Research AMBO UNIVERSIT2
Research AMBO UNIVERSIT2
BY:
FAYE DUGUMA
Advisor: Kedida Sonto (PhD)
MAY, 2020
AMBO, ETHIOPIA
APPROVAL SHEET -I
This is to certify that the thesis entitled “The Analysis Of Gender Equality In Education Sector
The Case Of West Shoa Zone Gindeberet Woreda Oromia, Regional State, Ethiopia” submitted
in partial fulfillment of the requirements for the degree of Master's with specialization in
Studies, and has been carried out by Fayera Duguma under my/our supervision. Therefore, I
recommend that the student has fulfilled the requirements and hence hereby can submit
AMBO UNIVERSITY
Final approval and acceptance of the thesis is contingent upon the submission of the final copy of
the thesis to the Council of Graduate Studies (CGS) through the Departmental of Graduate
Committee (DGC) of the candidate's major department.
I hereby certify that I have read this thesis prepared under my direction and recommend that it be
accepted as fulfilling the thesis requirement.
I hereby declare that this thesis is my bone fid work and that all sources of materials used for this
thesis have been duly acknowledged. This thesis has been submitted in partial fulfilment of the
requirements for an advanced MA degree at Ambo University and is deposited at the University
Library to be made available to borrowers under the rules of the library. I gravely declare that
this thesis is not submitted to any other institution anywhere for the award of any academic
degree, diploma, or certificate.
Brief quotations from this thesis are allowable without special permission provided that accurate
acknowledgement of source is made. Requests for permission for extended quotation from or
reproduction of this manuscript in whole or in part may be granted by the Department of
Economics or the Dean of the School of Graduate Studies, Ambo University, when in his
judgment the proposed use of the material is in the interests of scholarship. In all other instances,
however, permission must be obtained from the author.
First and foremost let me praise and honor my Lord Jesus Christ for the opportunity and capacity
given to me to realize my aspiration.
My particular appreciation and deepest gratitude goes to Kedida Sonto (PhD), my major advisor,
without him, the accomplishment of this research would have been difficult. Besides, his gentle
advisor-ship from the early design of the research to the final write-up of the thesis by adding
valuable, constructive and ever-teaching comments, highly improved the contents of the thesis.
I would like to express my deepest thanks to Adamu Debelo for their support and continuous
moral encouragement.
Though not exhaustively, I would like to make a special mention to all my staff members of our
bureau for their constructive encouragement and materials as well as non-materials support.
I would also thank my beloved wife Asnaku Gedefa for her patience, support and encouragement
when I needed it most. Her presence in my life has given me great joy and has kept my sprit aloft
even during times of mental and physical stress.
Acknowledgment also extends unreservedly to my mother, sisters, and brothers for their all-
round support and moral encouragement.
LIST OF ACRONYMS AND ABBREVIATIONS
UN United Nation
Table’s pages
Table 1: Areas of land use and land cover type in Gindeberet woreda……………...30
Table5: The link between low educational level, Income and Gender equality……..52
Table 8: total income and Annual average income from education sector as salary...60
Table.10: Linear regression analysis and the aver all score of factor of education…..65
LIST OF FIGURES
Figure Page
1. Survey Questionnaire……………………………….………………………………..84
2. Annex .2 Multi- collinearity test with VIF………………………………..………….90
ABSTRACT
Analysis of gender equality policy in education sector can benefit from these underutilized
human resources through the participation of education. The importance of gender equality is
highlighted in its prominence in the United Nations Sustainable Development Goals (SDGs),
which have been commonly accepted as a framework for measuring development progress. The
specific Objective of the study includes:
1. To Assesse gender equality in education sector that promote gender education policy in
Gindeberet woreda ,
2. To evaluate the major factors that affect gender equality in the education sector in the
Gindeberet woreda
Data was analysed by SPSS Version 20 and analyse the collected data and information brief
descriptive analysis results were employed in the results and discussion part of the study. In this
study, the objective of the study was analysed using descriptive analysis results. The descriptive
analysis is made using frequencies, tables and figures, mean, maximum and minimum values
based on the results obtained. For the second objective, it was analyzed by using Multi
regression analysis model. The sample size for collecting data for this research will be
determined using Yamane (1967:886) provides a simplified formula to calculate sample sizes.
𝑛=𝑁/ (1+(𝑒2)). Sum of sample sizes that has been taken from each gender equality for
interviewing will be: - 145+71+64=280 this will be 66.8 % of the woreda.
This chapter is purposely added to make generalized arguments on the gender analysis issue,
main preserving education institutions and its direct or indirect influence on education
performance of genders. Gender analysis is everywhere, though it differs in forms. Measuring
analysis of gender equality in education sector needs a large tax. Forming a quantifiable
measure of the status of women that could be compared across nations is difficult for several
reasons. The result shows that age was significantly and negatively affected gender equality at
10% level. An increase in one year age indicated an decreases in the gender equality by 0.40,
other variables being constant
The researcher’s motivation to focus on this research topic was that the previous research
approaches have not touched the factors of gender equality in education sectors and its problem
from gender perspective; particularly genders educational problems (due to the existing
traditional gender role socialization) have been the missed part of most researches in Ethiopia.
Proper gender equality education and training that increase children’s compromising capability
and gender sensitiveness is the prime means to aware and emancipate children particularly
equality that are the most vulnerable from harmful traditional practices.
Introduction
Attention to gender equality remains an important development goal. The importance of gender
equality is highlighted in its prominence in the United Nations Sustainable Development Goals
(SDGs), which have been commonly accepted as a framework for measuring development
progress. Of the eight goals, four are directly related to gender: achieving universal primary
education, promoting gender equality and the empowerment of women, reducing infant and child
mortality, and improving maternal health. Closing gender gaps—which tend to favor males—has
also been seen to contribute to women’s empowerment. However, the term empowerment refers
to a broad concept that is used differently by various writers, depending on the context or
Education is a fundamental human right and is key to individual, social and national
development. It offers the opportunity to realize the attainment of human rights and is an
important vehicle for addressing inequality and marginalization. The Education Sector Gender
Policy is geared towards a human rights based approach, ensuring equal rights to education for
boys and girls, men and women. The Ministry of Education, Science and Technology (MoEST)
has undertaken the review of the Gender in Education Policy (2016), to incorporate emerging
issues that have implications on gender equity and equality in the Education Sector.
The policy adopts a wide perspective of equality that includes girls and boys, women and men,
rather than a focus on just girls and women. Within the constitutional and legal framework
provisions, the gender policy advocates for more equal participation between women and men,
girls and boys; and acknowledges that gender equality does not mean that women and girls are
the same as men and boys, and vice versa, but that gender should not be used to determine access
to education and educational outcomes. Since independence Ethiopian has been pursuing policies
towards the realization of equal access to education of both boys and girls as demonstrated by
being signatory to International Conventions and Agreements on human rights and gender
equality. The Government has put in place several interventions such as introduction of Low
Cost Boarding Schools and Mobile Schools in Arid and Semi-Arid Lands (ASALs), Free
Primary Education (FPE) in 2016 and Free Day Secondary Education (FDSE) in 2015, a circular
re- entry for girls who drop out of school as a result of pregnancy, affirmative action in the
education managers at schools and administrative levels as additional efforts to address gender
disparities.
All these interventions have led to greater equality in representation of women and increased
opportunities for boys and girls in schools and colleges. However, despite these interventions,
the Government is still faced with challenges of addressing aspects of gender equality issues in
the Education Sector, hence the need for a clear and comprehensive policy framework to guide
the sector towards the achievement of equality. Through this policy, the Ministry re-affirms its
commitment and determination to address legal and policy concerns in order to reduce gender
equality gaps in the education of girls and women, boys and men (FAO 2016)
Ethiopia has prioritized the advancement of gender equality through the development and
implementation of several national plans and frameworks which include the first National Policy
on Women in 1993 followed by the promulgation of Constitution in 1995 that calls for equal
rights of women, including Affirmative Action to bridge existing gaps. In line with this,
Ethiopia has revised discriminatory legal provisions in the Family Law and Penal Code, showing
a firm political commitment to gender equality and the advancement of women. Among the
strategies applied to translate policies and legal provisions into actions is the setting up of
institutional mechanism for the advancement of women ranging from the national to regional,
extending to the lowest administrative units. Women in Ethiopia account for 50 percent of the
population but do not equally participate in and benefit from development and progress. Despite
the positive policy environment created, and progress for women in Ethiopia, their participation
in key anti-poverty and development programmers and sectors and their role in decision-making
are still minimal. While acknowledging the significant progress in laws, policies, and gender
mainstreaming initiatives, constraints on data collection and access on the real state of women in
Ethiopia remain. Nevertheless, information and sex disaggregated data is needed to inform
policy decisions, resource allocation, and prioritization of actions, by all the stakeholders and
duty-bearers alike, including Government, non-state actors (including civil society organizations)
and development partners who are contributing to Ethiopia’s Growth and Transformation Plan.
Agency (SIDA 2014), the African Development Bank (AFDB 2016) and the Japan International
Cooperation Agency (JICA 2015), have attempted to develop gender profiles and gender
disaggregated data for the country, however, there is still is no comprehensive gender profile in
Ethiopia that uses sex disaggregated data and information by regions and focuses specifically on
gender gaps and women’s empowerment elements in areas responsible for economic growth.
Furthermore, these gender profiles lack sufficient analysis of women’s contribution to the
economy and development in general. In light of the above and in order to bridge the gap of
Women and European Union through the Financing for Gender Equality Programme supported
the Preliminary Gender Profile to assess the situation of women and gender equality in Ethiopia
and to consequently identify key areas of a comprehensive gender profile that will be
baseline document for Government ministries and institutions as well as development partners to
indicate elements of the state of gender equality and the empowerment of women in Ethiopia.
Along with this the Preliminary Gender Profile identifies (1) emerging trends especially around
the reduction of poverty, promotion of women’s rights and freedom from violence, and suggests
way forward for (2) strengthening national institutions to respond to gender equality and
empowerment of women.
Ethiopia, the third most populous country in Africa, is characterized by substantial ethnic and
religious diversity, with more than 85 ethnic groups and most major world religions represented,
as well as animist belief systems (Webb, von Braun, and Yohannes 2015). This diversity extends
beyond the people and culture of Ethiopia to their environment, as the agro ecological zones and,
consequently, farming systems vary dramatically around the country. There is also considerable
diversity in gender norms related to property ownership, inheritance, and the division of assets
after divorce, with men favored in the majority of cases (Fafchamps and Quisumbing 2015).
Such gender disparities have important welfare consequences, as evidenced by empirical work
on Ethiopia. Dercon and Krishnan (2010) find that poor women in the southern part of Ethiopia,
where customary laws governing settlement at divorce are biased against women, fare worst
when illness shocks occur. Fafchamps, Kebede, and Quisumbing (2012) find that the relative
nutrition of spouses is associated with correlates of bargaining power, such as cognitive ability,
independent sources of income, and devolution of assets upon divorce, and that several
dimensions of female empowerment benefit the nutrition and education level of children.
time of extremely expanded access to all levels of education, of high aspirations for political
participation and huge growth of knowledge economies, 62 million children are still out of
school, 57 per cent of whom are girls (FAO2015). Seven-hundred and eighty-one million adults
are illiterate and 60 per cent of these are women (UNESCO 2014). Nearly one billion people,
one-sixth of the world’s population, have little or no education, either because they have never
been to school or have had less than five years of schooling and left before acquiring key areas of
knowledge and many valuable skills. Two-thirds of these people are women and girls
(Unterhalter 2014).
Calculations indicate that at least one in every three girls who completes primary schooling in
Ethiopia cannot read, write, or do arithmetic (Herz and Sperling 2015). There are often concerns
with superiority because of large class sizes, inadequate instructional time, difficulties with the
language of instruction, and the forms of assessment (WHO 2016). Regrettably, there is not a lot
of focus on the gender inequalities embedded in these issues. There is however a growing
number of predominantly small-scale qualitative studies which raise the question of gender
dynamics underlying issues such as which children take most teacher time, which children
succeed in examinations in more prestigious subjects, and how schools engage with issues
concerning sexuality (Raynor 2014 Pattman and Chege 2014; Vavrus 2014; Kakuru 2015).
Some empirical studies show even if the current government policy environment seems
favorable and supportive to analysis of gender equality on education sector participation and
analysis of gender to increase the level of participation and improve their socio-economic and
cultural problems in organizing them separately, women are still doing not operate or compete
with each other separately with the absence of men or there is luck of self-confidence. Women
mainly lack of socio-economic benefits was partly explained their low level of participation in
Ethiopia women have not been able to equally benefit from the education sector, because their
participation in the education have not been fully valued. Ethiopia is a country highly
implementation of gender equality in education sector societies in which women are kept at a
subordinate position. The value of self-help, mutual responsibility, equality and equity are held
in common by all sectors. Even though educations have policies of equality and equity
opportunities for both men and women, but their practice is completely different
The purpose of this study is to provide empirically supported information that can show analysis
of gender in equality to a better understanding of the estimation and analysis in education sector
in the woreda and contribution of gender equality for economy or for individual household and
economic contribution. The study is undertaken against the framework of gaps of gender analysis
in education sector contribution of gender that has been limit household economy. The study was
attempted to zoom in on and describe the salient features of the actual analysis gender of the
estimation contribution of implementation economy and the perspective of the local people
involved in the arrangement. It explains the patterns of gender equality use, the place of
dependence on the family’s and income among households, and the function of forest income in
But the roles of participation of women in education sector in the woreda are smaller than that of
the men thus, why this Thesis focuses in the Analysis of Gender Equality In Education Sector in
the Gindeberet woreda. Therefore the researcher were compare the three cities and find out the
factor that hinders the analysis of gender equality in education sector in order to recommend and
providing suggestion for giving feedback to any concerned body. Moreover, the impact of
Gender equality in education sector in Gindeberet district is not yet studied. Therefore, taking
this picture of analysis of gender equality in education sector’s situation into account, this
research was have undertaken to address the following objectives. However, there is no evidence
on how much gender equality in education sector Gindeberet woreda. Thus, this study is
proposed to acquire scientific evidence on gender equality and analysis of education sector.
Therefore, this study was research and analyzes the following issues and problems: What are the
demographic, institutional, and gender factors that affect the level of education participation in
Gindeberet’ analysis of gender equality in education sector? What are the socio-economic
characteristics of women respondents? What are the major factors that affect gender participation
in Gindeberet Analysis of gender equality in education sector? What are the benefits of education
in gender equality?
1.3 Objectives of the Study
The general objective of the study is to examine the Explain Gender Policy in
To evaluate the major factors that affect gender equality in the education sector
What are the factors that affect the level of gender equality participation in
the woreda?
Gender equality policy in education sector can benefit from these underutilized human
the overall economic development of the country in general and for sustainable
gender equality in education sector societies, office of the woreda children and women
affairs and the woreda education promotion office. It is also believed that the result of
the research were have important implication for the education sector in west shoa zone
at large and education policy promoters who have the responsibility of strengthening
education participation. And also it was been useful as a reference for policy makers,
decision makers, and other researchers as a secondary data for further and detail
research studies on the issue and also paves the way for education and gender equality
to improve their participation in their education policy. It was also useful for the author
to earn his Research thesis in analysis of gender equality in education sector. And also
the information was generated from the research possibly were also be useful to
equality in education sector societies, office of the woreda and important implication
single woreda. It is limited to Gindebert woreda in west shoa zone, Oromia region state.
This study undertakes on the specified woreda of analysis of gender equality in
education sector societies. The absence of previous primary and secondary data for this
study was a limitation of the study. In this Thesis research, extent of contact with
education sector’s and school environment was used by asking the situation of gender
equality in the education sector. The reasons for selecting Gindeberet are: the
geographical tightness (smallness) of the target region; the easier access to targets; and
the fact that the majority of the region's population reside in urban areas.
Chapter two
Literature review
2.1. Introduction of Literature review
The concept of gender is a fairly new term in the development discourse. It emerged during the
1970s as a response to the need to differentiate between responsibilities and activities which are
determined by the biological differences of men and women, and the responsibilities and
activities that are undertaken according to the socially constructed relationships (Hannan, 2012).
The physically determined (sex-related) differences between men and women are unchangeable
while gender is crosscut by differences in class, ethnicity, religion and age and thus possible to
change through various kinds of influences (Momsen, 2014; Ostergaard, 2013). Gender planning
in development cooperation implies a focus on both women and men and the relations between
them, and necessitates an analysis of the forms and links of relations that exists in society
(Ostergaard, 2013). The word “gender” refers to the socio-culturally constructed roles,
characteristics and values associated with men and women. While sex unlike gender,
natural and unchangeable. Example, women give birth and breast feed, men grow beards females
Gender refers to the social attributes that are learned or acquired during socialization as a
member of a given community. Because these attributes are learned behaviors they can change
over time and vary across cultures. Gender therefore refers to the socially given attributes, roles,
activities, responsibilities and needs connected to being men (masculine) and women (feminine)
in a given society at a given time, and as a member of a specific community within that society
(ATVET, 2010 All these interventions have led to greater equality in representation of women
and increased opportunities for boys and girls in schools and colleges. However, despite these
interventions, the Government is still faced with challenges of addressing aspects of gender
equality issues in the Education Sector, hence the need for a clear and comprehensive policy
framework to guide the sector towards the achievement of equality. It is based on the increasing
and is highly relevant when it comes to the investigation of a “universal humanity, human rights,
and world citizenship” (Roxas et al. 2015). Roxas et al. view the concept of cosmopolitanism in
relation to minority groups and take an intersectional viewpoint on the flexible and fluid
experiences of individuals. The theory critiques the general concept of cosmopolitanism and
The major aim of the CCME theory is to investigate intersections between cosmopolitanism and
multiculturalism and utilize these to achieve social justice in education. Roxas et al. outline five
tenets that represented the core elements of CCME and make up the values of the theory (2015).
The five tenets should be viewed as interconnected but separate that can have distinct as well as
overall theoretical implications (Roxas et al. 2015). Below you can see a model of the five tenets
countries. When it comes to researching education in developing countries the major concern is
the implementation of Western project by for example NGOs and governmental development
agencies to address issues such as primary school attainment. Especially in Ethiopia where a
large number of NGOs and governments work within the development sector, educational
programs for young children are very prominent. There are, however, very limited resources
inequalities other than lack of access. Often the programs focus on the distinction between urban
and rural education and point out the lack of access to education of rural populations (Federal
Cultural understanding is of great relevance when it comes to social conflict often based on
domination of different groups or individuals. Intersectionality here can help to identify multiple
The intersectionality knowledge project that Collins developed has two major focus points and
aims that Collins pursues in her concept supported by other scholars. These are namely the
visibility and the reshaping of categorical relationships. Firstly, ‘Visibility’ here points to
bringing issues of inequalities and their underlying causes to attention. While intersectionality
has gained some popularity in academia, it is widely unknown in the public sphere.
Intersectionality can help bring marginalized issues to the attention of policy-makers and the
general public through its ability to connect issues and relate problems to categorical concepts
known to most people. By relating issues to each other and pointing out their interconnectedness,
problems can be brought to attention and be addressed adequately (Hancock 2016). Secondly,
the reshaping of categorical relationships follows the aim of bringing the relatedness of social
concepts to attention and challenging the classical way of thinking in categories. Collins argues
that it is not only necessary to challenge conceptions of individual categories as for example race
in order to fight discrimination but that relations of power between systems must be challenged
Gender inequalities are pervasive across many dimensions of societal life including households,
social, economic and political institutions. The UN recognized that gender inequality resulting
from women’s low status persist in all societies although the extent of the gap varies across
countries, cultures and time. The UN presented the burden of this inequality as follows:
“Women, who comprise half the world's population, do two thirds of the world's work, earn one
tenth of the world's income and own one hundredth of the world's property” (UN, 2014). A
World Bank study on regional patterns of gender inequalities in basic rights and in access to and
control of resources reflect that disparities exist all over the world and no woman in the
developing regions has equal rights with man (World Bank, 2011). Gender inequality is
difference in rights and privileges between women and men reflected in legal statutes, customary
laws and community practices. These differences are reflected in marriage, inheritance, property
Deprivation of women’s land right through customary practices regarding land inheritance and
property distribution after divorce is challenge in patriarchal societies. Men remain central heirs
Women’s direct access to land is often limited in traditional societies. Women have indirect
access to land in terms of use rights acquired through kinship relationships and their status as
wives, mothers, sisters or daughters (Davison, 2013). However, these use rights may not grant
enough security for women when family structures break due to various reasons. Breach in
marriage is a serious issue in women’s access to and control over land because; it results in
The gendered face of poverty makes gender an issue in women’s access to and control over land.
The outcome of a study carried out by UNDP in developing countries reflected that poverty has a
gendered face and that women are poorer than men (UNDP, 2010). This UNDP study carried out
on selected countries of Sub-Saharan Africa showed the GDP per capita figures for women were
less than that of men. Comparative figures in 2014 were US$1,142, per woman and US$2,079,
International human rights instruments related to women’s property ownership and inheritance
revealed that denial of these rights makes women’s land rights a human rights issue. Gap exists
between international human rights provisions and national legal provisions because national
laws of property rights are influenced by customs, attitudes and perceptions (Benschop, 2012).
The interaction of statuary laws and community customs and traditions will determine how
women’s legal rights on land are actually realized in practice. Gap between legal systems and
customary practices is obvious and nature of the gap defines the extent to Patrilineal
communities are communities where lineage goes through male descents (from father to son) in
which socio-economic gender relations are shaped in the patriarchal system and are manifested
in different forms. For example, property is inherited by male heirs and marriage is patri-local. In
International law has framed gender equality as part of global concern on human rights and basic
freedoms for social, economic and political rights. These include claims on access to and control
over productive resources like land. Universal Declaration of Human Rights adopted in 2013
(UDHR, 1948) and international laws and conventions developed afterwards have a number of
provisions to address gender equality. The Convention on the Elimination of All Forms of
the basis of gender that harms or nullifies women’s human rights and fundamental freedoms
(UNCEDAW, 2014). It establishes women’s rights on par with those of men to political,
economic and social participation and benefit. Articles 7-8, 10-13 and 16 of CEDAW have
The Beijing Declaration on its Article 35 states that governments should ensure women’s equal
access to economic resources including land, credit, science and technology, vocational training,
etc. as a means to further the advancement and empowerment of women (UN DES D 2013).
Governments are required to incorporate gender perspective in all policies and programs to bring
about political, economic and social development through women’s empowerment and gender
equality. Women and the economy and women and poverty are critical areas of concern in the
Beijing Platform for Action (UN DES DAW, 2012). These were considered critical areas of
power was put as major reason for feminization of poverty. Governments are required to re-
formulate macro-economic policies that address gender disparities in economic power sharing to
alleviate poverty and advance economic growth. Gender mainstreaming was considered a major
strategy to be followed by states to alleviate poverty especially among women living in rural
households.
The United Nations Higher Commission on Human Rights passed resolution on women’s equal
ownership access to and control over property and land (UNHCR 2013). International
women’s equal rights conventions were bases for considering women’s access to and control
over land as human rights issue in the resolution. African Protocol to the African Charter on the
Rights of Women in Africa adopted by the then OAU called upon all African states to eliminate
discrimination against women and to ensure women’s rights as set in international declarations
and conventions (OAU, 2013). It demanded African governments to combat all forms of
discrimination against women through appropriate legislative and institutional measures. The
protocol includes a number of articles on women’s social, economic and political equality and
UN agencies and international organizations play significant roles in supporting women’s equal
rights on access to and control over land. FAO is the responsible UN agency to lead international
efforts to overcome hunger. FAO draws special attention to rural development and facilitates
debate forums on land policy issues. FAO established ILC that focuses on women’s access to
land and gender relations in land tenure. ILC runs ‘Gender Relations in Tenure Project’ on
women’s rights to land which focuses on key issues regarding women’s access to land (ILC,
2015). Furthermore, the World Bank, USAID, SIDA, Oxfam GB, etc. are taking gender issues as
major concern in land policy formulation in their land and agriculture related development
A gender role refers those tasks and responsibilities of men and women as determined by a
particular society. The society expects both men and women to perform their roles in the
culturally acceptable manners. For example, the socialization process moulds women into the
role of subservient mother and wife’s preparing food, looking after children fetching water and
firewood as well as to low status productive activities such as trade in the informal sector. While
(Etsegenet, 2013).
The labor division between sexes is best explained by gender because task division doesn’t relate
to the sex of individual concerned. Division of labor between the two sexes is socially not
variations in the gender division of labor reveal this fact (Meseret, 2012). Most literature
indicates that in the labor division, men are responsible to fulfill the basic household
requirements but in practice, in the rural areas women provide the basic needs of the family.
Gender issues is a socio-economic and political arena is relatively new. The discrimination and
marginalization happens all over the world. For example, most jobs which are about to power
and decision making are carried out by men while the one’s which are tiresome, routine and
Although the degree varies, women around the world face many problems due to cultural,
religious and social attitudes. In addition to the social and cultural impacts which are deeply
rooted in the society new challenges are emerging in contrary times such as food insecurity (i.e.
rising food prices), climatic change, migration, an increase fuel prices and economic crises and
turmoil’s widens the existing gender inequality. The combined effect of these challenges will
further reduce their chance of getting decent jobs and ended any job at all (Ethiopian Herald Dec
7, 2014)
Gender inequality has continued to marginalize women and girls and exposed them to harmful
cultural and traditional practices which are determinant to their overall wellbeing and progress.
Violence against women has persisted over the years and now encompassing a wide range of
harmful traditional practices such as early marriage, female genital mutilation, wife inheritance
and wife beating as well as non-traditional forms of violence including human trafficking,
abduction and rape among others(ADB,2004,World Bank 2005) Avoiding discrimination and
promoting gender equality and women’s empowerment is essential to human right, democracy,
good governance, economic growth and poverty reduction. No endeavor is successful without
the equal involvement of both men and women. Development will be realized with full
participation of women who make up half of the population of the country (Kebere, 2013).
The values of self-help, mutual responsibility, equality are related in common by all
cooperatives, despite cooperatives may have policies of equity and equality opportunities for
both women and men. Their practices may differ. True equality may not in reality exist. For
example, although women contribute significantly to the agricultural sector and hence, to the
national economy of nearly all countries in the world, the percentage of women members in
practically non-existence in cooperative board management and decision making levels. In order
to correct these imbalances and ensure the sustainability of cooperatives it is necessary that
gender issues are addressed. Below are some specific gender issues of concern to cooperatives
and questions that cooperative leaders can ask themselves. (ICA, 2012,
In order to insure the credibility of cooperatives as democratic people based movements in the
eyes of the public and cooperative members, cooperative values must be respected and adhered
to. Cooperative principles state that cooperatives are democratic organizations but what are
democratic organizations? It is to mean that cooperatives are the place where people exercise
their right without gender discrimination. It is impossible to say that cooperatives are democratic
societies if they do not include women in management and decision making. Having women in
from their underutilized human resources by enhancing women’s productive capabilities. (Haile,
2012)
Gender mainstreaming as a concept introduced in 1985 during the United Nations Third World
Conference on Women in Nairobi, which is now almost over twenty years (SUCDA
Development consultants, 2012). The United Nations defined gender mainstreaming as: The
process of assessing the implications for women of any planned action including legislation,
policies or programs in all areas and at all levels. It is a strategy for making women’s as well as
men’s concerns and experiences an integral dimension of the design, implementation, monitoring
and evaluation of policies and programs in all political economic and societal spheres so that
women and men benefi t equally, and inequality is not perpetuated (Neimanis, 2012). Gender
achieve sustainable development, men’s and women’s empowerment and their full participation
on the basis of equality in all spheres of the society are fundamental (MoWA, 2014). In relation
to this, Fetenu and Sosena (2012) argued that the principle of equally integrating men and
beneficiaries has now become widely accepted by governments throughout the world. The issue
of gender equality has become an area of concern in development planning during the last few
decades. The marginalization of women for long from development programs called for changes
in policy perspective from women in development (WID) which aims at engaging women in
development projects to Gender and Development (GAD) which aims at addressing inequalities
in women’s and men’s social roles (March et al, 2013, cited in Ethiopian Society of Population
Studies, 2008). Ethiopia has been part of this global movement in advancing gender equality,
which is cemented by the existence of the country’s constitution, National Policy on Ethiopian
Women, the newly amended Family Law and the government’s ratification of the Convention on
the Elimination of all Forms of Discrimination against Women (CEDAW). However, making it
instrumental to ensure men’s and women’s access to resources, opportunities and treatment is so
critical.
Different sources (MoWA, 2013) explained that gender inequality is one of the features of
Ethiopian society. As a result, there is unequal power and economic relation between women and
men. In almost all spheres of life, women are more disadvantaged than men. Addressing gender
mainstreaming in development is, therefore, not only about equality but also about social justice.
An official document released from the Ministry of Women’s Affairs (2015) further stated that
countries will not be able to alleviate problems related to poverty and HIV/AIDS pandemic and
to ensure sustainable development in a given country. In other words, equal rights and
opportunities for women and men are practical preconditions for sustainable development
(MoWA, 2014). Moser (2014) classified two approaches of development i.e WID- women in
development, and GAD- gender and development. The core point of WID is that development
policies and programs had excluded women, entrenching economic inequalities rather than
fostering equal opportunities between women and men. The aim of WID is, hence, to integrate
women in to the existing institutions. GAD aims at filling the short comings of WID, i.e.,
addressing the gender relations between men and women. It aims at reshaping power relations
which has resulted in unequal gender relations which in return created unbalanced development
participation between men and women (CRTD. A, 2015). All social, economic, political
structures and development policies are subject to gender analysis, and it recognized that gender
equity requires transformative change and not merely the integration of women in to existing
Article 25 of The FDRE constitution states (The Right to equality) All persons are equal before
the law and are entitled without any discrimination to the equal protection of the law. In this
respect, the law shall guarantee to all persons equal and effective protection without
discrimination on grounds of race, nation, nationality, or other social origin, colors, sex,
Article 35 of the FDRE Constitution (the Right of Women) constitutes nine sub articles and deals
with all sorts of women’s rights, such as, equality of women with men, equality in marriage, the
right to receive affirmative measures, the right to eliminate the influences of harmful customs,
the right to maternity leave with full pay, equal right to participate in national development
issues, equal right to property ownership, equal right to employment and the right to family
planning education. Article 38 of The FDRE Constitution also takes into account women’s right
to vote and to be elected. Similarly, all articles dealing with democratic rights have considerably
emphasized the equality of sexes. The document analysis has also been made on proclamation
176/2013,
In the same vein, sub Article 2 states ‘Provide the necessary follow up and support for the
Regional Government bodies in the course of their preparation of policies, laws, development,
programs, projects and reports by having formulated a mechanism enabling them to mainstream
gender issues and thereby ensure the participation and entitlement of women in such process.”
The remaining duties and responsibilities of The Bureau of Women’s, Children’s and Youth’s
Affairs’ mentioned in the Proclamation are devoted to ensure gender equality. The document
analysis has portrayed that there is adequate legal backing to realize gender mainstreaming and
thereby ensure gender equity and gender equality. Gender and Development approach believes
that the challenges and opportunities of women empowerment and as result gender equality are
examined through the proper implementation of gender mainstreaming. That is, the challenges to
empower women can be resolved through the effective implementation of gender mainstreaming
in organizations. This implies that the need to address women’s empowerment remains pressing
important by addressing the fundamental issues that gender equality is central to economic and
human development. This is due to the fact that in gender mainstreaming, priority outcomes
leadership and improved equitable health and education outcomes. Cognizant of the current trend
in gender mainstreaming, this study attempts to answer the following basic question.
The role of civil society in promoting gender equality Civil Society is a critical arena for gender
equality and has a central role to play in promoting respect for human rights and governance,
including influencing government policies in favor of poor and marginalized men and women.
Recent research carried out by AWID8 assessed current trends in funding to women’s
organizations and noted that, while the impact of the recent financial and economic crisis is
evident in the decreasing level of ODA among donors, direct cuts in ODA for gender equality
are not yet apparent. However, existing levels of ODA for gender equality are inadequate to
reach the commitments made in Beijing and at the Millennium Summit ten years ago. While the
creation and continuation of new mechanisms and special funds like the gender equality fund
managed by UNIFEM have increased resources available for gender equality, their accessibility
and conditions present challenges for many women’s organizations. In particular, the large size
of grants means they are limited to a small number of organizations with the capacity to access
funding. Many of the multi-donor, post-conflict trust funds lack effective mechanisms for
marking and tracking resources dedicated to support gender equality despite the mounting
Gender Equality and the MDGs In preparation for the Higher Level Summit to review progress
on implementing the MDGs, which will take place in September 2013, there has been a growing
recognition of the centrality of addressing gender inequality in order to make progress across all
of the MDGs. The report of the UN Secretary General on Keeping the Promises – a forward
looking review to promote an agreed action agenda to achieve the MDGs by 2015 asserts the
Conceptual basis of the Gender Equality Policy A key objective of the current policy is to
advance equal rights for women and men. This “rights-based approach” to gender equality is
rooted in the International Convention on the Elimination of Discrimination against Women
(CEDAW) as well as other international conventions on civil, political, social and economic
2.3.4. Practical and strategic gender needs Men and women have different roles and
Gender needs are central in the promotion of gender equality and attention must therefore be
given to how various efforts in this process effects the possibilities of satisfying those needs in
different ways. The gender needs can be categorized into two types; practical gender needs and
strategic gender needs. Practical gender needs are identified in women’s socially accepted roles
in society and refer to the common needs of women that do not challenge the gender division of
labour or women’s subordinate position relative to men. They are described as being of practical
nature and often refer to insufficiencies in factors concerning basic needs such as housing, access
to water, health care or employment. Practical gender needs are formulated directly by the
women experiencing these conditions and are hence a response to a perceived necessity
identified by women in a specific context. There are however risks in identifying practical needs,
which actually concerns all family members, as women’s needs. This is done both by the women
themselves and by the policy makers of the aid agencies and both are therefore responsible for
Strategic gender needs are the needs that women identify because of their subordinate position in
society and can be described as the crucial interests for challenging the existing order and to
create a more equal and satisfactory organization of society. They vary according to particular
cultural and socio-political context and relate to such things as gender division of labour, power
and control. According to Molineux (in Moser, 2013) it may include abolition of the sexual
division of labour, the institutional forms of discrimination, the establishment of political
equality, and the adoption of adequate measures against male violence and control. (Moser,
2013).
2.3.5. Approaches to women, gender and development several approaches towards gender
Five of them will be examined here; the approaches of equity, antipoverty, efficiency,
empowerment and GAD. The first four are sometimes categorized as being part of the broader
approach called Women in Development, WID which has its counterpart in the Gender and
Development approach, GAD. The major difference between the two is the focus of women as
opposed to gender. It is however worth mentioning that the concepts imbedded within these
approaches sometimes are closely interrelated and overlapping and it should be noted that gender
sometimes described as being confusing (Hannan, 2014 Moser, 2013, Waylen, 2013). The
different approaches presented here have been dominating, and still are, in aid agencies and their
The equity approach is described as being the original WID approach and its purpose is to gain
equity for women in the development process. It was introduced during the 1970s within the UN
Womens Decade and developed from the concerns of the fact that economic development
strategies often had a negative effect on womens economic status, suggesting that women
continuously are losing ground to men as development proceeds (Buvinic, 2013). The arguments
underlying this assumption are, first, that the less monetized an economic system is, the more
important is womens productive role. Secondly, conventional measures of economic activity fail
to acknowledge the unpaid work of women and thus underestimate the scope of womens
productive roles. Third, policies designed for the Third World, based on values of the
industrialized world, hinder Third World women from engaging in paid labour. And fourth, as a
consequence women are left behind in the traditional sector which in turn contributes to a
widening gap between the sexes (Buvinic, 2013). In accordance, the approach emphasizes that
women need to be integrated into development more effectively through access to employment
and the market place and economic independence is therefore seen as synonymous with equity
(Moser, 1993). It also points to an acceptance of womens practical need to earn a livelihood.
resources and wealth at all levels from men to women, and if necessary, through positive
discrimination of women (Moser, 2012). The approach stresses the need to acknowledge women
as active participants in development and to highlight their important role in society through their
reproductive and productive work, as well as their involvement within community affairs.
Hence, it recognizes the triple role of women and its economic value (Hannan, 2010; Moser,
2012). The equity perspective further emphasizes a top-down approach of state intervention and
legislation in order to secure women’s political and economic autonomy and status. It should
however be noted that also other means to ensure equity are assumed, for instance consultative
and participatory planning (Moser, 2012). In these ways the equity approach meets strategic
gender needs. Critical voices however indicate that the focus on redistribution of power was too
provocative and challenging for mainstream development agencies since it was perceived as
necessitating inappropriate interference with the traditions of partnering countries (Moser, 1993;
Hannan, 2010). Southern voices have moreover criticized the equity approach for being based on
The anti-poverty is the second WID-approach and evolved in the early 1970s as a response to
research revealing that the growth strategies of the modernization theory proved insufficient in
solving poverty and unemployment problems (Moser, 2012). It was discovered that it did not
lead to the trickle down effects expected from increased economic activity on a macro level and
from the WID perspective this was seen as a result from ignoring women in development
planning (Andersen, 2012). As a result, the World Bank shifted its focus on economic growth to
a broader concern with eradication of absolute poverty through provision of both basic and social
needs, and in which women of low-income households, often described as the poorest of the
poor, were identified as a special target group to be assisted (Moser, 2013). This can be linked to
how the focus of this approach is set on women’s crucial role in developing countries in
alleviating poverty on the family level, as a function of their role as the main provider of the
basic needs (Young, 2012). The approach thus recognizes women’s productive role and the
purpose of the approach is to increase women’s productivity since this is seen as required if
balanced economic growth and poverty reduction are to be achieved (Moser, 2013). The
underlying assumption of the approach is that the origins of gender inequalities are associated
not with the systematic subordination of women, but with poverty and underdevelopment, which
in turn can be described as a consequence of their lack of access to private ownership of land and
capital, and to sexual discrimination in the labour market (Moser, 2013). Hence, the approach
focuses on providing better access to productive resources, especially through employment and
The anti-poverty approach has been criticized mainly for the various limitations of the actual
income-generating projects that have been created in the anti-poverty spirit. The focus on
provision of basic needs does in theory assume a participatory approach in which women and
antipoverty projects. In practice the projects have been designed in a top-down manner by
various NGOs resulting in the ignorance of fundamental conditions affecting the outcome of the
projects (Moser, 2013). The projects have further been small-scale, underfinanced and aimed at
women to new areas of work (Hannan, 2010; Moser, 2012). Moreover, the predominant focus on
the productive role of women has often led to a negligence of women’s reproductive functions
and other responsibilities, resulting in an implicit assumption that women targeted for
participation in the projects have free time to spare and thus creating an even heavier burden for
women to carry (Ibid). Problems connected to the focus on low-income women on the household
level, and especially on women-headed households have also been put forward in the criticism.
Hence, the less radical attitude towards gender inequalities of the anti-poverty approach, in
comparison to the equity approach, is criticized for its inability (or its tactics not to) to address
According to Moser (2013) the efficiency approach is the third and the most popular and
predominant approach within the WID concept. It emerged as a result of the economic crises of
the world economy, experienced in the beginning of the 2013s. The structural adjustment
programmes (SAP), created by the International Monetary Fund and the World Bank to help the
situation in Latin America and Africa, led to an increased emphasis on efficiency and
effectiveness in the development process (Hannan, 2010; Moser, 2013). The reallocation of
resources made in order to restore the balance of payments and to increase export and economic
growth, however, often resulted in shifting the costs from the paid economy to the unpaid
economy, for instance by using womens unpaid labour to make up for the resources lost in the
reallocation process (Hannan, 2010; Moser, 2013; Andersen, 2012). Hence, more attention was
drawn to womens roles in the development process. A number of characteristics can be identified
in the efficiency approach: • Womens increased participation in economic activities will make
development more efficient (Elson, 1995; Hannan, 2010; Waylen, 2014; Moser, 2013). This
perspective thus holds the thought that women previously have been an underused asset
(Andersen, 2013). • It has an instrumental approach towards women (Hannan, 2010; Waylen,
2013). Women are seen as a means of achieving development which implies that emphasis is put
on the process of development rather than on women. Hence, increased equality is a positive
consequence rather than a goal in itself. • It is assumed that an increase of women’s participation
in economic activities automatically will lead to increased equity (Hannan, 2010; Andersen,
2013; Moser, 2013). • The approach is aimed at meeting women’s practical gender needs by
Though popular, the efficiency approach has been widely criticized. According to its opponents,
women run the risk of being overexploited and overburdened as the withdrawal of social
services, within the policies of the structural adjustment, results in an increased workload for
women. Thus, the total lack of a participatory approach fails to acknowledge the totality of
women’s unpaid work and further contributes to an undermining of women’s practical gender
needs. This in turn also means a failure in meeting the strategic gender needs (Hannan, 2010;
Moser, 2013). The intensification of women’s workload also diminishes their chances of actually
enjoying the improvements in status that development and increased equity is supposed to bring.
This also leads us on to the next issue of criticism, namely the assumption that a rising level of
female participation equals a markup in equity. In connection to this both Hannan (2010) as well
as Moser (2013) puts forward the structural constraints that are affecting women’s actual
The empowerment approach emerged during the 1980s and apart from earlier approaches it was
developed mainly from the writings of scholars in the South as they sought their own theoretical
described above the empowerment approach is sometimes associated to the GAD perspective, to
which it bears an apparent resemblance. It questions previously ruling assumptions of the more
west oriented perspectives; i) that development is beneficial for all people and ii) that all women
want to be integrated into a development process defined by western standards (Hannan, 2011;
Andersen, 2012). In accordance, it acknowledges the vast differences between women in their
experiences of subordination and exploitation, stemming from such factors as race, class,
ethnicity, religion and socio-political and economic history (Hannan, 2010; Waylen, 2014).
The approach acknowledges the importance for women to increase their power, however not in
terms of domination over others but more in terms of how women can increase their right to self-
determination and influence the direction of change by gaining control over different resources
(Moser, 2014). It seeks to empower women by applying a bottom-up perspective rather than a
top-down imposition (Andersen, 2012; Waylen, 2013). It supports the belief that people,
including poor women, are capable of promoting their own development which also cohere with
the thought of empowerment as a process that comes from within (Elson, 2013; Hannan, 2010).
Thus, the approach has a focus on increasing women's control over the choices in their lives. To
improve women's self-reliance and self-confidence is equally important in this context if they are
raising and popular education, alongside income-earning opportunities, are recognized as means
to empower women (Elson, 2013;)The role of development agencies are therefore seen as one of
supporting and advocating womens own initiatives and their participation in the public sphere
and in the main decision-making (Elson, 2013). Momsen (2011) also claims that ways must be
found to reduce women’s work load if they are to have time to seize these opportunities.
Development agencies must thus recognize and address the triple role of women in society. This
also makes it necessary to distinguish the practical and strategic gender needs of women since
the fulfillment of practical gender needs are seen as the basis for reaching strategic gender needs
(Moser, 2013; Andersen, 2012). The description of the empowerment approach as potentially
challenging has meant a limited popularity among development agencies. Moser (2014)
mentions that the avoidance of Western feminism, and the critique towards it, has led to poor
financial funding with the exceptions of a few international NGOs and Northern governments.
The GAD approach emerged in the mid-1970s as a result of the academic criticism put forward
against the WID perspective by scholars in the UK (Young, 2012). The fundamental difference
between WID and the new approach was that GAD used the concept of gender and gender
relations rather than focusing on women as an isolated group and their roles. It emphasizes
women in relation to men, their different roles in society and how these differences vary
according to ideological, historical, religious, ethnic, and economic prerequisites (Moser, 2012).
Hence, the GAD perspective could be said to be based on the assumption that the situation of
women is a function of multiple power relationships, and while WID promotes opportunities for
women to participate in social and economic structures dominated by men, GAD promotes a
fundamental re-examination of these structures and change traditional relations of power to the
benefit of women, but also of some men (Rathgeber, 2010). Hence, changes are required on all
levels in society and creating support mechanisms for women in their efforts to bring about
change is important. WID is also criticized by GAD for how it treats women as a separate
category and how it makes a clear division between First and Third world women. GAD sees
women's inequality as a global problem following similar patterns in both developing countries
and in so-called developed countries, for instance how women's reproductive work is given little
social and no economic value (Young, 2002). Moreover, GAD proponent’s claims that the
isolation of women is to ignore the real problem which continues to be the subordination relative
to men and that the add-on approach of the WID concepts does not challenge the structures
underlying women’s systematic subordination. The GAD concept takes a more confrontational
stance with its ultimate goal of emancipation and the purpose that women through empowerment
can achieve equality and equity with men in society (Moser, 2012).
GAD has both short-term and long-term goals which can be related to how it focuses not only on
what Rathgeber (2013) calls the condition of women but also on the position of women. The
short-term goals are similar to those of WID and are connected to women’s condition since it
involves such factors as the material state of women in terms of education, access to credit and
health status (Parpart, 2012). These conditions or goals could be linked to practical gender needs.
Long-term goals, connected to women’s position, includes more intangible factors, inherent in
the social system and in the relations of power between men and women, such as ways to
empower women through collective action and to challenge existing gender ideologies within
society (Parpart, 2016). These goals can be compared to strategic gender needs.
GAD has encountered a number of problems over the years. One major problem is the confusion
over the terminology concerned with gender. The term gender is according to Young (2012)
often used as a synonym for woman/women and is therefore stripped off its original meaning and
the actual differences the term has in the discourse. Young also puts forward that by the end of
the 20th century all approaches to development involving a focus on women had been
amalgamated into a GAD approach even though this bears little resemblance with the original
formulation (Young, 2012). Also when it comes to policy making and promotion of gender
planning GAD has faced difficulties. Because of its transformational character and its lack of
concrete policy prescriptions it has had limited popularity among development agencies
(Waylen, 2014). Rathgeber (2012) also argues that development agencies have limited capacity
to influence practice and effect societal changes and highlights the fact that social relations of
gender has a tendency to be viewed as cultural aspects which should not be interfered with on a
inter- state level. WID is described as being easier to promote since it involves more explicit
The descriptions of the approaches above are fairly extensive and not fully manageable in its
existing form for use in an analysis of Sida and LAMP gender policies. I have thus chosen to
compress the approaches into a simple matrix below, underlining and comparing the most
important characteristics of the different perspectives. The categories chosen will however not be
used straight off in the analysis. Emphasis will be put on identifying the view of equality and of
womens role in development, how needs are acknowledged, and whether a bottom-up or a top-
down perspective is promoted. The reasons for choosing these categories can be outlined as
follows.
The view of women’s role in development is necessary to emphasize since it separates the
different approaches in a profound and legible way. It indicates the purpose of incorporating a
gender policy and it distinguishes the underlying attitudes towards the problem of gender
inequality. Considering the fulfilment of different gender needs is necessary since the
identification of needs can be seen as determining the means by which concerns can be satisfied
(Moser, 2013). Different character of the gender needs thus demands different means to reach
them. The acknowledgement of women’s different kinds of needs is therefore significant in order
to know how to satisfy the need or how to facilitate the problems causing the needs. According
to Moser (2012) it is the distinction between strategic and practical gender needs that provides
the gender planning with one of its most important tools. Top-down intervention as supposed to
a bottom-up perspective can be useful to distinguish since that may determine how successful the
confrontation of gender inequalities turns out to be. It has historically been acknowledged that
top-down intervention alone has not been sufficient to remove any of the persistent causes of
inequality within society (Ibid). The struggle to confront the nature of gender inequality and
women’s subordination has been successful only when it has incorporated the bottom-up
movements of women’s organizations. The negligence of bottom-up initiatives also brings other
fundamental problems which can be connected to the much criticized implementation of aid
projects based on western values. It also seems as if projects designed without participation of
local women’s groups or other grass-roots organizations often runs the risk of creating more
explains either graphically or in a narrative form, the main things to be studied (key factors,
concepts, variables and the presumed relationships among them) (Miles and Huberman, 2015).
Research Methodology
3.1. Introduction
This chapter presents overview of the research methodology used in this research. The chapter
details the description of the study area and overall research methodologies; Sample size
The National Regional State of Oromia is located between 3024'20'' - 10023'26''North latitude
and 34007'37'' – 42058'51'' East longitudes, extending about eight degrees (80) West to East and
about seven degrees (70) North to South vice versa (Excluding Oromia Zone of Amhara
Regional State). As the result the region has physical boundaries with all Regional States of
Federal Democratic Republic of Ethiopia, except Tigray Region. The region has international
boundaries with Sudan (66 Km) on the West and Kenya (521Km) on the South. The total
boundary length of the region is about 5700 Km, of which the largest boundary line (1860 Km)
is with National Regional State of Southern Nation, Nationalities and Peoples Region, followed
by Somali National Regional State (1410 Km). Similarly, the Region shares boundaries with
Amhara National Regional State (706 Km), Benishangul-Gumuz National Regional State (690
Km), Gambella Peoples National Regional State (225 Km) and Afar National Regional State
(164 Km).
BoFED, (2011) the total areas of Oromia National Regional State is about 363,399Km2,
accounting for more than 34.5 percent of total area of the country. The region is administratively
classified into 20 zones and 304 districts (39 towns considered as district). In addition the region
has more than6343 PAs and 482 urban villages as the 2007 final Census report indicates.
According to 2007 Population and Housing Census Result, total population of the region (As of
May 28) was 27,158,471 (Female accounts 13,482,312) Rural population was 23,788,431(female
was 11,817,588), while urban population was 3,370,040 (female, 1,664,724) (BoFED, 2011).
Gindeberet is derived from the Oral traditional which means in Afan Oromo "Dallaa Loonii"
jechuun “lafa seensa fi bahinsaa karaa tokko qofa qabu” It means lands which have one way of
road enter and out from that districts. Gindeberet District is one of the 22 West Shoa Zone
districts which are located 192 Km South West of Addis and 92Km form Ambo to the North.
The district is bounded by Ambo, Elfeta and Midakeny district in the west, Abuna Gindeberet in
the East, Jeldu district in the south of west shoa zone district and Ababo Guduru District of Horo
Guduru Wallaga zone in the West, and Amhara regional state in the Northern direction. Agro-
ecologically District is divided into Dega 43% and Woinadega 57% agro ecologies. The district
has the population of 126,763 out of which 63,915 are male and 62,848 are female (CSA, 2016).
The economic activity of the district is mostly agriculture plus very small percent of trade. The
District has 33 PAs out of which 31 PAs are Rural and the remaining 2 are Urban. Gindeberet
District has total land area of 2417.82squere kilometer out of which 40.8% hectares used for
farming, 36.1% are used for grazing, 2.3% hectares are covered by forest, 9% bush land, 8.8 non
arable land degraded land and 3% swamp and water bodies (Gindeberet district Rural Land
According to the population and housing census that was conducted 2014, the population of the
district was 104,595 of whom 52,726 were men and 51,869 were women. The rural population
was 89.4% and the urban population was 10.6%. Estimated population density of 84.5 people per
This show the majority of the population live in the rural area, depending on crop farming which
economy, intensively practiced by those who have land and livestock. The landless are engaged
in other income generating activities like petty trading and daily laboring. Crop production and
animal husbandry are major activities where agricultural product consumed at home and partly
sold to earn cash to meet other household needs, educate children and contribute to social affairs
(GANRO, 2018). The majority of the inhabitants were Protestant, with 65.96% of the population
reporting they follow this belief, while 27.12% of the population said they practiced Ethiopian
The term “land use” implies the way people allocate land for different purposes (Anon, 2002).
Land use pattern often influenced by population distribution and density as well as climate and
topography. The study area covers a total of 2,417.8 square kilometers (CSA, 2004).
Table 1: Areas of land use and land cover type in Gindeberet woreda
Agricultural system is part of a highly developed, mixed agriculture in which livestock used as a
source of draft and transportation. Fallowing, uses of plough, crop rotation, terracing, irrigation
and soil fertilization been practiced by the farmers for a year as part of their traditional farming
system. However, most of the cultivated land not properly utilized and the soil is highly
subjected to deterioration. All oil seed crops grown from seeds broadcasted over the prepared
field and ploughed into the soil to facilitate germination and seedling emergence. Crop
production, livestock production and beekeeping are the major sources of income and livelihood
of people in the district. Out of the total cultivated area 38.9% used for annual crop production,
4.9% covered by forest and 56.2% used for other purposes. Farmers often categorize their
cultivated land in to two groups, namely home garden and main field. Home gardens, are located
near the house and are rich in organic matter. The main fields, usually located far from the
homesteads and less fertile used for cereal and grain crop production.
Gindeberet woreda endowed with 372,570 of livestock, which are 53.4 cattle (oxen, milking
cows and bull), 22.8 Goats and Sheep, 5.5 Equines (horses, donkeys and mule) and 18.3%
Poultry (mostly local chickens but some improved breeds). Cattle are the major animals in the
household herd. It kept providing traction (oxen), manure, milk and meat products and source of
ready cash to meet emergencies (poultry, sheep and goats) and fuel when manure burned.
Prosperity and public esteem also gained by owning land and livestock. Cattle fed in open
grazing, stall-feeding and tethered (small area of open grazing left in front of a house). Natural
pasture (indigenous grasses and tree leaves), crop residues, weeds and tree leaves and grazing
The population of the district was 130,428 of whom 67,307 were men and 66,121 were women.
From 130,428 total populations 280 samples was taken in the study Area. Among 280 sampled
270 was male and 10 is Female which is 11% and 1% of total population Male and female
respectively.
3.4. Sampling Frame
In Gindeberet worked, there are 31 villages and three towns. For this particular study, out of
total 3 (three) cites or towns are purposively selected namely kachisi, chulute and Jerjera.
Because of the study was be undertaken by comparative study and hence the three towns have
some similar character on education sector each other. Because those three town have education
Systematic random sampling: - The sampling technique will be used in this research is
systematic random sampling. The respondent will be selected by random sampling by use of the
under stated formula which: requires the sample frame and sample size only, sample interval,
Steps: Choose the first sample randomly and then choose every K th to be included in the sample.
The population in school and educational sector will be included for this study.
Taking in to consideration time and budget as well as the study also comparative for this
particular study, only three towns, namely kachisi, chulute and Jerjera are purposely selected.
The sample size for collecting data for this research will be determined using Yamane
N
n = ----------------
(1+N e2)
Where
N = Total Population of the selected education society
n = Sample size
e = error or confident level
The conventional confident level of 95% is used to ensure a more accurate result from the
sample. Based on this, the error term would equal to 0.05. Using the total women members of
202 and error margin of 0.05, the sample size is calculated as follows.
280
n = ---------------- = 287
1+ 280 (0.05)2
3 Jerjera 80 1 81 64 M and F
Total 270 10 280 280
Both qualitative and quantitative data on members’ participation villages was gathered as
firsthand information. The specific aspects on which data collections focused include: evaluate
the major factors that affect gender equality in the education sector in the Gindeberet woreda.
an understanding of the underlying reasons and motivations for actions and establish how
people interpret their experiences and the world around them. Qualitative methods
provide insights into the setting of a problem, generating ideas and/or hypotheses.
Quantitative: as the name suggests, is concerned with trying to quantify things; it asks
questions such as ‘how long’, ‘how many’ or ‘the degree to which’. Quantitative methods
look to quantify data and generalize results from a sample of the population of interest.
They may look to measure the incidence of various views and opinions in a chosen
The studies used both primary and secondary data to gather the required data for achieving the
In order to collect the primary data, the researcher used open-ended and close-ended questioner
questionnaire, the semi-structured interview schedule, personal observation, and focus group
Secondary data were gathered to support the information collected from primary sources. These
were collected from school and educational sectors as well as from books, news-papers,
published and unpublished materials, journals, websites, articles, and other researches related to
this study.
Semi-Structured interview schedule was prepared to conduct primary data source from gender
equality education office in the study area. Information pertaining to respondent’s socio-
economic characteristics and individual situations was obtained directly through the interview,
Focus Group Discussion (FGD) was conducted with 3 education office (by dividing them into
three smaller groups consisting 6 group members in each smaller group). From the three groups
one from kachisi, Chulute and one from Jerjera was selected. The participants of the groups are
from the board of directors and teachers. The sampling technique for focus group discussion is
purposively samplingly, because of the experience they have, the knowledge about the gender
Key informant participants are 12 in number which are from district promotion agency and
education sector office which are directly related to the society by their position and also
management member of both offices for getting in-depth information about gender equality
In the study which was undertaken because of the data collection method is undertaken by semi-
structured questionnaire the clarity of data from primary data collection may face the problem.
To solve such problem, the researcher was undertaking the pilot test of semi-structured
questionnaire data collection. After the data is collected the researcher was going to check the
clarity and reliability of the answers of respondents. The pilot test was undertaken on 10% of the
Data were analyzed entered into by SPSS Version 20 and simple and analyze the collected data
and information brief descriptive analysis results statistics were employed in the results and
discussion part of the study to analyze the data. In this study, the objective of the study was
analyzed using descriptive analysis results. The descriptive analysis is made using frequencies,
tables and figures, mean, maximum and minimum values based on the results obtained. For the
second objective, it was analyzed by using Multi regression analysis model. In this study there
are more than two or three variables therefore we uses multi regression analysis .i.e. Age,
Gender, education level, family size, and etc. are variables for this study. Started by considering
the existence of an unobserved continuous variable, z, which can be thought as ‘propensity
towards’ the event of interest. In the case of participation status, z represents a member’s
participation status. In the logistic regression model, the relationship between z and the
probability of the event of interest is described by this link function.
Or zj= log
…………………………………………………………………...1
Where, πj is the probability of the jth case expediencies the event of interest.
Zj is the value of the unobserved continuous variable for the jth case. The model also assumes
that Z is linearly related to the predictors.
Zj=b0+b1xi1+b2xi2+……...+bpxp…………..
…………………………………………………………2
bp is thejth coefficient
More generally, the response variable in multi regression is usually dichotomous, we will define
such response variable as Y, and denote the even y=1, when the subject has the characteristics of
interest and y=0, when the subject does not have that characteristics of interest. So an alternative
form of the logistic regression equation is the logit transformation of pi given as
The coefficient can be interpreted as the change in the l og odds associated with a one unit
change in the corresponding independent variable or the odd increases multiplicatively by eBt for
every one-unit increase in Xt=1,2…k.
This study focuses specifically on gender equality as dependent variable. Gender equality:
- refers to the act of taking part in the basic education activities which includes: women
In this study a total of eleven variables, are hypothesized to explain the independent variable
were based on review of literature related to the study and discussion with experts.
Age: is measured in terms of number of years of age of the respondents. The age of an
Normally older people refused new ideas; they want to keep what they knew already. On the
contrary, young and middle aged groups due to long-term plan and ambition they are
expected to undertake risks. Therefore, age has a inverse relationship with education sector.
Family size: is the size of the family of the respondent measured in terms of the number of
members in the family. Higher number of family members leads women to have more
burden of task in the family. Therefore, as family size increases the tendency of women
participation in the education will decrease. In this study, family size was assumed to have
Educational level: Education refers to the level of formal and non-formal education and
assumed that education increases members’ ability to search out, process and use
understand the advantages of gender equality, differentiate education and investor owned
equality. Moreover, he could identify the current and future benefits of doing education
sector. Therefore, education has a positive role in the gender equality in education sector
more actively.
Distance from school to women resident: This factor refers to the time a member may
needs to walk to reach where school services are available. The faraway of the school
service center is located from member’s residence the less likely that a member will have
access to school services he may seek services from other options. As a member nearby the
school, there may be a chance to be a member and involve more in the activities of the
education sector. Therefore, this variable has inverse relationship with gender participation
in sector.
Awareness about Education: This refers to the level of understanding and knowledge of
the respondents about education principles and values, and by - laws. And will be measured
in yes or no question type. As there is high awareness, there is high probability of getting
with participation.
Family annual income: Income is operationally defined as income obtained from off-farm
and on-farm activities that are expressed in Birr per year. From the very nature of education
organizations, people who form gender are those people who are economically weak
sections of the society. Ingalsbe; Rhodes and Schrader cited in Kirub, 2015 noted that a
primary motivation for people to form and participate in agricultural education is to increase
their income and to improve their living standards. As people have a relatively better
income they tend to run their own business rather than joining education form of business.
participation in education.
Training access: For the analysis of gender equality access of training education sector is
low and training is the continuous process in education by which gender see the connection
between their individual interest and group interest, which enable gender to increase their
knowledge and improve their skills about education. Therefore, education training is
education sector.
Position of women: refers to the specific responsibility given to women in the education sector.
As women have a certain responsibility in the education they have the tendency to participate in
every affair of the activities of the sector. Therefore, position of women has highly affected the
Marital status: it refers whether the gender member have husband or not. If the women are with
their husband, they may not gain the time to participate in the in school actively. On other hand if
they are single, they may get free time to participate, but they may not gain knowledge for
education sector.
Household composition
productive capacity which influence households’ choices and preferences over use of different
services (Agrawal & Angelsen, 2015). For example, studies carried out in Gindeberet areas
clearly indicate that there is a strong positive correlation between household size and the
education pattern of the gender-based products of community education sector (Shackleton et al,
2014). Thus, the demand for gender on education and most other education products, for
example, vary directly with household size and might influence preferences to manage education
sector.
Gibson (2010) argues that perceptions of service sector salience and scarcity are not necessary
for collective process of education sector. However, there was a poor level of participation
gender inequality because community members did not consider education to be scarce to
warrant for gender equality measures. In contrast, recognition of the link between the equality
and gender of these villages to create rules to protect a portion of their education that was in the
Household size
This variable is a continuous explanatory variable and refers to the total number of family in the
household that can be taken as a proxy for level of gender and they engaged in different
education activities. From this context, large family size is expected to have negative impact on
analysis of gender in education sector. Family is the main source of labor in many rural areas and
availability of family labor contributes to increase the gender in education sector (Mohammed,
2007). The larger the household size of the respondent, the lower was the education of access
It is a continuous variable and is measured in using formal schooling the households and
expected to have positive effect on education sector. Higher level of formal schooling is
associated with high education (Contreras and Godoy, 2015). Higher level of education provides a wider range of employment
opportunity and reduces gender dependency (kamanga et al, 2015; Adhikari et al, 2015; Shylajan and Mythili, 2016).
4.1. Introduction
This chapter is deliberately added to make sweeping arguments on the gender equality analysis
essue main preserving education institutions and its direct or indirect influence on education
performance of genders. Gender issue is everywhere, though it differs in forms. Besides, the
gender analysis agents (family, society, religion, mass media, schools, etc.) are also every where.
Hence, it is possible to discuss the issue in general terms. Therefore, this general discussion go
further one step beyond the specific research findings. Of course, vital findings from the case
study research are employed as argumentative instances. Furthermore, the researcher tried the
generalized arguments’ to be supported by other authors’ view, opinions, belief and arguments
(tertiary data). Consequently, the research issues would be analysed and discussed in holistically,
and to forward a critical analysis in generalized manner to the issues that were raised previously
in the case study discussion part of this research. Most importantly, one of the research
questions: the ‘how question’ would get answer in this chapter by the logical analysis and
interpretation and logical generalization based mainly on general facts. That is, how to change
the existing traditional gender role of gender in education sector; how to ‘change’ and adjust the
educational approach in order not to see the intended result of the existing approach.
4.2. Household Characteristics
The empirical study shows average age of the respondents in the woreda was 40 years (Table 3).
The average family size the interviewed households in Gindebeeret woreda was 8, which is
higher than the national average of 5 persons per family. This discrepancy is probably caused by
an inadequate difference of the view of “family” on the one hand and “household” on the other.
head)
Family size (no of members) 8.16 17 1
Male household members 4.2 10 1
Female household members 3.9 9 1
Source: Survey data 2020
According to the result of Table 3 above and Figure 2 below, more than half of the sample
households were have a children under 15 years of age which shows high independence ratio that
could be affect rate of education. Out of the 245 children aged 6 to 14 years only 100 (40.8 %)
attended school in the woreda. From 100 (40.8 %) only 12% girls attended in school in the
woreda, which is directly shows high inequality ratio between genders in the Gindeberet woreda.
According to Todaro (2015) concept of “the hidden momentum of population growth,” large
proportion of children and adolescents in a population implies high dependency ratio in the
present and large number of potential parents, which will inevitably put immense pressure on the
economic resources in the future. Therefore the statement shows that household who have a large
family size has a large gender inequality. That leads large gender inequality on education sector.
According to the results of this study Gindeberet woreda needs an attention for balancing gender
Meanwhile, on the gender issue it is indicated that restricting inequality in education of the
agreed number of policy in the woreda is one of the votive duties of the gender. In other words,
the community members can’t new awareness policy in the education other than those registered
homesteads during study. The high proportion of young generation in the education and the
prescribed duty of the gender to restrict education will sooner or later create tremendous internal
pressure that risks the sustainability of the gender approach unless something fundamental is
designed.
Table5: The link between low educational level, Income and Gender equality.
Figure 3.shows that nearly 4.7% of household members were illiterate and only 11.3 % had more
than educated. So that at the largest household family educated has the highest gender equality.
While more illiterate family has the lowest gender equality in education sector. The study shows
that illiterate HH members highly depend on agricultural output than educational output HH
members (Table4.) As you observed from above table (4) there is a significant variation of
gender equality use across educational status. Generally the empirical study shows more
educated members has large gender equality while vice versa is occur in the study are or
Gindeberet woreda.
tax. Forming a quantifiable measure of the status of women that could be compared across
nations is difficult for several reasons. Even within the developed world the role of the welfare
state, markets and family differs from country to country. These organizational and cultural
differences alone lead naturally to different labor market participation rates, part-time versus full
time employment, wage versus transfer payments, childcare arrangements etc. Thus comparing a
single economic quantity concerning women across countries may give a misleading picture.
Women’s work more often than men’s is invisible. It is also very difficult to allocate the incomes
and consumptions within families to its individual members. The researchers are left with some
Studies focusing on developing countries have found girls education particularly important for
the welfare of the family and the future development. Many empirical studies conclude that
increased schooling of the mother is associated with larger effects on child’s health, schooling
and adult productivity than increased schooling of the father. (Schulz 2012,). Interestingly, there
is evidence even in the developed world that it is specifically the mother’s education that matters
greatly for the children’s performance later on in live. Korhonen (2014) finds that the duration of
graduate studies in economics, as measured by the time from entering the graduate school to the
doctoral defense, is several years shorter for those students whose mothers belong to the better-
educated half.5 It is curious that mother’s education matters so strongly in his sample consisting
of the students who have already finished their MA and started their doctoral studies, and even
after the general abilities are controlled for. Education of the mothers is found to matter in other
studies as well. It is hard to say what lies behind these findings. Therefore role of girls in the
The gaps and constraints to education in general and female education in particular, are
embedded in the social and economic structures and norms that obtain in different contexts (Fine
and Rose, 2015). This section examines the policy responses to these constraints that accompany
global funding flows for the education sector. In the following subsection, financial and
management reforms are reviewed, with an analysis of their quality and equity impacts. In the
one after that, the conceptual underpinnings of the global policy discourse are looked at, and the
concepts of .investment, returns. and the assumptions of human capital theory are critically
examined in the light of the empirical data on gender-based exclusion from schooling. So that
empirical study of this research shows to bring gender analysis in education sector needs a global
policy.
As White head and Lockwood (2014) note, female education is clearly the .gender jewel in the
policy crown of many donor agencies, notably the World Bank. Global policy documents
exhorting greater state investment in women’s education have built their case on the argument
that the rates of return to investment in education generally, and in gender education in par-
titular, are high. However, wider questions about the effects of education on gender well-being
and the project of transforming unequal gender relations still provide a basis for the challenge of
conventional wisdom, particularly in terms of the content of policy response to the gender gap in
diverse contexts. While the case for state investment in education builds on the argument that
improving gender access to education can benefit development goals, many feminist scholars
argue that the broader social policy agenda needs to begin by identifying what education can do
for women and the project of gender justice (Heward, 2010 Stromquist, 2011 and 2012; Longwe,
2014). In particular, the framing of the problem of gender exclusion as one of .lack of access has
been sharply criticized as having given rise to policy responses that aim merely to integrate
women into education systems that are fundamentally biased against them in terms of content
and processes. This is an argument that is founded on the more generic critique of the popular
WID .add women and stir approach. Further, as Kabeer (2015) argues, a focus on .access to
different resources tells us little or nothing of the choices that access to the resource in question
The burden of expectations placed on education ranges from improvements in wealth, child
survival and health, among others; and declines in poverty and fertility. Many of these
arguments attribute causal links between education and other outcomes that are hard to
substantiate or verify. According to Whitehead and Lockwood, the World Bank assertions that
education impacts on poverty through enhancing agricultural productivity draw a spurious causal
link between education and income when, in fact, .both education and household income may be
Traditional practices have been designed, nurtured and passed from generations to generations.
Most of these traditions have been designed and redesigned and exercised to reveal directly the
patriarchy (women) or that practiced to facilitate to the manifestation or to prove ‘men power’
(Alfaro, 2015). Of course, these practises have not been approved naturally by God, man to
exercise upon his natural partner or to the other (his) half-being who is essential for his existence
on earth. But many of these practices as Hirut well expressed, though harmful, they are widely
accepted by the society, even by the victims (women) of these practices. These HTPs have been
also created and nurtured by the society to ensure the sustenance of women’s low status
(Hirut,2014). Of course, in the process of nurturing and passing of the HTPs to the next
generation, women, as Hirut stated well, have a fundamental role to play in the transmission of
Indeed, this cultural-born role is developed by the society as accepted role of women; in addition
to their involvement in childbirth and rearing (Hirut, 2015). As Hirut stated, it is believed that
education could create the desired positive impact of change in that it enables educated people to
discard negative cultural and traditional practices (Hirut, 2015). But, sometimes there is a
situation where the non-educated are become courageous to quest and a person of action to
change what seemed wrong tradition. For instance, from the researcher’s previous continuous
visiting to Gindeberet woreda community/Oromia Region, Western Shoa Zone/ the following
The study implies that the gender equality in education sector is very high. This directly shows
that in gender there is a low awareness about objectives and goals of gender in education sector.
So that the woreda must create policy and awareness about role gender equality in education
sector . That’s way every community members cannot easily understand about the perception of
these gender equality. The result of the study directly shows what mentioned above.
The quality of education becomes the critical question. Since primary education is the bases for
all education level, the issue was one of the puzzles of the researcher and discussed with research
participants. Accordingly, the discussion in this section was about the quality of education in
relation with gender equality. The initial point for this discussion was the high number of
student.
Since birth, men become potential power executors; bullying and other forms of aggressive
behavior, largely from boys, as ‘part of growing up: testing ones fitness to man-being ’. Gender
socialization of men in dominance position obliges them to take unnecessary risks in order to
prove their capability. The prevalent causes of illness and death in men (accidents and other
violent causes) provide the most telling evidence of their exposure to risk (Alfaro, 2014). Hence,
boys are also victims of the existing gender socialization, and their life is at risk on the way to act
on what the society assigned to perform ‘properly’. So to show once ‘superiority’, they make an
intra-gender argument and try to solve it in aggression. Due to aggressive way of boys’ gender
socialization, in almost all society, lead most of the time men to perform or practice things in
violent ways that make their life at risk; and even to the extreme: Men make war and die there!
Some facts from the reviewed literature asserted, adolescent males have developed ‘culture of
the Non-responsibility and complaint in child nurturing (Baker, 2013). And as some other
researchers also asserted, due to the ‘old-software’ or out-date programme installed up on the
young children mentality (thinking and behaving patterns) that develop early ill-nurtured
children, particularly boy children, that follow for bad or misconduct, and the lack of the ability
to develop strong character in areas critical for their future success; and since it has a back fire
effect on girls’ life also affected. Since girls are often the potential battle field for the misconduct
or wrongly socialized boys to exercise or to practice upon them. When the researcher critically
analyzed gender socialization process in patriarchal society, children are not responsible for their
misconduct or ill-behaved. This is because, they did or behaved what they have been learnt
during their nurturing time from the society. So, why boy-children should be punished by doing
or behaving on the way they have already learnt or nurtured from the society? Since, the society
is harvesting what they have sown (installed on pure child mentality-thinking) rather, the society
have to blame itself for its nurturing system. If possible society should be punished even by
spoiling the current and future life of the children. Of course, sometimes it has been paid latter in
the same coin for the nurturers (parents and society) of that time in different ways and forms. For
instance, if boys and girls have been nurtured well, latter they will be good for their parents,
society and for the nation at large. But, if they have been nurtured unwisely and not educated
properly, then they will be violent, druggist, addicts and in most cases ignorant with no vision.
They will develop a destructive and revenges mentality up on their family, society, the nation,
Accordingly, the researcher believes that patriarchy that designed the existing socialization
system with double standards is the root cause for good or bad phenomena in individual life and
in social relations. To mention some view, attitude, situations: development or backwardness,
individual or a society in a given locality. Likewise, the unfair gender role socialization is also
one of the outputs of patriarchal system that result inter-gender inequality in education and on
Teacher participants of all samples schools strongly argued that ‘quantitative promotion’ of
students is not the problem in primary cycle this day. If he/she is alive and able to present bodily
at exam period she/he would be given simply a pass mark or a promotion card would be prepared
for her/him. However, they stressed that the practical problem encountered the primary schools
these day is to bring ‘qualitative promotion’ from grade to grade in the second cycle. In the
discussion about high number of student familiarity in grade eighth and in the quality of
education with teacher participants, in general, most of these participants in all sample schools
underlined that though they often raise the seriousness of the issue in any opportunities, there is
no any inclination to think about the quality of education matter in the Woreda. Rather the
Education Office was busy in the increasing of the educational coverage that the Woreda
education office wants to hear, quest and evaluate schools. As a result the school administration
are also worrying and working on what they are going to be evaluated. Their effort is to increase
the number of students enrolled. Consequently, the school administration, in particular in rural
schools, by assigning villages and responsibilities for the teacher, mobilize them to work even by
going to the individual student parent house. Especially, there is high hurry and worry at the
up with free promotion up to grade four levels. By simply pushed up promotion, these students
come up to the upper ladder and hardly reach grade eight. Where the actual result of the whole
process of teaching and learning efforts (of administrators, teachers) is manifested here by the
direct fruit of students at this level. The result of students become as they are not learned. This is
the great challenge/problem that the Woreda Education Office did not want to hear, think and
The above result implies that more than 80 percent of the sample households depends explains
there is education gap in terms of policy and responsibility of education. Therefore female than
male students also in secondary schools that shows the gap of gender equality in the study
woreda. The NER percentages in secondary education do not reveal the fact that there are huge
discrepancies between rural and urban areas. What is conspicuous as regards NER for secondary
education in the studied countries is that it is so low for both boys and girls. In Kachisi , for
example, around 100 per cent of all children are enrolled in primary schools but only 31 per cent
of boys and 25 per cent of girls enroll in secondary education. No figures are available for
retention rates in secondary education; however, it is well known that the drop-out rate is high.
Thus, the general education levels among the population remains fairly low, only some in the
Gindeberet woreda.
4.3.2. Types of attitudes do households used and ways of policy on education sector
Table 7: Types of attitudes do households used and ways of policy on education sector
The result shows that more than half 56% of interviewed households were Comes From far on
Formal education which really affects gender equality on education sector while around 44% of
them were near to the school. This implies that major Factors that affect education quality and
gender gap or gender equality in education. Therefore in the Gindeberet woreda the same is true
Table 8: total income and Annual average income from education sector as salary
The mean annual income from education of HH in the study area is found to be about
9486.77ETB. The maximum income from education sector in the previous year was about 35000
ETB. According to focus group discussions and individuals interviews the income generated
from education sector play great role in fulfilling to cover yearly budget of households in the
study area. But because of gender gap most of HH does not react with this opportunity in
Gindeberet woreda.
Results (table 8) shows that out of 288 respondents, only 56 of them were valid and they respond
that the education sector which they generated income from were salary, food aid and others
such as (carpentry, pottery, civil services). From this the mean total income from education
Table9: Education Income contribution the interviewed household obtained in 2019 of woreda
Family size of HH Total
greater than
Income distribution of HH less than 5 6-10 11
Income From HHIS in 2019 1oK 1 2 6 9
Salary
10K to <30K 4 4 12 19
30Kto60k 0 1 1 2
>=60K 0 0 0 0
Total 5 7 21 33
Income From HH IS in 2019 10K 1 2 4 7
Rent
10K to
<30K 1 0 6 7
30K to
4 14 18 36
<60K
= 60K 0 0 0 0
Total 6 16 28 44
Income From HHIS in 2019 10K 16 23 27 66
pension
10K to
0 2 3 5
<30K
30K to 0 1 2 3
<60K
= 60K 0 0 0 0
Source: Own survey (2020)
The study shows the proportion of income generation from education sector in the woreda and
the dependability of the education is too high in the woreda to earn maximum income (Table9).
This means that household who have a large family size is highly depend on other than the
education sector household who has small family size. Obviously households using /obtain
different benefit but the category of rent, pension and income contribution is based on the
household survey. Even if the income from the education sector is high in the interviewed
household steel there is high gap in the gender equality in the Giundeberet woreda.
Generally the result of the study shows household who have a large family size can get low
income from education sector while a household who have small family size can get large
income from education sector this directly lead has an impacts of gender equality in the
woreda .Therefore in the Gindeberet woreda one factors that affect the gender equality is a
family size.
Education income is omitted, the occurrence of poverty would rise. Regardless of income level,
expenses in direct and indirectly. Study shows that households on average earn 22.3% of their
cash income from Education sector in Gindeberet woreda. The main sources of income are
Salary. The result shows that ES products constitute an important part of the household income
portfolio contributing 22% of total per capita income while livestock (34%), crop (30%), and
environmental products (6%). Private business, remittance, transfers, and wage together
constitute only 6% of total per capita income (Figure3). If ES income which usually is not fully
accounted for in the national account estimate is excluded the poverty incidence will rise.
Therefore this gap can directly increase gender equality in the Gindeberet woreda in educational
sector.
According to the UNESCO (2015) Gender Equality exists when “women and men enjoy the
same status and have equal opportunity to realize their human rights and potential to contribute
to political, economic, social and cultural development, and to benefit from the results. Gender
Equality is the equal valuing by society of both the similarities and the differences between
women and men, and the different roles they play” The importance of Gender Equality in society
is defined clearly by the UN Sustainable Development Goal 5(UN, 2016). Gender equality is not
only a fundamental human right, but a necessary foundation for a peaceful, prosperous and
sustainable world. Providing women and girls with equal access to education, health care, decent
work, and representation in political and economic decision-making processes will fuel
sustainable economies and benefit societies and humanity at large. Considering that women and
girls represent half of the world’s population there is a potential here that cannot be lost. Despite
being a core value in many national constitutions, Gender Equality is still a challenge in many
countries and in many economic activities. This challenge is still critical to all areas of a healthy
society, from reducing poverty to promoting the health, education, protection and the well-being
Gender Equality is also viewed as having proven impacts on many other Sustainable
Development Goals, including economic growth, health, nutrition, agricultural productivity and
reduced inequality (Banham, 2016). In the following chapter the role of education in promoting
Gender Equality will be addressed. Therefore there is gap in gender equality in the Gindeberet
woreda.
In this subsection the determinants of Gender equality from the education sector are presented
and discussed. The econometric result (table 10) shows that among the ten (10) hypothesized
determinants of households income from the forest, six (5) variables were found significant.
These are Age, Household size, Income from livestock, High level of participation and
Institutional factors.
Table.10: Linear regression analysis and the aver all score of factor of education.
R2 0 .242
Adjusted R2 0 .176
Source: Survey data, 2020,
*, **, *** indicates significance level at 10%, 5% and 1% respectively
Age: The result shows that age was significantly and negatively affected gender equality at 10%
level. An increase in one year age indicated an decreases in the gender equality by 0.40, other
variables being constant. And also Cavendish (2010) contradict this idea, and argued that older
people have difficulty in carrying capacity out education sector tasks and may turn to
experience based education sector activities that demand less physical in gender equality.
Housed size: The result shows that family size was significantly and negatively affected gender
equality at 10% level. An increase in one unit family members indicated an decreases in the
education sector products by 0.69, other variables being constant. This can be because of the fact
that if the family number increases some might in education sector while others family members
might have involved themselves in other alternative activities, which could be alternative sources
of income. From this it can be noted that less participation of family members in the education
which in turn decrease the gender equality. Household size is the main source of labor in many
rural areas and availability of family labor contributes to increase the collection of forest
products (Mohammed, 2015). The result is in line with (Coulibaly- lingani, 2014). The larger the
household size of the respondent, the lower was the gender equality of access to education
sector.
Education level: The study shows that education level of household was significant and
positively affected forest income 10% level. An increase in one grade of household from gender
equality in education sector increases by0.004. Therefore level education and gender equality has
Household head level of attitudes in education about gender equality was positively significant at
1%and awareness factors negatively and significant affect gender equality by 10%.
Finding so few variables to be significant in the all Variable model raises the question whether
simple significant relations between the dependent and explanatory variables become suppressed
due to correlations between the explanatory variables. To shed some light on this it was analysed
whether significant simple relations do exist between the dependent and independent variables.
The chi-squared test of independence of categorical variables is used to determine whether the
effects of one variable depend on the value of another variable (Sharp, 2013). In this study, it
was used to test if the participation status of each household depended on the household head’s
Age, Household size, Education level, HH level of attitudes and Awareness Factors.
Chapter Five
In this final chapter, the general summary of findings, conclusions, issues that have policy
Implication and need recommendations are presented.
The researcher’s motivation to focus on this research topic was that the previous research
approaches have not touched the factors of gender equality in education sectors and its problem
from gender perspective; particularly genders educational problems (due to the existing
traditional gender role socialization) have been the missed part of most researches in Ethiopia.
Gindeberet Woreda level. This is because, from implementation context, gender equality at
Gindeberet woreda level is a stage where children sense of identity, behaviour and attitude is on
the process of development and that would be mostly dominant throughout one’s life. Besides
that, analysis of gender equality schools reflects norms of behaviours which exist in the given
society. In general, gender equality or the complex social relations can become visible when
The type of this research is ‘basic research’ that deals mainly with theoretical problems of gender
equality role analysis. Accordingly, the researcher employed the ‘abductee’ research strategy to
address the two intended research objectives of ‘understanding’ the impact of the existing gender
role analysis on gender inequalities in primary education, and changing’ and adjusting the
educational approach; and how to transform the existing traditional gender equality role analysis
in a given locality in order not to see the intended impacts of gender equality in the Gindebeeret
woreda.
The ‘inductive’ strategy also employed to address the ‘prediction’ In order to collect relevant
data that would answer the research questions, a combination of quantitative and qualitative
method were used, mainly the qualitative one. Subsequently, the analysis and interpretation of
collected data resulted to achieve the following main findings. Gender have been constantly
constructed and transmitted from generation to generation by different gender equality analysis
institutions that act simultaneously and mutually reinforcing. Hence, analysis have learnt or
nurtured their personal gender equality behaviour and practices in their locality by different
actors (family, community traditional practices, religion, primary schools) that function in
different forms. Research efforts need to move away from the current polarization between
instrumentalist arguments and arguments that merely reiterate that schooling subordinates
women. Neither approach is useful on its own for the purpose of moving forward. As this paper
has argued, class-based exclusion also needs to be more closely analysed. This entails paying
closer attention to the patterns of education exclusion and inclusion that emerge from changes in
the global economy and the incentives for employment to which it gives rise, without losing
sight of the fundamentally gendered nature of the social and economic order. Second, the
challenge of universalizing education. while developing systems that are sensitive to diverse
local cultures and histories, and the needs of diverse groups within a specific school
community.remains a significant one for the future. This is necessary to ensure that efficiency
gains of decentralization, for example, are not undermined by the exacerbation of inequalities as
the experience in several countries appears to indicate. Finally, lessons from microlevel interven-
tions that move beyond merely addressing economic incentives to girls for their education and
take into account the social and cultural rules and norms that perpetuate discrimination against
girls, need to be more centrally reflected in macro policies for promoting gender equity in
education. At present, the macro-micro divide in education appears to be very wide, particu-larly
at the discursive level. More attempts to bridge the divide are essential.
The education system that is established with the responsibility of cultivating the new generation
with modern way of thinking has been practically working in perpetuating the existing unfair
gender equality relation. The finding showed that the education system and the gender school
environments worked in perpetuating the existing traditional gender role gender equality for the
young school children through education policy and curriculum, and by the inter and intra-
gender social relations between teachers and students in the school environment. Through these
gender equality means, children learnt their gender identities by observing their role model,
studying behaviours and practices in the form of stories, jokes, playing together, music, drama,
equality analysis agent in preparing boys and girls by the existing traditional gender role gender
that make them the usual traditional adult men and women of tomorrow. Consequently, the
primary school children learning and practicing their gender specific socially assigned gender
roles makes difference in boys’ and girls’ gender equality education performances.
Consequently, the researcher argued that in the existing traditional gender equality role in
education process, boys are also affected in their educational performance; and the research
Gindeberet Woreda educational statistical indicators revealed this fact. This is because; gender
equality the sample schools and the Woreda schools’ within a year’s trends in school enrolment
and repetition for girls’ and boys’ showed almost proportional result.
From the existing patriarchal social relations the young boy children learnt to act aggressively in
their social relations that influence their thinking and behaving patterns that lead for misconduct.
The study finding showed that eleven students in Gindeberet Woreda School. Besides, one thing
to be noticed is that, essue of gender equality in the woreda is not supported by community and
government policy at all. Ultimately, the possibility of the future life of these boys to be good
citizens is a rare case that has also societal cost. However, in the gender equality in education
sector process in patriarchal society, boys are not fully responsible for their averred or ill-policy.
This is because; they did or behaved what they have learnt during their nurturing time from the
society. So, first the society has to blame itself for its nurturing or awareness of gender equality
The other finding is that the school-cultures (teachers’ inter-gender division of labour in
festivals) signify that the positive role-modeless of female teachers for female students in this
regard was seen only in statistical presence. This is +because; female teachers did not try to
change the existing gender division of labour at least in the school environment. Currently,
increase in matriculation rate, increase in gender equality and repetition rate in the research
Gindereberet Woreda do not mean that in increase in education quality, performance, and gender
equality. The research participants, particularly teachers, asserted that the current trend shifts
has a direct effect on the education performance of these students in the following schooling
levels too. Commonly used ‘gender parity index’ cannot be an appropriate educational indicator
to examine gender equality in education. Since gender equality is more than student number
representations. This is because, even achieving gender party, by closing the enrolment rate
doesn’t indicate the achievement of gender equality in education sector in the Gindeberet
Woreda. Hence, unless boys and women are able to enjoy and exercise all fundamental rights,
and are free from violence against them, share of domestic roles created, avoiding gender
stereotypes and if the school, community and home environments are gender-friendly, gender
equality in education cannot be achieved. Subsequently, based on these research findings, the
5.2. Conclusions
This paper has argued for a shift in the discourse underpinning education policy away from
concerns with efficiency and toward a more context-specific commitment to securing equity. The
challenge of providing education lies more in terms of including excluded groups, which are
often kept out of education through the complex intertwining of caste, class, and ethnicity and
gender identities. While the concern with efficiency should seek to find methods of delivering
cost-free education to these excluded groups, it should be less focused on enabling states to cut
corners on their commitments to universal education as appears to be the case in many coun-tries
struggling to universalize education.at least up to primary level. This may entail funda-mentally
rethinking the question .education for what?., based on a recognition that the way in which the
value of education is constructed through policy can give rise to incentives to exclude diverse
populations. Moving away from instrumentalist arguments for targeting women, girls and other
excluded groups and toward an analysis of the reasons why different groups are excluded, and
identifying how exclusion may be overcome through the expansion of education as well as other
resources are issues that need to be the central plank of social policy efforts in education sector
in the woreda.
Gender roles and relationship keep changing (usually slowly), but they are determined by society
and are experienced through cultural traditions, beliefs and norms. The different roles that
women and men play in their communities and the unequal inter-gender relation generate
different needs and concerns. Hence, from what children have learnt from the existing gender
role gender equality through education sector agents in their early the woreda, rather than
studying well their education and to face hardship and to aspire to be educated, and to have a far
sighted vision. Gindeberet woreda gender equality working daily in keeping their external beauty
is the best example to be mentioned. To accomplish their life dream, girls have to prepare
themselves psychologically, to go even beyond their locality, as their brothers have done, are
doing and would do. Hence, in order tomorrows children to warrant a better world, today’s
children should grow in wisdom, in love and justice; for that outcome, it is really this day’s men
the negatively gendered pattern of inter-gender relations in the school, in the family and in the
community as well; if gender awareness training given for these agents in continual basis. Hence,
for real change to come in child gender socialization, every socialization agent that contributes in
reinforcing and perpetuating the existing traditional gender role socialization in a given time and
locality has to be first courageous to start in self-blaming for the existing gender socialization
Even though social relations are in dynamic change, changing the gender role, gender division of
labour, the traditional beliefs and values of the society is a difficult task, particularly in the
traditional society like Ethiopia, where most of the society is illiterate, less communicative, and
resistant for new things. Since gender role equality has been centuries’ lesson learnt that passed
or through years’ campaigns. Subsequently, since the task is to bring behavioural change:
changing the human mind, then it is step by step transformation from generation to generations
education and in the society at large needs inter-generation task than a one generation duty.
Therefore, it needs employing strategic and holistic approaches that can be enhanced through
Hence, to speed up the processes of changing the existing traditional gender equality and to
achieve the intended gender equality and social transformation in Ethiopian society in general,
proper education and gender education and training for different socialization agents are
imperatives. This is because ultimate objective of proper education is after all to bring
development or progress in individual and societal attitude, thinking capability, and to generate
knowledgeable and responsible citizen that work for and even live for truth, enlighten justice,
and believe in gender equality, which is one means of achieving social, economic, and political
justices.
Since gender equality is a relation between men and women and to involve both men and women
in the behaviour change is crucial. In other words, to transform the hierarchal nature of gender
relations and in order women’s gender identities to be changed then men’s (the other half)
gender identities should be changed too. Hence, it is arguable that the gender inequality problem
will never be solved until men are brought into the process of solving it. Therefore, to make a
difference in gender relations and on the other hierarchal social relations, and to bring gender
transformations or gender equality, participating men for change is imperative and timely.
On top of that, living in a male dominated society will depend on the male approval of
interventions directed towards enhancing female education. Consequently, since the ball (power
to decide) is mostly in the court of men nowadays, then it is better systematically to employ men
at home, office, religious institutions, etc…Most importantly; the level of success is dependent
on raising the level of male awareness to the problems that women are facing. For instance,
encouraging men to join in ‘Gender Studies’ is one means that induce gender problems are
shameful and really are the men’s problems too, and of development issues at large. In general,
the researcher has reached to conclude that the traditional socialization, which is the product of
patriarchal social system, is the causes for any social, economic and political injustice in the
domestic and public arenas in general. In other words, socialization is the cause for any good or
harmful phenomena in individual life and in social relations. Likewise, the unfair gender role
socialization is also one of the outputs of patriarchal system that result in inter-gender inequality
in education between girls and boys. Hence, since the existing traditional gender role
socialization and its’ borned HTPs practices affect both the present and future genders, they
should get attention of men and women, and changed by the effort of both genders. Very
importantly, to forward the means that bring structural social transformation, and working on
gender equality, education is one of the means for this transformation. Therefore, the education
system first emancipate itself from the existing traditional gender role socialization; and not to be
means in transforming it to the present young generation; and in reinforcing and perpetuating it
for the next generations. Consequently, the primary education stakeholders better to go beyond
the traditional approach that was focused on addressing the supply-side of education. Besides,
the demand parts of education better to get an attention too; and to examine the issues from
employ a holistic approach by examining thoroughly the institutions’ working culture and
practices. Thus, to facilitate the gender mainstreaming process in the education system,
primarily, sector specific ongoing training, (like gender and education), gender awareness
training is crucial.
Hence, if the above forwarded efforts addressed accordingly would enable to ensure the
education sector to achieve its intended goal: nurturing the new generation with modern way of
thinking, a generation that believe in gender equality and that is disobedient to shoulder and
challenging the existing inequality in gender and other unfair economic, political and social
important step in the processes to bring social structural transformation. This is because, in
principle, the roles of education is to provide knowledge, information and skill that increase level
of consciousness that spark ideas to think differently, motivate and equip students and the
educated to challenge the existing inequitable or hierarchal social relations. That is why gender
equality in education system is become a very important outcome by itself; and is also a crucial
means for other social changes assumed to achieve in social, economic and political justice in a
given locality.
In nutshell, though education is an essential means for achieving sustainable human development
in
Ethiopia; the quality of education is the timely question of the society. Gender equality is,
education cannot be assumed without engendering (gender awareness works) first the gender
socializing agents in the given locality. Consequently, the education policy environment, school
environment, the home, religious, and other societal institutions has to come first gender
friendly. In other words, to mainstream gender in the education system and to bring gender
equality in the primary education in a given locality in the long-run holistic, strategic and multi-
The following research area specific and general recommendations and policy instruments are
proposed to mainstream gender in education system that enable to narrow the existing gender
Economic development is important for education improvement and vice versa. Consequently,
since the Woreda is one of poorest affected area in the region, alleviating or minimizing the
poverty level of the Woreda, particularly that addresses the poor households is imperative. Since
economic problem of the family is one of the causes that were identified for gender equality
school low participation in the research Woreda that would have a positive effect in increasing
Students’ lack of motivation, misconduct and the dissatisfaction of teachers by their teaching
outcome (students’ poor qualitative performance), the school environment in general has to be
qualitative research methods, involving all education stakeholders that make visible the invisible
reality behind the common quantitative educational indicators in the research Woreda,
In addition, for long run solution, the school and teachers have to develop mechanisms to correct
the teaching-learning environment by undertaking practical research that can address their
research that can able to address their school’s specific problems and the school implementing
the recommended study report. Besides, awareness creation activities are necessary for the
communities to realize that educating genders are important and reducing their heavy workload
could be beneficial for girls’ good educational achievements; for instance, decreasing the amount
of traditional fests, festivals in rural locality enable girls to have additional time for study.
Proper gender equality education and training that increase children’s compromising capability
and gender sensitiveness is the prime means to aware and emancipate children particularly
equality that are the most vulnerable from harmful traditional practices.
In the policy environment: To understand the causes of the low quantitative and qualitative
analysis study is vital and timely in order to create gender friendly in school environment. In
other words, the ‘Gender Equality or ‘parity’ in Education’ statement to be practical, needs a
continuous gender analysis study, based on in-depth qualitative data collection method and
Local Government and NGOs partnership: To narrow the gender equality in education
sector , and to bring equality, there is a need to do much more to change the traditional gender
equality role socialization in the given locality. Hence, strengthening partnership and collective
efforts of the local government, the community, CBOs and NGOs have a major role, to facilitate
and organize gender awareness training for the community, workshops on gender and HTPs.
education for the community at grassroots level; and establishment of ‘Functional Adult Women
Literacy Programme, contribute in enhancing the effort for girls’ education. Most importantly,
since the local community and religious leaders have influential role (for good or harmful action
to be taken) in the given community, gender awareness creation is crucial for them accordingly
workload so that parents can send their children particularly to schools. Hence, parents should
get gender equality awareness training. Therefore, the Local kebele administration has to
organize continuous gender equality awareness tasks to mothers and fathers in the community to
increase their awareness about how important attending school for their daughters and sons
preferable the leaders of these religion institutions to be courageous to modify or improve their
canon that fits to the current consciousness level of their respective followers to increases gender
School Environment: In this institution the researcher proposed teachers and the education
sector administrators first to make free them from practicing and perpetuating harmful cultural
codes and social beliefs. For this purpose, teachers should be gender equality aware and be a
good gender role model for their students in the school environment. Furthermore, primary
school teachers stand to make equality and fairness their lifelong commitment for the formation
of a gender sensitive generation that believes in gender equality. Of course, that comes real
through continuous gender awareness training for teachers and checking one’s individual
Finally, to see real change in school gender equality role socialization, every socialization agent
that contributes in and perpetuating the existing traditional gender role socialization in a given
locality has to be first courageous to start in self-blaming for its contribution to the effect the
existing traditional gender role socialization on children education and future life; and initiated to
take its share to contribute its part for the solution. Thus, gender equality in primary education
can be achieved only if the education stakeholders work mutually in holistic and strategic
Implications: One of the objectives of the research has been that gender equality also
encountered education problems due to the existing traditional gender role socialization. Hence,
the researcher proposes issues that other interested researchers to look into analysis of gender
equality education sector perspective (both girls and boys).Consequently, the researcher
hypotheses the following that need further research to be undertaken by other motivated
researchers.
Since research is always in dynamic process, usually one research, beside its trial to resolve one
research problem; it becomes a cause for some issues to be topic for further research. Hence, the
tentative hypothesis derived a new issue by the researcher that needs to be researched are the
following:
1. Poverty (of family and nation) by itself is also emanated from the wrong gender equality about
work and its inputs, like, time value. That is, the working-culture of a given society determines
its level of development. The society does not offer value for time, and equal value for the
development, in associating with the existing unequal social relations. Hence, the researcher
studied by researchers.
2. The researcher observed one important issue during discussion with parent and student
research participants in rural localities, in the discussion point that dealt with the ‘purpose of
gender equality education sector’ for students themselves and their children respectively; the
common answer is often spinning round to be a ‘doctor, teacher, nurse’, pilot, etc…
Unfortunately, the researcher did not come across any student or parent participant aspire that
‘learning to be a professional farmer.’ Hence, from this fact and from the researcher past
experiences in other similar rural locality, what the researcher realized is that the purpose of
education for rural community and to their children is to ‘escape from being farmer’ or from
‘rural livelihood’; assumed to be backward to be a farmer in profession, and they didn’t aspire to
Actually, this assumption of the local community is derived from wrong perception. For
instance, to be farmer in well developed countries, demands expertise in agricultural fields. The
profession is also honorable one and farmers are relatively better living society in dwelling
relatively in no polluted environment and admiring nature. And this is the researcher’s
observation beyond the research’s objective, and interested to initiate other researchers to
examine these issues further more; and to create understanding that the rural communities’
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APPENDICES
Appendix 1
QUESTIONARY
The purpose of this questionnaire is to collect data regarding to study
implementation of gender equality policy in education sector: the case of
west shoa zone Gindeberet woreda Oromia, regional state, Ethiopia.
= formal/permanent employment
2.6. How many members (who lives here) of your household are permanently
employed?
2.7. Is there Gender difference in education sector?
0. No 1.Yes
2.9. If yes, What are efforts that are being made to bring equality?
1………………………………………………………………..
2……………………………………………………………….
3………………………………………………………………
4……………………………………………………………..
5……………………………………………………………..
3.2 How many years have you been working in education sector?
3.3. What are the indicators of gender in equality in education sector in your
district?
1…………………………………………..
2…………………………………………..
3…………………………………………
4…………………………………………
5………………………………………….
3.4. Do you get sufficient support from the school principal or supervisors in office
to reduce gender inequality in education sector? 0. No 1. Yes
3.6. Was there any training on Gender equality in education sector on your
woreda? 0. No 1. Yes
3.7. If yes, What do you understand from training about impacts of Gender
equality?
…………………………………………………………………………………..
3.8 Have you ever participated in activates aimed at gender equality? 0: No 1: Yes
3.9 If yes what kinds of activates?
\s classrooms?
3.10. What motives you to participate in gender equality policy in education sector
at Gindeberet woreda?
.1 Who is a responsible in education sector in your area? 1Government; 2 Community 3 private4 = Community and
overnment 5 = NGO
2 Is there consistent monitoring of the works of gender equality in education sector? 1yes 2. no
3. Is there consistent sanctioning/penalties for those who break gender equality policy in education sector? 1= Yes, there is
gular sanctioning (year round) 2= There is occasional monitoring and sanctioning (not year round) 3= No sanctioning at
; 4= I don’t know
.4. Are the rules governing the gender equality policy in education sector clear and easy to understand? 1 = Yes; 2 = No; 3
don’t know.
4.5. Does everyone follow the rules of the gender equality in education sector strictly? (1= Yes most people; 2 = Yes but
6 If no, why not? (1 = Low enforcement of the rules; 2 = no sanctioning/penalties are in place 3 = any other (
.7. Who designed the rules?
1= locally by only a few; 2= locally by the majority of community members 3= externally by state 4. Government and
V. General questions
5.1. Do you think you have access to up-to-date information on gender equality policy in
5.2. If your answer to question number 6.1 is “Yes”, what is the main source of information?
…………………………………………………………………………………………….
……………………………………………………………………………………………
______________________________________________________________________________
_____________________________________________
5.4 Is there an awareness of gender equality policy in education sector in your area? If your
answers are yes please mention the level of awareness and attitude of community on the issue.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________
Have you ever got any other support from governmental or non-governmental institutions
(0=No,1=Yes)______If your answer is yes please complete the following table about the
supporting organization/institution, the support you got from it and the impact on education
sector.
5.6. According to your idea what implications does the policy have on disadvantaged from the
______________________________________________________________________________
__________________________________
5.7. According to your idea what are the problems that affect gender inequality in terms of
education sector in Gindeberet woreda?
______________________________________________________________________________
______________________________________________________________________________
__________________________________
5.8 Does the socio economic problem and gender equality has r/ship in education sector? If your
______________________________________________________________________________
______________________________________________________________________________
__________________________________