GST 101, Facts about HIV, • The collaboration of local government officials has Truth about VAWC) and facilitated GST 101 made a great impact to the success of GAD projects among hundreds of students and women in the and activities. Shared experiences among the HEIs in community. the city was established. Lessons learned Challenges • Stakeholders participation is highly essential for the • Insufficient funding to sustain the capacity sustainability of the programme. building programme in the University; • Insufficient funding for female faculty to engage in research and extension services; 1 2 • Lack of scholarship grants for women leadership education; Challenging Situation Education Institutions (HEIs)” required all • Resistance to get involved as volunteer-GAD The University of Muntinlupa higher education institutions in the Philippines facilitators among faculty members; City (Pamantasan ng Lungsod to establish a GAD Focal Point System and • Lack of institutional monitoring and evaluation ng Muntinlupa or PLMun) is a gender mainstreaming in their respective tools for each activity. local government unit and fully institutions. Hence, I found myself reviewing 4 subsidized by the local budget. the said memorandum to come up with Good practice and lesson learned In 2013, the city government possible GAD-related programs and projects in Despite limited budget, local government Contact card became aware of the Gender and our University. officials are actively collaborating in every Dr. Rowena G. dela Cruz Development (GAD) issue due to GAD activity of the University. Due to limited Director of the Office of Student Affairs Dr. University Gender and Development Focal Person Rowena G. the national government policy Objectives manpower, GAD personnel have learned to University of Muntinlupa City, Philippines dela Cruz of holding a nationwide GAD mainstreaming. Being designated as the University GAD Focal multi-task. T: +63 478 3585 / +63 659 2113 / +63 659 2075 PLMun is a local unit, hence, a mandatory Person, I took the initiative to propose GAD E: [email protected] awareness was disseminated among the activities and projects, aiming to establish a I: www.plmun.edu.ph university administration and faculty. I was sustainable capability-building program on Photos & Graphics 60 appointed as the University GAD Focal Person Gender and Development mainstreaming in the 1 City officials Mayor Jaime R. Fresnedi_Congressman 61 in June 2014. Since I was not so familiar with University. Likewise, I set a goal to empower Ruffy R. Biazon give their full support on GAD awareness in the HEIs GAD, I have to spend much of my time in myself in implementing GAD program in my 2 City GAD Director Hon. Catherine Biazon_Connecting reading and immersing myself in what gender University and in my city. HEIs in City GAD Advocay and development is. I have had a chance to 3 Dr. Rowena G. Dela Cruz, the University GAD Focal Person, attend trainings and workshops in Gender Promoting activities explains the CHED Memo 01 s 2015 on Gender and Development for CHED and Higher Education Institutions Mainstreaming in the Academy as well as in In 2015, with the support of the GAD city among selected administrators, faculty and staff the City. In 2015, the Philippine Commission government fund, I spearheaded the series of 4 (At the center, 2nd row) University President Dr. Elena E. on Higher Education (CHED) though CHED Gender Sensitivity Training (GST 101) for the Presnedi and University GAD Focal Person Dr. Rowena Memo 01 Series 2015 known as “Establishing University administrators, faculty, staff and G. Dela Cruz, with administrators, faculty, staff and selected student leaders on Gender Sensitivity and Good the Policies on Gender and Development in the student leaders. Training of Trainers for GST 101 Governance Workshop Commission on Higher Education and Higher was also conducted and was able to produce 20 3 Dr. Tete-Benisssan Amivi Kafui, University of Lome, Togo • setting up a scholarship program for women Facts & Figures of Masters and Doctorate by “FTPS&T”; Mentoring of Women Scientists in Activities and results • building up leadership capacity for women • The tutoring-mentoring and scholarship programs Higher Education in Togo teachers of higher education by finding for female scientist students of Bachelor, Masters grants for their research abroad. and PhD at the University of Lome is established and very beneficial; • The establishment of leadership capacity for women Challenges teachers of higher education is very important. To guarantee the success of girls and women in the system till higher education and to allow Challenges faced • The main challenge is the change of mentalities/ them to acquire the competencies to build up mindset and lack of funding. the necessary leadership capacity to enable them to become more responsible and to be Good and bad practice able to occupy high level decision-making jobs • Tutoring-mentoring programs by FTPS&T increased the number of female scientists in higher education and to take part to the sustainable development and improved their examination results; of their country. These challenges are when • The majority of female students of Masters and 1 2 addressing these challenges through remedial PhD succeed better in their research. steps include the following. Lessons learnt Lome who work with the association “Femmes • the scholarship and grants programs allowed Challenging Situation • Involvement of whole university community and The difficult situation isTogolaises pour la Promotion de la Science girls and women to succeed in their studies, their all stakeholders is essential for success. characterized by: et de la Technologie” and other partners like research and to guarantee their material safety, • Lagging in scholarisation and WILDAF Togo, GF2D, “Resau Africain des • the mentoring–tutoring programs improved in the scientific and technical Femmes Scientifiques et Ingénieurs” (RAFESI), the success rates and competencies of girls and training of girls; Chaire UNESCO Network on Water have the women, • Marginalisation of the girls and objectives: • facilitated the establishment of a culture of women in all sectors of economic • to promote the success of girls and women in excellence in the scientific and technological fields, and social life; the scientific fields in higher education, • the sensitizing allowed the establishment Dr. Tete-Benisssan • Weak representation of • to increase the rate of women scientist of women leadership culture by convening Amivi Kafui women at different decision-making jobs: teachers in publics universities in Togo, gatherings between women leaders from all women represent 17% of the government • to encourage women leadership by professions where they can present and share workers, 10.72% of senior executives of supporting promotion of the scientists in their life experiences and testimonies, the nation; 6.25% in technology jobs; and higher education, • all of these results helped to enable male 4 10.31% of women teachers-researchers in • to encourage women graduates to be colleagues to accept women, so as to advance the universities; appointed as leaders. the gender equity at the University of Lome. Contact card • Insufficient number of leader women in higher Dr. Tete-Benisssan Amivi Kafui education as models to the girls’ emulation. Promoting activities Good practice and lessons learnt Lecturer-Reseacher: Cell Biology, Immunology and The women scientists at the University of Lome, • Establishment of a track record of the girls Biochemistry 62 grammar school teachers in science (supported registered in the scientific studies in higher Assistant Director of Direction de la Gestion du Domaine 63 Universitaire by the Ministry of Higher Education and education so as to encourage their colleagues to University of Lome, Togo Research), French Embassy in Togo, UNESCO, follow too; T: +228 90 038402 / +228 22 364638 TOTAL TOGO, Mr AKPABLA in Denmark • Tutoring-mentoring programs by FTPS&T E: [email protected] / [email protected] promote the following activities: improved the results of female scientists’ Photos & Graphics • working on changing mentalities of girls examinations at the university; 1 Dr Tete-Benissan Amivi Kafui in a practice class and women students through sensitization • The majority of female students of Masters and 2 Tutoring session with ungraduated students by programs; PhD succeed better in their research; Total-Togo fund 3 • setting up training programs (Tutorat • Approximately 3000 girls and women students 3 Example of past rate evolution for women scientists’ students Mentorat, International Master: Environment, have had access to the tutoring-mentoring at the 4 Student in Mathematics receiving scholarship from Objectives water and Health) for female scientists by University of Lome and average rates are from French Embassy of Togo The women scientists of the University of Association “FTPS&T”; 85% to 95%. Prof. Dr. Ludmila Hanushchak-Efimenko, Kyiv National University of Technologies and Design, Ukraine The educational and bringing-up activities of the Facts & Figures Faculty was directed towards harmonization of Implementation of a Gender Sensitive Activities and results gender imbalance (asymmetry) among students • Implementation of a gender sensitive environment Environment Concept at the Faculty of of different genders. The Master’s degree concept at the Faculty of Business and Law. curricula was supplemented with specific courses (special topics within the courses Challenges faced Business and Law, Kyiv National University • A critical lack of due financing. scope) that contribute to promoting gender- of Technologies and Design sensitive outlook. Trainings and workshops Good and bad practice was held with a focus on the topics: “Female • A gender sensitive environment has been created and male leadership”, “Females leaders in male through arranging gender workshops for the two target groups: Gender Workshop for the faculty female groups”. staff and the Gender Workshop for the junior female student cohort (students, postgraduates, doctoral Challenges students of the faculty). • Lack of sufficient financial support to gender Lessons learnt workshops for developing and enhancing • The implementation of a gender sensitive environment activities on promoting gender equality; concept at the Faculty of Business and Law contributes • The versatility and diversity of activities to promoting and disseminating of gender-related and the need to take account of specific knowledge and eliminating the negative gender stereotypes. manifestations of gender relations in every particular area (academic, educational, methodological, managerial, financial, 1 2 marketing etc.)
Challenging Situation conducting a gender audit and gender Good practice and lesson learned Insufficient gender sensitivity within workshops arrangement: Potential stakeholders • the growth of gender awareness of the female the Faculty: The Faculty of Business in conducting a gender audit and establishment & male faculty members, staff, students, and Law, Kyiv National University of gender workshop are not only the active postgraduates, doctoral students; of Technologies and Design has proponents and gender studies participants, but • the integration of gender mainstreaming recently experienced difficult times. without exception, all members of the faculty into the overall development strategy of the In order to stabilize the situation team – from top management to students and faculty, its policy and current operational within the faculty and to promote each individual employee. documents; 4 its positive and attractive image, • favorable environment has been created Prof. Dr. Ludmila the faculty strategic objectives and Promoting activities to promote the development of relevant Contact card Hanushchak- relevant goals were developed, with a special The gender audit covered: the faculty top students’ competencies, attitudes and Prof. Dr. Ludmila Hanushchak-Efimenko Efimenko emphasis to the implementation of a gender management (3 persons); the faculty academic skills, essential for their further professional Dean of the Entrepreneurship and Law Faculty Head of the Entrepreneurship and Business Department sensitive environment concept. council (8 persons); academic staff (45 persons); activities and careers; Kyiv National University of Technologies and Design, Kyiv 64 Student council of the f aculty (5 persons); • the socio-psychological tension among the Ukraine 65 Objectives postgraduates and doctoral students (13 faculty staff has been removed; T: +38 0675982473 Implementation of a gender sensitive persons), student cohort (full-time and part- • the gender focus provided an additional E: [email protected] environment concept at the Faculty through time) - 580 persons. impetus for enhancing the Faculty Photos & Graphics management practices through active 1 A training seminar on building a gender-sensitive 3 participation and involvement of female environment among the Faculty female & male staff staff; 2 A training seminar on developing a gender-sensitive outlook of Faculty student youth: female/male students, • additional mechanisms have been revealed postgraduates and doctoral students to design and facilitate effective occupational 3 A training seminar on developing a gender-sensitive guidance to prospective students along with outlook of Faculty student youth: female/male students, relevant HRM policies. postgraduates and doctoral students 4 Key gender audit findings Dr. Rachel-Claire Okani, African University for Cooperative Development, Benin the most important challenge is the lack of Facts & Figures funding for the implementation of the capacity- For Gender Equity in higher education Activities building programme and for the setting up of • The leadership capacity-building programme for leadership: get women on board! scholarships. Lack of technical equipment has women is established in my institution. Female to be mentioned here as it is suitable and much Professors are now welcome in some of the Boards more comfortable for a lot of people interested earlier composed of male professors only. There are more women employed as senior staff in the by the programme to have a distance-learning administration. Last but not least, three PHD female programme. students are ready to defend their theses.
Good practice and lesson learned Challenges faced • The main challenge is the lack of funding. For pragmatic purposes, leadership learning topics have been included in existing courses Good and bad practice where possible, so that costs are lower. We • Leadership learning topics were included in existing equally looked for supporting people, getting courses. the buy-in of the leaders and other university Lesson learned members. We’ve noticed that the involvement • Involvement of all stakeholders is essential for success. 1 2
Challenging Situation With the precious and buy-in of all stakeholders (men and women) Very few women are leaders in sponsorship of is key for success as well as a critical mass of higher education. This general the UEMOA (West women in decision positions who are sensitive observation is even more critical Africa Economic to women issues. Lastly, referring to the in Africa and specifically in my and Monetary WAFIRA experience, we’re definitely convinced university. As it became a concern Union), studies were that networking with other promoters of for me, a lot of questions arose: conducted, and gender equity for exchanging good practices Why? What could be done by leaflets produced and advise is both resourceful and inspiring. women themselves and others? and disseminated Dr. Rachel-Claire The lack of women in leadership within both Central Okani positions was obvious in my institution and West Africa Contact card some years back. Indeed, within both the sub-regions. We Dr. Rachel-Claire Okani administrative staff and in academic Boards, also wished to set Benin they hardly could be found. up a scholarship Deputy Vice Chancellor (Training, Research & Partnership) programme AUCD (African University for Cooperative Development) Objectives for women to 01 BP 1236 RP Cotonou-BENIN Beyond this preliminary sad remark, enhancing attend leadership T: +229 97 020406 / +229 66 581058 3 opportunities for women to become a leader workshops. This 66 in my institution therefore turned to be THE involved many stakeholders: the university Cameroon 67 objective in order to improve the current in the first place, then partners, international Faculty of Law and Judicial Sciences situation and move forward. organizations, sponsors, individuals. On University of Yaounde II the other hand, working on changing the PO Box 1197 Yaoundé, Cameroon Promoting activities university regulation/Rules for appointment T: +237 699 818182 Beside Sensitization with VIP Women as guest of leaders to reach a structural change was E: [email protected] / [email protected] speakers, mentoring /coaching, advocating, also undertaken. the idea of building up a leadership capacity- building programme for women mainly Challenges without excluding men came up, bearing in We faced many forms of resistance such mind the need to provide them with a chance as personal resistance or disinterest from of a formal training and a recognised diploma. members of the university leadership. But 4 Dr. Ángela Camacho Beltran, Colombian Network of Women Scientists (RCMC), Colombia Promoting activities Facts & Figures With these objectives in mind, various Colombian Network of Women Activities activities are organized in research, education, REMCI is filling a gap in Ecuadorian society especially in Scientists (RCMC) innovation and entrepreneurship, from a the Ecuadorian academic sector. We are generating data gender perspective, to overcome the factors, about women in science through our network. Therefore, actions and consequences that affect the we hope to continue to provide data on gender in science through REMCI. conditions of equity and difference: • Celebration of the women day in March at universities • Women, science and education; and the day of the girls and women in science the 11th • Motivation of girls to science; February at schools in several cities of Colombia. • Women, science and entrepreneurship; • Workshop Woman, Science and Education. • Forum Women, Science and Entrepreneurship. • Women and science policies. • Video contests in primary and secondary schools.
Challenges Challenges faced Empower the role of women in science and • During this process, REMCI has faced different challenges primarily on gender role stereotypes. education: • The participants have shown a lot of interest and new 1 2 • Motivation of girls in science; ideas to be developed in the network. • Encourage the involvement of young women • The biggest difficulty has been the lack of budget. Challenging Situation low levels of representation in decision- in STEM careers; Good and bad practice In Colombia, women make making positions and as leaders of research • Women, science and business; The dissemination of activities to obtain more members in our up just over a third of the groups (34%). • Equity and difference conditions; focal points has been one of our main immediate objectives. country’s researchers (37%). • Visibility of women scientists in Colombia Creation of networking opportunities is a way to improve our However, in terms of the Objectives and their academic production; sisterhood and at the same time visualize the role of women in science. Our active presence in the Ecuadorian society allows Colombian Academy of Exact, • To promote, stimulate, support and make • Financial support. us to analyse how social and power structures impact the lives Physical and Natural Sciences, visible the participation of women in and opportunities available to different groups of men and at the senior level only 20% science and technology in key areas for Good practice and lesson learned women related to science. are female. Especially dramatic the development of Colombia and propose The activities that have been successfully Dr. Ángela Lessons learned Camacho is the difference in Science, policies to guarantee this participation. organized are: Conferences, Workshops, Take advantage of the existing interest to awaken in Beltran Technology, Engineering and Mathematics • The Network has no political, religious or Symposia, Competitions and playful activities. society the need to work towards gender equity. A friendly (STEM). Likewise, women continue to have economic particular affiliation. Young scientists, in general, are always very environment to talk about gender issues in science is a way enthusiastic in all these events: they are to empower senior and young scientists. Mutual support and mentoring is a key part of science. Capacity-building in 3 creative and have lots of proposals. However, gender aspects related to science is a necessity. our budget is too small to support them.
Contact card Dr. Ángela Camacho Beltran President of Colombian Network of Women Scientists (RCMC) Full member of the Colombian Academy of Exact, 68 Physical and 69 Natural ScIences Professor-Universidad de los Andes Bogotá, Colombia T: +571 5550470 E: [email protected] www.redcolombianademujerescientíficas.org
Photos & Graph 1 Opening of Colombian Network of Scienfic Women 2 Forum women, science and entrepreneurship 3 Winners of the video contest on biographies 4 Winners of the video con on Colombian female scientists’ biographies
4 Prof. Faith Nguru, Riara University, Kenya Challenges Facts & Figures There are relatively low rates of female Towards Developing Women Leaders: Activities and Results enrolment in public institutions of higher • Further field research among women students and A Case Study of Kiriri Women’s University learning due to: women administrators should be encouraged in order • Late entry into education system; to draw best practices from lived experiences that of Science and Technology – Kenya • Repetitions of classes to acquire required provide evidence based data. pass marks; Challenges Faced • Dropping out of school because of lack of • Lack of longitudinal data to evaluate the long term school fees; impact of the gender sensitive training in leadership • Early pregnancies and early marriages. development. Students stated the following perceived Good and bad practice weaknesses that would prevent them from • University governance structures have a critical role to taking leadership positions: play in the success of an educational institution.
PERCEIVED WEAKNESSES PERCENTAGE Lessons learned • There is need to train more women to take up leadership positions and particularly in higher education. This 1 2 Impatience and short temperedness 27.3% will encourage more women to pursue education in Lack of confidence 18% order to achieve gender parity in leadership positions. Fear of discrimination from men 15% KWUST is a good example as a pathway to provide Challenging Situation Kenyan Government, student survey using Housework overload 13% a vital haven where women can thrive as well as There is only one all-women’s questionnaires and focus group discussions. enhance women leadership opportunities to bridge Fear of Failure 9% non-state funded university in The case study revealed that the university the gap in gender representation in higher education Lack of tuition fees 9% Kenya. Is there a potential for it fraternity was full of enthusiasm and idealism as well as contributing to Kenya’s social and economic Family commitment 5% development. to address the challenges facing in achieving the stated goals. In terms of Lack of physical strength 5% women in developing leadership Leadership Training and Role Modelling, capacity? five social institutions were presented as scenarios or avenues for leadership training Good practice and lesson learned Objectives with the following results: • Having a female vice chancellor as a leader Prof. Faith The vision of Kiriri Women’s to provide good role-modeling. Nguru INSTITUTION Home University/ Workplace High School Religious University of Science and Technology - Kenya College Setting • Training for contextual leadership. (KWUST) – is to see girls from economically • Training in morals and ethics is basic to PERCENTAGE 45% 37.5% 21% 12.5% 12.5% depressed backgrounds recruited, trained leadership both locally and globally. and empowered to become an inspiration • Importance of engaging in unique and to others; and to go back and serve the On the question of perceived attributes for daring experiments in higher education. community with excellence. Specifically: leadership, data showed that assertiveness • To involve women scientists in decision- and confidence ranked highest amongst other 4 making on policy and science education attributes noted below. 70 and encourage women to study science and 71 PERCIEVED ATTRIBUTES FOR LEA- PERCENTAGE Contact card technology. DERSHIP Prof. Faith Nguru • To encourage women, especially young girls, Deputy Vice Chancellor, Academic Affairs Assertiveness and confidence 30% to enter new fields of science and technology Riara University | Nairobi | Kenya Understanding and empathy 21% that offer better job opportunities and career T: +254 703 038 -000 / -31 direct Visionary 5% E: [email protected] prospects. Flexibility 7% I: www.riarauniversity.ac.ke/personnal/prof-faith-nguru/ Hardworking 10% Promoting activities Photos & Graphics Determination 17% The research involved interviews with the 1 chemistry is fun Decisiveness 2% 2 Gathering Computational skills female vice chancellor, a chancellor and Persuasiveness 5% 3 Student at work in Computer Lab another vice chancellor from leading Kenyan 4 Smiles of success Problem solving 2% Universities, Commissioner for gender in the 3
Kartini, our national heroine for woman emanciation(right), here with her sisters making handdrawn Batik in the court of Jepara, her hometown.
Kartini, our national heroine for woman emanciation(right), here with her sisters making Table D: handdrawnIndonesia’s Batik in the GDIcourt of forJepara, 2015 her hometown. relative to selected countries and groups Dr. Lilawati Kurnia, University of Indonesia, Indonesia
Life expectancy Expected years Mean years of F-M GNI per capita HDI values at birth of schooling schooling ratio GDI Female in Leadership: Female Male Female Male Female Male Female Male Female Male Table D: Indonesia’s GDI for 2015 relative to selected countries and groups value 71.2 67.0 12.9 12.9 7.4 8.5 6,668 13,391 0.660 0.712 0.926 IndonesiaLife expectancy Expected years Mean years of F-M GNI per capita HDI values China at birth 77.5of schooling 74.5 schooling13.7 13.4 7.2 ratio7.9 10,705 15,830 0.718 0.753 0.954 GDI Reality or a Dream? Female Male Female Male Female Male Female Male Female Male Philippines 71.9 65.0 12.1 11.4 9.5 value9.2 6,845 9,917 0.682 0.681 1.001 Indonesia 71.2 67.0 12.9 12.9 7.4 8.5 6,668 13,391 0.660 0.712 0.926 ChinaEast Asia 77.5and 74.5 13.7 13.4 7.2 7.9 10,705 15,830 0.718 0.753 0.954 Philippines 71.9 65.0 76.212.1 11.472.3 9.5 9.213.3 6,845 13.09,917 0.682 7.30.681 1.0018.0 9,569 14,582 0.704 0.736 0.956 Eastthe Asia Pacif and ic 76.2 72.3 13.3 13.0 7.3 8.0 9,569 14,582 0.704 0.736 0.956 the Pacific 3,314 9,131 MediumMedium HDI HDI70.4 66.8 70.411.5 11.366.8 5.6 7.811.5 3,314 11.39,131 0.582 5.60.668 0.8717.8 0.582 0.668 0.871
Source UNDP, Human Development Report 2016 (Gender Development Index) Source UNDP, Human Development Report 2016 (Gender Development Index) 4
Facts & Figures
We can maintain the balance between the so-called religious stream and the freedom for women. Inspite of the growing religious stream and the increased pressure on women to be domesticated, gender awareness should be directed towards teaching young girls because they are the most vulnerable to this trend. The more natural and harmonious traditional ideas and culture must be promoted to prevent the fundamentalist tendency coming to dominate women.
Activities and results 1 • Gender awareness is a compulsory course in our faculty, and the result has been more women’s participation in administration and in PhD study; for instance also more women professors in my own faculty. The gender studies centre has facilitate interdisciplinary research the result is more research initiate by women. Challenging Situation I work as an assistant Professor Challenges faced at the University of Indonesia, the • Patriarchal culture and external factors around women • Lack of personal and professional development for women biggest University in Indonesia, a • Lack of an active women’s group capable of spreading a positive spirit in taking a leadership role South East Asian country consisting • The majority of the population is Muslim although Indonesia is not a Muslim country of 17,000 islands with over 250 million people, 34 provinces, and Good and bad practice • It turns out that the most prominent barrier is neither a possible lack of academic competence, scientific ability nor with 700 regional languages. college management experience but rather related to cultural values. Reflecting the fact that cultural and religious beliefs distinctive to Indonesian context can facilitate or hinder women senior academic career advancement. Their Dr. 2 Lilawati Objectives religious beliefs affect how women view their role in society and at home, and how they balance that complex role. Kurnia The University has had a Gender Studies Centre Good practice and lesson learned Lessons learnt for interdisciplinary studies since 1990, with a In its policies, the University Indonesia (UI) has • Gender differences are daily facts, of course as long as they do not create gender inequities and injustice. However, postgraduate program. On the government level, no gender bias; we have to work and achieve reality in society shows gender differences very often lead to inequality or injustice, especially against women. Especially we have a Ministry of Women Empowerment whatever we aim for, but then again the since the latter has been a vulnerable group, marginalized and left behind by tradition, culture and structures mainly and Child Protection, which has the duty to university also does not have any pro-female dominated by men. Policies that designed solely to increase women’s participation are not sufficient. Women have to work harder and show stronger determination to become leaders. 72 support empowerment of the women especially policies. There has been an increase in the 73 in the rural areas and also providing education number of female professors. and healthy environment for children. Contact card 2 Kartini, our national heroine for woman Challenges Dr. Lilawati Kurnia emancipation(right), here with her sisters making The majority of the population is Muslim, but Faculty of Humanities handdrawn Batik in the court of Jepara, her University of Indonesia hometown. Indonesia is not a Muslim country. Diversity is Depok, Indonesia 3 The first picture is RatnasariDewi, the fourth wife of the main issue in Indonesia: it is our weakness T: +622 181294048264 our former first President, Sukarno and the second but also our strength. Diversity makes us rich in E: [email protected] picture is Iriana Widodo, the wife of our recent culture and enriches our daily life. But diversity Presiden Joko Widodo. Photos & Graphics 4 Indonesia’s GDI for 2015 relative to selected countries is also a threat especially when it is become a 1 The Archipelago: 17000 Island of Indonesia and groups reason to marginalize the other. 3 Connie J. Gores, Southwest Minnesota State University, USA Minnesota State System Presidents Facts & Figures Advancing Women Leaders in 2011-12 2016-17 31 Presidents 30 Presidents Activities and results • Through a multi-faceted approach to identifying, Higher Education in Minnesota developing, advancing, linking, training, and supporting women and diverse leaders, we have increased the number of women and diverse presidents in a relatively short period of time. • In 2016-17, history was made when all four members of the Executive Committee of the Minnesota State Men 68% Men 27% Women 29% Women 47% Presidents were women presidents who had been elected Racial & Ethnic Racial & Ethnic by their peers. Diversity 3% Diversity 30% 3 Challenges faced When leadership changes and becomes • The demand for gender equity and diverse leaders is more diverse, the types of conversations and important now and will be increasingly important in the deliberations will change, which can make some next decade. Not everyone, however, perceives a sense of urgency or is committed to changing past practices. people nervous and uncomfortable. 1 2 Good and bad practice Good practice and lesson learned • A multi-faceted strategy is necessary for creating a Challenging Situation inclusion in Minnesota that benefits all members Advancing diverse women to senior-level roles culture in which women and diverse leaders are recruited, supported, and retained. Programs to grow leaders from Although women now earn the of our communities and this should be reflected in makes sense for our institutions and for our within our system, as well as programs that provide majority of all college degrees in our leadership. future. A multi-faceted approach is critical to the development and training, are critical to the success of the United States and are well success of this work. Identifying and developing these presidents. represented in entry-level and mid- Promoting activities prospective applicants for the presidency is • Colleges and universities are complex organization and female presidents often bring a different perspective to level positions in most sectors of the With a multi-layered strategy for identifying, important, just as it is critical to support new the job of president, especially when they raise different American economy, women have developing, recruiting, and retaining women presidents after they are appointed to help ensure concerns, and ask different questions than do their male made surprisingly little progress and diverse leaders, we have made measured their success. Networking with other organizations counterparts. in advancing to chief executive improvement, but have much work to do. that promote gender equity is necessary to share Ph. D. Lesson learned Connie J. positions, including presidents good practices and insights gained, as well as • This work takes resources, including time, money, Gores of colleges and universities. Studies show the The strategies implemented to achieve this success to support one another in this important work. attention, and concerted effort to make change and strength of women as innovative, productive, and include: To effect change in the gender and diversity of to ensure success in gender equity in the leadership of successful organizational leaders, yet too few lead • Developing capacity through an 18-month executive leadership, a number of components higher education. our institutions of higher education. leadership development academy; must be in alignment: an intentional focus on • Training and monitoring recruitment processes making a difference, as well as dedication to the presidents represented racial and ethnic diversity, Over the next decade, American higher education to ensure success; time, effort, money, and other resources necessary whereas in 2016-17, a total of 30% of presidents will see unprecedented turnover among its • Mentoring new presidents once they are for success. were racially or ethnically diverse. presidents – over 60% is predicted. There is an appointed; 4 urgent need to identify and develop well-qualified, • Instructing new presidents with training and Facts and Figures Contact card 74 prepared, and willing leaders to succeed these assistance; The Minnesota State System of Colleges and Connie J. Gores, Ph.D. 75 presidents. • Providing ongoing support and professional Universities includes 24 two-year colleges and 7 President, Southwest Minnesota State University development. universities with a total of 30 presidents. 1501 State Street, Marshall, Minnesota 56258, USA T: 1-507-537-6272 Objectives E: connie.gores @smsu.edu In Minnesota, our State System of public colleges Challenges In the Minnesota State System, notable progress I : www.smsu.edu and universities serves over 400,000 students, Change takes time and sustained effort takes has been made: in 2011-12, 29% of our presidents many of whom are women and/or students constant focus and attention. A commitment, were women, whereas in 2016-17 a total of 47% Photos & Graphics 1 2016-17 Executive Committee of the Presidents of the of diverse backgrounds. We have a pivotal followed by intentional action at all levels of the of our presidents were women. Minnesota State System of Colleges and Universities opportunity to shape the next generation of organization, is needed – from the governing 2 President Gores leads Cabinet officers and guest leaders in higher education, leadership that reflects boards to the employees on campuses. If hiring Progress has also been made with regard to the speaker in commencement ceremony processional our students and our changing culture. We have committees do not embrace the idea and champion racial and ethnic diversity of our presidents in 3 Changes in Gender and Diversity of Presidents in the Minnesota State System from 2011-12 to 2016-17 a deep and abiding commitment to equity and the need for change, then change is unlikely. the Minnesota State System: in 2011-12, 3% of Female Leadership and Higher Education Management in Developing Countries 28 – 29 June 2017 Bonn, Germany
7 PROGRAMME Dr Christiane GAEHTGENS Wednesday,7 28 June 2017Dr Christiane GAEHTGENS Programme Manager, Sustainable Training and Education Programme Programme Manager, Sustainable Training and Education Programme Wednesday, 28 June(STEP) 2017 Ethiopia Dr Patricia B. (STEP)Licuanan Ethiopia Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), Germany Chairperson, DeutscheCommission Gesellschaft on Higher fürEducation Internationale (CHED), Zusammenar Philippinesbeit (GIZ), Germany
8:00 – 9:00 RegistrationChristiane Gaehtgens is an expert in (Foyer the field in front of of Tertiary room: Rhein, and Post- plenary) Christiane Gaehtgens is an expert in the field of Tertiary and Post- Moderator: Michael Hörig Secondary Education management and policy with a strong international Secondary Head of Section, Education DAAD, management Germany and policy with a strong international 9:00 – 9:15 Welcome remarks background. Since 2015 she works for GIZ (Deutsche (Room: Gesellschaft Rhein, plenary) für background. Since 2015 she works for GIZ (Deutsche Gesellschaft für
Dr AnetteInternationale Pieper Zusammenarbeit) as Programme Manager for the 13:00 – 14:00 Lunch Internationale Zusammenarbeit) as Programme(Restaurant Manager The Grill) for the DirectorSustainable Projects, TrainingGerman andAcademic Education Exchange Programme Service (STEP) (DAAD),, which Germany focuses on Sustainable Training and Education Programme (STEP), which focuses on strengthening labour market oriented vocational training and higher 14:00 – 15:30 Worldwide experiencesstrengthening in promoting labour gender market equity oriented vocational training and higher Iris Danowskieducation in Ethiopia. in higher educationeducation leadership: in Ethiopia. Short testimonials (Plenary) Head of Section, German Rectors' Conference (HRK), Germany In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy 15:30 – 16:00 Coffee Break (Foyer) 9:15 – 10:45 Keynotes:firm that Strengthening advises universities Gender equityand research in higher institu educationtions onleadership, issues of empowering strategy, firm that advises universities and research institutions on issues of strategy, womenpolicy, for leadershipinternal governance positions: twoand views quality from assurance. different Fromrealities 2003 to July 2008 16:00 – 17:00 Continuation ofpolicy, the short internal testimonials governance and quality assurance. From 2003 to July 2008 she was Secretary General of the German Rectors’ Conference (HRK) in she was Secretary General of the German Rectors’ Conference (HRK) in Prof BerlinChristine and Dranzoa Bonn/Germany. In 1998 she was appointed Secretary General of 17:30 – 21:00 River boat tripBerlin with jointand dinnerBonn/Germany. In 1998 she was appointed (Lobby Secretary of the Generalhotel) of Vice-Chancellor,the newly founded Muni University, Science Council Uganda of Lower Saxony in Hannover/ Germany the newly founded Science Council of Lower Saxony in Hannover/ Germany and President(Wissenschaftliche of Forum for Kommission African Women Niedersachsen. Educationalists Before (FAWE) that she was (Wissenschaftliche Kommission Niedersachsen. Before that she was Director of the DAAD (German Academic Exchange Service) office in Thursday, 29 June 2017 Director of the DAAD (German Academic Exchange Service) office in Prof Dr Beate Schücking London/ UK and from 1991 Head of the North America-Programmes for London/ UK and from 1991 Head of the North America-Programmes for President, Leipzig University, Germany DAAD. 9:00 – 9:30 Observations DAAD.and preliminary recommendations resulting She holds a PhD in Comparative Literature from the University of Bonn. She holds a PhD in Comparative Literature from the University of Bonn. Moderator: Gudrun Chazotte from the conference discussions (Room: Rhein, plenary) From 1989 to 1991 she pursued post-doctoral studies at the University of From 1989 to 1991 she pursued post-doctoral studies at the University of Senior Desk Manager, German Academic Exchange Service (DAAD), Washington in Seattle/USA. Dr Andrée SursockWashington in Seattle/USA. Germany Senior Adviser, European University Association (EUA), Belgium [email protected] [email protected] 10:45 – 10:55 Family Photo (Terrace) 9:30 – 11:00 Four parallel working groups 8 Generosa GONÇALVES COSSA JOSÉ 8 RecommendationsGenerosa of participants GONÇALVES regarding COSSA empowerme JOSÉ nt measures: 10:55 – 11:15 CoffeeBreak Coordinator of the UEM-Sida Gender Mainstreaming Programme, (Foyer) Coordinator of the UEM-Sida Gender Mainstreaming Programme, University Eduardo Mondlane (UEM), Mozambique Working GroupUniversity 1: Leadership Eduardo capacity Mondlane building, (UEM), what Mozambique to do and how? (Room: Rhein) 11:15 – 11:45 Key ideas for empowering women in developing countries: (Plenary) resultsGenerosa of preparative Cossa workshops José is and the studies Coordinator of the UEM-Sida Bilateral Dr BalasubramanianGenerosa ‘Bala’ Cossa Ramani José is the Coordinator of the UEM-Sida Bilateral Research Programme 2017-2021 entitled “Gender Mainstreaming: Regional CoordinatorResearch DIES Programme Training Course: 2017-2021 Manageme entitlednt of Internationalisation,“Gender Mainstreaming: GudrunDeveloping Chazotte Competencies in Higher Education for Gender Equality, Peace- Leibniz UniversitätDeveloping Hannover, Competencies Germany in Higher Education for Gender Equality, Peace- SeniorBuilding Desk Manager, and Gender-Sensitive DAAD, Germany Research” between the University Eduardo Building and Gender-Sensitive Research” between the University Eduardo Mondlane, Mozambique in partnership with the Uppsala University, Sweden and Mondlane, Mozambique in partnership with the Uppsala University, Sweden
11:45 – 13:00 Followed and theby aUniversity panel discussion of the Free with: State, South Africa. and the University of the Free State, South Africa. 78 Dr Birte Kathage 79 Dr ChristianeMrs Cossa Gaehtgens worked as Director of the Centre of Coordination of Gender Research Consultant,Mrs Cossa proWiss worked as Director of the Centre of Coordination of Gender ProgrammeIssues (CentroManager, de Coordenação dos Assuntos do Género-CeCAGe) at the Course ContentIssues Coordinator, (Centro deHead Coordenação Trainer, DIES dos ProG AssuntosRANT, do University Género-CeCAG of Colognee) at the DeutscheUniversity Gesellschaft Eduardo für MondlaneInternationale between Zusammenar May 2009beit (GIZ), and Germany February 2016. University Eduardo Mondlane between May 2009 and February 2016. Nadja Shashe During this period, she promoted the implementation of the national and During this period, she promoted the implementation of the national and Leadership Associate for Continual Improvement, Dr Elizabethinternational Rasekoala gender equality policies at the university through sensitization international gender equality policies at the university through sensitization Center for Creative Leadership, Ethiopia President,of the African members Gong of – the the Pan-African management Network bodies for ofthe thePopularization university for the of the members of the management bodies of the university for the of Science & Technology and Science Communication, Nigeria integration of gender in the university structures and particularly of gender Moderator: integration Felix Wagenfeld of gender in the university structures and particularly of gender Mariacontent Luisa Durandoin the curriculum de Boehm of all university courses and realized research on content Senior Expertin the curriculumAfrica, Middle of all East, university Coordination courses o f andRegional realized Expertise, research on Academicthe socio-economic Vice-President, Universidad costs of violence del Valle against de Guatemala, women Guatemalain Mozambique, the DAAD, socio-economic Germany costs of violence against women in Mozambique, including the offering of suporte to the victims of sexual harassment at the including the offering of suporte to the victims of sexual harassment at the university. university.
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7 Thursday, 29 JuneDr 2017 Christiane GAEHTGENS Thursday,7 29 June 2017 Dr Christiane GAEHTGENS Programme Manager, Sustainable Training and Education Programme Programme Manager, Sustainable Training and Education Programme Working(STEP) group Ethiopia 2: Strengthening networking, mentoring 14:00 – 14:30 Summary of all(STEP) working Ethiopia group results (Room: Rhein, plenary) and peerDeutsche counselling, Gesellschaft what tofür do Internationale and how? Zusammenar beit (GIZ), Germany(Oslo, 1st floor) Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), Germany Dr Andrée Sursock Dr SeunChristiane Olutayo Gaehtgens is an expert in the field of Tertiary and Post- Senior Adviser,Christiane European Gaehtgens University Association is an expert (EU inA), theBelgium field of Tertiary and Post- UniversitySecondary of Ibadan, Education Nigeria management and policy with a strong international Secondary Education management and policy with a strong international background. Since 2015 she works for GIZ (Deutsche Gesellschaft für 14:30 – 16:00 Panel discussion:background. Since 2015 she works for GIZ (Deutsche Gesellschaft für
and Internationale Zusammenarbeit) as Programme Manager for the Empowering measuresInternationale for women Zusammenarbeit) in developing countri as Programmees: what can donor Manager for the Sustainable Training and Education Programme (STEP), which focuses on organisations,Sustainable regulatory bodiesTraining and and society Education do? Programme (STEP), which focuses on Hannastrengthening Schlingmann labour market oriented vocational training and higher strengthening labour market oriented vocational training and higher DAAD-Lecturer, University of Ibadan, Nigeria Dr Anette Pieper education in Ethiopia. education in Ethiopia. Director Projects, DAAD, Germany Dr Connie Gores In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy President, Southwest Minnesota State University, USA Brigitta Villaronga Walker firm that advises universities and research institutions on issues of strategy, firm that advises universities and research institutions on issues of strategy, policy, internal governance and quality assurance. From 2003 to July 2008 Head of Leadershippolicy, &internal Management, governance Academy and quality for Intern assurance.ational Cooperation From 2003 to July 2008 Moderator Marijke Wahlers Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), Germany she was Secretary Head of International General of Department, the German German Rectors’ Rectors' Conference Conference (HRK) in she was Secretary General of the German Rectors’ Conference (HRK) in Berlin and Bonn/Germany. In 1998 she was appointed Secretary General of Berlin and Bonn/Germany. In 1998 she was appointed Secretary General of (HRK), Germany Sophie Primot the newly founded Science Council of Lower Saxony in Hannover/ Germany the newly founded Science Council of Lower Saxony in Hannover/ Germany Senior Programme Officer, Nuffic, The Netherlands Working(Wissenschaftliche group 3: The role Kommission of scholarship Niedersachsen. programmes Before that she was (Wissenschaftliche Kommission Niedersachsen. Before that she was in supportingDirector the of next the DAADgeneration (German of female Academic academi Exchangecs (Kopenhagen, Service) office 1 st infloor) Dr Patricia B. DirectorLicuanan of the DAAD (German Academic Exchange Service) office in London/ UK and from 1991 Head of the North America-Programmes for Chairperson, London/Commission UK on and Higher from Education 1991 Head (CHED), of the Philippines North America- Programmes for Dr HeidiDAAD. Wedel DAAD. HeadShe of Section, holds a DAAD, PhD inGermany Comparative Literature from the University of Bonn. Moderator: She Michael holds Hörig a PhD in Comparative Literature from the University of Bonn. From 1989 to 1991 she pursued post-doctoral studies at the University of From Head 1989 of Section, to 1991 DAAD, she pursuedGermany post-doctoral studies at the University of AnnekeWashington Zijlstra in Seattle/USA. Washington in Seattle/USA. Team coordinator, Nuffic, The Netherlands Two short inputs: [email protected] [email protected] Moderator: Dr Annette Bühler-Dietrich a) Leadership Academy for women, example from Africa
8 Generosa DAAD-Lecturer,GONÇALVES COSSA Université JOSÉ de Ouagadougou, Burkina Faso 8 Bernadette ConrathsGenerosa GONÇALVES COSSA JOSÉ Coordinator of the UEM-Sida Gender Mainstreaming Programme, External Expert,Coordinator Deutsche of Gesellschaft the UEM-Sida für GenderInternat ionaleMainstreaming Zusammenarbeit Programme, (GIZ), Working group 4: Changing higher education institution University Eduardo Mondlane (UEM), Mozambique st Germany University Eduardo Mondlane (UEM), Mozambique structures and programmes, what to do and how? (Stockholm, 1 floor) Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral b) GenderGenerosa Equality in Cossa the Egyptian José isHigher the Education Coordinator System, of the University UEM-S ida Bilateral Bernadette Conraths Research Programme 2017-2021 entitled “Gender Mainstreaming: CooperationResearch Project Programme funded by DAAD 2017-2021 entitled “Gender Mainstreaming: Consultant,Developing BERNADETTE Competencies CONRATHS in Higher consulting. Education creatinfor Geng.der coaching., Equality, Germany Peace- Developing Competencies in Higher Education for Gender Equality, Peace- Heike Pantelmann Building and Gender-Sensitive Research” between the University Eduardo Building and Gender-Sensitive Research” between the University Eduardo Dr Generosa Gonçalves Cossa Jose Academic Coordinator, Freie Universität Berlin, Germany CoordnatorMondlane, of the Mozambique UEM-Sida Genderin partnership Mainstreaming with the UppsalProgramme,a University, Sweden Mondlane, Mozambique in partnership with the Uppsala University, Sweden University and the Eduardo University Mondlane of the Free(UEM), State, Mozambique South Africa. Dr Jasmin Fouad and the University of the Free State, South Africa. 80 81 Associate Professor of Economics Mrs Cossa worked as Director of the Centre of Coordination of Gender Mrs Cossa worked as Director of the Centre of Coordination of Gender Moderator: Hanne Smidt Faculty of Economics and Political Science, Cairo University, Egypt Issues (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the Issues (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the Senior Adviser, European University Association (EUA), Sweden University Eduardo Mondlane between May 2009 and February 2016. University Eduardo Mondlane between May 2009 and February 2016. 16:00 – 16:15 Closing remarks Coffee Break 11:00 – 11:30 Coffee Break During this period, she promoted the implementation of the national and(Foyer) During this period, she promoted the implementation of the national and international gender equality policies at the university through sensitization Michael Höriginternational gender equality policies at the university through sensitization 11:30 – 12:30 Continuationof the membersof the Working of the groups management bodies of the university for the Head of Section,of theDAAD, members Germany of the management bodies of the university for the integration of gender in the university structures and particularly of gender integration of gender in the university structures and particularly of gender Lunch 12:30 – 14:00 Lunch content in the curriculum of all university courses and realized(Restaurant research ‘The on Grill’) content in the curriculum of all university courses and realized research on the socio-economic costs of violence against women in Mozambique, the socio-economic costs of violence against women in Mozambique, including the offering of suporte to the victims of sexual harassment at the including the offering of suporte to the victims of sexual harassment at the university. university.
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Short biographies
SPEAKERS7 (in alphabeticalDr Christiane order) GAEHTGENS 3 7 Iris DANOWSKIDr Christiane GAEHTGENS Programme Manager, Sustainable Training and Education Programme HeadProgramme of Section Manager, Sustainable Training and Education Programme 1 Gudrun(STEP) EthiopiaCHAZOTTE Cooperation(STEP) Ethiopiawith Western and Southern Europe and Latin America SeniorDeutsche Desk Gesellschaft Manager für Internationale Zusammenarbeit (GIZ), Germany GermanDeutsche Rectors' Gesellschaft Conference für (HRK), Internationale Germany Zusammenar beit (GIZ), Germany
German Academic Exchange Service (DAAD), Germany Iris Danowski, M.A. is Head of Section Europe and Latin America within the Christiane Gaehtgens is an expert in the field of Tertiary and Post- Christiane Gaehtgens is an expert in the field of Tertiary and Post- GudrunSecondary Chazotte Education is Senior management Desk and Manager policy working with a st inrong the international division of InternationalSecondary Department Education of management the German and Rectors' policy Con withference a strong (HRK). international The developmentbackground. Sincecooperation 2015 at she DAAD. works She for is GIZ holder (Deutsche of a master´s Gesellschaft degree für in Germanbackground. Rectors' Conference Since 2015 is she the voluntary works for associa GIZ (Deutschetion of state Gesellschaft and state- für historyInternationale and published Zusammenarbeit) several articles. as Mrs Programme Chazotte joined Manager DAAD for in 1996 the recognised Internationale universities Zusammenarbeit) and other higher as education Programme institutions Manager in Germany for the andSustainable has been Training coordinating and Education international Programme higher (STEP) educ, ationwhich cooperationfocuses on and Sustainable their political Training and and public Education voice. Programme HRK’s Interna (STEP)tional, which Department focuses on projectsstrengthening and developing labour market new DAAD-programme oriented vocational lines, tra einingspecially and focusing higher cooperatesstrengthening with labour higher market education oriented institutions vocational and training corresponding and higher oneducation linkages in between Ethiopia. business and higher education institutes since then. organizationseducation allin Ethiopia. over the world. The aim is to represent the interest of German higher education institutions at an international level and to support BeingIn 2008 proficientDr Gaehtgens in German, established English, “impact Frenchconsulting and”, a Spaprivatenish, consultancy she has GermanIn 2008 universities Dr Gaehtgens in their established internationalization “impact consultingprocess. ”, a private consultancy organisedfirm that advises several universities conferences and on research business/universit institutionsy onlinkages issues andof strategy, Quality firm that advises universities and research institutions on issues of strategy, Assurancepolicy, internal related governance topics in andLatin quality America assurance. and Afric a.From She 2003 is responsible to July 2008 for Mrs policy, Danowski internal studied governance Spanish and and quality French assurance. Language From and Literature2003 to July and 2008 theshe DAAD-DIES was Secretary Quality General Assurance of the projects German in Rectors’ Africa and Co nferencesince 2016 (HRK) for the in Historyshe of was Art Secretary at the University General of of Colognethe German and Rectors’ the University Conference of Seville, (HRK) in newlyBerlin establishedand Bonn/Germany. Gender activityIn 1998 line she in was the appointedframe of the Secretary DIES programme, General of Spain.Berlin In 1991,and Bonn/Germany. she started her In 1998 career she as was ERASMUS appointed coordinator Secretary General of the of addressingthe newly founded all developing Science and Council emerging of Lower countries. Saxony in Hannover/ Germany Universitythe newly of founded Cologne. Science In 1994, Council she of changed Lower Saxony to the inGerman Hannover/ Rectors' Germany (Wissenschaftliche Kommission Niedersachsen. Before that she was Conference(Wissenschaftliche as Head of Kommission Section for Niedersachsen.Europe. In the se Beforecond half that of she the was [email protected] of the DAAD (German Academic Exchange Service) office in nineties,Director she of started the DAAD building (German up the Academic cooperation Exchange with Latin Serv Americanice) office in London/ UK and from 1991 Head of the North America-Programmes for partnersLondon/ for the UK HRK and and from has 1991 been Head coordinating of the Norththat field America- since then.Programmes for 2 BernadetteDAAD. CONRATHS DAAD. Consultant,She holds aBERNADETTE PhD in Comparative CONRATHS Literature consulting. from thecreatin Universityg. coaching. of Bonn. [email protected] holds a PhD in Comparative Literature from the University of Bonn. ExternalFrom 1989 Expert, to 1991 Deutsche she pursued Gesellschaft post-doctoral für Internat studiesionale atZusammenarbeit the University of From 1989 to 1991 she pursued post-doctoral studies at the University of (GIZ),Washington Germany in Seattle/USA. 4 ProfessorWashington Christine in Seattle/USA.DRANZOA Vice Chancellor, [email protected] Conraths has been active in Executive Development world-wide [email protected] University, Arua, Uganda for over 25 years. Today an independent consultant and coach based near President of Forum for African Women Educationalists (FAWE), Uganda 8 Bonn,Generosa she GONÇALVEShas a long-standing COSSA experience JOSÉ as CEO and Department Head of 8 Generosa GONÇALVES COSSA JOSÉ academicCoordinator and of the non-profit UEM-Sida organisations Gender Mainstreaming in the intern Programme,ational higher and ChristineCoordinator Dranzoa of the is UEM-Sida a Wildlife Gender Scientist, Mainstreaming educationalist Programme, and gender executiveUniversity Eduardo education Mondlane sector: (UEM), International Mozambique managemen t development advocate.University She Eduardo obtained Mondlane her PhD (UEM), from Makerere Mozambique in 199 7. Her leadership foundations, university associations, business schools and executive career in higher education started in 1991 as the Founding Head of educationGenerosa institutions. Cossa José is the Coordinator of the UEM-Sida Bilateral DepartmentGenerosa of Wildlife Cossa Management, José is the Faculty Coordinator of Veter of inary the Medicine, UEM-Sida MAK, Bilateral Research Programme 2017-2021 entitled “Gender Mainstreaming: whereResearch she served Programme for 15 years. 2017-2021 She became entitled the “Gender first female Mainstreaming: Deputy MrsDeveloping Conraths Competencies directed a Financialin Higher TimesEducation Top for 20 Gen globderal Equality, Executive Peace- MBA Director,Developing School Competencies of Graduate Studies in Higher in Education the same Unfor iversity.Gender InEquality, 2009, thePeace- Programme,Building and initiated Gender-Sensitive the global Research” quality label between for business the University schools Eduardo EQUIS, UgandanBuilding Government and Gender-Sensitive appointed Research” her Chairperson between of the a University three-person Eduardo designsMondlane, and Mozambique delivers executive in partnership development with the programm Uppsalaes University, in leadership Sweden and taskforceMondlane, assigned Mozambique to establish in partnership Muni University, with the Ar Uppsalua froma University, a Green field. Sweden 82 managementand the University for higher of the Free education State, and South non-profit Africa. institutions, consults with After and accomplishment the University of of the this Free work State, she South was Africa. appointed the first Vice 83 higher education institutions and executive education organisations. She is Chancellor (2015-2020) of Muni. She is also the President of Forum for aMrs member Cossa of worked various as international Director of Advisory the Centre Boards of Coord and ination juries. In of her Gender first AfricanMrs Women Cossa Educationalists worked as Director (FAWE), of thea Pan Centre African of CoordNGO inationpromoting of Genderthe careerIssues (Centro as a political de Coordenação journalist she dos focusedAssuntos on do Eur Género-CeCAGopean integratione) at andthe educationIssues of (Centro the Girl-Children de Coordenação in 34 Countries. dos Assuntos do Género-CeCAGe) at the AfricanUniversity issues, Eduardo including Mondlane an Award between of the MayGerman 2009 Mi nistry and Fe ofbruary Cooperation 2016. University Eduardo Mondlane between May 2009 and February 2016. andDuring Development this period, for she a series promoted on the the relation implementation of foreign business of the national investment and [email protected] this period, she promoted the implementation of the national and andinternational development gender aid. equality policies at the university through sensitization international gender equality policies at the university through sensitization of the members of the management bodies of the university for the of the members of the management bodies of the university for the Mrsintegration Conraths’s of gender academic in the university background structures is in and political particularly science of gender and integration of gender in the university structures and particularly of gender communication.content in the curriculum She studied of all in university Italy, Germany courses and and Be realizedlgium and research obtained on content in the curriculum of all university courses and realized research on herthe master socio-economic degree from costs Université of violence Libre de against Bruxelle womens. in Mozambique, the socio-economic costs of violence against women in Mozambique, including the offering of suporte to the victims of sexual harassment at the including the offering of suporte to the victims of sexual harassment at the [email protected]. / www.bernadette-conraths.eu university.
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57 MaríaDr Christiane Luisa DURANDO GAEHTGENS DE BOEHM 7 7 Dr ChristianeDr Christiane GAEHTGENS GAEHTGENS AcademicProgramme Vice-President Manager, Sustainable of Universidad Training del and Valle Educati de Guatemalaon Programme ProgrammeProgramme Manager, Manager, Sustainable Sustainable Training Training and andEducati Education Programmeon Programme Member(STEP) Ethiopia of the Directive Council of Universidad del Valle de Guatemala (STEP)(STEP) Ethiopia Ethiopia GuatemalaDeutsche Gesellschaft City, Guatemala für Internationale Zusammenarbeit (GIZ), Germany DeutscheDeutsche Gesellschaft Gesellschaft für Internationale für Internationale Zusammenar Zusammenarbeit (GIZ),beit (GIZ), Germany Germany
MariaChristiane Luisa GaehtgensDurando de isBoehm an expert has been in theVice-Presiden field of Tt ertiaryof Universidad and Post- del ChristianeChristiane Gaehtgens Gaehtgens is an is expert an expert in the in the field field of T ofertiary Tertiary and and Post- Post- ValleSecondary de Guatemala Education from management 2005 to date. and She policy joined with in a2000 strong as a international member of SecondarySecondary Education Education management management and and policy policy with with a st rong a strong international international thebackground. Directive Council. Since 2015 Previously she works she was for Provost GIZ (Deutsche (2001-2005), Gesellschaft Head of the für background.background. Since Since 2015 2015 she she works works for GIZ for GIZ (Deutsche (Deutsche Gesellschaft Gesellschaft für für
ChemistryInternationale Department Zusammenarbeit) (1999-2001), asprofessor Programme and mem Managerber of the research for the Internationale Internationale Zusammenarbeit) Zusammenarbeit) as as Programme Programme Manager Manager for for the the staffSustainable (1985-1998). Training and Education Programme (STEP), which focuses on SustainableSustainable Training Training and andEducation Education Programme Programme (STEP) (STEP), which, which focuses focuses on on strengthening labour market oriented vocational training and higher strengtheningstrengthening labour labour market market oriented oriented vocational vocational tra ining training and and higher higher Mrseducation de Boehm in Ethiopia. has led the Academic Quality Assurance program of the educationeducation in Ethiopia. in Ethiopia. university, the international accreditation of its engineering programs, the developmentIn 2008 Dr Gaehtgens initiatives established of institutional “impact researchconsulting ”, and a private assessment, consultancy the In 2008In 2008 Dr Gaehtgens Dr Gaehtgens established established “impact “impact consulting consulting”, a private”, a private consultancy consultancy academicfirm that advises dashboard universities and indicators and research for the institu universittionsy onstrategic issues plan of strategy, and an firm firmthat thatadvises advises universities universities and andresearch research institu institutionstions on issues on issues of strategy, of strategy, institutionalpolicy, internal wide governance program and of quality educational assurance. coaching From that 2003 encompasses to July 2008 policy,policy, internal internal governance governance and andquality quality assurance. assurance. From From 2003 2003 to July to July2008 2008 studentsshe was and Secretary faculty. General of the German Rectors’ Conference (HRK) in she she was was Secretary Secretary General General of the of German the German Rectors’ Rectors’ Conference Conference (HRK) (HRK) in in Berlin and Bonn/Germany. In 1998 she was appointed Secretary General of BerlinBerlin and andBonn/Germany. Bonn/Germany. In 1998 In 1998 she wasshe wasappointed appointed Secretary Secretary General General of of Mrsthe newly de Boehmfounded receivedScience Council her Master of Lower in Saxony Environmental in Hannover/ Science Germany from the newlythe newly founded founded Science Science Council Council of Lower of Lower Saxony Saxony in Hannover/ in Hannover/ Germany Germany Washington(Wissenschaftliche State University Kommission in 1983, Niedersachsen. and obtained Before a Chemistry that she Degree was (Wissenschaftliche(Wissenschaftliche Kommission Kommission Niedersachsen. Niedersachsen. Before Before that that she she was was fromDirector Universidad of the DAADdel Valle (German de Guatemala Academic in 1980. Exchange Service) office in DirectorDirector of the of the DAAD DAAD (German (German Academic Academic Exchange Exchange Serv Service) ice) office office in in London/ UK and from 1991 Head of the North America-Programmes for [email protected]/ UK and from 1991 Head of the North America-Programmes for London/ UK and from 1991 Head of the North America-Programmes for DAAD. DAAD. DAAD. She holds a PhD in Comparative Literature from the University of Bonn. 6 DrShe Jasmin holds FOUAD a PhD in Comparative Literature from the University of Bonn. She holds a PhD in Comparative Literature from the University of Bonn. From 1989 to 1991 she pursued post-doctoral studies at the University of AssociateFrom 1989 Professor to 1991 of she Economics pursued post-doctoral studies at the University of From 1989 to 1991 she pursued post-doctoral studies at the University of Washington in Seattle/USA. FacultyWashington of Economics in Seattle/USA. and Political Science, Cairo University, Egypt Washington in Seattle/USA.
[email protected] [email protected] Fouad is the academic coordinator of the Professional Masters in [email protected]
Gender and Development in cooperation with IDS, Sussex University, UK. 8 Generosa GONÇALVES COSSA JOSÉ 8 SheGenerosa received GONÇALVES her Ph.D. COSSA from theJOSÉ Faculty of Economics and Political 8 Generosa GONÇALVES COSSA JOSÉ Coordinator of the UEM-Sida Gender Mainstreaming Programme, Science,Coordinator and of teaches the UEM-Sida Economics Gender and Mainstreaming Finance at Cairo Programme, University and the Coordinator of the UEM-Sida Gender Mainstreaming Programme, University Eduardo Mondlane (UEM), Mozambique AmericanUniversity UniversityEduardo Mondlane in Cairo. (UEM), Mozambique University Eduardo Mondlane (UEM), Mozambique
Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral DrGenerosa Fouad served Cossa as José a member is the of Coordinator the economic of committ the UEM-See of idathe National Bilateral Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral Research Programme 2017-2021 entitled “Gender Mainstreaming: CouncilResearch for Programme Women from 2017-2021 2009-2010. Currentlyentitled “Gender she is Cairo Mainstreaming: University’s Research Programme 2017-2021 entitled “Gender Mainstreaming: Developing Competencies in Higher Education for Gender Equality, Peace- CoordinatorDeveloping Competencies on the national in Higher strategy Education of anti-corrup for Gendertion, Equality, fellow Peace- of the Developing Competencies in Higher Education for Gender Equality, Peace- Building and Gender-Sensitive Research” between the University Eduardo AcademyBuilding and of Gender-Sensitive Scientific Research Research” and Technology, between the and University member Eduardo of the Building and Gender-Sensitive Research” between the University Eduardo Mondlane, Mozambique in partnership with the Uppsala University, Sweden NationalMondlane, Strategy Mozambique on Financial in partnership Literacy. with She the has Uppsal publisheda University, nationally Sweden and Mondlane, Mozambique in partnership with the Uppsala University, Sweden
and the University of the Free State, South Africa. internationallyand the University works of theand Free articles State, on Souththe Egyptian Africa. Stock Exchange, Foreign and the University of the Free State, South Africa. 84 85 DirectMrs Cossa Investment, worked Financial as Director Regulation, of the and Centre Gender of Coord Responsiveination Budgeting of Gender Mrs Mrs Cossa Cossa worked worked as Director as Director of the of Centrethe Centre of Coord of Coordinationination of Gender of Gender Issues (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the [email protected] (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the Issues (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the University Eduardo Mondlane between May 2009 and February 2016. University Eduardo Mondlane between May 2009 and February 2016. University Eduardo Mondlane between May 2009 and February 2016. During this period, she promoted the implementation of the national and DuringDuring this this period, period, she she promoted promoted the implementationthe implementation of the of nationalthe national and and international gender equality policies at the university through sensitization internationalinternational gender gender equality equality policies policies at the at univethe university rsitythrough through sensitization sensitization of the members of the management bodies of the university for the of theof the members members of the of the management management bodies bodies of the of the univ ersity university for thefor the integration of gender in the university structures and particularly of gender integrationintegration of gender of gender in the in universitythe university structures structures and andparticularly particularly of gender of gender content in the curriculum of all university courses and realized research on contentcontent in the in curriculumthe curriculum of all of university all university courses courses and andrealized realized research research on on the socio-economic costs of violence against women in Mozambique, the the socio-economic socio-economic costs costs of violence of violence against against women women in Mozambique,in Mozambique, including the offering of suporte to the victims of sexual harassment at the includingincluding the offeringthe offering of suporte of suporte to the to victimsthe victims of sexual of sexual harassment harassment at the at the university. university.university.
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7 MrsDr Christiane Cossa has GAEHTGENS been politically active since 1976. She was secretary of the 10 7 MichaelDr Christiane HÖRIG GAEHTGENS MozambicanProgramme Manager, Youth Organization Sustainable Training – OJM and (1977-1980), Education Programme secretary of the HeadProgramme of Section, Manager,Development Sustainable Cooperation: Training Partnersh and Educatiip Programmeson Programme and Mozambican(STEP) Ethiopia Women Organization – OMM (1988-1994; 2005-2010), Higher(STEP) Education Ethiopia Management / P32 CouncilorDeutsche Gesellschaft for Gender, für Youth Internationale and Social Zusammenar Assistancebeit at (GIZ), the Maputo Germany City GermanDeutsche Academic Gesellschaft Exchange für Service Internationale (DAAD), Zusammenar Germany beit (GIZ), Germany Council (1998-2000), Member of the Municipal Assembly of the Maputo City (1998-2013),Christiane Gaehtgens Head of the is Sites an expert(Chefe inda theBancada field ) ofof the Tertiary FRELIMO and Party Post- SinceChristiane January Gaehtgens 2015, Michael is an Hörig expert has in been the field the of Head Tertiary of Section and Post- atSecondary the Municipal Education Assembly management of the Maputo and policy City with (2004- a 2008). strong internationalShe is now ‘DevelopmentSecondary Cooperation: Education managementPartnership Programmes and policy withand aHigher strong Education international Memberbackground. of the Since Central 2015 and she Maputo works City for Commitees GIZ (Deutsche of the GesellschaftFRELIMO Party für Managementbackground. / P32’ Since at the 2015 DAAD she Headquartersworks for GIZ in (Deutsche Bonn, Germany. Gesellschaft This für Internationale Zusammenarbeit) as Programme Manager for the section Internationale is responsible Zusammenarbeit) for university as partnership Programme p rogrammes Manager forwith the (2006-2017) and Member of the National and City Councils of the MozambicanSustainable Training Women and Organization Education (2005-2020).Programme (STEP) She is , thewhich President focuses and on developingSustainable countries Training and and capacity Education development Programme proje (STEP)cts in, which the fieldfocuses of on co-founderstrengthening of the labour Nucleous market of the oriented Academic vocational Women – NUMAC training since and 1994. higher higherstrengthening education management. labour market Together oriented with his vocational team of tra13 iningstaff, Michael and higher education in Ethiopia. is responsibleeducation forin Ethiopia.a funding portfolio worth €11 mio. and over 150 projects. [email protected] / [email protected] In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy Mr HörigIn 2008 actively Dr Gaehtgens participates established in various “impact EU consulting funded projects.”, a private Within consultancy the 9 Drfirm Connie that advises J. GORES universities and research institutions on issues of strategy, projectfirm ‘European that advises Union universities Support toand Higher research Education institu tionsin the on ASEAN issues Region’ of strategy, President,policy, internal Southwest governance Minnesota and qualityState University assurance. From 2003 to July 2008 for instance,policy, internal he acts governance as their lead and expert quality on Qualiassurance.fications From Frameworks. 2003 to July 2008 Marshall,she was SecretaryMinnesota, General USA of the German Rectors’ Conference (HRK) in Betweenshe was the yearsSecretary of 2011 General to 2014, of the Mr. German Hoerig Rectors’ was Head Co nference of Section (HRK) for in Berlin and Bonn/Germany. In 1998 she was appointed Secretary General of ‘WestBerlin and and Central Bonn/Germany. Africa and In the 1998 Centres she was of Africanappointed Excellence.’ Secretary InGeneral this of Conniethe newly J. founded Gores servesScience as Council the President of Lower ofSaxony Southwes in Hannover/t Minnesota Germany State period,the henewly contributed founded significantlyScience Council to the of concept Lower Saxonyualisation in andHannover/ the drafting Germany University.(Wissenschaftliche Kommission Niedersachsen. Before that she was of the(Wissenschaftliche DAAD Africa Strategy. Kommission Niedersachsen. Before that she was Director of the DAAD (German Academic Exchange Service) office in Director of the DAAD (German Academic Exchange Service) office in DrLondon/ Gores UK is the and Immediate from 1991 Past-Chair Head of the of the North Women’s America- NetworkProgrammes Executive for BeforeLondon/ joining UK the andDAAD, from Mr 1991 Hörig Head worked of as the a Northprogr amme America- managerProgrammes at the for Council,DAAD. a national committee of the American Council on Education (ACE), EuropeanDAAD. University Association (EUA) in Brussels, Belgium, where he located in Washington, D.C. She was appointed to the National Collegiate coordinated various European projects and contributed to the policy She holds a PhD in Comparative Literature from the University of Bonn. She holds a PhD in Comparative Literature from the University of Bonn. AthleticFrom 1989 Association to 1991 she (NCAA) pursued Division post-doctoral II Presidents studies Council, at the University the highest of developmentFrom 1989 of the to 1991European she pursuedHigher Education post-doctoral Area studies(EHEA). at the University of governance office. She also serves on the Board of Directors of the Washington in Seattle/USA. Mr HörigWashington holds a inMasters Seattle/USA. in Political Science in International Relations, from Minnesota Campus Compact, an organization that supports civic engagement,[email protected] leadership, and democratic renewal. [email protected] University in Belgium. One year of his studies, he spent at Stockholm University, Sweden. Throughout her career, she has embraced academic excellence, student- 8 Generosa GONÇALVES COSSA JOSÉ 8 [email protected] GONÇALVES COSSA JOSÉ centeredCoordinator learning, of the UEM-Sida community Gender engagement, Mainstreaming and meanin Programme,gful partnerships. Coordinator of the UEM-Sida Gender Mainstreaming Programme, She is a graduate of the Institute for Educational Management (IEM) at University Eduardo Mondlane (UEM), Mozambique 11 Dr BirteUniversity KATHAGE Eduardo Mondlane (UEM), Mozambique Harvard University and participated in the American Academic Leadership InstituteGenerosa (AALI) Cossa Executive José is Leadership the Coordinator Program of as the we ll UEM-S as theida Minnesota Bilateral ResearchGenerosa Consultant, Cossa proWiss José isConsulting the Coordinator Services fo ofr Researchers the UEM-S ida Bilateral PartnershipResearch for Programme Executive Leadership 2017-2021 Development. entitled “Gender Mainstreaming: CourseResearch Content Coordinator Programme and 2017-2021 Head Trainer, entitled DIES P“GenderroGRANT Mainstreaming:Proposal Developing Competencies in Higher Education for Gender Equality, Peace- WritingDeveloping for Research Competencies Grants, University in Higher of Education Cologne, Germanyfor Gender Equality, Peace- Dr Gores earned her Ph.D. from the University of Washington; her Master’s Building and Gender-Sensitive Research” between the University Eduardo BirteBuilding Kathage and is co-founder Gender-Sensitive of proWiss Research” Consulting between Services the for University Researchers Eduardo degreeMondlane, from Mozambique Colorado Statein partnership University; with and the herUppsal B.A.a fromUniversity, North Sweden Dakota Mondlane, Mozambique in partnership with the Uppsala University, Sweden State University. supporting scientists and institutions of the higher education sector in raising and the University of the Free State, South Africa. and the University of the Free State, South Africa. external funds for research projects, capacity building and international 86 87 [email protected] cooperation since 2003 - in Germany and worldwide. Mrs Cossa worked as Director of the Centre of Coordination of Gender Mrs Cossa worked as Director of the Centre of Coordination of Gender
Issues (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the SinceIssues 2013 (CentroDr Kathage de Coordenação has served as dos head Assuntos trainer fodor theGénero-CeCAG DIES ProGRANTe) at the University Eduardo Mondlane between May 2009 and February 2016. coursesUniversity that are Eduardo organized Mondlane by the International between May Off ice 2009 of andthe University February of 2016. During this period, she promoted the implementation of the national and CologneDuring in thisclose period, cooperation she promoted with proWiss the implementation and partner institutions of the national in the and international gender equality policies at the university through sensitization Globalinternational South. She gender is in charge equality of policiescoordinating at the the unive trainersrsity andthrough the contentssensitization of the members of the management bodies of the university for the for theof workshops the members and the of e-learning. the management bodies of the university for the integration of gender in the university structures and particularly of gender Dr Kathageintegration also of worked gender in in research the university for many structures years: Asand a particularlycognitive linguist of gender content in the curriculum of all university courses and realized research on she conductedcontent in theseveral curriculum research of projectsall university in Africa. courses and realized research on the socio-economic costs of violence against women in Mozambique, the socio-economic costs of violence against women in Mozambique, including the offering of suporte to the victims of sexual harassment at the [email protected] the offering / www.prowiss.comof suporte to the victims of sexual harassment at the university. university.
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127 Dr PatriciaChristiane B. GAEHTGENSLICUANAN 14 7 HeikeDr PANTELMANN Christiane GAEHTGENS ChairpersonProgramme Manager,of the Commission Sustainable on TrainingHigher Education and Educati (CHED),on Programme Philippines AcademicProgramme Coordinator Manager, Sustainable Training and Education Programme (STEP) Ethiopia Margherita(STEP) von Ethiopia Brentano Center for Gender Studies PatriciaDeutsche B. Gesellschaft Licuanan is füra social Internationale psychologist, Zusammenar educator,beit and (GIZ), women’s Germany rights FreieDeutsche Universität Gesellschaft Berlin, Germany für Internationale Zusammenarbeit (GIZ), Germany and empowerment activist. She holds an MA in Psychology from Cornell UniversityChristiane and Gaehtgens a PhD is in an Social expert Psychology in the field from of Penn Tertiarysylvania and StatePost- HeikeChristiane Pantelmann Gaehtgens has been is Academic an expert Coordinator in the field and of staff Tertiary member and of Post- University.Secondary Education She has managementbeen professor and and policy chair with of a the strong Department international of MargheritaSecondary von Education Brentano Center management for Gender and policyStudies with since a st Januaryrong international 2012. Psychologybackground. and Since academic 2015 she vice-president works for GIZof Ateneo (Deutsche de Manila Gesellschaft University. für Previously,background. she was Since research 2015 she assistant works at for the GIZ Manag (Deutscheement Gesellschaft Department für
She also served as president of Miriam College. She is currently the s (Personnel Politics) of Freie Universität Berlin. Internationale Zusammenarbeit) as Programme Manager for the Internationale Zusammenarbeit) as Programme Manager for the chairpersonSustainable Training of the and Commission Education on Programme Higher Education (STEP), which (CHED) focuses of theon Sustainable Training and Education Programme (STEP), which focuses on Philippines.strengthening labour market oriented vocational training and higher Mrs strengtheningPantelmann is working labour marketin the field oriented of gender vocational and diversity training in teaching, and higher education in Ethiopia. she education coordinates in Ethiopia. the study field gender and diversity competence for Dr Licuanan’s work on women’s issues has included serving as chairperson Bachelor students. She is committed to equal opportunity activities at Freie ofIn 2008the National Dr Gaehtgens Commission established on the “impact Role of consulting Filipino Women”, a private (NCRFW), consultancy now UniversitätIn 2008 Berlin Dr Gaehtgens – she is establishedmember of the“impact women’s consulting council”, a andprivate speaker consultancy of thefirm Philippinethat advises Commission universities on and Women research (PCW). institu Ittions was on du issuesring her of termstrategy, that the groupfirm that of localadvises gender universities equality and officers research at the institu university.tions onMrs issues Pantelmann of strategy, thepolicy, groundbreaking internal governance Philippine and Development quality assurance. Plan for From Women 2003 (PDPW)to July 2008 was was policy,engaged internal in the governance DAAD funded and project quality “Gender assurance. Equa Fromlity in 2003 the Egyptianto July 2008 launched.she was Secretary She was chair General of the of United the German Nations Rectors’ Commi ssion Conference on the (HRK)Status of in Highershe Education was Secretary System” General and of is the editor German of the Rectors’ “Hand Cobooknference on Equal (HRK) in WomenBerlin and (UNCSW) Bonn/Germany. as the preparatory In 1998 she commission was appointed for theSecretary UN Fourth General World of OpportunitiesBerlin and in Bonn/Germany. the Egyptian Higher In 1998 Education she was Systappointedem” that Secretary resulted General from of Conferencethe newly founded on Women Science held Council in Beijing, of LowerChina Saxonyin 1995. i nAt Hannover/ the conference Germany she the project.the newly Her founded fields of Science interest Councilare gender, of Lower diversity, Saxony diversity in Hannover/ management Germany chaired(Wissenschaftliche the Main Committee Kommission which Niedersachsen. negotiated the BeiBeforejing Declaration that she was and as well(Wissenschaftliche as gender regimes Kommission and power in Niedersachsen. organizations. Before that she was PlatformDirector of for the Action DAAD (BDPA), (German the Academic landmark Exchange global blu eprint Service) for office gender in Director of the DAAD (German Academic Exchange Service) office in equality.London/ UKIn 2015, and from Dr Licuanan 1991 Head led the of the Philippine North America- delegationProgrammes and delivered for [email protected]/ UK and from 1991 Head of the North America-Programmes for theDAAD. keynote address at the UNCSW celebration of Beijing + 20 in New York. DAAD. She holds a PhD in Comparative Literature from the University of Bonn. 15 Dr AnetteShe holdsPIEPER a PhD in Comparative Literature from the University of Bonn. AsFrom chairperson 1989 to 1991 of CHED, she pursued Dr Licuanan post-doctoral leads the studies agenc aty the in itsUniversity efforts toof DirectorFrom Projects 1989 to 1991 she pursued post-doctoral studies at the University of expandWashington access in Seattle/USA. to quality education; to enhance the capacity or GermanWashington Academic in Seattle/USA.Exchange Service (DAAD), Germany
competencies of students, graduates and faculty; to develop and foster [email protected] in colleges and universities; and to enshrine ethical and [email protected] Pieper has been Director of Projects at DAAD (German Academic innovative governance in higher education. Exchange Service) since January 2015. She was previously Director of the 8 Generosa GONÇALVES COSSA JOSÉ 8 NorthernGenerosa Hemisphere GONÇALVES Department COSSA from JOSÉ 2012. Her international experience [email protected] / [email protected] includes five years as director of the DAAD's regional offices in Costa Rica Coordinator of the UEM-Sida Gender Mainstreaming Programme, Coordinator of the UEM-Sida Gender Mainstreaming Programme, University Eduardo Mondlane (UEM), Mozambique and UniversityMexico as Eduardowell as eight Mondlane years (UEM),of heading Mozambique several divisions at the DAAD 13 Dr Seun OLUTAYO office in Bonn, Germany. InstituteGenerosa of African Cossa Studies José is the Coordinator of the UEM-Sida Bilateral Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral Coordinator,Research ProgrammeGender Studies 2017-2021 Programme entitled and Research “Gender Fellow Mainstreaming: FromResearch 2011 to 2012, Programme Dr Pieper worked 2017-2021 as a Consultant entitled “Gender for Higher Mainstreaming: Education UniversityDeveloping of Competencies Ibadan, Nigeria in Higher Education for Gender Equality, Peace- at theDeveloping UNESCO Competencies in Paris. Before in Higher joining Education the DAAD, for Gen sheder was Equality, assistant Peace- Building and Gender-Sensitive Research” between the University Eduardo directorBuilding of a and scholarship Gender-Sensitive program Research” at Bergen between Communi thety CollegeUniversity in Eduardo the SeunMondlane, Olutayo Mozambique holds a Ph. in D partnership in Political withScience the Uppsalobtaineda University,from the University Sweden UnitedMondlane, States. Mozambique She holds a in PhD partnership in French with literature the Uppsal and a is University, the author Sweden of of Ibadan. She is currently a research fellow at the Institute of African several articles on internationalization and development cooperation in and the University of the Free State, South Africa. and the University of the Free State, South Africa. 88 Studies, University of Ibadan having taught in other universities. Dr Olutayo higher education. 89 currentlyMrs Cossa teaches worked in and as Directorcoordinates of the the CentreGender of Stu Coorddies inationprogramme of Gender of the Mrs Cossa worked as Director of the Centre of Coordination of Gender institute.Issues (Centro Her de research Coordenação and teachingdos Assuntos interests do Género-CeCAG include gendere) at andthe [email protected] (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the developmentUniversity Eduardo studies, Mondlaneresearch methodology between May and 2009 polit ical and economy. February Having 2016. University Eduardo Mondlane between May 2009 and February 2016. undertakenDuring this various period, researches, she promoted Dr Olutayo’s the implementation work speaks of to the transformation national and During this period, she promoted the implementation of the national and ininternational contemporary gender gender equality discourse. policies She at hasthe univepublishedrsity throughin reputable sensitization journals international gender equality policies at the university through sensitization includingof the members African Notes of the and management African Development bodies ofand the has univ beenersity in WAFIRA for the of the members of the management bodies of the university for the programmesintegration of sincegender 2014. in the She university is currently structures engaged and in aparticularly project investigating of gender integration of gender in the university structures and particularly of gender “Gendercontent in and the Career curriculum in Higher of all Education university in courses Nigeria/G andhana: realized A Labyrinth”. research on content in the curriculum of all university courses and realized research on the socio-economic costs of violence against women in Mozambique, the socio-economic costs of violence against women in Mozambique, [email protected] the offering of suporte to the victims of sexual harassment at the including the offering of suporte to the victims of sexual harassment at the university. university.
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167 SophieDr Christiane PRIMOT GAEHTGENS 7 vocationalDr Christiane education GAEHTGENS and training in India. He has also served as the SeniorProgramme Programme Manager, Officer Sustainable Training and Education Programme MemberProgramme of the Manager, Board in Sustainable World Association Training ofand Young Educati Soncientists, Programme Paris, Nuffic,(STEP) The Ethiopia Netherlands France(STEP) from Ethiopia2005-2009. Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), Germany Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), Germany Sophie Primot started working as programme officer in 2007. She worked Drawing on a lifelong inspiration from Mahatma Gandhi, Dr Ramani was andChristiane lived in Gaehtgens Conakry (Guinea) is an expert for three in the years field where of T sheertiary managed and Post- EU instrumentalChristiane in Gaehtgens installation is of an Mahatma expert inGandhi’s the field Bu st of at T ertiary prominenent and Post- programmesSecondary Education for rural development, management waterand policy and civil with society a strong at theinternational office of locationSecondary in Hannover Education city, management sponsored by and the policy Governm with ent a st rong of India. international He thebackground. EU delegation. Since 2015 She she then works moved for with GIZ her (Deutsche Dutch huGesellschaftsband to The für activelybackground. contributed Since in convincing 2015 she works key political for GIZ or (Deutscheganisations/ Gesellschaft parties in für
NetherlandsInternationale where Zusammenarbeit) she presently lives as and Programme works for Manager Nuffic. She for enjoys the Hannover Internationale to support Zusammenarbeit) this initiative. The as Gandhi Programme bust was Manager ceremoniously for the workingSustainable since Training 2015 forand the Education Department Programme of capacity (STEP) building, which at focuses Nuffic and on unveiledSustainable by the Hon.Training Prime and MinisterEducation of India,Programme on 12 th(STEP) April,, which 2015. focuses With a on managesstrengthening the NICHE labour programme market orientedin Bénin, vocationalMali and Buru trandi.ining and higher visionstrengthening for a better future labour with market equal opportunities oriented vocational for all, he traalsoining serves and as highera education in Ethiopia. Deputyeducation Chairman in Ethiopia. of the Socialist Democratic Party (SPD) in Hannover’s NICHE stands for Netherlands Initiative for Capacity development in Higher Central constituency and actively engages in German politics. EducationIn 2008 Dr Gaehtgens and is established a Netherlands-funded “impact consulting development”, a private consultancy cooperation In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy programmefirm that advises strengthening universities higher and research education institu andtions techni on issuescal and of strategy, vocation [email protected] that advises universities and research institutions on issues of strategy, educationpolicy, internal and traininggovernance (TVET) and capacity quality assurance.in partner c ountries.From 2003 NICHE to July focuses 2008 policy, internal governance and quality assurance. From 2003 to July 2008 on four policy priorities: Water, Food security, Sexual and Reproductive she was Secretary General of the German Rectors’ Conference (HRK) in 18 Dr Elizabethshe was RASEKOALA Secretary General of the German Rectors’ Conference (HRK) in Health and Rights (SRHR), and Security and the rule of Law. Gender is an Berlin and Bonn/Germany. In 1998 she was appointed Secretary General of President:Berlin Africanand Bonn/Germany. Gong - the Pan In 1998African she Network was appointed for the Popularization Secretary General of important cross cutting issue in NICHE projects and Mrs Primot is the the newly founded Science Council of Lower Saxony in Hannover/ Germany of Sciencethe newly & Technology founded Science and Science Council Communication, of Lower Saxony Nigeria in Hannover/ Germany gender(Wissenschaftliche focal point Kommission for the Department. Niedersachsen. She graduate Befored that in Agricultural she was (Wissenschaftliche Kommission Niedersachsen. Before that she was sciencesDirector ofin 2002 the DAAD(MSc at (German Agro ParisTech). Academic Exchange Service) office in ElizabethDirector Rasekoala of the DAAD is the (GermanPresident Academic of African Exchange Gong – the Serv pan-Africanice) office in London/ UK and from 1991 Head of the North America-Programmes for NetworkLondon/ for UKthe and Popularization from 1991 of Head Science of the & North Technol America-ogy andProgrammes Science for [email protected] DAAD. Communication,DAAD. which aims to advance the Public Learning and
She holds a PhD in Comparative Literature from the University of Bonn. UnderstandingShe holds of a Science PhD in Comparative(PLUS), scientific Literature outreac fromh and the scientific University literacy of Bonn. 17 DrFrom Balasubramanian 1989 to 1991 she‘Bala’ pursued RAMANI post-doctoral studies at the University of on theFrom African 1989 continent. to 1991 She she pursuedis a member post-doctoral of the African studies Union at Commission the University of RegionalWashington Coordinator in Seattle/USA. DIES Training course: Management of (AUC)Washington Monitoring in Seattle/USA. and Evaluation (M&E) Committee on the ‘Science, Internationalisation, Leibniz Universität Hannover, Germany Technology and Innovation Strategy for Africa’ (STISA-2024). [email protected] [email protected] Balasubramanian Ramani obtained his Bachelor´s degree in Zoology from With a professional background in Chemical Engineering and industry 8 BharathidasanGenerosa GONÇALVES University, COSSA Tamil Nadu JOSÉ and was awarded the Gold Medal. He 8 internationally,Generosa GONÇALVES Dr Rasekoala COSSA has championed, JOSÉ advocated, researched, wentCoordinator on to of complete the UEM-Sida his Master’s Gender inMainstreaming Marine Biology Programme, as a topper from presentedCoordinator and of written the UEM-Sida widely on Gender public Mainstreaming innovation a ndProgramme, transformative AnnamalaiUniversity Eduardo University, Mondlane Tamil Nadu. (UEM), His Mozambique Master thesis was awarded the Best developmentUniversity through Eduardo advancing Mondlane diversity, (UEM), Mozambique sociocultural inclusion and race Student Project by the Tamil Nadu State Council of Science and and gender equality issues in science communication and science, Technology.Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral technology,Generosa engineering Cossa José and is mathematics the Coordinator (STEM) of educ the ation UEM-S andida skills Bilateral Research Programme 2017-2021 entitled “Gender Mainstreaming: development.Research She Programme has provided 2017-2021 extensive entitled advisory “Gender and consultancy Mainstreaming: DrDeveloping Ramani furtherCompetencies pursued inhis Higher PhD in Education Marine Botany for Gen fromder Leibniz Equality, University Peace- expertiseDeveloping to governments Competencies and in multilateral Higher Education internati onalfor Gen organisationsder Equality, over Peace- ofBuilding Hannover and Gender-Sensitive with a scholarship Research” from the between Government the Universityof Lower Eduardo Saxony, the Building past 15 and years, Gender-Sensitive including the Research” European between Commissio the Universityn, the Eduardo UN Germany.Mondlane, Mozambique His research in articles partnership have with been the publishedUppsala University, in many Sweden reputed CommissionMondlane, on Mozambique Human Rights, in partnership the UN Economic with the Uppsal Commissa University,ion for Africa, Sweden 90 internationaland the University journals of the which Free significantlyState, South contribuAfrica. ted to the Indo-German UNESCO, and the the University African of Union the Free Commission State, South and Africa. the African Development 91 research on marine plant biology and reclamation of salt affected Bank. landmassesMrs Cossa worked and enhanced as Director further of collaborationsthe Centre of and Coord partnershipsination of Gender in that Mrs Cossa worked as Director of the Centre of Coordination of Gender area.Issues (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the [email protected] (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the University Eduardo Mondlane between May 2009 and February 2016. University Eduardo Mondlane between May 2009 and February 2016. Presently,During this Dr period, Ramani she is serving promoted as thean Advisor implementation and Regional of the Coordinator national and of During this period, she promoted the implementation of the national and Indiainternational Relations gender at the equality Leibniz policies University at the of unive Hannovrsityer through connecting sensitization German international gender equality policies at the university through sensitization andof the Indian members students of the as well management as academicians, bodies of where the univhe ersity is playing for the a of the members of the management bodies of the university for the significantintegration roleof gender to strengthen in the universitythe ties between structures Ind iaand and particularly Germany inof the gender field integration of gender in the university structures and particularly of gender ofcontent science in theand curriculum technology. of Heall universityhas been appointedcourses and as realizedone of the research Directors on content in the curriculum of all university courses and realized research on atthe Centre socio-economic for Modern Indian costs Studies of violence (CeMIS-UC) against and women the German in Mozambique, Research the socio-economic costs of violence against women in Mozambique, Centreincluding for the Comparative offering of Vocationalsuporte to Educationthe victims and of sexualTraining harassment in the University at the including the offering of suporte to the victims of sexual harassment at the ofuniversity. Cologne. His primary objective in this role is to establish research on university.
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197 HannaDr Christiane SCHLINGMANN GAEHTGENS 21 7 NadjaDr SHASHE Christiane GAEHTGENS DAADProgramme Lecturer Manager, Sustainable Training and Education Programme LeadershipProgramme Associate Manager, for Continual Sustainable Improvement Training and Education Programme University(STEP) Ethiopia of Ibadan, Nigeria at Center(STEP) for Ethiopia Creative Leadership Ethiopia Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), Germany ResidingDeutsche in Berlin, Gesellschaft Germany für Internationale Zusammenarbeit (GIZ), Germany Hanna Schlingmann graduated at University of Leipzig (Germany) in CulturalChristiane Studies, Gaehtgens African isStudies an expert and German in the Studie field s of as T ertiaryForeign andLanguage Post- As aChristiane leadership Gaehtgensexpert, Nadja is Shashe an expert helps in people the field thrive of and Tertiary unlock and their Post- inSecondary 2009. Her Education research interest management since is and on policycultural with learning a st rongboth internationalin academia potential.Secondary Until Education recently she management has been and with policy the with Cen ater st rong for Creative international andbackground. as a practitioner Since 2015in education. she works From for 2009 GIZ to (Deutsche2013 she has Gesellschaft been working für Leadershipbackground. (CCL) Sincein Ethiopia, 2015 working she works with for young GIZ ad (Deutscheults, NGO Gesellschaft employees für inInternationale the field of culturalZusammenarbeit) co-operation as as Programme Head of La nguage Manager Department, for the and Internationalegovernmental organizations Zusammenarbeit) to improve as effectivi Programmety at work, Manager individual forand the Goethe-InstitutSustainable Training Accra and (Ghana) Education and Programme since 2013 (STEP) she ha, whichs worked focuses at theon teamSustainable performance Training as well and as Education communication Programme using cut(STEP)ting , edge which theories. focuses on Universitystrengthening of Ibadan labour (Nigeria) market as oriented representative vocational of the tra Germanining and Academic higher Meanwhilestrengthening focusing labouron women’s market needs oriented was a rewarding vocational experience. training and higher Exchangeeducation in Service Ethiopia. (DAAD) and lecturer in the Department of European education in Ethiopia. Studies. Currently Mrs Shashe is a leadership associate with CCL, continuing the In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy sameIn work 2008 advancing Dr Gaehtgens her own established work continuously. “impact consulting ”, a private consultancy Mrsfirm that Schlingmann advises universities is the co-initiator and research of the institu "Womentions Aondvancement issues of strategy, Forum, firm that advises universities and research institutions on issues of strategy, Internationalpolicy, internal Exchange,governance Researchand quality andassurance. Academica From 2003 (WAF toIRA)", July 2008 an Recently,policy, Mrsinternal Shashe governance wrote a and whitepaper quality assurance. summarizing From the 2003 learnings to July of 2008 interdisciplinaryshe was Secretary initiative General founded of the German in 2014 Rectors’ that Co nference promotes (HRK) career in CCLshe Ethiopia was Secretary regarding General leadership of thedevelopment German Rectors’ for youth. Co Andnference presented (HRK) in advancementBerlin and Bonn/Germany. for female academicsIn 1998 she in was the appointed academia Secretary through General mentoring of best Berlinpractice and examples Bonn/Germany. from a female In 1998 only she youth was appointedprogram on Secretary the Leadership General of initiativesthe newly andfounded capacity Science training Council workshops. of Lower She Saxony has recently in Hannover/ started Germany working Forumthe at newly Silver founded Bay (US). Science Council of Lower Saxony in Hannover/ Germany
on her PhD theses that looks at the conditions and outcomes of academic (Wissenschaftliche Kommission Niedersachsen. Before that she was Mrs (Wissenschaftliche Shashe is a CCL Kommission certified trainer, Niedersachsen. holding a ma Beforester’s that degree she in was co-operationDirector of thebetween DAAD German (German and AcademicAfrican Universitie Exchanges. Service) office in Director of the DAAD (German Academic Exchange Service) office in philosophy and a bachelor’s degree in computer science. London/ UK and from 1991 Head of the North America-Programmes for London/ UK and from 1991 Head of the North America-Programmes for [email protected] DAAD. [email protected]. She holds a PhD in Comparative Literature from the University of Bonn. She holds a PhD in Comparative Literature from the University of Bonn.
20 ProfessorFrom 1989 Dr to med. 1991 Beate she A. pursued SCHÜCKING post-doctoral studies at the University of From 1989 to 1991 she pursued post-doctoral studies at the University of PresidentWashington in Seattle/USA. 22 Dr AndréeWashington SURSOCK in Seattle/USA. Leipzig University, Germany Senior Adviser, European University Association (EUA), Belgium [email protected] [email protected] Beate A. Schücking is the 968th President of Leipzig University and Andrée Sursock is Senior Adviser at the European University Association 8 ProfessorGenerosa GONÇALVES of Health Science COSSA and JOSÉ Psychosocial Medicine. She is the first 8 sinceGenerosa 2009. She GONÇALVES serves on COSSA several JOSÉ boards of universities and quality womanCoordinator to become of the UEM-SidaLeipzig University’s Gender Mainstreaming President sinc Pre ogramme,its founding in 1409. assuranceCoordinator agencies of the andUEM-Sida has written Gender and Mainstreaming spoken widel Programme,y about quality BeforeUniversity being Eduardo elected Mondlane as president (UEM), she Mozambique was Vice-Pres ident for Research and assuranceUniversity and Eduardo change Mondlane in higher (UEM), education, Mozambique with particular interest on the link between internationalisation, quality assurance, governance, innovation Doctoral Studies at Osnabrück University. Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral and Generosa creativity. She Cossa is the José author is the of Trends Coordinator 2015 , of a report the UEM-S that analysesida Bilateral ProfessorResearch Schücking Programme worked 2017-2021 in research entitled and higher“Gender education Mainstreaming: for many developmentsResearch in Programmelearning and teaching 2017-2021 in Europe. entitled “Gender Mainstreaming: years.Developing She Competencies received her in degree Higher as Education an MD for in Gen 1981,der anEquality,d her PhDPeace- in Developing Competencies in Higher Education for Gender Equality, Peace- HematologyBuilding and in Gender-Sensitive the same year from Research” the University between of the Ulm. University As a member Eduardo of BetweenBuilding 2001-2009, and Gender-Sensitive Dr Sursock Research” served as between EUA’s the Deput Universityy Secretary Eduardo theMondlane, Faculty Mozambique of Medicine in at partnership the Philipps with University the Uppsal in Marburga University, (1981-1989) Sweden GeneralMondlane, and Head Mozambique of the Quality in partnership Assurance with Unit. the BefUppsalore joininga University, EUA, Swedenshe 92 sheand the specialized University in of Internal the Free Medicine, State, South Psychosocial Africa. Medicine and Family was andDirector the University of Development of the Free at the State, Centre South for Africa.Highe r Education Research 93 Medicine. From 1989 to 1995 she served as professor of Medicine and and Information (Open University, UK). Dr Sursock taught at a variety of US HealthMrs Cossa Science worked at the as University Director of of the Applied Centre Science of Coord in ination Munich. of While Gender in institutionsMrs Cossa and held worked an administrative as Director ofpost the at CentreStanford of University. Coordination of Gender Osnabrück,Issues (Centro Professor de Coordenação Schücking doswas Assuntoselected Dean do Género-CeCAG of the Faculty ofe) Healthat the Issues (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the Dr Sursock earned a first degree in philosophy from the University of Paris I Science,University Psychology Eduardo Mondlaneand Cognitive between Science May in 2000, 2009 and and Vice-President February 2016. for University Eduardo Mondlane between May 2009 and February 2016. – Panthéon Sorbonne and a PhD in social-cultural anthropology from the ResearchDuring this and period, Doctoral she Studies promoted in 2004. the implementation of the national and During this period, she promoted the implementation of the national and international gender equality policies at the university through sensitization Universityinternational of California, gender Berkeley. equality policies at the university through sensitization Sheof the is the members author of of numerous the management articles and bodies papers of o then aspects university of scientific for the of the members of the management bodies of the university for the [email protected] researchintegration and of gender professional in the education. university Shestructures is widely and publishedparticularly in of scholarly gender integration of gender in the university structures and particularly of gender
sources,content in includingthe curriculum BMC of Pregnancy all university and courses Childbirth, and realized Social Science research and on content in the curriculum of all university courses and realized research on Medicine,the socio-economic the Journal costsof Reproductive of violence and against Infant Ps womenychology. in Mozambique, the socio-economic costs of violence against women in Mozambique, including the offering of suporte to the victims of sexual harassment at the including the offering of suporte to the victims of sexual harassment at the [email protected]. university.
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237 BrigittaDr Christiane VILLARONGA GAEHTGENS WALKER 7 at theDr CentreChristiane for GAEHTGENS Turkish Studies in Bonn. As an assistant professor of HeadProgramme of the LeadershipManager, Sustainable & Management Training Development and Educati Groonup Programme politicalProgramme sciences Manager, at Free Sustainable University BerlinTraining (1991- and 1996)Educati Dron WedelProgramme taught Academy(STEP) Ethiopia for International Cooperation (AIZ) Deutsche Gesellschaft für classes(STEP) on genderEthiopia in politics of the Middle East and specially Turkey, and InternationaleDeutsche Gesellschaft Zusammenarbeit für Internationale (GIZ), Germany Zusammenar beit (GIZ), Germany conductedDeutsche field Gesellschaft research for für her Internationale doctoral dissertat Zusammenarion on “Genderbeit (GIZ), and Germany Local Political Participation – Urban Migrants in Turkish Metropolises”. She also BrigittaChristiane Villaronga Gaehtgens Walker is an is expert head ofin the field leadershi of Tpertiary & management and Post- workedChristiane on civil society Gaehtgens and human is an rights expert and in publis the fieldhed a ofnumber Tertiary of articles and Post- developmentSecondary Education group at the management Academy for and International policy with Cooperation, a strong international a training on genderSecondary and politics Education in Turkey. management and policy with a strong international centerbackground. affiliated Since with 2015 the she Deutsche works for Gesellschaft GIZ (Deutsche fü rGesellschaft Internationale für background. Since 2015 she works for GIZ (Deutsche Gesellschaft für
ZusammenarbeitInternationale Zusammenarbeit) (GIZ) based in Bonn. as Programme Manager for the [email protected] Internationale Zusammenarbeit) as Programme Manager for the
Sustainable Training and Education Programme (STEP), which focuses on Sustainable Training and Education Programme (STEP), which focuses on Mrs Villaronga Walker enjoys working in networks to share and co-create strengthening labour market oriented vocational training and higher strengthening labour market oriented vocational training and higher knowledge and meaningful experiences. B. Villaronga has specialized in 25 Anneke ZIJLSTRA education in Ethiopia. Teameducation Coordinator in Ethiopia. coaching and organizational development. For several years she worked as head of the regional office for the Andean Countries and in the area of rural Nuffic, The Netherlands In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy developmentfirm that advises for theuniversities German anddevelopment research organizationinstitutions on previously issues of known strategy, as Annekefirm that Zijlstra advises has universities worked in researchand research and institu highertions education on issues for of many strategy, InWEntpolicy, internal (now a governancepart of GIZ). and As aquality passionate assurance. leader, From Ms Villaronga2003 to July believes 2008 years.policy, After internal graduating governance in organisation and quality psychology assurance. she hasFrom been 2003 appointed to July 2008 inshe the was possibility Secretary of a General sustainable of the future. German Her mis Rectors’sion is Co tonference encourage (HRK) others in in severalshe was Human Secretary resources-related General of thepositions. German Recen Rectors’t experiences Conference were (HRK) at in toBerlin embark and onBonn/Germany. a joint journey In of 1998 transformation she was appointed and inspire Secretary with creativity. General of the Berlin Netherlands and Bonn/Germany. organisation In 1998 for Scientificshe was appointed Researc hSecretary (NWO) General and of the newly founded Science Council of Lower Saxony in Hannover/ Germany the newly founded Science Council of Lower Saxony in Hannover/ Germany Mrs Villaronga Walker’s message for any Professional would be: discover Netherlands Institute for the study of crime and law enforcement (NSCR) as (Wissenschaftliche Kommission Niedersachsen. Before that she was (Wissenschaftliche Kommission Niedersachsen. Before that she was who you are and then live up to your highest potential and don´t ever try to HR Manager and HR policy advisor. She has led a diverse range of Director of the DAAD (German Academic Exchange Service) office in Director of the DAAD (German Academic Exchange Service) office in be somebody else other than yourself! projects, related to gender aspects in the working environment, which London/ UK and from 1991 Head of the North America-Programmes for resultedLondon/ in UK inclusive and from working 1991 conditions, Head of the to North stimul America-ate co-operations,Programmes for [email protected]. leadershipDAAD. development and creativity. She finished her executive MBA in She holds a PhD in Comparative Literature from the University of Bonn. 2012,She focussing holds aon PhD organisational in Comparative structure Literature and cul ture. from the University of Bonn. From 1989 to 1991 she pursued post-doctoral studies at the University of From 1989 to 1991 she pursued post-doctoral studies at the University of 24 DrWashington Heidi WEDEL in Seattle/USA. CurrentlyWashington Mrs Zijlstra in Seattle/USA. works as a team coordinator at Nuffic, for the Head of Section Alumni: Concept and Coordination Nederlands Fellowship Programmes and a broad range of scholarship [email protected] Academic Exchange Service (DAAD), Germany [email protected] She is responsible for professional and timely execution of those scholarship and subsidy programmes. She supervises project Heidi Wedel has been working in the Scholarships Department of the 8 Generosa GONÇALVES COSSA JOSÉ 8 implementationGenerosa GONÇALVES and adherence COSSA to implementation JOSÉ and control procedures, German Academic Exchange Service (DAAD) where she is currently the Coordinator of the UEM-Sida Gender Mainstreaming Programme, and Coordinatorcoaches twelve of the team UEM-Sida members Gender in their Mainstreaming day-to-day activities. Programme, HeadUniversity of Section Eduardo Alumni: Mondlane Concept (UEM), and MozambiqueCoordination. University Eduardo Mondlane (UEM), Mozambique [email protected] DrGenerosa Wedel has Cossa 15 years José of isexperience the Coordinator in internationa of thel science UEM-S management.ida Bilateral Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral
InResearch 2002 she Programmejoined the DAAD, 2017-2021 where she entitled was in charg“Gendere of various Mainstreaming: sections, Research Programme 2017-2021 entitled “Gender Mainstreaming: includingDeveloping the Competencies “Middle East andin Higher North Education Africa” and for la Genter onder “Civil Equality, Society Peace- and Developing Competencies in Higher Education for Gender Equality, Peace- CulturalBuilding Dialogue” and Gender-Sensitive being in charge Research” of scholarships between as thewell University as of programmes Eduardo Building and Gender-Sensitive Research” between the University Eduardo suchMondlane, as “Higher Mozambique Education in partnership Dialogue with the Islamic Uppsal Coua University,ntries” and Sweden “Public Mondlane, Mozambique in partnership with the Uppsala University, Sweden
Policyand the and University Good Governance”.of the Free State, In 2011South she Africa. temporaril y left the DAAD to and the University of the Free State, South Africa. 94 serve as the first Managing Director of the Global Young Academy, setting 95 upMrs the Cossa professional worked structure as Director of this of academy the Centre of ofsc ience Coord andination contributing of Gender to Mrs Cossa worked as Director of the Centre of Coordination of Gender itsIssues strategic (Centro development de Coordenação in closedos Assuntos cooperation do Género-CeCAG with excellente) youngat the Issues (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the researchersUniversity Eduardo from all over Mondlane the world. between In September May 2009 2016 and Dr FeWedelbruary returned 2016. University Eduardo Mondlane between May 2009 and February 2016. toDuring the DAAD this period, where she is promoted now heading the implementation the alumni sec tion of theand national designing and a During this period, she promoted the implementation of the national and newinternational alumni concept. gender equality policies at the university through sensitization international gender equality policies at the university through sensitization of the members of the management bodies of the university for the of the members of the management bodies of the university for the Inintegration her academic of gender studies in theDr Wedeluniversity had structuresa regional and foc usparticularly on the Middle of gender East integration of gender in the university structures and particularly of gender andcontent North in theAfrica, curriculum especially of allon universityTurkey. After courses a Mas andter’s realized degree research in Turkish on content in the curriculum of all university courses and realized research on Studies,the socio-economic Islamic Studies costs and of violenceEconomics against from Hamburgwomen in University Mozambique, she the socio-economic costs of violence against women in Mozambique, attendedincluding thethe postgraduateoffering of suporte training to programmethe victims forof sexualdevelopment harassment cooperation at the including the offering of suporte to the victims of sexual harassment at the atuniversity. the German Development Institute (DIE-GDI) and worked as a researcher university.
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MODERATORS7 (in alphabeticalDr Christiane order) GAEHTGENS 3 7 FelixDr WAGENFELD Christiane GAEHTGENS Senior Expert Africa, Middle East, Coordination of Regional Expertise Programme Manager, Sustainable Training and Education Programme Programme Manager, Sustainable Training and Education Programme 1 Dr(STEP) Annette Ethiopia BÜHLER-DIETRICH German(STEP) Academic Ethiopia Exchange Service (DAAD), Germany DAAD-Lecturer,Deutsche Gesellschaft Université für Internationale Ouaga I Pr Joseph Zusammenar Ki-Zerbbeito, Burkina (GIZ), GermanyFaso Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), Germany Felix Wagenfeld is Senior Expert, Coordination of Regional Expertise in University Lecturer, Universität Stuttgart, Germany Christiane Gaehtgens is an expert in the field of Tertiary and Post- AfricaChristiane and the GaehtgensMiddle East is at an the expert German in Academic the field ofExchange Tertiary Service and Post- AnnetteSecondary Bühler-Dietrich Education management has been DAAD-lecturer and policy withat the a University strong international of Ouaga (DAAD).Secondary In this Education capacity he management is overseeing, and mapping policy with and a monitoring strong international all of Ibackground. since October Since 2014. 2015 She shealso teaches works for at GIZthe Unive (Deutschersity of GesellschaftStuttgart, where für DAAD’sbackground. activities Since in these 2015 two she regions works to for facilitat GIZ e (Deutsche internal andGesellschaft external für
knowledge exchange with stakeholders in academia worldwide and sheInternationale received her Zusammenarbeit) German “Habilitation” as for Programme German literature Manager and for theatre the Internationale Zusammenarbeit) as Programme Manager for the studiesSustainable in 2008. Training She andreceived Education her PhD Programme in German (STEP) Studies, which at the focuses University on politics/policies.Sustainable Training and Education Programme (STEP), which focuses on ofstrengthening Virginia, Charlottesville, labour market in oriented 2000. Monographs vocational traon ining German and women higher strengthening labour market oriented vocational training and higher Prior to his current position, Mr Wagenfeld was programme manager at playwrightseducation in Ethiopia. (2003), drama, theatre and psychiatry (2012), further education in Ethiopia. DAAD’s section on Higher Education Management, developing and publications on gender. In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy coordinatingIn 2008 Dr capacity Gaehtgens development established training “impact programm consultinges”, anda private seminars consultancy for Sincefirm that 2012, advises Dr universities Bühler-Dietrich and research has been institu presidenttions on oissuesf Frauen of strategy, in der staff firm from that higher advises education universities institutions and research in develop institutionsing countries.on issues of Before strategy, Literaturwissenschaftpolicy, internal governance (Women and in quality literary assurance. studies), an From association 2003 to promotingJuly 2008 joiningpolicy, the internal DAAD, governance he has worked and quality with theassurance. Deutsche From G esellschaft2003 to July für 2008 gendershe was research. Secretary Recently, General the of the association German has Rectors’ decided Co nference to support (HRK) female in Internationaleshe was SecretaryZusammenarbeit General – ofGIZ the in Germany German Rectors’and Latin Co America.nference (HRK) in studentsBerlin and in Bonn/Germany. Southern countries In 1998 with she less was access appointed to research Secretary or General discussion of Berlin and Bonn/Germany. In 1998 she was appointed Secretary General of Mr Wagenfeld holds a M.A. in political science from the University of Bonn, viathe itsnewly website founded and peer-counseling.Science Council of Lower Saxony in Hannover/ Germany the newly founded Science Council of Lower Saxony in Hannover/ Germany (Wissenschaftliche Kommission Niedersachsen. Before that she was Germany,(Wissenschaftliche and the University Kommission of Toronto, Niedersachsen. Canada, and Before a post-graduate that she was certificate in International Development Cooperation from the Centre for [email protected] of the DAAD (German Academic Exchange Service) office in Director of the DAAD (German Academic Exchange Service) office in Advanced Training in Rural Development at the Humboldt-University of London/ UK and from 1991 Head of the North America-Programmes for London/ UK and from 1991 Head of the North America-Programmes for Berlin. 2 HanneDAAD. SMIDT DAAD. SeniorShe holds Advisor, a PhD European in Comparative University LiteratureAssociation from (EU theA), UniversitySweden of Bonn. [email protected] holds a PhD in Comparative Literature from the University of Bonn. HanneFrom 1989 Smidt to Consulting 1991 she pursued post-doctoral studies at the University of From 1989 to 1991 she pursued post-doctoral studies at the University of Washington in Seattle/USA. Washington in Seattle/USA. Hanne Smidt is Senior Advisor at the European University Association 4 Marijke WAHLERS (EUA)[email protected] and runs a higher education consultancy, Hanne Smidt Consulting. [email protected] of International Department German Rectors' Conference (HRK), Germany 8 MsGenerosa Smidt GONÇALVES has supported COSSA European JOSÉ universities in their work on quality 8 Generosa GONÇALVES COSSA JOSÉ enhancementCoordinator of ofthe the UEM-Sida student experience Gender Mainstreaming (Trackit) by developingProgramme, methods for MarijkeCoordinator Wahlers of joined the UEM-Sida the German Gender Rectors’ Mainstreaming Conferen cePr ogramme, (HRK) in 2001. knowingUniversity who Eduardo their studentsMondlane are, (UEM), how theyMozambique progress (retention and drop-out) Initially,University Ms Wahlers Eduardo headed Mondlane the Section(UEM), Mozambique Asia, Australia & Oceania; since and where they go after graduation (employability). She has actively 2008 she has been heading the HRK’s International Department. participatedGenerosa Cossain promoting José the is theconcept Coordinator of widening of theparticipation UEM-Sida and Bilaterallifelong Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral Before joining the German Rectors’ Conference, Mrs Wahlers was head of learningResearch (LLL) Programme in European 2017-2021 higher entitled education “Gender and res Mainstreaming:earched the Research Programme 2017-2021 entitled “Gender Mainstreaming: international relations at the Furtwangen University of Applied Sciences implementationDeveloping Competencies of the Bologna in Higher Process Education and the forEurop Geneander Higher Equality, Education Peace- Developing Competencies in Higher Education for Gender Equality, Peace- (Germany) and coordinator for international relations at the Prefectural AreaBuilding in the and EUA Gender-Sensitive Trends reports. Research” between the University Eduardo Building and Gender-Sensitive Research” between the University Eduardo Mondlane, Mozambique in partnership with the Uppsala University, Sweden UniversityMondlane, of Kumamoto Mozambique and inthe partnership Kumamoto with Prefectural the Uppsal Governmenta University, Office Sweden (Japan). Sheand thehas University co-authored of the several Free State,studies South on Lifelong Africa. Learning and on tracking and the University of the Free State, South Africa.
96 the progression path of students and graduates. Most recently she has been 97 Mrs Wahlers holds a master’s degree in English linguistics, Japanese workingMrs Cossa on worked validation as and Director recognition of the ofCentre prior of lear Coordning ination for integration of Gender of Mrs Cossa worked as Director of the Centre of Coordination of Gender studies, and business studies. She studied at the University of Duisburg- refugeesIssues (Centro and migrants. de Coordenação She has beendos Assuntos part of the do res Género-CeCAGearch team behinde) at the Issues (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the Essen (Germany), the University of Washington (USA), as well as at the EUUniversity project MOOCs4inclusion Eduardo Mondlane and between is the co-author May 2009 of the and report: February “Free digital 2016. University Eduardo Mondlane between May 2009 and February 2016. During this period, she promoted the implementation of the national and UniversityDuring of this Sheffield period, and she Sheffield promoted Hallam the Univer implementationsity (Great ofBritain). the national and learning opportunities for migrants and refugees: An analysis of current initiativesinternational and gender recommendations equality policies for their at thefurther unive use”rsity (2017). through sensitization [email protected] gender equality policies at the university through sensitization of the members of the management bodies of the university for the of the members of the management bodies of the university for the [email protected] of gender in the university structures and particularly of gender integration of gender in the university structures and particularly of gender content in the curriculum of all university courses and realized research on content in the curriculum of all university courses and realized research on the socio-economic costs of violence against women in Mozambique, the socio-economic costs of violence against women in Mozambique, including the offering of suporte to the victims of sexual harassment at the including the offering of suporte to the victims of sexual harassment at the university. university.
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7 TESTIMONIALS (inDr alphabetical Christiane order)GAEHTGENS 2 7 AngelaDr ChristianeCAMACHO GAEHTGENS BELTRAN Programme Manager, Sustainable Training and Education Programme AcademyProgramme of Exact, Manager, Physical Sustainable and Natural Training Sciences and Education Programme 1 (STEP)Dr Maria Ethiopia Jacinta ARQUISOLA Universidad(STEP) Ethiopiade los Andes and Colombian DeutscheDirector, Gesellschaft Professional für Development Internationale Center Zusammenar beit (GIZ), Germany Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), Germany President University, Indonesia Christiane Gaehtgens is an expert in the field of Tertiary and Post- AngelaChristiane Camacho Gaehtgens is senior isresearcher an expert working in the at fieldthe Universidad of Tertiary de and los Post- SecondaryDr Maria Education Jacinta Arquisola management is currently and policy the withDirector a st rongof the international Professional AndesSecondary in Bogotá Education Colombia. management She is holder and of policya Dr. withrer. nat a stdegreerong international of the background.Development Since Center, 2015 the she training works and for learning GIZ (Deutsche arm of President Gesellschaft University, für Johannesbackground. Gutenberg Since Universit 2015 ä shet Mainz works (Germany) for GIZ and (Deutsche is a member Gesellschaft of the für
Associat ion of ICTP (INTERNATIONAL CENTRE FOR THEORETICAL InternationaleIndonesia. She Zusammenarbeit) is also a concurrent as member Programme of the School Manager of Business for thesince Internationale Zusammenarbeit) as Programme Manager for the Sustainable2006.. She Training has been and Educationpart of the Programme growth and (STEP) development, which focuses of President on PHYSICS).Sustainable She Traininghas published and Education 90 research Programme articles (STEP) and, which11 Science focuses on strengthening university, serving labour three market years oriented as Head vocationalof Academic tra Affairs,ining and previously higher disseminationstrengthening articles. labour Mrs. marketCamacho oriented has supervised vocational two PhD, training 13 Master and highers educationDirector in of Ethiopia. the Internship and Career Centre for six years. As a faculty in Physicseducation and in Ethiopia.16 Unde rgraduate Thesis. She is a member of the member one of her greatest passions has been promoting gender equity in Colombian Academy of Exact, Physical and Natural Sciences. In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy academic leadership, and she devoted four years’ work researching on Mrs. Camacho received the award of ACAC (Colombian Association for firm that advises universities and research institutions on issues of strategy, firm that advises universities and research institutions on issues of strategy, higher education leadership while doing her Doctoral Studies at Deakin Science Advance) of research excellence in 2003 and she is the president policy, internal governance and quality assurance. From 2003 to July 2008 policy, internal governance and quality assurance. From 2003 to July 2008 University, Melbourne (2012/16). She spent two years (2005/07) as a of the Colombian Network of Women Scientists and focal point in Colombia she was Secretary General of the German Rectors’ Conference (HRK) in she was Secretary General of the German Rectors’ Conference (HRK) in Management Consultant for top manufacturing, telecommunications, oil and of the Women in Science group of IANAS (InterAmerican Network of Berlin and Bonn/Germany. In 1998 she was appointed Secretary General of Berlin and Bonn/Germany. In 1998 she was appointed Secretary General of mining enterprises in Indonesia, helping them improve their HR practices Academies of Sciencies). She is coordinator of Edudina Group on the newly founded Science Council of Lower Saxony in Hannover/ Germany the newly founded Science Council of Lower Saxony in Hannover/ Germany and build employees’ capacities to respond to Indonesia’s rapid growth, Dissemination and Formation in Nanotechnology, which is part of the (Wissenschaftliche Kommission Niedersachsen. Before that she was (Wissenschaftliche Kommission Niedersachsen. Before that she was especially in the services sector. Nanodyf (International Network on Dissemination and Formation in Director of the DAAD (German Academic Exchange Service) office in Director of the DAAD (German Academic Exchange Service) office in Nanotechnology). London/Since UK2007, and Dr from Arquisola 1991 Headhas ofbeen the act Northive in America- communityProgrammes development for London/ UK and from 1991 Head of the North America-Programmes for DAAD.programs outside of the university where she mentors and coach students in DAAD. Sheleading holds and a PhD managing in Comparative projects to Literature promote from literacy, the Universityentrepreneurship, of Bonn. and acamachoShe [email protected] a PhD in Comparative Literature from the University of Bonn. Fromrespect 1989 for to 1991diversity. she Literacy pursued initiatives post-doctoral in reading, studies writing, at the Universityand arithmetic of From 1989 to 1991 she pursued post-doctoral studies at the University of Washingtonwere directed in Seattle/USA. at street children and children of garbage pickers. She 3 ProfessorWashington Dr Rowena in Seattle/USA. G. DELA CRUZ implemented computer literacy programs for senior citizens, for housewives Director, Office of Student Affairs [email protected] want to become entrepreneurs, or support students’ social work for the [email protected] of Muntinlupa City (Pamantasan ng Lungsod ng Muntinlupa), physically disabled. One of her achievements is leading students to Philippines 8 Generosaimplement GONÇALVES computer COSSAliteracy JOSÉprograms for the visually-impaired which 8 Generosa GONÇALVES COSSA JOSÉ Coordinatorcommunities of the in UEM-Sida other outlying Gender areas Mainstreaming with visually Programme,-impaired constituents RowenaCoordinator G. Dela of Cruz the UEM-Sidahas been Genderthe University Mainstreaming Gender Prandogramme, Development Universitypropagated Eduardo for two Mondlane years. (UEM), Mozambique FocalUniversity Person Eduardosince June Mondlane 2014 (UEM), and wasMozambique appointed as the Director designated to the Office of Student Affairs last June 2015 at the University Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral While working in the Philippines (1988/94), Dr Arquisola was involved in of Muntinlupa City. She has been a member of the University Council since Researchthree foreign Programme-aid programs 2017-2021 of USAID, entitled UN-ILO “Genderand CIDA. Mainstreaming: These programs JuneResearch 2013. Previously, Programme she was 2017-2021 the Director entitled of the “GenderUniversity Mainstreaming:Extension Developingwere centered Competencies on helping in womenHigher Educationto start small for businessesGender Equality, or develop Peace- their ServicesDeveloping and National Competencies Services inTraining Higher Program Education (NSTP). for Gen der Equality, Peace- Buildingcapacities and for Gender-Sensitive entrepreneurship. Research” She spent between three years the University in Muslim Eduardo Mindanao Building and Gender-Sensitive Research” between the University Eduardo Mondlane,monitoring Mozambique the nation inal partnershipgovernment’s with arms the Uppsalin exchangea University, for seed Sweden capital ProfessorMondlane, Dela MozambiqueCruz worked inin partnershipteaching, extension, with the Uppsal and researcha University, in higher Sweden andprogram the University where ofwives the Free of rebels State, wereSouth encouraged Africa. to own or operate their education and the insti Universitytutions for of manythe Free years. State, While South teaching, Africa. in 2007 she was able 98 99 small businesses. Other programs she designed and implemented were to mobilize indigent community mothers and encourage them to put up a Mrs Cossa worked as Director of the Centre of Coordination of Gender day careMrs Cossacenter for worked their children. as Director Her ofcommunity the Centre engagement of Coordination has enriched of Gender Issuesbuilding (Centro water de catchmentsCoordenação (water dos Assuntostanks) for do the Género-CeCAG Badjaos, the e)Philippi at thenes’ Issues (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the sea-dwelling communities. In her programs, the main participants were her adult education skills. Since 1995, she has been an active member of University Eduardo Mondlane between May 2009 and February 2016. variousUniversity Civil EduardoSociety MondlaneOrganizations between like May LAMPARA 2009 and (Lighthouse) February 2016. Duringwomen. this She period, focused she her promoted energy theon implementationbuilding women’s of capacities the national for gainful and During this period, she promoted the implementation of the national and employment and gender empowerment. Transformation Movement, Southville Trisectoral Council for Community international gender equality policies at the university through sensitization Developmentinternational and gender International equality Holistic policies Engagement at the unive forrsity Life through and Progress sensitization of [email protected] the members of the management bodies of the university for the (IHELP).of the members of the management bodies of the university for the integration of gender in the university structures and particularly of gender integration of gender in the university structures and particularly of gender content in the curriculum of all university courses and realized research on As Associatecontent in Professor the curriculum in the ofUniversity all university and ascourses one of and the realizedmembers research of the on the socio-economic costs of violence against women in Mozambique, Universitythe socio-economic Council, she has costs been of actively violence involved against in womenplanning, in mobilizing Mozambique, including the offering of suporte to the victims of sexual harassment at the and includingorganizing the various offering activities of suporte in andto the outside victims the of University.sexual harassment Since the at the university. beginninguniversity. of 2017, she has concentrated on reviewing, revising and drafting
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7 Dr policiesChristiane and GAEHTGENS guidelines toward gender responsive institution. Her research 7 the WesternDr Christiane Association GAEHTGENS of Schools and Colleges Senior Colleges and Programmepaper entitled, Manager, “Stakeholders’ Sustainable Participation Training and on Educati the Developmenton Programme of Gender UniversityProgramme Commission, Manager, a regional Sustainable accreditation Training agencyand Educati fromon United Programme States. (STEP)Responsive Ethiopia and Values Driven General Education of the Pamantasan ng (STEP) Ethiopia DeutscheLungsod Gesellschaft ng Muntinlupa” für Internationale (University Zusammenar of Muntinlupabeit (GIZ),City) Germanywas recently Mrs DeutscheEspinosa Gesellschaftholds a bachelor für Internationale degree in ZusammenarSociology frombeit the(GIZ), Pontifical Germany presented during the National Midyear Convention of the Philippine Catholic University of Ecuador (2010) and a Diploma in Youth and Society in ChristianeAssociation Gaehtgens for Teachers is anand expert Educators in thelast fieldApril 20, of 2017. Tertiary and Post- LatinChristiane America Gaehtgensfrom FLACSO is - anEcuador expert (2011). in the She field also of Tholdsertiary a and joint Post- Secondary Education management and policy with a strong international Master’sSecondary degree Education in Sustainable management Territorial and Development policy with a from strong Panthéon international [email protected] Since 2015 she works for GIZ (Deutsche Gesellschaft für Sorbonbackground.ne Paris 1 Since(France), 2015 KU sheLeuven works (Belgium), for GIZ Padova (Deutsche University Gesellschaft (Italy) für
Internationale Zusammenarbeit) as Programme Manager for the and InternationaleDom Bosco University Zusammenarbeit) (Brazil) with asan Erasmus Programme Mundus Manager scholarship for the 4 SustainableProfessor TrainingDr Smile and Gavua Education DZISI Programme (STEP), which focuses on awardedSustainable by the EuropeanTraining and Commission Education (2013). Programme She has(STEP) worked, which for focusesalmost on strengtheningVice- Chancellor, labour Koforidua market Technical oriented University, vocational Ghana training and higher ten yearsstrengthening as a researcher, labour consultant market oriented and project vocational manager tra forining a number and of higher education in Ethiopia. developmenteducation projects in Ethiopia. specially focused on youth, women, higher education Smile Dzisi is a renowned academic, entrepreneurship and gender and sustainable development. In 2008consultant. Dr Gaehtgens She received established Master “impact of Public consulting Administration”, a private from consultancy University of In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy firmGhana that advises and PhD universities in Entrepreneurship and research and institu Innovationtions on at Swinburneissues of strategy, University Mrs firmEspinosa that advises is founder universities and collaborator and research of the instituGendertions Studies on issues Group of fromstrategy, policy,of Technology, internal governance Australia, and where quality she assurance. also received From an 2003 award to forJuly the 2008 most UDLApolicy, since internal 2014. governanceShe is in andcharge quality of organizingassurance. theFrom gen 2003der tostudies July 2008 shedistinguished was Secretary Ph.D. General thesis. of the German Rectors’ Conference (HRK) in workshopsshe was for Secretary students Generaland faculty of thein the German same Rectors’university, Co wherenference several (HRK) in Berlin and Bonn/Germany. In 1998 she was appointed Secretary General of professionalsBerlin and talk Bonn/Germany. about a number In 1998 of topics she was related appointed to gender Secretary issues. General She of theProfessor newly founded Dzisi Sciencehas had Council a distinguished of Lower Saxony academic in Hannover/ career at Germany Koforidua has giventhe newly several founded workshops Science about Council ecofeminism. of Lower Saxony in Hannover/ Germany (Wissenschaftliche Technical University Kommission where she Niedersachsen.held several senior Before management that she pos wasitions (Wissenschaftliche Kommission Niedersachsen. Before that she was Directorincluding: of theDirector DAAD of (GermanResearch; Academic Coordinator, Exchange Centre Servfor Entrepreneurshipice) office in [email protected] of the DAAD (German / [email protected] Academic Exchange Service) office in London/and Innovation UK and fromDevelopment; 1991 Head Managing of the North Editor, America- InternationalProgrammes Journal for of London/ UK and from 1991 Head of the North America-Programmes for DAAD.Technology and Management Research; Dean, School of Graduate Studies; 6 Dr AmiviDAAD. Kafui GASSOU epse TETE-BENISSAN Sheand holds Vice aRector. PhD in She Comparative became the Literature first Associate from theProfessor University produced of Bonn. by the LecturerShe Teacher holds a and PhD Reseacher in Comparative Literature from the University of Bonn. FromUniversity. 1989 to 1991 she pursued post-doctoral studies at the University of UniversityFrom of 1989 Lome, to 1991Togo she pursued post-doctoral studies at the University of WashingtonProfessor inDzisi Seattle/USA. is an outstanding researcher and prolific author. She has Washington in Seattle/USA. also provided consultancy to UNFPA and the World Bank as well as Amivi Kafui Gassou epse Tete-Benissan has been working in research and [email protected] and private agencies. She is the first female to be appointed [email protected] education for the past 30 years. She received her PhD of Rector of a polytechnic in Ghana and she has led the transformation of Biochemistry at the University of Law and Health of Lille II (France) in 1998. 8 GenerosaKoforidua GONÇALVES Polytechnic COSSAinto Koforidua JOSÉ Technical University where she is the 8 She Generosabegan her GONÇALVES professional COSSA career JOSÉ as an Associate Teacher at the CoordinatorVice Chancellor. of the UEM-Sida She champions Gender theMainstreaming cause of women Programme, empowerment and UniversityCoordinator of Benin of the inUEM-Sida 1986 afterGender having Mainstreaming studied CellProgramme, Biology and UniversityTechnical Eduardo and MondlaneVocational (UEM), Education Mozambique Training (TVET). Recently, her ImmunologyUniversity at Eduardo the University Mondlane of Rennes(UEM), MozambiqueI (France). Her research field is institution was deservedly recognized by the African Union as a Centre of Health – Environment and Epidemiology. She is studying Biochemistry, Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral Excellence for TVET. She is also the Gender Representative for the Genetic, and Medicinal Properties of Plants. Research Programme 2017-2021 entitled “Gender Mainstreaming: Research Programme 2017-2021 entitled “Gender Mainstreaming: Commonwealth Association of Technical Universities and Polytechnics in Developing Competencies in Higher Education for Gender Equality, Peace- Developing Competencies in Higher Education for Gender Equality, Peace- Africa. At the University of Lomé, she is teaching Cell Biology, Immunology and Building and Gender-Sensitive Research” between the University Eduardo Biochemistry,Building andand Gender-Sensitiveparticipates in training Research” programs between for Master the Universityand PhD. Eduardo Mondlane,[email protected] Mozambique in partnership with the Uppsala University, Sweden Mondlane, Mozambique in partnership with the Uppsala University, Sweden
For over 20 years, Dr Tete-Benissan has been very active in resolving and the University of the Free State, South Africa. and the University of the Free State, South Africa. 100 gender issues. She was a founding member of “Togolese Women for 101 5 MrsDaniela Cossa ESPINOSA worked as Director of the Centre of Coordination of Gender PromotionMrs Cossa of Science worked and as Technology” Director of (FTPS&T) the Centre in of1995. Coord Sheination coordinates of Gender IssuesResearch (Centro Assistant, de Coordenação Public Policies dos Assuntos and Territory do Género-CeCAGResearch Centere) at the pedagogicalIssues (Centro programs de forCoordenação young women dos doing Assuntos Bachelor do Género-CeCAG, Master and Thesise) at the UniversityFacultad EduardoLatinoamericana Mondlane de Ciencias between Sociales May 2009 (FLACSO and Fe), Ecuadorbruary 2016. in science.University She Eduardo also participates Mondlane in betweenscholarship May programs 2009 and for Master February and 2016. During this period, she promoted the implementation of the national and ThesisDuring by writing this period, and shecoordinating promoted several the implementation projects to ofsupport the national young and Daniela Espinosa is a research assistant in the project “Cities and Climate international gender equality policies at the university through sensitization women.international For gender gender issues, equality she policies is the atGeneral the unive Treasurerrsity through of FTPS&T, sensitization Change: Innovation and leadership for building a transformative resilience in of the members of the management bodies of the university for the memberof the of Soroptimist members ofIntern theational, management Gender bodiesUnit of the of theMinistry univ ersityof Higher for the LAC cities” in FLACSO-Ecuador since May 2017. Through leadership and integration of gender in the university structures and particularly of gender Educationintegration and Researchof gender of in Togo. the university structures and particularly of gender capacity building, particularly among young women, this project aims to content in the curriculum of all university courses and realized research on content in the curriculum of all university courses and realized research on thecontribute socio-economic to the building costs of of transformative violence against resilience women in Latinin Mozambique, American cities Currently,the socio-economic Dr Tete-Benissan costs is at of the violence University against of Lomé, women (Togo) in Mozambique,Lecturer includingto face the the offering challenges of suporte of climate to the victimschange. of Previously, sexual harassment she was at Project the and includingAssistant the Director offering of of DGDU suporte (Direction to the victims de la of Gestionsexual harassmentdu Domaine at the university.Manager for International Accreditation in Universidad de Las Américas Universitaire).university. For professional memberships, she is the General Treasurer (UDLA) where she guided the process to get institutional accreditation from of SEST (University Teachers Trade Union) and member of several
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7 Dr scientificChristiane associations GAEHTGENS (TWOWS, TWAS, AS2P, SOACHIM, SABC, AAU, 7 seventeenDr Christiane years GAEHTGENSand has published several articles and chapters on ProgrammeAAWG) Manager, Sustainable Training and Education Programme feminism,Programme citizenship, Manager, gender Sustainable identity, sexTraining and andsexual Educati orientation.on Programme She has (STEP) Ethiopia been(STEP) instrumental Ethiopia in creating programmes relating to food (in)security on [email protected] Gesellschaft für Internationale / ateteben@univ Zusammenar-lome.tgbeit (GIZ), Germany campus,Deutsche sexual Gesellschaft orientation, für sexualInternationale and gender Zusammenar identitybeit and (GIZ), a theatreGermany programme dealing with the eradication of violence against women. Dr. Christiane Gaehtgens is an expert in the field of Tertiary and Post- Christiane Gaehtgens is an expert in the field of Tertiary and Post- 7 Dr Sèdaminou Judith GBENOUDON Hames has been the producer of seven successful workshopped theatre Secondary Education management and policy with a strong international Secondary Education management and policy with a strong international Research and teaching Professor productions which have travelled nationally and internationally. The best- background. Since 2015 she works for GIZ (Deutsche Gesellschaft für background. Since 2015 she works for GIZ (Deutsche Gesellschaft für University of Abomey Calavi, Benin known production is called ‘Reclaiming the P…Word’ and has been Internationale Zusammenarbeit) as Programme Manager for the performed Internationale at the various Zusammenarbeit) South African fringe as and Programme mainstream Manager theatres, forarts the SustainableSèdaminou Training Judith and Gbenoudon Education is Programme a teaching (STEP)researcher, which at thefocuses faculty on for and cultureSustainable festivals Training and at and Penn Education State University Programme in the (STEP) USA. , which focuses on strengtheningScience and labourTechnique, market where oriented she is in vocational charge of tratheining cooperation and higher affairs strengthening labour market oriented vocational training and higher educationand the in Director Ethiopia. of the Laboratory for Immunology, Infectious Diseases Dr Hameseducation has indelivered Ethiopia. several keynote addresses and conference papers
and Allergy at the Institute for Applied Biomedical Sciences, ISBA, in at different national and international conferences. She delivered the In 2008Cotonou, Dr Gaehtgens Benin. Previously, established she“impact was consulting a senior”, ascientist private consultancyand Program prestigiousIn 2008 ‘Nelson Dr Gaehtgens Mandela established Lecture’ at “impact Penn Stateconsulting University”, a private in 2005. consultancy She firmLeader that advises at the universities Medical Research and research Council, institu tionsthe UKon issuesin Gambia of strategy, for four has firmalso that made advises several universities submissions and research to Parliament institutions on onviolence issues againstof strategy, policy,years. internal governance and quality assurance. From 2003 to July 2008 womenpolicy, and internal the viability governance of same and-sex quality marriage. assurance. She subsequently From 2003 towrote July a2008 she was Secretary General of the German Rectors’ Conference (HRK) in bookshe chapter was on Secretary ‘Lesbians General and the of Civil the Union German Act: Rectors’ a critical Co reflection’nference. (HRK) in BerlinDr andGbenoudon Bonn/Germany. worked In for1998 many she wasyears appointed at the SecretaryInstitute Generalfor Medical of Berlin and Bonn/Germany. In 1998 she was appointed Secretary General of theMicrobiology, newly founded Immuno Sciencelogy Council and of Parasitology Lower Saxony at i nthe Hannover/ Bonner Germany University [email protected] newly founded / [email protected] Council of Lower Saxony in Hannover/ Germany (WissenschaftlicheHospital in Germany, Kommission where she Niedersachsen. was appointed Before as a thatteam sheleader was and (Wissenschaftliche Kommission Niedersachsen. Before that she was Director of the DAAD (German Academic Exchange Service) office in Director of the DAAD (German Academic Exchange Service) office in established the Immune Regulation Laboratory. Prior to Bonn, she was 9 Professor Dr Ludmila HANUSHCHAK-EFIMENKO London/already UK appointed and from as 1991 a research Head of thefellow North at America-the HamburgProgrammes Institute for for DeanLondon/ of the Entrepreneurship UK and from 1991 and HeadLaw Faculty of the North America-Programmes for DAAD.tropic al medicine. Upon her return to Benin, she has served the Ministry HeadDAAD. of the Entrepreneurship and Business Department Sheof holdsHigher a PhDEducation in Comparative and Research, Literature as fromthe thefounding University Director of Bonn. of the Kyiv SheNational holds University a PhD inof ComparativeTechnologies Literatureand Design, from Kiev the, Ukraine University of Bonn. FromInformatics 1989 to 1991department, she pursued which post-doctoral she established studies for at thefour University years, ofthen From 1989 to 1991 she pursued post-doctoral studies at the University of Washingtonreturned toin researching.Seattle/USA. LudmilaWashington Hanushchak in Seattle/USA.-Efimenko is the Dean of the Entrepreneurship and Law Faculty at Kyiv National University of Technologies and Design, [email protected]èdaminou Judith Gbenoudon received her Doctorate (Dr. Rer. Nat) in [email protected] in February 2917, and Head of the Entrepreneurship and 2001. She has been very active in gender awareness questions since Business Department at Kyiv National University of Technologies and 8 Generosa2011, and GONÇALVES actively organised COSSA JOSÉseveral events with the purpose of bringing 8 DesignGenerosa since GONÇALVESFebruary 2016. COSSA Previously, JOSÉ she worked as an Associate Coordinatormore women of the to UEM-Sida fulfil scientific Gender career. Mainstreaming She conducted Programme, the gender EBUSS ProfessorCoordinator of the ofMarketing the UEM-Sida and Business Gender ManagementMainstreaming Department Programme, at Kyiv- Universityproject Eduardodirected Mondlaneat girls for(UEM), science, Mozambique and has innovated the Women MohylaUniversity Academy. Eduardo Dr. HanushchakMondlane (UEM),-Efimenko Mozambique has been involved in R&D Thematic Network in June 2016. Dr. Gbenoudon has just been Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral activitiesGenerosa and hig Cossaher education José is issues the Coordinator for many years. of the She UEM-S receivedida Bilateralher nominated among the women in Science by the NASAC (Network of doctorate in Economics (Ph.D.) in 2009 and became a Doctor of Sciences ResearchAfrican Science Programme Academy) 2017-2021 in 2017. entitled “Gender Mainstreaming: Research Programme 2017-2021 entitled “Gender Mainstreaming: Developing Competencies in Higher Education for Gender Equality, Peace- (Economics)Developing in 2015. Competencies in Higher Education for Gender Equality, Peace-
[email protected] and Gender-Sensitive / [email protected] Research” between the University Eduardo Dr HanushchakBuilding and- Efimenko Gender-Sensitive started Research”her professional between career the University as Assistant Eduardo Mondlane, Mozambique in partnership with the Uppsala University, Sweden ProfessorMondlane, of the Mozambique Financial inManagement partnership withdep theartment Uppsal ofa University,Kyiv National Sweden and the University of the Free State, South Africa. and the University of the Free State, South Africa. 102 8 Dr Mary HAMES Economics University in 2005. From 2007 to 2011, she worked as Associate 103 MrsDir Cossaector of worked the Gender as Director Equity Unit of the Centre of Coordination of Gender ProfessorMrs Cossa and Deputy worked asHead Director of the of theManagement Centre of Department Coordination of of the Gender IssuesUniver (Centrosity of dethe CoordenaçãoWestern Cape, dos South Assuntos Africa do Género-CeCAGe) at the EuropeanIssues University(Centro de in Coordenação Kyiv. She has dos publishedAssuntos dowidely Género-CeCAG in national e)and at the University Eduardo Mondlane between May 2009 and February 2016. internationalUniversity academic Eduardo jou Mondlanernals. between May 2009 and February 2016. Mary Hames holds a MPhil in Southern African Political Science and a PhD During this period, she promoted the implementation of the national and During this period, she promoted the implementation of the national and in Gender Studies. The title of her unpublished MPhil thesis is: ‘The [email protected] international gender equality policies at the university through sensitization international gender equality policies at the university through sensitization appointment of women in senior management positions at the Universities of the members of the management bodies of the university for the of the members of the management bodies of the university for the of the Western Cape and Stellenbosch: a study of the implementation of integration of gender in the university structures and particularly of gender integration of gender in the university structures and particularly of gender equity legislation, 1999-2002.’ She lectures feminist theories in the Women content in the curriculum of all university courses and realized research on content in the curriculum of all university courses and realized research on and Gender Studies, and is co-lecturing on feminism, gender and gender the socio-economic costs of violence against women in Mozambique, the socio-economic costs of violence against women in Mozambique, identity in the Faculty of Education. including the offering of suporte to the victims of sexual harassment at the including the offering of suporte to the victims of sexual harassment at the university.Dr Hames has been the Director of the Gender Equity Unit for the past university.
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7 10 Dr NydiaChristiane MATA GAEHTGENS 7 RamírezDr Christiane Goyena" GAEHTGENS granted by the Government of Nicaragua for scientific ProgrammeRector, Universidad Manager, Sustainable Tecnológica Training de los Valles and Educati Centraleson Programme (UTVCO), Mexico achievementsProgramme and Manager, the Medal Sustainable of the University Training of andAlcalá Educati de Henares,on Programme Spain. (STEP) Ethiopia He has(STEP) been Ethiopia published in international scientific journals, newspapers and DeutscheNydia MataGesellschaft was appointed für Internationale Rector of Zusammenar the Universidadbeit (GIZ), Tecnológica Germany de los nationalDeutsche magazines. Gesellschaft für Internationale Zusammenarbeit (GIZ), Germany Valles Centrales (UTVCO) in January 2017. In 2009, she was a founding Christianemember Gaehtgensof the University. is an She expert was inthe the manager field ofof International Tertiary and Relations Post- [email protected] Gaehtgens is an expert in the field of Tertiary and Post- SecondaryDepartment Education of the managementUniversity where and policyshe was with in a charge strong internationalof developing Secondary Education management and policy with a strong international background.programmes Since which 2015 allowed she worksthe University for GIZ to (Deutsche establish Gesellschaftties with different für 12 Dr Karenbackground. Nyambura Since NYANGARA 2015 she works for GIZ (Deutsche Gesellschaft für
Internationale Zusammenarbeit) as Programme Manager for the Internationale Zusammenarbeit) as Programme Manager for the segments of society, government and other countries. Director, Institute of Gender Studies Sustainable Training and Education Programme (STEP), which focuses on MasenoSustainable University, Training Kenya and Education Programme (STEP), which focuses on strengtheningMrs Mata is labour also a market founding oriented member vocational of Centro tra Universitarioining and higherpara el strengthening labour market oriented vocational training and higher educationLiderazgo in Ethiopia.de la Mujer (C-Mujer). It is the first programme in Oaxaca in Kareneducation Nyangara in Ethiopia.is a senior lecturer and the current Director of the Institute which students who want to create a business are assisted by the UTVCO. of Gender Studies at Maseno University since September 2013. After In 2008In addition, Dr Gaehtgens this programne established helps “impact to create consulting important”, a private projects consultancy that include graduatingIn 2008 withDr Gaehtgens a Masters established degree in“impact Curriculum consulting and”, aInstruction private consultancy from firmmulticulturalism that advises universities and inclusion and research of different institu partstions onof issuessociety. of strategy,It designs Andrewsfirm thatUniversi advisesty, Karen universities began and teaching research at the institu universitytions on in issues July 1998 of strategy, in policy,volunteering internal governanceprogrammes, and internshipsquality assurance. and social From services2003 to Julyin different2008 the policy,school internal of Education governance specializing and quality in assurance. pedagogy From and 2003 educational to July 2008 sheregions was Secretary of Oaxaca. General of the German Rectors’ Conference (HRK) in technology.she was She Secretary received General her ofdoctorate the German in Evaluation Rectors’ Coofnference Educational (HRK) in Berlin and Bonn/Germany. In 1998 she was appointed Secretary General of ProgrammesBerlin and in Bonn/Germany. 2010, having earlierIn 1998 acquired she was postgraduate appointed Secretary certificates General in of theMrs newly Mata founded has advo Sciencecated Councilfor programmes of Lower whichSaxony deal in Hannover/with gender Germany rights and Genderthe newlyand foundedWomen’s Science Studies Council and of inLower Medical Saxony and in Hannover/Psychological Germany (Wissenschaftlicheinternational relations Kommission for many Niedersachsen. years. She is a Beforefounding that member she wasof two Counseling.(Wissenschaftliche Kommission Niedersachsen. Before that she was Directorinternational of the organizations: DAAD (German Women’s Academic International Exchange Leadership Service) and office Learning in Director of the DAAD (German Academic Exchange Service) office in London/(WILL) UK located and fromin Portland, 1991 Head USA, of theand NorthFundación America- InternaProgrammescional Para for el Dr NyangaraLondon/ UKhas and extensive from 1991 work Head experience of the Northin the America-field of Programmesgender and for DAAD.Liderazgo de la Mujer. She was in charge of the head office of Cleantech womenDAAD. empowerment. She has served as a delegate to the Inter University SheChallenge holds a Mexico PhD in (CTCM) Comparative in the LiteratureSouth East from of Oaxaca. the University of Bonn. CouncilShe of holds East aAfrica PhD since in Comparative 2014 where Literature she helped from to thedevelop University the GBRA of Bonn. From 1989 to 1991 she pursued post-doctoral studies at the University of toolkitFrom and 1989 worked to 1991 towards she pursued mainstreaming post-doctoral gender studies in atcurriculum the University in of [email protected] in Seattle/USA. / [email protected] universities,Washington created in Seattle/USA. policies and programmes from the inception of the Institute of Gender Studies and spearheaded gender mainstreaming and 11 [email protected] Cristian Ernesto MEDINA SANDINO [email protected] of gender based violence in the workplace. In addition, she is an Rector, Universidad Americana, Managua, Nicaragua active researcher on gender issues in policy, health, disability and social 8 Generosa GONÇALVES COSSA JOSÉ 8 protection.Generosa GONÇALVES COSSA JOSÉ CoordinatorErnesto Medina of the UEM-Sidawas born inGender León, MainstreamingNicaragua. He holdsProgramme, a bachelor's degree Coordinator of the UEM-Sida Gender Mainstreaming Programme, Universityin Chemistry Eduardo from Mondlane the National (UEM), University Mozambique of Nicaragua and a PhD in Natural [email protected] Eduardo Mondlane / [email protected] (UEM), Mozambique Sciences from Georg-August University of Göttingen in Germany. He Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral completed post-doctoral studies in Immunochemistry and Molecular Biology 13 Professor Oluwatoyin A. ODEKU Research Programme 2017-2021 entitled “Gender Mainstreaming: Research Programme 2017-2021 entitled “Gender Mainstreaming: at the Karolinska Institute in Stockholm, Sweden and at the Department of Professor Department of Pharmaceutics Developing Competencies in Higher Education for Gender Equality, Peace- Developing Competencies in Higher Education for Gender Equality, Peace- Biochemistry and Molecular Biology at the University of León in Spain. Dr Director, Office of International Programmes, University of Ibadan, Nigeria Building Medina and has Gender-Sensitive acted as visiting Research”lecturer and between researcher the in University different Universiti Eduardo es Building and Gender-Sensitive Research” between the University Eduardo Mondlane,in Europe Mozambique and Latin America. in partnership with the Uppsala University, Sweden OluwatoyinMondlane, Odeku Mozambique is a Professor in partnership of Pharmaceutics with the Uppsal anda PharmaceuticalUniversity, Sweden 104 and the University of the Free State, South Africa. Technology and the andUniversity the Director, of the FreeOffice State, of International South Africa. Programmes, University 105 Dr. Medina was Professor of Organic Chemistry and Biochemistry at the of Ibadan, Nigeria. She graduated with a Bachelor of Pharmacy from Mrs Cossa worked as Director of the Centre of Coordination of Gender Mrs Cossa worked as Director of the Centre of Coordination of Gender National University of Nicaragua, where he served in different academic Obafemi Awolowo University, Ile-Ife, Nigeria in 1988 and obtained her M.Sc. Issues (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the Issues (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the positions until being elected Rector in 1994. He held this position until 2006. and PhD degrees from the University of Ibadan, Nigeria in 1992 and 1998 University Eduardo Mondlane between May 2009 and February 2016. University Eduardo Mondlane between May 2009 and February 2016. He was President of the National Council of Universities (CNU) of Nicaragua respectively. She joined the service of the University of Ibadan as Assistant During this period, she promoted the implementation of the national and During this period, she promoted the implementation of the national and (1995) and President of the Superior University Council of Central America lecturer in 1993 and rose to the rank of Professor in 2008. She holds a international gender equality policies at the university through sensitization international gender equality policies at the university through sensitization (CSUCA, 1993/1994). He is the founder and member of the Board of the certificate in Modern Higher Education Management and Leadership from of the members of the management bodies of the university for the of the members of the management bodies of the university for the Nicaraguan Academy of Science. Currently, he is the President of the the University of Applied Sciences, Osnabrük, Germany. integrationNicaraguan of gender Education in the Forum university EDUQUEMOS, structures andand heparticularly is also member of gender of the integration of gender in the university structures and particularly of gender contentBoard in of the the curriculum Nicaraguan of chapterall university of Covenant courses House. and realized research on Professorcontent Odeku in the received curriculum her ofpostdoctoral all university training courses at the and Hebrew realized University research on the socio-economic costs of violence against women in Mozambique, of Jerusalem,the socio-economic Israel and received costs of DAAD violence and againstAvH fellowships women inin Germany Mozambique, includingSince Junethe offering 2007, Dr of Medinasuporte is to Rector the victims of the of Universidad sexual harassment Americana at (UAM)the amongincluding others. the She offering has held of suporteseveral administrativeto the victims ofpositions sexual includingharassment Sub at- the university.in Managua. He has received several honours including the Federal Cross Deanuniversity. Undergraduate (2003/05), Acting Head of Department (2005/06), of Merit, granted by the Federal President of Germany, the order "Miguel
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7 Dr HeadChristiane of Department GAEHTGENS (2010/14); member of University Senate (2005/06 and 16 7 Dr SarraDr Christiane Ahmed Mohamed GAEHTGENS SAAD Programme2010-present), Manager, Senate Sustainable Truth Committee Training and SenateEducati onCurriculum Programme Committee; DepartmentProgramme of Environment Manager, Sustainable National Centre Training for Researchand Educati on Programme (STEP)Focal Ethiopia Officer, University of Ibadan SERVICOM Unit, among others. She has Ministry(STEP) of Higher Ethiopia Education and Scientific Research Khartoum, Sudan Deutscheserved Gesellschaftas External Examiner für Internationale to Universities Zusammenar within andbeit outside(GIZ), Germany Nigeria. Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ), Germany Sarra Ahmed Moh. Saad is Associate Research Professor specializing in ChristianeProfessor Gaehtgens Odeku is a ismember an expert of a number in the of field women of Torganisationsertiary and Post-and is a Soil Christianeand Environmental Gaehtgens Sciences. is an expertShe graduated in the fieldfrom ofthe T ertiaryUniversity and of Post- Secondaryfellow of Educationthe West African management Postgraduate and policy College with of a Pharmacists strong international (WAPCP) KhartoumSecondary with a Education BSc and MSc management majoring andin Soil policy Science with in a 1991 strong and international 1995 background.and the West Since African 2015 Research she works Association for GIZ (WARA). (Deutsche Gesellschaft für respectively.background. She Sincereceived 2015 her shedoctorate works in forSoil GIZ Sciences (Deutsche in 2002 Gesellschaft from the für
Internationale Zusammenarbeit) as Programme Manager for the University Internationale of Göttingen, Zusammenarbeit) Germany. as Programme Manager for the [email protected] Training and Education / [email protected] Programme (STEP), which focuses on Sustainable Training and Education Programme (STEP), which focuses on strengthening labour market oriented vocational training and higher Dr Saadstrengthening was appointed labour to marketthe National oriented Centre vocational for Research, training Ministry and of higher 14 educationProfessor in Ethiopia.Dr Mansah PRAH Highereducation Education in Ethiopia. and Scientific Research in 1992 where she is responsible Research affiliate with the Centre for Gender Research and Advocacy for conducting research projects dealing with soil and environmental In 2008University Dr Gaehtgens of Ghana ,established Ghana “impact consulting”, a private consultancy problemsIn 2008 in DrSudan. Gaehtgens Currently established she is “impactleading consultingmany research”, a private projects consultancy on firm that advises universities and research institutions on issues of strategy, climatefirm change that advises and hazardsuniversities of climaticand research variability. institu Shetions was on issuesalso awarded of strategy, policy,Mansah internal Prah governance has over and29 years quality of assurance. experience From in tertiary 2003 toeducation July 2008 and patentspolicy, for scientificinternal governance achievements. and quality assurance. From 2003 to July 2008 sheresearch, was Secretary working General mainly ofat the GermanUniversity Rectors’ of Cape Co Coastnference in Ghana, (HRK) inafter she was Secretary General of the German Rectors’ Conference (HRK) in Berlinhaving and studiedBonn/Germany. Sociology In at1998 the she Universities was appointed of Heidelberg Secretary and General Frankfurt. of Dr SaadBerlin is andthe Bonn/Germany.founder of Knowledge In 1998 Transfer she was Group appointed in Sudan, Secretary a volunteer General of theShe newly became founded Head Science of the Council Department of Lower of SaxonySociology in Hannover/and later DeanGermany of the groupthe focusing newly founded on knowledge Science Council transfer of Lowerand raising Saxony awareness in Hannover/ among Germany different communities. She is also an active member of other societies (Wissenschaftliche Faculty of Social Sciences. Kommission Niedersachsen. Before that she was (Wissenschaftliche Kommission Niedersachsen. Before that she was dealing with environmental problems and poverty. Director of the DAAD (German Academic Exchange Service) office in Director of the DAAD (German Academic Exchange Service) office in London/Professor UK Prah and fromretired 1991 from Headactive ofservice the North at the America- UniversityProgrammes of Cape Coast for in London/ UK and from 1991 Head of the North America-Programmes for 2014 having held teaching and research fellowships in several countries and [email protected] DAAD. DAAD. Shehaving holds served a PhD as in external Comparative examiner Literature in Gender from Studies the University at tertiary of institutions Bonn. She holds a PhD in Comparative Literature from the University of Bonn. Fromin Rwanda, 1989 to 1991Botswana she pursued and Ghana. post-doctoral She has studies also atserved the University as a gender of 17 Dr ClaudiaFrom 1989SEGOVIA to 1991-SALCEDO she pursued post-doctoral studies at the University of Washingtonconsultant in for Seattle/USA. the UNFPA, UNDP, and NUFFIC. AssociateWashington Professor, in Seattle/USA. Universidad de las Fuerzas Armadas (ESPE)
Coordinator of the Ecuadorian Network of Women in Science (REMCI), [email protected]@gmail.com [email protected]
8 15 GenerosaDr Alimatul GONÇALVES QIBTIYAH COSSA JOSÉ 8 ClaudiaGenerosa Segovia GONÇALVES-Salcedo obtained COSSA a JOSÉ bachelor’s degree in Biology from Pontificia Universidad Católica del Ecuador and a Master of Science in CoordinatorDa’wah and of theCommunication UEM-Sida Gender Faculty Mainstreaming Programme, Coordinator of the UEM-Sida Gender Mainstreaming Programme, UniversityIslamic EduardoState University Mondlane Sunan (UEM), Kalijaga Mozambique Yogyakarta, Indonesia EnvironmentalUniversity Eduardoand Plant Mondlane Biology (UEM), from MozambiqueOhio University. In 2014, she received her PhD in Biology with a graduate certificate in Tropical GenerosaAlimatul CossaQibtiyah José is an is Associate the Coordinator Professor of (since the UEM-S1997),ida Vice Bilateral Dean at ConservationGenerosa and Cossa Development José is (TCD) the Coordinatorfrom the University of the of UEM-S Florida.ida She Bilateral is ResearchDa’wah and Programme Communication 2017-2021 Faculty entitled(since 2015),“Gender and the Mainstreaming: Director of the interestedResearch in the ProgrammeAndean paramos 2017-2021—high elevation, entitled neo“Gender-tropical ecosystems Mainstreaming: DevelopingCenter for Competencies Women’s Studies in Higher (2013/ Education15) at forIslamic Gen derState Equality, University Peace- (UIN now Developingoccupying lessCompetencies than 2% of in theHigher northern Education Andes for and Gen characterizedder Equality, Peace-by Building Sunan and Kalijaga Gender-Sensitive Yogyakarta, Indonesia). Research” between the University Eduardo high Buildingbiodiversity and an Gender-Sensitived large numbers of Research” endemic betweenspecies. the University Eduardo Mondlane, Mozambique in partnership with the Uppsala University, Sweden Mondlane, Mozambique in partnership with the Uppsala University, Sweden Dr Segovia-Salcedo is investigating different aspects of Polylepis, an andDr the Qibtiyah University received of the Freeher Ph.D State, from South the Africa.University of Western Sydney. She and the University of the Free State, South Africa. 106 completed her first Master degree in Social Psychology from Gadjah Mada important tree in high elevations, as essential components of 107 MrsUniversity, Cossa worked Yogyakarta, as Director Indonesia of the and Centre her of second Coordination Master of degree Gender in comprehensiveMrs Cossa conservation worked as Directorplanning. of In the addition, Centre she of has Coord beenination involved of Gender in IssuesWomen's (Centro Studies de Coordenação from the University dos Assuntos of Northern do Género-CeCAG Iowa, USA ine) 2005 at the as a WomenIssues in (CentroScience deactivities Coordenação throughout dos Assuntosher career. do Género-CeCAGShe was an activee) at the UniversityFulbright Eduardo Scholar. MondlaneShe is a regular between speake May r 2009 at national and Fe andbruary international 2016. memberUniversity of WISE Eduardo-UF, Mondlanecofounder betweenof UF-PhDMoms May 2009 and and facilitator February of 2016. Duringseminars this period,on women's she promotedissues (around the implementation15 Countries). of the national and participatoryDuring thisworkshops period, sheof professional promoted thewomen implementation in environmental of the sciences national and international gender equality policies at the university through sensitization and internationalsustainability. gender Currently, equality she policies is working at the at unive thersity Universid throughad sensitizationde las of Dr the Qibtiyah members is a of leader the managementon Research bodiesand Development of the univ andersity a member for the of Fuerzasof the Armadas members ESPE of theas managementan associate bodiesprofessor of theand univ sheersity is the for the integrationTarjeh ofand gender Tajdid in theDivision university at structuresthe National and particularlyBoard ‘Aisyiyah of gender and coordinatorintegration and ofcofounder gender inof thethe universityEcuadorian structures Network andof Women particularly in Science of gender contentMuhammadiyah in the curriculum (2015/ of20). all She university is also courses a leader and of Antirealized Corruption research Woman on (REMCI).content in the curriculum of all university courses and realized research on the(Saya socio-economic Perempuan Anti costs Korupsi of violence-SPAK) againstin Yogyakarta. women in Mozambique, the socio-economic costs of violence against women in Mozambique,
including the offering of suporte to the victims of sexual harassment at the [email protected] the offering of suporte to the victims of sexual harassment at the [email protected] / www.genderprogressive.com university. university.
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7 18 Dr ProfessorChristiane Dr GAEHTGENS Malak SHAHEEN 7 ProfessorDr Christiane Soetan GAEHTGENSis widely travelled and has published several scholarly ProgrammeProfessor Manager, of Paediatric Sustainable Medicine Training and Education Programme articlesProgramme in both Manager,local and Sustainableinternational Training journals. and She Educati is aon Fellow Programme of the (STEP)Director Ethiopia of Measurement and Evaluation Centre International(STEP) EthiopiaWorking Group on Gender and Macroeconomics. She’s also a DeutscheAin Shams Gesellschaft University, für Cairo, Internationale Egypt Zusammenarbeit (GIZ), Germany memberDeutsche of the Gesellschaft following professional für Internationale bodies: ZusammenarAssociation ofbeit African (GIZ), Women Germany Schol ars (AAWS); the Association of African Women for Research and ChristianeMalak Shaheen Gaehtgens is the is founding an expert director in theof an field examination of Tertiary excellence and Post- centre Development;Christiane the Gaehtgens World Economics is an expert Association in the (WEA) field and of T aertiary life member and Post- Secondaryat the Faculty Education of Medicine, management Ain Shams and policyUniversity, with aCairo strong- Egypt international since April of theSecondary Nigerian Economics Education Society management (NES). and policy with a strong international background.2011. Since 2015 she works for GIZ (Deutsche Gesellschaft für background. Since 2015 she works for GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit) as Programme Manager for the [email protected] Internationale Zusammenarbeit) as Programme Manager for the SustainableProfessor TrainingShaheen and hasEducation expertise Programme in the (STEP)field ,of which higher focuses education on Sustainable Training and Education Programme (STEP), which focuses on strengtheningdevelopment labouras she market obtained oriented a master vocational degree train iningHealth and Professional higher strengthening labour market oriented vocational training and higher Education (MHPE) from Maastricht University, the Netherlands at 2011 20 Yasmine SY SARR education in Ethiopia. Strategiceducation Development in Ethiopia. and Quality Assurance Director where she graduated third of her class. Since then, she has developed In 2008 Dr Gaehtgens established “impact consulting”, a private consultancy GroupeIn 2008 Supdeco Dr Gaehtgens Dakar, Senegal established “impact consulting”, a private consultancy professionally by sharing decision making as a member of Quality firmAssurance that advises and universities Accreditation and researchTeam (QAAT)institutions and on memberissues of strategy,of Medical Yasminefirm thatSy Sarradvises is theuniversities strategic andDevelopment research institu and Qualitytions on Director issues ofof strategy, the policy,Education internal Development governance Committeeand quality (MEDC)assurance. at her From faculty. 2003 Professor to July 2008 Malak first policy,Private internal Business governance School andin qualitySenegal assurance. (West Africa) From 2003since to 2010.July 2008 shewas was promoted Secretary to th Generale position of theof “Professor” German Rectors’ of Paediatric Conference Medicine (HRK) in 2012. in Previously,she was she Secretary worked as General a financial of the auditor German for KPMG Rectors’ in Dakar. Conference (HRK) in
Berlin and Bonn/Germany. In 1998 she was appointed Secretary General of Berlin and Bonn/Germany. In 1998 she was appointed Secretary General of [email protected] newly founded Science Council of Lower Saxony in Hannover/ Germany Mrs theSy Sarrnewly holds founded a Master Science degree Council in Internationalof Lower Saxony Business in Hannover/ and Finance Germany (Wissenschaftliche Kommission Niedersachsen. Before that she was from(Wissenschaftliche Rennes Business KommissionSchool in France Niedersachsen. and a Master Before of that Arts she in was 19 DirectorProfessor of theFunmi DAAD SOETAN (German Academic Exchange Service) office in InternationalDirector Business of the DAAD from the (German Open University Academic in ExchangeLondon (UK). Serv Sheice) bega officen in London/Professor UK of and Economics from 1991 Head of the North America-Programmes for her careerLondon/ as UKa financial and from auditor 1991 in Headone of of the the biggest North auditing America- companiesProgrammes in for DAAD.Obafemi Awolowo University (OAU), Ile Ife, Nigeria Senegal.DAAD. Afterwards, she worked as the International Relations Manager for She holds a PhD in Comparative Literature from the University of Bonn. GroupeShe Sup holds de aCo PhD Dakar in Comparativewhere she developed Literature their from international the University network of Bonn. FromFunmi 1989 Soetan to 1991 obtained she pursued her PhD post-doctoral in Business studies Economics at the Universityand Industrial of on fourFrom continents 1989 to 1991(Europe, she pursuedAmerica, post-doctoralAsia and Africa). studies She at theis active University in of WashingtonEconomics in fromSeattle/USA. the University of Manchester, U.K. in 1985. She has taught humanitarianWashington and in women Seattle/USA. empowerment associations. Alongside her work, a wide range of Economics courses, especially Business Economics, she was in charge of the sponsorship commission of the Senegalese Tennis [email protected] Economics and Development Economics, at Obafemi Awolowo [email protected] Federation for eight years. University, Ile-Ife, Nigeria, for more than 30 years. Her main research 8 Generosainterests GONÇALVES are Business COSSAEconomics JOSÉ and Gender and Development. 8 [email protected] GONÇALVES / [email protected] COSSA JOSÉ Coordinator of the UEM-Sida Gender Mainstreaming Programme, Coordinator of the UEM-Sida Gender Mainstreaming Programme, UniversityProfessor Eduardo Soetan Mondlane served (UEM),as Poverty Mozambique Specialist at the United Nations University Eduardo Mondlane (UEM), Mozambique Development Programme (UNDP), Abuja from 2007-2009. With research Generosagrants obtained Cossa from José international is the Coordinator and national of thefunding UEM-S agencies,ida Bilateral she has Generosa Cossa José is the Coordinator of the UEM-Sida Bilateral Researchresearched Programme and published 2017-2021 widely in entitledBusiness “GenderEconomi cs Mainstreaming: and Gender and Research Programme 2017-2021 entitled “Gender Mainstreaming: DevelopingDevelopment. Competencies in Higher Education for Gender Equality, Peace- Developing Competencies in Higher Education for Gender Equality, Peace- Building and Gender-Sensitive Research” between the University Eduardo Building and Gender-Sensitive Research” between the University Eduardo Mondlane,Professor Mozambique Soetan’s inprofessional partnership withexperience the Uppsal includesa University, serving Sweden as a Mondlane, Mozambique in partnership with the Uppsala University, Sweden
andCons the ultantUniversity on Development of the Free State, issues South to several Africa. international agencies such as and the University of the Free State, South Africa. 108 UNDP; Commonwealth Secretariat, London; ILO; UN Habitat; ECOWAS 109 MrsSecretariat; Cossa worked UNFPA; as DirectorWHO; ofUNESCO; the Centre UNIDEP, of Coord Senegal;ination ofCODESRIA, Gender Mrs Cossa worked as Director of the Centre of Coordination of Gender IssuesSenegal; (Centro and de UN Coordenação Women. She dos recentlyAssuntos co do-developed Género-CeCAG the Gendere) at the a nd Issues (Centro de Coordenação dos Assuntos do Género-CeCAGe) at the UniversityTransformative Eduardo Leadership Mondlane Modules between for use May as 2009 a Gender and Studies February elective 2016. for University Eduardo Mondlane between May 2009 and February 2016. Duringundergraduate this period, students she promoted in Nigerian the Universities, implementation approved of the by national the National and During this period, she promoted the implementation of the national and internationalUniversities gender Commission. equality policiesShe is ata Memberthe unive ofrsity the through Selection sensitization Committee, international gender equality policies at the university through sensitization of Obafemi the members Awolowo of Prize the managementfor Leadershi p, bodies Obafemi of theAwolowo university Foundation for the and of the members of the management bodies of the university for the integrationhas also of served gender on in the the Governing university structuresBoard of theand Institute particularly for Developmentof gender integration of gender in the university structures and particularly of gender contentAlternatives, in the curriculum South Africa, of all (IDASA) university and courses the Nigeria and realizedInstitute researchfor Social on and content in the curriculum of all university courses and realized research on theEconomic socio-economic Research costs (NISER). of violence against women in Mozambique, the socio-economic costs of violence against women in Mozambique, including the offering of suporte to the victims of sexual harassment at the including the offering of suporte to the victims of sexual harassment at the
university. university.
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