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Assié-Lumumba, N.T. (2007) Human Capital, Human Capabilities, and Gender Equality: Harnessing the Development of Human Potential as a Human Right and the Foundation for Social Progress. In: Taiwo, M.O (2014) Best Practices in Gender Mainstreaming in the Academia: Lessons from African Higher Education Institutions. International Journal of Humanities Social Sciences and Education, 1, 81-87.

has been cited by the following article:

• TITLE: Assessment of Gender Policy in Selected Tertiary Agricultural Education Institutions in Africa

  AUTHORS: Drame Yaye Aissetou, Oluwole Matthew Akinnagbe, Ochola Alfred, Chakeredza Sebastian, Hien Mipro

  KEYWORDS: Gender Policy, Tertiary Agricultural Education, Institutions, Africa

  JOURNAL NAME: Agricultural Sciences, Vol.6 No.9, September 24, 2015

  ABSTRACT: The paper assesses the existing gender policy document in fourteen (14) selected agricultural faculties and colleges in tertiary institutions in Africa. This paper is an output of research report on Programme of Strengthening Africa’s Strategic Agricultural Capacity for Impact on Development (SASACID) implemented by the African Network for Agriculture, Agroforestry and Natural Resources Education (ANAFE). Data for the study were collected from 207 respondents (8 deans of ANAFE SASACID pilot institutions, 36 academic staff/lecturers of SASACID pilot institutions and 163 students of SASACID pilot institutions) through the use of online survey. Data collected were analysed and presented using frequency, percentage and charts. Results of the survey revealed that 25.0% of the institutions studied indicated that they had a formal gender policy document in place in their institutions with regards to staff recruitment and students’ admission, while about 25.0% had an informal gender practices on staff recruitment and students’ admission. Higher proportion (60.0%) of the institution had neither a formal policy document nor informal practices as regards staff recruitment and students admission. Some of the constraints faced by the Institutions with a gender policy were insufficient female applicants in agricultural courses, societal norms and remote location of some of the faculties/colleges of agriculture. To encourage both males and females to study agriculture in higher institutions of learning and to create and sustain a fair and just academic environment where both have equal opportunities, there is a need to have a gender policy document and the need to create awareness.