Analysis of Affirmative Actions and Gender Equality in the Policy of Education Institutions: The Selected Cases in Tanzanian Universities

Abstract

Aim: Gender inequality in leadership positions is a tragedy in Tanzanian Universities. Thus, universities are resorting to developing gender policies to address the imbalance between males and females in leadership positions. Nevertheless, it is unclear at this time what do policies say about the issue of gender imbalance in leadership and what affirmative measures the policies propose to take to fix it. Methods: This research used thematic analysis technique to analyze four universities gender policies in order to understand the embedded affirmative actions aimed at reducing gender inequality in leadership positions in universities. Results: The affirmative actions identified in the policies related to recruitment, outreach activities, special entry and scholarships for girls, searching leaders and capacity building and support. Conclusion: The study concluded that gender policies just include the intention to take affirmative actions against gender inequality but it is unclear from the policies whether the actions were implemented and how effective the actions are.