Affirmative Action for Gender Justice in South African and Kenyan Education Systems

Autor/in	Akala, Beatrice M'mboga
Titel	Affirmative Action for Gender Justice in South African and Kenyan Education Systems
Quelle	In: Africa Education Review, 16 (2019) 5, S.1-15 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akala, Beatrice M'mboga)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2017.1406807
Schlagwörter	Affirmative Action; Sex Fairness; Access to Education; Females; Educational Policy; Gender Differences; Higher Education; Womens Education; Equal Education; Academic Achievement; Foreign Countries; Social Justice; Barriers; Educational Opportunities; Disadvantaged; Kenya + Suchen Sie Ihr Suchwort? Sexualaufklärung; Education; Access; Bildung; Zugang; Bildungszugang; Weibliches Geschlecht; Politics of education; Bildungspolitik; Geschlechterkonflikt; Hochschulbildung; Hochschulsystem; Hochschulwesen; 'Women''s education'; Frauenbildung; Schulleistung; Ausland; Soziale Gerechtigkeit; Bildungsangebot; Bildungschance; Kenia
Abstract	Since women struggled to access higher education during the colonial era, tackling gender imbalances post-independence became a major focus for Kenya and South Africa. The aim of this article is to demonstrate that affirmative action has not guaranteed gender equity in South African and Kenyan higher education systems. the author argues that, although higher education is generally available to all in both countries, women still struggle with access and "success". This is besides the existence of post-independence higher education policies and parallel gender frameworks meant to bolster women's access. The article uses a critical and thematic exploration of secondary literature, theory and data. The article contends that the unresolved gap between policies and the reality of the lived experiences of women exacerbates inequalities. It is suggested that both countries refocus and recalibrate existing policies and remedial action measures in order to ensure that academically deserving women are able to access and participate meaningfully in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01