Stimulating Gender Equity Through Female Academic Empowerment: The Case of the CoET, University of Dar es Salaam

Abstract

Tanzania, like many other countries in Africa, has for a long time suffered from cultural-related gender inequality syndrome where females did not receive the same share of opportunity as males in many aspects of socioeconomic development, notably in education, politics, administration, science and technology. The gender inequality in education, and also in science and technology, are reflected by the low levels of female enrolment science subjects in secondary schools when compared to males, and also in institutions of higher learning. Another reflection is a low number of female professionals in comparison to males in science-based professions. This article presents an overview of the efforts taken by the College of Engineering and Technology at the University of Dar es Salaam in stimulating gender equity through female academic empowerment. The paper highlights situation analysis prior to 2003, before deliberate intervention measures were instituted, motivation for the gender equity intervention at the College, achievements and shortfalls, and chart out scenario for possible improvement and sustainability.