this cohort are either placed in disciplines that have a lower premium in the labor market, are likely to drop out, or take longer to complete their studies due to various gendered factors. Policy efforts to increase the percentage of female students in higher education and address gender based barriers have so far focused on selective demand and supply factors. The increase in the number of higher education institutions has also increased places for female students, though this has not been the target. In fact studies show that affirmative action policies and increase in the number of higher education institutions have not comprehensively addressed the gender barriers that characterize access and participation in higher education. Of greater concern is emerging evidence that despite the nominal increase in the number of female students accessing the institutions, the social class composition from where such female students are drawn has largely remained the same and restricted to those who can afford the rising costs of higher education(Morley Leach and Lugg, 2008). This means that existing affirmative policies as designed and implemented by the institutions have not addressed other intersecting barriers that limit the possibilities of the majority of the women accessing and participating in higher education. The needed institutional responses and initiatives are those that go beyond access and address the gendered cultures of higher education institutions, provide practical support mechanisms that enhance chances of retention and completion, and contribute to deepening gender responsive policies in higher education institutions. This chapter provides a comparative review of gender patterns of participation in higher education in Africa, with emphasis on Kenya and Nigeria, discusses the gendered of exclusion in African ‘new zones’ higher education and document some on-going institutional- level interventions to address the challenges. Transition of Female Students from Secondary to Higher Education in Africa Throughout Sub-Saharan Africa, the percentage of female students accessing and participating in all levels of education is increasing. Successful international campaigns for gender equity in education and social development coupled with adoption of gender responsive policies at national levels have contributed to this increasing trend in enrollments. Progress achieved in
this cohort are either placed in disciplines that have a lower premium in the labor market, are likely to drop out, or take longer to complete their studies due to various gendered factors. Policy efforts to increase the percentage of female students in higher education and address gender based barriers have so far focused on selective demand and supply factors. The increase in the number of higher education institutions has also increased places for female students, though this has not been the target. In fact studies show that affirmative action policies and increase in the number of higher education institutions have not comprehensively addressed the gender barriers that characterize access and participation in higher education. Of greater concern is emerging evidence that despite the nominal increase in the number of female students accessing the institutions, the social class composition from where such female students are drawn has largely remained the same and restricted to those who can afford the rising costs of higher education(Morley Leach and Lugg, 2008). This means that existing affirmative policies as designed and implemented by the institutions have not addressed other intersecting barriers that limit the possibilities of the majority of the women accessing and participating in higher education. The needed institutional responses and initiatives are those that go beyond access and address the gendered cultures of higher education institutions, provide practical support mechanisms that enhance chances of retention and completion, and contribute to deepening gender responsive policies in higher education institutions. This chapter provides a comparative review of gender patterns of participation in higher education in Africa, with emphasis on Kenya and Nigeria, discusses the ‘new gendered zones’ of exclusion in African higher education and document some on-going institutional- level interventions to address the challenges. Transition of Female Students from Secondary to Higher Education in Africa Throughout Sub-Saharan Africa, the percentage of female students accessing and participating in all levels of education is increasing. Successful international campaigns for gender equity in education and social development coupled with adoption of gender responsive policies at national levels have contributed to this increasing trend in enrollments. Progress achieved in
ADDRESSING%20GENDER%20INEQUALITY-%20AHEC.docx