African Journal of Gender and Women Studies

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 10 (2), pp. 001-015, February, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Achieving Gender Equality and Women’s Empowerment in Ethiopia: Policy Considerations for Least Developed Countries

G. S. Ogato

Department of Rural Development and Agricultural Extension, Institute of Cooperatives and Development Studies, Ambo University, Ethiopia.

Accepted 28 August, 2024

Abstract

This paper critically reviewed the gender equality and women’s empowerment endeavors in least developed countries (LDCs) and proposed policy and strategy measures for achieving millennium development goals (MDGs) in Ethiopia. Ethiopian women are economically, socially, culturally and politically disadvantaged in the enjoyment of equal rights, in accessing opportunities, decision-making processes, and basic resources. In other words, although a number of policies are emerging that support and encourage women’s participation in development, women’s access to and control of productive resources, information, training and education, employment and in decision-making are limited. The general objective of this paper is to assess the quest for gender equality and women’s empowerment in least developed countries to achieve MDGs and identify policy and strategy implications for Ethiopia. This paper adapts a human ecological approach and a comprehensive review and analysis of the existing literature was made in order to obtain both theoretical insights and secondary data on the review themes. The collected secondary data and information were qualitatively analyzed through narration and description and presented under relevant themes. The findings of the study reveal that promising efforts are being made by the Federal Democratic Republic of Ethiopia to address gender equality and women’s empowerment issues in the process of achieving millennium development goals. Nevertheless, a lot has to be done for more effective gender equality and women’s empowerment thereby the millennium development goals (MDGs) and sustainable development objectives will be achieved in Ethiopia. Adaptation of the good practices of gender equality and women’s empowerment from different successful countries, proper implementation of the ratified international conventions on gender equality and women’s empowerment, and development and implementation of appropriate national gender policy will improve the condition of Ethiopian women in the years to come.

Key words: Development, empowerment, equality, ethiopia, gender, women.

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 10 (2), pp. 001-008, February, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Examining Gender Differences in Self-Efficacy Beliefs in School Children: Perspectives of Students and Educators

Jane Webb-Williams

School of Education, University of South Australia.

Received 21 April, 2024; Accepted 4 August, 2024; Published 10 October, 2024

Abstract

This small scale study examined gender differences in self-efficacy. 24 girls and 28 boys aged between 10 and 12 years completed self-efficacy questionnaires and attainment tests. The study was conducted in two primary school classrooms in England and the results indicated that gender differences in self-efficacy were significant with boys holding a lower sense of self-efficacy than girls coupled with lower performance. Boys’ self-efficacy scores were significantly correlated with performance but this relationship was lower than that of the girls. Interviews with the two teachers involved in this study showed a lack of understanding and awareness of the self-efficacy beliefs of their students and the impact it potentially had on their students’ performance. Implications for teachers are discussed.

Key words: Primary classroom, self-efficacy, gender, correlation, attainment.

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 10 (1), pp. 001-009, January, 2025. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Addressing Gender Needs in Infrastructure Development: A Study of Kampala’s Urban Landscape 

Buyana Kareem¹* and Shuaib Lwasa²

¹Department of Socio-economic Sciences, Cavendish University, Uganda.
²Department of Geography, Geoinformatics and Climatic Sciences, Makerere University, Uganda.

Accepted 30 December, 2024

Abstract

Urban service delivery in cities of Africa is undergoing transformation in the quest to improve access and coverage while reducing the urban infrastructure deficit. This is mainly signaled by the gradual shift to integrated urban planning functions and decision-making spheres within the institutional set-up of city authorities. This paper builds on a triangulated study in Kampala city to argue that urban planning functions should not only be integrated but also responsive to gender needs, as an inclusive pathway to sustained provision of infrastructure. The study found out that the utilization of infrastructure and the associated aspects of service delivery are socially preconditioned by socio-economic preferences that are based on gender differentials in mobility needs. Women preferred infrastructure that offers personal security, flexible mobility, hygiene and physical comfort, whereas men were primarily concerned about alternative travel routes for punctuality, safety while on the road, convenience and quicker connectivity to public utilities. But planning at city level has neither integrated nor transcended the physical, economic and environmental accounts of infrastructure and service provision to include gender responsiveness. This ultimately leads to delivery outcomes that are less aligned to variations in women’s compared to men’s end-user expectations. The paper concludes with a step-wise framework for conceptualizing how urban planning can be gender responsive together with examples on real-life applications in the context of African cities.

Key words: Infrastructure, services, gender, urban planning, African cities.
 

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 9 (3), pp. 001-009, March, 2024. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Gender disparity analysis in academic achievement at higher education preparatory schools: Case of South Wollo, Ethiopia

Amogne Asfaw Eshetu

Department of Geography and Environmental studies, Wollo University, Ethiopia. E-mail: [email protected].

Received 24 October, 2023; Accepted 17 December, 2023

Abstract

Gender is among the determinant factors affecting students’ academic achievement. This paper tried to investigate the impact of gender on academic performance of preparatory secondary school students based on 2014 EHEECE result. Ex post facto research design was used. To that end, data were collected from 3243 students from eight purposively selected schools. The analysis has been undertaken quantitatively using independent samples t-test, one sample t-test, Pearson correlation coefficient, Chi-square test, ANOVA and linear multiple regression. The findings revealed that there is statistically significant difference between male and female students favoring the former. Sample mean is statistically higher than regional and zonal mean scores. A statistically significant difference among sampled schools has been observed. Younger students have scored significantly higher result than the older ones. The proportion of male students in the upper achieving groups was significantly higher than females and the opposite was true for low achieving groups. More effort is needed by concerned bodies so as to narrow the gender disparity. Furthermore, additional studies should be conducted to investigate the performance differences among schools.

Keywords: Gender, academic achievement, preparatory secondary schools, t-test.
 

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 9 (2), pp. 001-013, February, 2024. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Co-educational tutorial classes and their significance on gendered test scores of Wollo University students: A before-after analyses

Mu’uz Gidey

Wollo University, Ethiopia. E-mail: [email protected] /[email protected].

Received 17 May, 2015; Accepted 31 October, 2023

Abstract

This action research is carried out in a practical class room setting to devise an innovative way of administering tutorial classes to improve students’ learning competence with particular reference to gendered test scores. A before-after test score analyses of mean and standard deviations along with t-statistical tests of hypotheses of second year Civics and Ethical Studies Students administering 18 hours tutorial classes had been carried out. The findings showed the hitherto upheld gender gap based view that the average female student scores lag behind their male counter parts. Test scores have improved significantly for female students than male after tutorial. The significance test as to whether tutorial classes have gendered correlates showed high pedigree, contrary to common expectations, towards female students indicating the need for rearticulating gender sensitivity to the needs of male students. The study has shown tutorial classes meant to improve students’ test scores fall prey of committing unintentional error of femininizing tutorial programs; that in turn cause fallback of male students’ scores; that made them fail to benefit from their comparative strengths. Thus, it is commendable to take note of both male and female students’ needs not only to empower and enable them benefit from their learning weakness but also from their strengths: gendering tutorial programs inclusive of male students.

Keyword: Tutorial, test scores, gender, Wollo University.

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 9 (1), pp. 001-007, January, 2024. Available online at www.internationalscholarsjournals.org © International Scholars Journals

Full Length Research Paper

Knowledge level of youth farmers on climate change in Benue State of Nigeria

Nwobodo C. E.¹* and Agwu A. E.²

Department of Agricultural Extension, University of Nigeria, Nsukka, Enugu State, Nigeria. *Corresponding author. E-mail: [email protected]; [email protected]

Received 3 March, 2023; Accepted 16 November, 2023

Abstract

This study examines the knowledge of youth farmers in Benue State of Nigeria on climate change. Multi-stage sampling technique was used to select 120 respondents from two agricultural zones in the study area. Data was collected using interview schedule. Descriptive and inferential statistics were used in data analysis. Results show that majority (92.4%) of the respondents had moderate knowledge of climate change, major sources of climate change information include: radio (85.0%), friends and neighbours (60.8%), personal observation (55.8%), and family members (46.7%). The socio-economic factors affecting knowledge of climate change by youth farmers include: sex (t = 2.353; p ≤ 0.022) and household size (t = 3.888; p = 0.000). It was recommended that the knowledge level of youth farmers on climate change should be improved by providing them relevant information through the mass media, movies; and by providing climate change educational platforms in schools and through outreaches.

Key words: Climate change, knowledge level, youth farmers, rural farming, socio-economic, Benue State.