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are the two research questions guiding the project?","Question",{"text":63,"@type":64},"The project asks how key policy documents conceptualize gender equity and how gender equity is discussed in relation to economic priorities and sociopolitical realities in each country.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which policy documents are analyzed?",{"text":68,"@type":64},"The analysis covers Kenya’s Education and Training Gender Policy, Rwanda’s Education Sector Strategic Plan 2018/19–2022/23, and Uganda’s Gender in Education Policy.",{"name":70,"@type":61,"acceptedAnswer":71},"What key findings emerge across the three documents?",{"text":72,"@type":64},"All three documents show increased commitment to gender equality, persistent underrepresentation of women in higher education despite higher participation over time, and notably low gender parity in STEM 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--- |\n| Arizona State University |  |\n| Volume 31 Number 23 March 7, 2023 ISSN 1068-2341 |  |\n\nGender and Higher Education in African Universities: A Critical Discourse Analysis of Key Policy Mandates in Kenya,  \nRwanda, and Uganda  \nMeseret F. Hailu  \nEarlE. Lee  \nAtota Halkiyo  \nKeti Tsotniashvili  \n&  \nNeelakshi Rajeev Tewari  \nArizona State University  \nUnited States  \nCitation: Hailu, M., Lee, E. E., Halkiyo, A., Tsotniashvili, K., & Tewari, N. R. (2023) . Gender and higher education in African universities: A critical discourse analysis of key policy mandates in Kenya, Rwanda, and Uganda. Education Policy Analysis Archives, 31(23). [https://doi.org/10.14507/epaa.31.7371](https://doi.org/10.14507/epaa.31.7371)  \n[Abstract](Abstract: In this comparative project)[: In this comparative project](Abstract: In this comparative project), [we analyze three policy documents that have guided](we analyze three policy documents that have guided) genderbased higher education initiatives in Kenya, Rwanda, and Uganda. Two research questions guided our work: (1) How do key policy documents conceptualize gender equity? and (2) How is gender equity discussed in relation to economic priorities and sociopolitical realities in each country? To address these questions, we conducted a critical discourse analysis of the following: Kenya’s Education and Training Gender Policy in Kenya, Rwanda’s Education Sector Strategic Plan 2018/19–-–022/23, and Uganda’s Gender in Education Policy. Corroborating the work of other scholars, we found that all three documents shared (1) an increased commitment to gender equality, (2) persistent underrepresentation of women in higher education despite increased participation of women over  \ntime, and (3) markedly low gender parity in STEM disciplines. Our findings are significant because they confirm that there is a disconnect between stated policy goals and actual student outcomes, which limits institutional success and economic development. Additionally, our analysis highlights differences in the strength in commitment to gender equity in policy mandates in these three countries. This is a key issue which warrants further research attention.  \nKeywords: gender equity; higher education; Kenya; Rwanda; Uganda  \nGénero y educación superior en universidades africanas: Un análisis crítico del discurso demandatos políticos clave en Kenia, Ruanda y Uganda  \nResumen: En este proyecto comparativo, analizamos tres documentos de política que han guiado las iniciativas de educación superior basadas en el género en Kenia, Uganda y Ruanda. Dos preguntas de investigación guiaron nuestro trabajo: (1) ¿Cómo conceptualizan la equidad de género los documentos clave de políticas? y (2) ¿Cómo se discute la equidad de género en relación con las prioridadeseconómicas y las realidades sociopolíticas de cada país? Para abordarlos, llevamos a cabo un análisis crítico del discurso de lo siguiente: la Política de Género en Educación y Capacitación de Kenia en Kenia, el Plan Estratégico del Sector de Educación de Ruanda 2018/19–-–022/23 y la Política de Género en Educación de Uganda. Corroborando el trabajo de otros académicos, encontramos que lostres países compartían (1) un mayor compromiso con la igualdad de género, (2) una subrepresentaciónpersistente de las mujeres en la educación superior a pesar de una mayor participación de las mujeres alo largo del tiempo, y (3) una paridad de género marcadamente baja en las disciplinas STEM. Nuestroshallazgos son significativos porque confirman que existe una desconexión entre las metas políticasestablecidas y los resultados reales de los estudiantes, lo que limita el éxito institucional y el desarrolloeconómico. Además, nuestro análisis destaca las diferencias en la fuerza del compromiso con laequidad de género en los mandatos de política en estos tres países. Este es un tema clave q","cbCaiioJenvRP2Fh","https://ap.wps.com/l/cbCaiioJenvRP2Fh","pdf",437402,28,"English","# Abstract\n## Research questions and approach\n## Key findings\n## Policy implications","[{\"question\":\"What are the two research questions guiding the project?\",\"answer\":\"The project asks how key policy documents conceptualize gender equity and how gender equity is discussed in relation to economic priorities and sociopolitical realities in each country.\"},{\"question\":\"Which policy documents are analyzed?\",\"answer\":\"The analysis covers Kenya’s Education and Training Gender Policy, Rwanda’s Education Sector Strategic Plan 2018/19–2022/23, and Uganda’s Gender in Education Policy.\"},{\"question\":\"What key findings emerge across the three documents?\",\"answer\":\"All three documents show increased commitment to gender equality, persistent underrepresentation of women in higher education despite higher participation over time, and notably low gender parity in STEM disciplines.\"}]","Gender and Higher Education in African Universities - A Critical Discourse Analysis of Key Policy Mandates in Kenya, Rwanda, and Uganda | PDF",1792094162,71]