UNESCO Clearinghouse on GCED

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Women in Higher Education: Has the Female Advantage Put an End to Gender Inequalities? Year of publication: 2021 Author: Daniele Vieira do Nascimento | Takudzwa Mutize | Jaime Felix Roser Chinchilla Corporate author: UNESCO Regardless of encouraging statistics on women access to higher education, women still encounter obstacles when seeking to occupy key academic positions in universities, to be involved with relevant research, and to take leadership roles.Women are overrepresented among teaching staff at lower education levels, while their presence is markedly lower in tertiary education (vertical segregation). The same is true in school management and education policymaking. Women are also still underrepresented as senior faculty and in higher education decision-making bodies in many countries.In the area of research, men publish on average more articles than women showing there is a gender publication gap. Differences in men ́s and women ́s academic publication persist and are most pronounced for publications in top journals.STEM (science, technology, engineering, and mathematics) areas of study show a heavy underrepresentation of female students in most countries. This underrepresentation of female students is closely linked to the underrepresentation of female researchers in those areas. Globally, the percentage of females studying engineering, manufacturing and construction or ICT (information and communications technology) is below 25% in over two- thirds of countries.During the first wave of the COVID-19 pandemic, although submission of academic papers for publication increased in all months during the lockdown period, the rate of increase in submissions by female researchers was significantly less than those by male researchers. This deficit was also found to be especially pronounced among younger cohorts of female academics.

Mujeres en la educación superior: ¿la ventaja femenina ha puesto fin a las desigualdades de género? Year of publication: 2021 Author: Daniele Vieira do Nascimento | Takudzwa Mutize | Jaime Felix Roser Chinchilla Corporate author: UNESCO Aunque son alentadoras las estadísticas sobre el acceso de las mujeres a la enseñanza superior, las mujeres siguen topándose con obstáculos cuando intentan ejercer puestos académicos clave en las universidades, participar en investigaciones relevantes y asumir funciones de liderazgo.Las mujeres están sobrerrepresentadas entre el personal docente de los niveles educativos inferiores, mientras que su presencia es notablemente menor en la enseñanza superior (segregación vertical). Lo mismo ocurre en los puestos de dirección de centros educativos y en la elaboración de las políticas educativas. En muchos países, las mujeres siguen estando infrarrepresentadas en los niveles superiores del profesorado y en los órganos de decisión de la enseñanza superior.En el ámbito de la investigación, los hombres publican en promedio más artículos que las mujeres, lo que demuestra que existe una brecha de publicación entre ambos sexos. Las diferencias entre la cantidad de publicaciones académicas de hombres y la de mujeres persisten y son más acentuadas cuando se trata de publicaciones en las revistas más destacadas. En las áreas de estudio STEM (ciencia, tecnología, ingeniería y matemáticas) se observa una fuerte infrarrepresentación de las estudiantes en la mayoría de los países. Esta infrarrepresentación de las estudiantes guarda estrecha relación con la infrarrepresentación de las investigadoras en esas áreas. A escala mundial, el porcentaje de mujeres que estudian ingeniería, industria y construcción o tecnologías de la información y la comunicación (TIC) se ubica por debajo del 25 % en más de dos tercios de los países.

Harnessing the Era of Artificial Intelligence in Higher Education: A Primer for Higher Education Stakeholders Year of publication: 2023 Author: Bosen Lily Liu | Diana Morales | Jaime Roser-Chinchilla | Emma Sabzalieva | Arianna Valentini | Daniele Vieira do Nascimento | Clarisa Yerovi Corporate author: UNESCO | UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) The International Institute for Higher Education in Latin America and the Caribbean (UNESCO IESALC) is one of UNESCO’s key education-focused institutes and is the only institute in the United Nations with a specific mandate for higher education. Taking a holistic and integrated intersectoral and cross-sectoral approach to higher education, UNESCO IESALC provides support to Member States through policy-driven and action-oriented research and publications, capacity development, training, advocacy and networking. Following the release of a Quick Start Guide on using ChatGPT and Artificial Intelligence (AI) in higher education, UNESCO IESALC is pleased to offer to the wider community of higher education stakeholders worldwide this Primer on AI and higher education. Providing information and tips for developing further thinking and policies related to the use of AI processes and outcomes in higher education institutions, the Primer is a comprehensive and comprehensible introduction to AI. It also serves as a practical tool for guidance and reference with recommendations for its use in higher education.

Supporting women participation in higher education in Eastern Africa: building sustainable and equitable higher education systems in Kenya, South Sudan and Uganda Year of publication: 2023 Author: Winnie V. Mitullah | Sibrino Forojalla | Benon Basheka | Saidou Sireh Jallow | Endris Adem Awol | Scheherazade Feddal | Daniele Vieira do Nascimento Corporate author: UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) | UNESCO Nairobi <Executive Summary>Some takeaways from the Report:Policy frameworks and various legislations have enhanced the implementation of programs aimed at improving women’s education from primary school to university level. At the Higher Education (HE) level, some progress has been made, but the institutions are lagging behind in having gender parity, more so in top leadership positions. Men dominate leadership positions. At lower education levels, progress is hampered by socio-economic and cultural gender inequities, and limited resources. Socio-cultural practices such as Female Genital Mutilation (FGM) and early marriages have also had a negative effect on women’s advancement to HE.There are multiple factors that hinder women’s participation in HE and in reaching leadership positions. These include fewer women having PhD, maternal household engagement, limited time for participation in research and related activities that are a requirement for upward mobility as well as lack of child care and women-friendly facilities within universities. Ongoing mainstreaming of gender in HE is improving the situation, albeit minimal. More effort is needed to increase the number of women in HE. In addition, there is limited administrative commitment on the part of the universities to address gender inequality in leadership positions.Overall, HE institutions have not fully exploited opportunities that exist for gender advancement in HE, including potential partnerships for supporting the advancement of women. There is need for effective governance to achieve gender equality and collaboration between HE institutions, and development partners through public-private partnerships. Such partnerships have the potential for making resources available and for funding opportunities to enhance the support to women students, in particular those undertaking STEM courses which require more time for study.In Kenya, higher education has evolved over time from the technical and commercial institute in Nairobi – the Royal Technical College of East Africa – established in 1951 to offer technical courses within the East Africa region. The college was transformed to Royal Technical College in 1961, and later to the University of Nairobi in 1970. From this initial one university, Kenya currently has 32 chartered public universities, 9 public university constituent colleges, 21 chartered private universities and 3 private university constituent colleges.In South Sudan, at its commencement, missionary education did not provide for girls. When schools re-opened in August 1956, the Sudanese government authorities maintained the closure of the girls’ schools, irrespective of whether government or missionary, for the following four to five years. The impact has been the severe retardation of girls’ education for almost a generation. Tradition and tribal customs regarding gender equity are still very strong and dominant in everyday life. Consequently, traditional male stereotypes also dominate within almost all higher education institutions, including the Ministry of Higher Education (MoHEST) itself. This research is in fact the first time an effort is being made to investigate the participation of women in HE and in leadership positions in universities and other tertiary institutions. This explains the very limited response to the questions sent out to the institutions outside Juba. Today, however, a good start has been made in advancing girls’ education in general.In Uganda, under similar circumstances, women do not have good access to higher level jobs, positions, voice and wealth like men. The low representation of women in leadership positions in higher education institutions in the country can be traced back to the late start in women’s enrollment in modern schooling due to a number of factors.

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