Gender Equity in the Leadership of Higher Education

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Gender Equity in the Leadership of Higher
Education

• We have existing the issue concerning women
  leadership in higher education.
• The need for a deeper reflection of the
  strategies summed up to provide guidelines for
  our best practices.
• The under-representation of women viewed in the
  context of leadership of higher education.

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• Only through women targeted policies and
  strategies in higher education can women academic
  professionals find leverage and where needed
  changes can be given attention and enforced.
• There has been a growing movement for the
  empowerment of women, for the womens cause,
  women leadership training institutes, and
  countless others and for different pursuits.

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• United Nations Division for the Advancement of
  Women, NGOs, different institutes for women
  leadership development, the IAUP, IAU have given
  the opportunity for the issue of gender gap in
  the leadership of higher education to be brought
  to light.
• What has become the basic tenets for this
  empowerment, specifically women leadership roles
  in higher education and why the need? This alone
  poses a big question.

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• By narrowing these gaps, many believe that
  feminized concerns will further enhance our
  educational institutions.
• What proportion will it be that women
  participation in leadership roles in higher
  education be resolved?.
• Are we just talking of a numerical-inequity
  (parity)?
• Or the qualitative outputs of women academic
  professionals?

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• In the United States, the growing number of women
  students has already surpassed the 50 mark of
  the total numbers of students.
• There are 16 among the total numbers of women
  university presidents to 25 of women
  participation in other key positions.
• We confront issues not alone capsulized on women
  leadership in higher education but also
  gender-inequity as a broad issue.

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• A great deal of determination and lobbying on the
  part of women has to be exerted further,
  recognized and supported.
• And without the involvement of legislative
  support and equality in compensation this very
  issue may not be resolved the way we envision it.

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On an Asian perspective

• The subdued role of women in most Asian cultures
  explains most why they settle for less, why these
  glass ceilings.
• In Thailand, women are still in the process of
  making significant efforts to de-marginalize
  themselves from existing gender-segregating
  practices.

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• I see that equality and opportunity be handed
  among our women representatives, written in ink
  for every major educational seminar or
  scholarship grant that we offer.
• Acknowledging and consciously motivating women in
  their roles in our diverse society would help
  ease this divide.
• Is it not logical that we lay down the
  foundations for a renewed perspective in the
  leadership of women in higher education from here?

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• In our higher education, we are currently banking
  on every effort to make visible the
  underrepresentation of women in the leadership of
  higher education.
• Amending the procedures that are gender-biased,
  most especially in the hiring stages.
• We try to be vigilant on our political agendas
  that limit gender equality as we set our goals
  for more women participation and improved
  financial incentives.

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• The establishment of links with various
  educational networks has also helped us open
  exchanges and transformational gains.
• The UNDP, UNESCO Statistical estimates with the
  theme Promotion of Gender Equality and
  Empowerment of Women

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Human Development Indicators 2003, UNDP

• Ratio of girls to boys, in primary education,
  1990-91 (0.94)
• Ratio of girls to boys, in primary education,
  2000-01 (0.94)
• Ratio of girls to boys, in secondary education,
  2000-01 (0.94)
• Ratio of girls to boys, in tertiary education,
  2000-01 (0.82)
• Ratio of literate females to males (age 15-24),
  1990 (0.99)
• Ratio of literate females to males (age 15-24),
  2001 (0.99)
• Female share of non-agricultural wage employment
  (), 1990 (45)
• Female share of non-agricultural wage employment
  (), 2001 (47)
• Seats in parliament held by women (as of
  total), 1990 (3)
• Seats in parliament held by women (as of
  total), 2003 (9)
• Public expenditure on education (as of GDP),
  1990 (3.5)
• Public expenditure on education (as of GDP),
  1998-2000 (5.4 7)

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Statistic of Thailands University Presidents
(Academic Year 2003)
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• The stages of the development of our higher
  educational institutions in Thailand vary in many
  ways to the western model.
• We do uphold womens rights and womens
  leadership participation in our higher
  educational institutions.

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From the website of UNDP Report 2003

• The range of human development in the world is
  vast and uneven, with astounding progress in some
  areas amidst stagnation and dismal decline in
  others. Balance and stability in the world will
  require the commitment of all nations, rich and
  poor, and a global development compact to extend
  the wealth of possibilities to all people.

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• Thailands policies with regards to women
  participation are not hindrances at all, but the
  nature of our society has much to do with this
  inequity.
• The causes of our disparities dont just come
  solely from our very institutions. It is shaped
  much by other outside influences for several
  reasons.
• Who gets a higher pay package serving the same
  position and on what basis?
• Inequality in compensation and standardization of
  pay is always at the table.

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• The inequity in the incentives of university
  presidents is not as alarming yet in Thailand.
• But this needs attention as the number of
  universities and colleges increases and as we
  improve our practices and improve our over-all
  standard.
• There are agendas of our higher education to
  establish a direct and governmental monitoring
  body to check on the equality of representation
  and incentives, a binding policy.

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• We should push forward for reforms in the
  legislature concerning gender initiatives.
• Ensure access to additional government support
  and funding for special programs for women
  development and leadership skills of women in
  higher education.