Engendering Curricula at Institutions of Higher Learning in Tanzania: The Case of the University of Dar es Salaam

Abstract

As the University of Dar es Salaam (UDSM) celebrates 50 years of existence, a key indicator to measure its success remains the level at which it has translated gender and human right issues into academic programs. University education is a catalyst for gender equality, and is capable of changing gender discriminatory norms, values and practices through a curriculum that provides gendered knowledge relevant to life in a gendered world. Attempts demonstrated by the UDSM to engender its curricula has made it a role-model worth emulating. Drawing from both the global and national policy environment, this article examines the UDSM experience in engendering the curricula, highlighting both the opportunities and challenges met in this endeavour, while articulating the seemingly inherent contradiction between rhetoric and practice in attaining gender equity and equality; and how this has impacted on the thinking mode and behaviour of students and staff. Recommendations on furthering the mainstreaming process are also proposed.

Keywords: engendering; curricula; gender equity; gender equality; university education