1.
HAWASSA UNIVERSITY
School of Law and Governance
Department of Governance
Course code-GaDs 525
Developing Proposal
Title: Factors Affecting Females Participation In Higher
Institutions. In Case of Hawassa University -Department of
Governance and Development Studies
Submittet To: Dr.Elias A.

2.
1.Introduction
• One area of concern what we have observed in this
year about is, the ratio of females to male students in
our class.
• The number of female students in our class is very
few in number when we compare with male students.
• So, this great difference initiate us to find out the
reason behind the difference.

3.
 Education is a tool to enable citizens to make all rounded
participation in development process.
 The participation of females in socio-economic programs
especially depends on their educational background.
Educating girls and women is critical to achieve the benefits
as well as the improvement in the areas of health, fertility
and nutrition.
 Thus, females must be treated equally with males to attain
educational access, which is necessary to increase their
participation in different development programs.

4.
International treaties, conventions, laws &
policies set a legal commitment on the right of
education and gender equality.
However, gross and net enrollment differences in
schooling of females prevail.
Females remain under represented at all levels of
education. Pro.Habtamu Wendimu, Shurke Kassa
(2008).

5.
The main objective of our study will be to
ensure equal participation of females with
males in Higher Education in case of Hawassa
University; Department of Governance and
Development studies.

6.
This study also specifically aimed at to
identify the factors that affect female’s
participation at proposed study and to suggest
possible strategies that can be used to enhance
women’s participation at post graduate
programs by addressing questions like;
 What is importance of female education?
What are the factors that affecting females
participation at post graduate programs?
 How to balance gender parity at post graduate
program?

7.
2.Backgroun of the Study
Hawassa University (HU) was established at
Hawassa town in April 2000.Since 1976 the
different colleges of HU had been operational
starting with the college of Agriculture.The
University has been formed by merging three
colleges in Southern Ethiopia: Hawassa College
of Agriculture (ACA), Wondogenet College of
Forestry and Dilla College of Teacher
Education and Health Sciences.
(www.hu.edu.et)

8.
 Even if Hawassa University is a
comprehensive university engaged in the
provision of all-round education, research,
training, & community service through its
diversified areas of academic units, there are
constraints in balancing the number of females
and males students at post graduate programs
in general and department of Governance and
Development studies in particular.
 In this department the Gender Parity Index of
2015/16 entrant is about 7.69. Which means
the number of females is very less than the
number of male in the same class.

9.
3.Statement of Problem
• The stereotyping continues to prevail in
technical and professional fields. Even where
women have open access to all professions,
they overwhelmingly opt for traditionally
female occupations.
• The gap separating men and women in the job
market remains wide in many countries,
whether in the North or the South.
• With marginal variables between most
countries, women have a lower employment
rate, are unemployed longer, are paid less and
have less secure jobs.

10.
• still discrimination is very much in evidence and
education and training policies specially targeting
young women are needed to restore a balance.
• Although young women are increasingly choosing
typically male professions, they remain over-
represented in traditionally female jobs, such as
secretaries, nurses, and underrepresented in jobs
with responsibility and the professions. (Geeta
Sharma, 2002)

11.
Religious factors, although in general acting
indirectly in favor of male. The fact that most
religious leaders are male makes for a
powerful image in favor male and it would be
a very helpful if religious leaders of all faiths
and denominations may strongly support
female participation.( Colin Brock & Nadine
Cammish, 1997)

12.
• Educational factor itself can be a deterrent to
female participation in difficulties of accessibility,
lack of resources and low teacher quality and
morale are widespread.
• Parents in some countries, very reluctant indeed
to send daughters to school if there is no female
teacher, and the facilities for the accommodation
and security of such teachers are usually absent or
inadequate. (Colin Brock & Nadine Cammish,
1997)

13.
• This study will address the above and relating
gaps prevailing in the participation of females in
post graduate programs by recommending
possible solutions for policy makers and areas of
problems.
• This research will has paramount importance to
help policy makers in the Ministry of Education
as an input to identify the gaps in the Education
policy so that they could give better attention to
emerging issues in new carriculum.

14.
• In addition, it will help the private educational
centre will engage in the field of educational
quality and develop the relation between private
and public sector.
• This study enable and initiate researchers to
further study by identifying gaps and factors
affecting female participation in education at
higher institutions. Finally, the study will also
contribute to enrich literatures in the field.

15.
Key Terminologies
Sex -describes the biological differences between
men and women, which are universal and determined
at birth. (East Asia and Pacific Regional UNGEI)
Gender-It refers to expectations held about the
characteristics, attitudes and likely behaviors of both
women and men. These roles and expectations are
learned and predetermined by society. (Ibid, p 13)

16.
Gender parity- deals with equality in numbers
or proportions of women and men on a specific
attribute. (Ibid, p 13)
Gender analysis-It explores the differences
between the two sex and enable policies,
programs and projects so as to identify and
meet the different needs of men and women.

17.
Gender Parity Index- It is one of the
development indicator or measures of
development. It is a socioeconomic index
usually designed to measure the relative access
to education of males and females. (Retrieved
from http://en.wikipedia.org./wiki/Gender-
parity-index time 9:30 date Dec.2/2015)

18.
Education is the process of facilitating learning,
knowledge, skill, values, beliefs, and habits of
a group of people are transferred to other
people,through,storytelling,discussion,teaching
,training,orresearch.
(https://en.wikipedia.org/wiki/Education)

19.
Theoretical frame works
Theoretical Frame work of this study will be guided
by the feminist theory. The theory recognizes the
pervasive influence of gender divisions on social
life and tries to understand women’s oppression
and the structures in society that espouse this
oppression and subordination. (Nzomo,1995)

20.
Feminists advance three broad perspectives in trying
to explain the absence of women from senior
management in the public and private sector.
The first perspective is personal factors in which the
paucity of women in management positions is
attributed to the psychosocial attributes, including
personalitycharacteristics,attitudes and behavioral
skills of women themselves.(Singh and Shahabudin
2000).

21.
The institutional factors paradigm advances the
view that it is the disadvantageous position of
women in the organizational structure (few
numbers, little power, limited access to resources)
which shapes and defines the behavior and
positions of women. The underlying premise of
this perspective is that men and women are
equally capable of and committed to assuming
positions of leadership. (Bond 1996)

22.
The cultural factors lead to stereotypical views
about women’s abilities within the cultural
context. The view that top management
positions are only suitable for men relegates
women to secondary roles. (Smulders 1998,50)

23.
Research Design
Methodology
We will use both qualitative and quantitative
approach because in qualitative method we
will use nominal data to understand attitude
of the community towards female and in
quantitative method we will use numerical
data to know the ratio of female to male in
participation.

24.
Method of Data Collection
• In preparing these researches both secondary
and primary data will be used.
• Secondary source will be gathered through
relevant documents, internet, published and
unpublished books, journals, news papers.

25.
Primary source primary data will be gathered from
personal observation, informal interview, in-depth
interview and focus group discussion.
Observation
Observation will be made in different ways like in
class session. To facilitate the gathered information
the researcher will use photo camera and tape
recorder. This method is very crucial method
because to know the concrete situation what it is
going.

26.
Observation is a tangible evidence to know and
compare information obtained through interview and
others. There is an expected to identify and observe
as there is low status for female in the study area.
Interview
• Informal interview will be conducted to understand
general concept of the factor of gender inequality in
the study area. It is truly important to identify key
informants for in-depth interview and focus group
discussion.

27.
Sampling Techniques
Sampling will be used because there are
different members of the people on how they
understand and consider the concept of gender
equality as well as factors of gender inequality
in-depth interview will be used those are
believed to be more understanding.
Based on the objective of the study, informants
will be selected through purposive
sampling because we need to obtain available
information from different respondents.

28.
Dissemination
The final result of this study will bring solutions
for the great gap between male and female
students at tertiary education and identify the
main factors that affect female participation.
Based on our final recommendation there
May be rearrangements will be taken in the
policy of education.

29.
Time Table

30.
Cost break down

31.
References
• 1.Bond, S. (1996). Academic Leadership.
Unpublished Trainers Module Prepared for the
Common Wealth Secretariat, London.
• 2.Colin Brock & Nadine Cammish(1997). Factors
Affecting Female Participation in Education in
Seven Developing Countries, Universities of Oxford
and Hull.
• 3.East Asia and Pacific Regional UNGEI.
Confronting Factors that Affect Gender Equality in
Education, Websites: www.ungei.org and
www.unicef.org/eapro.(Retrieved from
http://en.wikipedia.org./wiki/Gender-parity-index
time 9:30 , date Dec.2/2015)

32.
• 4.Geeta Sharma(Ed) (2002).Learning
Channel.org, OneWorld South Asia 17,
Panchsheel Commercial Centre,
http://www.oneworld.net.
• 5.Nzomo, M. (1995). Women in top management
in Kenya. Nairobi, African Association for Public
Administration and Management.
• 6.Pro.Habtamu Wndim, Shurke Kassa (2008).
Factors Affecting Females’ Participation in
Education: the case of Tocha Woreda in SNNPR,
website, etd.aau.edu.et/handle/123456789/1824

33.
7.Shahabudin, S.H. and Singh, J.K. (2000).
Academic leadership strategies and skills for
Women in higher education in Shahabudin. in
Asian women leaders in higher education:
management challenges for the new millennium.
S. H. and Gill, K.S. UNESCO Malaysia and
University Kebangsaan, Malaysia. pp. 69-93.

34.
8.Singh,J.K.(2002).Women and Higher Education
Management in the Commonwealth:An
Overview. Paper presented at the Regional
Training of Trainers Workshop on Women and
Higher Education Management, held at the
Catholic University of Eastern Africa. Nairobi,
16-22 June.

35.
• 9.Smulders, A. E. A.(1998). Creating space for
women: Gender linked factors in managing
staff in higher education institutions.
UNESCO, Paris International Institute of
Education.
• 10.https://en.wikipedia.org/wiki/Education,
Retrieved from November 15, 2015.
• 11.(https://en.wikipedia.org/wiki/Education#Te
rtiary_.28higher.29, Retrieved from November
15,2015.

36.
THE END!
THANK YOU!