Exploring policies and Acts on Gender mainstreaming and the criteria for promotions in institutions of higher learning: A case study of a rural based University in Limpopo, South Africa

Abstract

This article examines the intricate relationship between sustainable development, policy formulation, and legal instruments that address gender disparities in promotions within institutions of higher learning around the world, and South Africa in particular. In this article we explore the conundrum of gender inequalities and policies that seem to promote gender equity and the inability by institutions of higher learning, to implement them. Promotion criteria in these institutions are also looked at to ascertain whether they are still skewed towards male academics or not. The South African Constitution addresses gender equality and employment equity. However, female academics are barely visible in senior positions, thus prompting us to question whether this democratic constitution is being adhered to. A qualitative analysis was used to measure the gendered-ness of the promotion criteria at a particular institution of higher learning in the Northern part of South Africa called Limpopo. The study uses a qualitative approach in collecting and analysing the data. Also, a focused ethnographic research was embarked upon as this method is applicable to any discipline whenever there is a desire to explore specific cultural perspectives held by groups of people (in this instance, female academics) within a specific problem-focused framework such as those female academics who are facing challenges when it comes to promotions. Findings from the study reveal that most of the female academics were aware of the requirement of the promotion criteria and that it was applied in the same manner for both males and females. However, Female academics were few in senior positions due to the fact that the promotion criteria were very stringent and that institutions of higher learning fail to recognize that men and women have dissimilar needs, interests, and responsibilities. Furthermore, there were academics who were frustrated with not progressing and opted to settle in their current positions because they disliked being tasked with handling complicated responsibilities that would disturb them from their household duties. The study therefore recommends that community leaders and policymakers should also work together in advocating for gender-inclusive policies and legislation that promote equal opportunities for women in all spheres of life, including in institutions of higher learning and TVET’s (Technical and Vocational Educational Training Institutions)