UNESCO-IESALC

Top Menu

  • UNESCO.ORG
  • Español
  • English

Main Menu

  • THE INSTITUTE
    • About IESALC
    • Mission
    • Governing Board
    • Directory
  • Priorities
    • Internationalization and Academic Mobility
      • Recognition of Academic Degrees
      • New Regional Convention
      • Practical information for recognition by country
    • Quality and relevance
    • Equity and Inclusion
    • Innovation
    • From #CRES2018 to #WHEC2022
      • Regional Consultation for the #WHEC2022
  • Programs
    • Research
      • Futures of Higher Education
      • Academic Mobility
      • Response to COVID-19
      • The Right to Higher Education
      • SDGs
    • Capacity building
      • Campus IESALC
      • EDS Bootcamp 2022
    • Technical cooperation
      • Educational continuity in Peru (PMESUT)
    • Concerted advocacy
  • Publications
    • IESALC Publications
    • ESS Open Journal System
    • CRES 2018 Collection
  • Events
  • Blog
  • Contact us
  • UNESCO.ORG
  • Español
  • English

logo

Higher education for all

UNESCO-IESALC

  • THE INSTITUTE
    • About IESALC
    • Mission
    • Governing Board
    • Directory
  • Priorities
    • Internationalization and Academic Mobility
      • Recognition of Academic Degrees
      • New Regional Convention
      • Practical information for recognition by country
    • Quality and relevance
    • Equity and Inclusion
    • Innovation
    • From #CRES2018 to #WHEC2022
      • Regional Consultation for the #WHEC2022
  • Programs
    • Research
      • Futures of Higher Education
      • Academic Mobility
        • Virtual Student Mobility
      • Response to COVID-19
        • Reopening maps
      • The Right to Higher Education
      • SDGs
    • Capacity building
      • Campus IESALC
      • EDS Bootcamp 2022
    • Technical cooperation
      • Educational continuity in Peru (PMESUT)
    • Concerted advocacy
  • Publications
    • IESALC Publications
    • ESS Open Journal System
    • CRES 2018 Collection
  • Events
  • Blog
    • The university reform of Cordoba in 1918 as a permanent invitation

      15 June, 2022
      0
    • Public goods, common goods and global common goods: a brief explanation

      10 April, 2022
      0
    • Heightened focus on education after Kazakhstan’s deadly protests | Times Higher Education

      29 January, 2022
      0
    • Transforming the futures of higher education with and for youths

      23 January, 2022
      0
    • UNESCO IESALC hosts students from IE university to undertake a capstone project

      21 January, 2022
      0
    • Higher education on hold at home, students stranded abroad | University World ...

      14 January, 2022
      0
    • Past, present and future of higher education in the world

      16 December, 2021
      0
    • Webinar release – Launch of the report Pathways to 2050 and Beyond. Results of ...

      26 November, 2021
      0
    • Virtual student mobility for a post-pandemic world

      3 November, 2021
      0
  • Contact us
From the CRES 2018 to WHEC 2022
Home›From the CRES 2018 to WHEC 2022›Universities contribution to gender equality: a global perspective

Universities contribution to gender equality: a global perspective

By Claudia Delgado Barrios
7 June, 2022
181
0
Share:

Report presentation:  Elizabeth Shepherd, Leader of the Consultancy team – Times Higher Education.

Panelists: Gloria Bonder, UNESCO Chair of Women, Science and Technology and Director of the Department of Gender, Society and Politics of FLACSO, the Latin American Faculty of Social Sciences; Ricardo Villanueva Lomeli, Rector of the Guadalajara University of Guadalajara (Mexico); Swami Amritaswarupananda Puri, President of Amrita University (India).

Moderator:  Victoria Galán-Muros, Chief of Research and Analysis – UNESCO IESALC.

Supporting gender equality in and through education, including higher education, is key to achieving the Sustainable Development Goals 5 (SDG5): gender equality and women’s empowerment. Since the adoption of the Agenda 2030, significant progress has been made to secure women’s access and success in higher education, including better policies, but there is still room for improvement.   

Two joint reports by UNESCO International Institute for Higher Education in Latin America and the Caribbean (IESALC) in and The Times Higher Education (THE) aim to shine some light into this topic. Through a literature review, case studies and novel data analysis from hundreds of universities worldwide, evidence is presented on the activities that universities undertake within their teaching, research, engagement and management areas to promote gender equality. This round table saw the official launch of Gender Equality: how universities are performing. Part 2 (THE – IESALC).

This panel brings together a gender expert, and two university leaders to further discuss the opportunities and barriers universities face in the path to achieving gender equality and will explore ways to improve universities’ contribution to SDG 5 in the forthcoming years.  

Keypoints

  • Gender equality in enrolment figures is improving but is moving in one direction (more female students) rather than towards true equity (improving representation of male students in care-related subjects (education, clinical and health, psychology). 
  • Improving access is a good first step but active support measures must be taken to ensure student retention, success and continuing representation in higher education (faculty). 
  • Universities in countries with higher levels of gender equality might think they do not need to implement specific measures, but they often perform worse in terms of female under-representation in STEM subjects and over-representation in “traditionally female” subjects.  
  • The world is not necessarily moving toward progress, justice and equality.   
  • Equality of rights and opportunities for all is a formal concept that can lead to the mirage of equality.  
  • Institutional cultures are slow to change.   
  • Universities must commit themselves to gender equity and comply with policy instruments as well as really allow gender mainstreaming in the curriculum in all subjects.   
  • Sometimes formal equality between men and women has been used to disguise the actual inequality of opportunities. That is why we need equity.   
  • In Spain, 1 out of every 3 students drops out. We have identified data generated by virtual campuses, patterns, and based on this we have developed strategies for incorporating students.  
  •  All change has resistance, and the indicators show the resistance, which shows that we are doing well.  
  • The most difficult thing is the deconstruction that we are living in universities, if we think we can change the problems that humanity is currently experiencing we have to unlearn, remove the common and ingrained habits that we still have. Gender equality should not be an issue, it should be ingrained.   
  • To re-educate we have to unlearn, to remove common and ingrained habits; it is a challenge, to understand that we teach, but we also have to learn.   
  • We continue to have cases of harassment in our classrooms, a very painful process.  
  • We must go from exclusion to inclusion, from disciplines oriented to holistic learning, from silos to transdisciplinarity, from a terminal approach to a lifelong learning model, from a hierarchical model one size fit all to a flexible and diversity-based model, and from a content-based model to a transformative one. 

Related posts

  • UNESCO IESALC and Times Higher Education launch report on universities’ contribution to gender equality and women’s empowerment Part 2
  • Gender equality: how global universities are performing, part 2 (Times Higher Education)

Download the report


  Subscribe to our newsletter   
TagsNews
Anterior

Higher Education as a human right: Perspectives ...

Siguiente

Applications of artificial intelligence in higher education

0
Shares
  • 0
  • +
  • 0
  • 0
  • 0
  • 0

Artículos relacionados

  • BlogFutures of Higher Education

    Transforming the futures of higher education with and for youths

    23 January, 2022
    By Yara Bastidas
  • Capacity Building

    Bootcamp received 89 applications to train teams from around the world in Sustainable Development programs

    15 February, 2022
    By Claudia Delgado Barrios
  • Webinar

    The COVID-19 pandemic drives Latin American universities to research the effects of the pandemic

    23 December, 2020
    By Yara Bastidas
  • portadas revistas
    Publications

    Deadline extended for the thematic dossier and general section (vol. 34, nº2-jul.- dec. 2022) of the Journal ESS – Deadline ...

    8 March, 2022
    By Yara Bastidas
  • Concerted AdvocacyEquity and Inclusion

    Cycle Challenges of Inclusion in Higher Education: “Leaving no one behind”

    14 February, 2022
    By Sara Maneiro
  • Concerted Advocacy

    How does your institution contribute to the SDGs?

    19 April, 2022
    By Claudia Delgado Barrios

  • International

    IAU-BBC series / International Association of Universities (IAU)

  • Covid19

    Come together, now!

  • Featured NewsNews

    IESALC: quality, equity, inclusion and lifelong learning are keywords

 

  • 27 June, 2022

    2022 Survey of the Virtual Exchange Field: Call for Responses

  • 27 June, 2022

    The futures of higher education were discussed in Lima

  • 27 June, 2022

    What was discussed at the WHEC2022? / EAIE Podcast

  • 15 June, 2022

    The university reform of Cordoba in 1918 as a permanent invitation

  • 14 June, 2022

    IESALC’s leading role at the UNESCO World Higher Education Conference

COVID-19 AND HIGHER EDUCATION

  • The futures of higher education were discussed in Lima

    By Claudia Delgado Barrios
    27 June, 2022
  • The impact of Covid-19 in higher education

    By Claudia Delgado Barrios
    3 June, 2022
  • Report reveals the state of higher education two years on from the disruption of Covid-19

    By Claudia Delgado Barrios
    18 May, 2022
  • New report unveils financial aid measures taken in the region for higher education students during the pandemic

    By Yamel Rincon
    16 July, 2021

UNESCO IESALC applies a zero tolerance policy against all forms of harassment

OUR NEWSLETTER

  Subscribe to our newsletter   

FOLLOW US

  •   Facebook
  •   Twitter
  •   Linkedin
  •   Instagram
  •   Youtube
  • © UNESCO IESALC 2021
  • Disclaimer of use
  • Privacy Policy
  • Opportunities
  • Contact us