Gender Policy as a Management Strategy in Education

Citation:
"Gender Policy as a Management Strategy in Education.". 2012.

Abstract:

Gender policies should be people centered and should respond to needs of women, men, boys and girls. Policies affect men and women differently which means all policies should contribute to gender equality.

Purpose
The aim of this paper was to examine gender responsiveness of gender policies to teacher education and challenges faced in the implementation of these policies in universities. The study outlined and tracked official responses to gender with regard to teacher training programs.

Approach
The study was carried out through document desk review of relevant research literature, policy documents and curricula of teacher education programs of selected higher education institutions in Kenya. Data was analyzed using social relations approach which is a framework used for institutional analysis. Resultant information was integrated with content to analyze gender in the context of teacher education and management.
Findings
This paper reveals that there are gender disparities and that the government and its partners have developed strategies and initiatives to address gender and education. The Gender policies understudy proposed gender balanced entry into teacher education, increased participation and gender equity in university processes.
Value

Education is a vehicle of development which can be achieved through equal participation of males and females, reduction of gender inequalities in access and control of resources, gender awareness and gender responsiveness. This paper views human well being as concerning survival, security and autonomy (Anderson &Woodrow 1989), which can be enhanced through gender equality and responsiveness through teacher education. The paper proposes focus on inculcation of gender values to populations through education to avoid gender disparities in systems of development. This can be done through teacher education and engendering the curriculum at all levels of education. The proposition will be beneficial to educationists, policy makers and communities.

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