Gender Equality Policy 

Policy Name	
Gender Equality	

Policy Number	

Overall Policy Statement	
A UNIMA committed to equal, fair opportunity, free, active and meaningful participation for all irrespective of sex	

Policy Principles	
	Non-discrimination;
	Affirmative action;
	Gender accountability; and 
	Equal and effective participation without exclusion 	

Related Policies	
All UNIMA Policies	

Policy Effective Data	
As determined by the Council of the University of Malawi	

Senate Approved Date	

Policy Review Period	
Every five years	

Responsible University Officer(s)	
Pro-Vice Chancellor	

Responsible College Officer(s)	
Vice Principal, Dean, Head of Department, Head of Section	

University Office, University of Malawi,
Post Office Box 278,
Zomba
		
	Zomba,
June, 2016		

Table of Contents

Table of Contents
Foreword
Preface
Acknowledgments
List of Abbreviations and Acronyms, Tables, and Figures
List of Abbreviations and Acronyms
List of Tables
List of Figures
1.	Introduction: The Overarching Issue
2.	Background and Context
2.1	The Background and Relevance
2.2	The Rationale for the Policy
2.3	Policy Context
3	Situation Analysis and the Preferred Policy Option
3.1	A Summary of the Gender Situation in UNIMA
3.2	The Preferred Policy Approach
4	Vision and Objectives
4.1	Vision and Mission
4.2	Principles
5	Broad Policy Objectives
6	Policy Priority Areas
6.1	Mainstreaming Gender in the Curriculum
6.2	Student Welfare
6.3	Staff Welfare
6.4 	Gender and Governance
6.4	The Results Framework
7	Implementation Plan
7.4	Principles of Implementation
7.5	Coordination
7.6	Principles of Monitoring and Evaluation
8	Financial Implications
8.1 	Financing Principles
8.2	The Cost of Implementing the Policy

Foreword

As the University of Malawi worked on this policy in 2016, the World reaffirmed, through the Sustainable Development Goals, the crucial synergy between gender equality and development. As a University that strives for academic excellence, the University of Malawi has long recognised that gender equality and justice are essential for sustainable development. For this reason, the University must vigilantly overcome disparities and inequities within itself and in its work. 

As a national university, UNIMA’s quest to be a centre of excellence entails taking a lead in the country’s aspiration to be a gender-equal nation. To take such a lead, UNIMA must be bold and exemplary in its quest and maintenance of gender equality and justice within itself and in all its work. 

As a tool towards gender equality and in the delivery of quality higher education, this policy demonstrates the University’s boldness to take the lead and demonstrate that gender equality and justice are possible. With its great pool of intellectual talent and expertise, I am confident that the University will use this policy to make an outstanding contribution towards gender equality and justice not just at the institutional and national levels, but also regionally and globally.

Professor Jack Wirima

Chairperson, Council of the University of Malawi

Preface

This policy advances the University of Malawi’s quest to attain gender equality and justice in its work. The policy is a necessary response to forms of gender disparities, gaps, stereotypes, and other gender inequities within the University community and its work, despite over two decades of affirmative action for female students especially with regard to enrolment. The continuing gender inequities are a manifestation of the patriarchal society from which the members of the University come. In that patriarchal society, of which the University is part, unfair gender images and roles and stereotypes are common.

The approach of this policy is therefore reformist and bold. Firstly, the policy is evidence or research based, developed after an encompassing and highly participatory gender audit. Secondly, the Policy sets out to counter ingrained societal gender inequities. Thirdly, the policy is a call to all members of the University to pursue the University’s aspiration towards gender equality, gender justice, and sustainable development. 

The focus is audaciously on the four key components of the University Mission as a learning, teaching, researching, and outreach institution of higher education: the curriculum, student welfare, faculty staff welfare, and governance. The policy directs the development and implementation of a gender-mainstreamed curriculum. It requires zero tolerance against sex-based stereotyping, prejudice, and other forms of discrimination of students, faculty and staff. It inspires all its members to strive to attain equal opportunity and fair treatment and benefits among all staff. It demands governance characterised by effective gender-responsive decisions and action-taking to exercise authority to advance gender equality and justice.

As I steadfastly hope that the University will exemplarily attain the results envisaged in this Policy, I am grateful to the United Nations Development Programme through the Ministry of Gender, Children, Disability, and Social Welfare for the financial support that enabled the University to develop a policy that is evidence or research-based. I also congratulate the drafting team, led by Professor Edrinnie Kayambazinthu, which spearheaded the development of the policy. 

Professor John D. Kalenga Saka

Vice-Chancellor, University of Malawi

Acknowledgments

This policy is a result of exemplary interdependence, between the University of Malawi (UNIMA), the Government, various parts of UNIMA including its students, and key stakeholders. UNIMA’s Vice Chancellor, Professor John D. Saka, and its Pro-Vice Chancellor, Professor Alfred Mtenje provided the overall initiative and leadership for a policy on gender in UNIMA. 

The financial support from the Ministry of Gender, Disability, Children, and Social Welfare was invaluable in meeting the costs of the process of developing this policy and its accompanying implementation plan. Such financial support included meeting the cost of the research conducted to ensure that this policy is evidence-based.

Within UNIMA, all the colleges and their Faculties worked together, particularly through the specially formed college level gender policy task forces. Coordinating the work and drafting the policy was the UNIMA level task force specially established to develop the policy. Led by Professor Edrinnie Kayambazinthu, the task force consisted of Professor Adamson Muula from the College of Medicine, Dr Lignet Chepuka from Kamuzu College of Nursing, Dr Francis Chikunkhuzeni from the Polytechnic, Dr Ngeyi Kanyongolo from Chancellor College, and Dr Garton Kamchedzera, also from Chancellor College. 

The dedicated efforts of this team was invaluably complemented by the cooperative and zealous response from fellow members of staff, students, and key stakeholders. The partnership for gender equality in higher education has been illustrious. 

The University has found the inputs of these partners for gender equality in higher education invaluable. Pricelessness of the collaboration shown during the development of this policy and its accompanying costed implementation plan gives UNIMA great hope that the implementation of the policy will similarly be characterised by exemplary interdependence. 

Dr Benedicto Wokomaatani Malunga

Registrar, University of Malawi

List of Abbreviations and Acronyms, Tables, and Figures
List of Abbreviations and Acronyms 

Acronym
	Full Description	
Chanc0llCollege	Chancellor College	
CoM	College of Medicine	
FGD	Focused Group Discussion	
GDI	Gender Development Index 	
IHS	Integrated Household Survey	
KCN	Kamuzu College of Nursing	
MDG	Millennium Development Goals	
MGDS	Malawi Growth and Development Strategy	
NESP	National education Sector Plan	
Poly	The Polytechnic	
SADC	Southern African Development Cooperation	
SDGs	Sustainable Development Goals	
UNESCO	United Nations Educational, Scientific, and Cultural Organisation	
UNIMA	University of Malawi	

List of Tables

No	Description	Page	
1	Objectives/Outputs of the Policy	13	
2	The Policy’s Estimated Budget by Output and Year of Implementation in in US$	20	

List of Figures

No	Description	Page	
1	Gender Situation Analysis: UNIMA	11	
2	The Output and Activity Results of the Policy 	17	
3	Gender Policy Implementation Structure in UNIMA	18	

1.	Introduction: The Overarching Issue
1.1.1	Over at least two decades, UNIMA has established trends towards greater affirmative action for gender equality especially with regard to enrolment of students. As of September 2015, the University of Malawi was near its target of 50% female students enrolled in its colleges.

1.1.2	However, to make UNIMA more responsive to gender needs and advance gender equality and equity, there is need to continue gender reforms towards gender equality and gender justice.

2.	Background and Context
2.0.1	The relevance of this policy rests on UNIMA’s commitment and aspirations for gender equality and gender justice within the University of Malawi Act. The object of the University, according to the University Act is “to advance knowledge and to promote wisdom and understanding” through education and research of university standard. The Act requires UNIMA to do this “by engaging in teaching and research and by making provision for the dissemination, promotion, and preservation of learning.” The education and research in which the University engages must be “responsive to the needs of Malawi and the whole world.”

2.1	The Background and Relevance
2.1.1	The University of Malawi has long been gender-aware. Its affirmative enrolment practice reflects the requirements of the SADC Protocol on Gender. The University’s target of 50% female student enrolment is well above the 40% minimum set by the Gender Equality Act. 

2.1.2	However, the absence of a dedicated policy on gender has partly contributed to incoherent gender mainstreaming in its policies, programmes, and practices. For example, none of UNIMA formulated policies mainstreams gender. In this regard, this policy is a tool for UNIMA to be an exemplary higher education centre that is committed and practices the principles of non-discrimination and affirmative action while advancing gender equality. 

2.2	The Rationale for the Policy
2.2.1	This policy links gender equality and gender justice with higher education. The assumption is that gender equality and gender justice are necessary components in the delivery of higher education. Gender, the result of socially constructed roles, attributes, and images between females and males, is a power relation that must be equal and fair. Gender equality, the available and accessible equal rights, roles, responsibilities, and opportunities, is a human rights goal UNIMA has long sought to attain. UNIMA needs to ensure gender justice, which is the absence of attitudes, structures, systems, processes, and practices that stereotype, produce, or use unfair images or roles disadvantaging a person based on sex-related attributes. Hence, gender justice entails addressing the causes of gender inequality.

2.2.2	UNIMA’s position to regard gender equality and gender justice as essential for the delivery of quality higher education reflects UNESCO’s Declaration on Higher Education. That Declaration, in part, calls for efforts to:

… eliminate all gender stereotyping in higher education, to consider gender aspects in different disciplines and to consolidate women’s participation at all levels and in all disciplines, in which they are under-represented and, in particular, to enhance their active involvement in decision-making.

2.2.3	As an instrument in the delivery of higher education, this policy contributes towards the realisation of UNIMA’s vision through the provision of guidance in the progressive realisation of gender equality and gender justice. 

2.3	Policy Context
2.3.1	This policy is strongly relevant with regard to Malawi’s policy, legal, and socio-economic context. The link among the right to education, poverty reduction, gender equality, and development, has been stressed in the Constitution, Vision 2020, MGDS II, and the National Education Strategic Plan (NESP).The Constitution of Malawi in section 13(a) requires that gender equality should be a principle of national policy. Section 20 prohibits discrimination based on sex or gender. Section 30 requires affirmative action for women in realising the right to development, which includes education. Such aspirations will continue as MGDS II, which expires in 2016, is replaced by another one based on the 2030 Agenda for Sustainable Development Goals. Goal 4 requires “inclusive and equitable quality education” and promotion “of lifelong learning opportunities for all.” Goal 5 demands the achievement gender equality and empowerment of “all women and girls.”

2.3.2	Gender parity in education remains the unfinished business of the Millennium Development Goals (MGDS). The country failed to meet the targets set by the MDGs on gender and the socio-economic indicators show grave disparities and inequities. The Gender Inequality Value of 0.591 places Malawi 129th out of 149 countries for 2013. The county’s Gender Development Index was 0.389. The value of the Gender Development Index for females in 2013 was 0.389, compared to 0.437 for males – resulting in a GDI value of 0.891. This is just slightly over the average for Sub-Saharan Africa, at zero.

2.3.3	Such gender inequalities are synergistic with other key socio-economic inequalities. The country remains among those with the lowest Human Development Index (HDI), positioned at 174 out of 187 countries in 2013. The value of the Human Development Index (HDI) for the country is below the average for countries with low human development, which was at 0.493 and further below the average for Sub-Saharan Africa, at 0.502. Between Integrated Household Survey (IHS2) and IHS3, the drop in poverty levels was only 2.3 percentage points, from 52.4% to 50.7%, still over one in very two people classified as poor. More alarmingly, the proportion of the ultra-poor increased to nearly one in every four persons by 2011, from well over one in every six in 2009, at 15%. In 2011, the gini coefficient for Malawi was 0.52, compared to 0.390 in 2004. The richest 10% of the population had an average per capita income that was nine times higher than an average per capita income of the poorest 10%. The richest 10% of the population has a median income that is six times higher than the median income of the poorest 10%. 

3	Situation Analysis and the Preferred Policy Option
3.0.1	UNIMA resolved to have this policy based on research and evidence. A gender audit hence preceded the development of this policy. The audit had triangulated methods through a survey, FGDs, key informant interviews, and documentary review. 

3.0.2	The gender audit found that although UNIMA has made strides towards gender equality and despite reasonable gender awareness, gender sensitivity and responsiveness are low. The gender audit revealed wide inability to respect and cope with various practical and strategic gender needs. 

3.1	A Summary of the Gender Situation in UNIMA
3.1.1	In terms of the curriculum, most student and lecturers in the survey, interviews, and FGDs stated that their courses, especially science subjects, did not prepare them to handle gender needs or expressed ignorance or dismissed the need for gender sensitivity and responsiveness. This is significantly contributed to by an inadequately gender responsive curriculum. For example, in nursing and midwifery, the language assumes that nurses are female, with terms such as “sister”, “matron”, and “midwife” commonly used in relation to both males and females.

3.1.2	Another key contributory factor, which relates to students’ welfare, is the incident of students having to survive or cope with gender injustice. This is because in general, student welfare favours males in all the Colleges except KCN. For example, at Chancellor College, there were 544 females residing on campus, compared to 766 males or 41.5% to 58.5%. During such events as social weekends, in all the colleges, some male students sexually and verbally harass female students. This exemplifies the deep-rooted respective images of the female as an object for sexual gratification and the male as a sexually privileged individual. 

3.1.3	Underlying the inability to handle or respond to gender practical and strategic needs are two factors: weak gender-based criteria and use in programme design, content, delivery, and review. In addition, at the underlying level, is gender-blind treatment of students and staff and provision of welfare services. At the basic level, there are two key causes: inadequate and incoherent gender responsive policy and poor record keeping and lack of gender-sensitive monitoring and evaluation framework.

3.1.4	These two basic causes regarding students’ inability not able to handle or cope with strategic gender needs are also root causes for staff similarly unable to cope with practical and strategic gender needs. The immediate causes of this are staff typified by unfair gender roles and unequal representation and unequal access to leadership positions. A work environment and conditions that do not facilitate females balance the discharge of their married or household roles catalyse these causes. For example, the total proportion of women in the labour force at Chancellor College is only 20.19%. In addition, certain positions were feminised, others were masculinised. For example, while all secretaries were females in all the Colleges, there were fewer female technicians. The key underlying causes are gender-blind treatment of students and staff and provision of welfare services and stereotypical treatment of staff and students. 

3.1.5	The stereotype that females are overly responsible for household roles adversely affects governance in UNIMA, particularly with regard to the choice of leaders, with the exception of KCN. At the College of Medicine, there are no female deans. At the University Office, there has never been female Vice Chancellor, University Registrar, or Finance Officer. At Chancellor College, only 8.33% of deans, vice deans, heads and deputy heads of departments were females. Only 5.71% of supervisors were females in supervisory positions. To exemplify that these manifestations are results of social construction, while all principals in Chancellor College, CoM, and Poly have been males, all principals at KCN have been females. Among students, females tended to assume secondary leadership roles even at KCN.

3.1.6	Figure 1 depicts the gender situation in UNIMA.
Figure 1: Gender Situation Analysis: UNIMA

An inadequately gender responsive curriculum

Student survivors and victims of gender in justice

Staff typified by unfair gender roles and representation

Weak gender-based criteria and use in programme design, content, delivery, and review

Gender-blind treatment of students and staff and provision of welfare services

Inadequate and incoherent gender responsive policy

Poor record keeping and lack of gender-sensitive monitoring and evaluation framework

Unequal access to leadership positions 

Stereotypical treatment of staff and students

Patriarchal attitudes

Most students not able to meet and respect practical and strategic gender needs

Most staff not able to meet and respect practical and strategic gender needs

Gender-blind allocation of resources

3.2	The Preferred Policy Approach
3.2.1	In terms of approach that a policy on gender can take, the choice is between leaving matters as they are, focusing on the problems against the rights of females, and facilitating opportunities for all sexes. In view of current inequalities and inequities, changing nothing is not an option if UNIMA has to make balanced and sustainable contribution to development. Focusing on females makes sense from the perspective of affirmative action, to address gaps, inequalities and inequities. UNIMA has used this approach before, regarding enrolment. 

3.2.2	A women’s rights-oriented approach, however is inadequate from the perspective of complying with the underlying principle in gender equality: non-discrimination. On its own, affirmative action is inadequate to maintain equality of treatment and fairness of attitude once the gap is or has been closed. Thus, although UNIMA had by 2015 reached 49% female enrolment, the gender audit revealed that there were inequalities and inequities in UNIMA. Gains made through a female-focused approach in the past were not sustained, exemplified by the University’s only Gender Studies unit becoming defunct. A female-based approach would also not suffice to ensure justice, exemplified KCN, where gaps and marginalisation are against males.

3.2.3	Both the vision and mission of UNIMA assume gender equality and justice. The inequalities and inequities, however, evidence the need for an affirmative approach to attain gender equality. Previous failures and the slow progress with a female-based approach necessitated a truly gender-based approach that attaints and sustains both gender equality and justice.

3.2.4	In addition and in line with the human rights-based approach adopted by the gender audit that led to this policy, the approach of the policy is appreciative. An appreciative approach helps consolidate and build on existing attainments while making the University aspirational in its approach to attaining gender equality and equity. This means that while it is essential to focus on manifestations and causes of gender-related disparities, this policy advocates an aspiration approach, based on visions of gender equality rather than merely closing gaps.

4	Vision and Objectives 
4.0.1	This policy aligns itself to the UNIMA Vision and Mission, which are in turn aligned to the University Act and key national policy frameworks on education and gender.

4.1	Vision and Mission
4.1.1	The UNIMA Gender equality Policy aligns itself to the mission of UNIMA, which is “to advance knowledge and to promote wisdom and understanding by engaging in teaching, research, consultancy, public and community engagement and by making provision for the dissemination, promotion and preservation of learning responsive to the needs of Malawi and global trends.” The vision of this policy is a UNIMA committed to equal and fair opportunity, free, active and meaningful participation in education,employment, and welfare.

4.1.2	Within this vision and mission, this policy seeks the facilitation of available and accessible equal rights, roles, responsibilities, and opportunities for students and staff of all sexes.

4.2	Principles
4.2.1	In line with the values of UNIMA and the principles pertaining to gender equality, the following are the principles of this policy:
	Non-discrimination;
	Affirmative action;
	Gender accountability; and 
	Equal and Effective participation without Exclusion 

4.2.2	Thus the policy underlines the need for attitudes, decisions, and actions that tackle gender stereotypes, unfair gender roles and unfair gender images in the delivery of higher education.

5	Broad Policy Objectives
5.0.1	This policy’s contribution to UNIMA’s vision and Mission will be from four related outputs, as follows:
Table 1: Objectives/Outputs of the Policy
UNIMA Vision: To be an academic institution providing relevant world-class education, research and services for sustainable development of Malawi and the world	
Broad Policy Objective: equal and fair opportunity, free, active and meaningful participation in education,employment, and welfare	
Output No.	Result Description	
Objective/Output 1	A gender-mainstreamed curriculum in UNIMA	
Objective/Output 2	Zero tolerance against sex-based stereotyping, prejudice, and other forms of discrimination of students	
Objective/Output 3	Equal opportunity, treatment, and benefits irrespective of sex for UNIMA staff.	
Objective/Output 4	Effective gender-responsive decisions and actions-taking to exercise authority to advance gender equality and justice	

6	Policy Priority Areas
6.0.1	Within the broad policy directions, this policy focuses on four key thematic areas: the curriculum, student welfare, staff welfare, and governance. 

6.1	Mainstreaming Gender in the Curriculum

6.1.1	Unequal Student Access and Enrolment
Problems:
•	Unequal representation of females and males in enrolment of students into colleges, programmes and modules.
•	Unequal re-representation of females and males in modelling, teaching, research and outreach  
Policy Statement: Affirmative Action for Equal enrolment irrespective of gender
•	Every selection committee or authority shall take gender equality as a key consideration in the selection and choice of candidates
•	Heads of Department shall ensure that, as much as possible, there is balance in numbers of staff in teaching, learning and extension processes 

6.1.2	Gender-Blind Curriculum Design and Structure
Problems:
•	Gender blind programmes especially in natural sciences and Engineering
•	Few standalone gender programmes and modules
•	Absence of gender as key criterion in programme development, approval  and review processes 
•	Absence of  mechanisms and support systems to ensure gender equality in programme approval decision-making structures
Policy Statement: Gender-responsive curriculum design and structure
•	Every College Quality Assurance Director shall ensure that her or his College has gender-sensitive criteria for use in the development and review of curricular
•	Every Dean shall ensure that all curricula in her or his Faculty is reviewed include gender in content
•	Every Dean shall ensure that every programme has either a standalone gender modules or gender mainstreamed in every module or both.
•	Every College Quality Assurance Director shall ensure that gender inclusivity is a key consideration in quality assurance management and administration of programmes. 
6.1.3	Stereotypical Content and Delivery
Problem:
•	Scarcity of gender-sensitive learning support materials 
•	Gender blind curriculum content
•	Case of gender stereotyping, sexism and violence in curriculum delivery
•	Perceived favouritism for particular sex which impacts negatively on participation in class and performance. 
•	Lack of national female-authored learning support materials.
•	Use of gender insensitive language
Policy Statement: Gender-sensitive and responsive curricular content and delivery
•	The University Committee on University Teaching and Learning shall build capacity of staff to apply gender sensitive pedagogical processes
•	Every Principal shall ensure that adequate resources are mobilised and allocated  for national and other staff to develop and use  gender-sensitive learning support materials
•	The Committee on University Teaching and Learning shall ensure that new and other teaching staff are trained, oriented and developed to deliver gender-aware curricula
•	Every Dean shall promote authorship by females
•	Every Principal shall ensure multi-level  support system for the delivery of gender-sensitive curricula 
•	Every lecturer of a module shall promote the use of specific gender study materials
•	The Gender coordinating Committee shall drive change towards gender equality in the learning environment
•	The Gender Coordinating Committee shall monitor the delivery of curricular to ensure that the classroom environment is free from sexual harassment and discrimination
•	Any member of staff or such member’s supervisor shall ensure that gender-neutral language is used in the classroom and workplace.

6.1.4	Gender Insensitive Assessment
Problems:
•	Gender insensitive assessment tools and processes
•	Lack of clear gender specific monitoring and evaluation  system
Policy Statement: Gender-sensitive assessment
•	Every College Quality Assurance Director shall develop and implement a monitoring and evaluation system for all programmes.
•	The Gender Coordination Committee shall capacitate staff to use gendered assessment instruments, processes and procedures.
•	Gender aggregated budget shall be used as tool for assessing commitment to gender equality in the curriculum at the Departmental and Faculty levels.
6.2	Student Welfare
6.2.1	Absence of maternal facilities for students with infants.
Problem: Stigmatization and lack facilities and other support for increasing numbers of students becoming mothers. 
Policy Statement: Parent-friendly facilities and attitudes in university campuses
•	Every College shall institute disciplinary action for stereotyping and stigmatizing attitudes against persons that are expectant, have delivered or are breast feeding while studying.
•	Every Principal shall facilitate a strengthened provision of gender sensitive reproductive health services for students.
•	Every Principal supported by the Dean of Students shall ensure that the College has functional childcare facilities on campuses 

6.2.2	Insecure environment especially for females and students with disabilities
Problem: Insufficient on campus accommodation and insecure and substandard off campus accommodation for students. 
Policy Statement: Sufficient, affordable and secure accommodation facilities of university standard irrespective of sex
•	The Dean of Students or any authority responsible for the allocation of accommodation shall allocate at least 40% of accommodation spaces to either males or females provided that spaces allocated to females should constitute a higher proportion, with priority being accorded to first year students and those with special needs.
•	Every Principal shall ensure adequately lit campuses.
•	Every Principal shall ensure the provision of and night surveillance system in campuses.
•	Every Principal shall have installed circuit cameras at strategic points on campuses.
•	The Dean of Students shall cause to be undertaken periodic inspection of accredited private hostel facilities off campus accommodation to determine the premises gender-appropriateness, fitness for purpose, and safety.

6.2.3	Sexual harassment and other forms of gender based violence
(a)	Problem
Unreported sexual harassment of female students by fellow male students and lecturers

(b)	Policy Statement: 100% punishment and rehabilitation services in cases of sexual harassment and gender-based violence
•	The Dean of Students shall facilitate adequate sensitization of new and other staff and students to policies and rules against sexual harassment and other forms of gender-based violence
•	Every Disciplinary Committee shall urgently handle matters on gender-based violence.
•	Every Principal shall without delay administer  punishments against sexual harassment and other forms of gender based violence 
•	The Dean of Students shall closely monitor students social weekends and other students’ social events to prevent, guarantee or bring for due punishment against any acts of sexual violence.
•	The Dean of Students shall cause to be provided health, psychological, counselling and other rehabilitative services for survivors of sexual harassment.
•	The College Gender Coordinating Committee shall establish links and network with organisations working on elimination of gender based violence. 
6.3	Staff Welfare
6.3.1	Stereotyped and Segregated Access and Recruitment

(a)	 Problems:
•	Segregated jobs with some predominantly male or female 
•	Few female representation in decision making positions 
•	Lack of gender sensitivity and competence in decision making bodies
•	Negative gender stereotyping

(b)	Policy Statement: Equal opportunity during  access and recruitment
•	The Gender Coordinating Committee shall facilitate gender orientation to decision makers
•	Every Principal shall guarantee and check compliance with the recruitment requirements of the Gender Equality Act.

6.3.2	Inconsistency in application of Conditions of service that are not entirely fair
(a)	Policy Problem
•	Male-friendly promotion 
(b)	Policy Statement: Gender-responsive application of promotion and other conditions of services
•	Every Registrar shall consistently apply conditions of service.
•	Every Principal shall cause provision of equal access to research grants; child care facilities, encouragement for sabbatical leave
•	Every Dean shall take affirmative action to address gendered challenges / obstacles against participation in consultancies and research.

6.3.3	Unfriendly work environment
(a)	Policy Problem
•	Poor sanitary facilities / no child care facilities / recreational facilities
•	Sexual abuse / favours for work or benefits and harassment

(b)	Policy Statement: Gender Responsive Facilities and Redress 
•	Every Registrar shall facilitate the provisions of adequate sanitary and other appropriate facilities 
•	Every principal shall guarantee and check that the College has at all material times an effective and accessible case handling mechanism to deal with cases of discrimination or violence on the basis of sex or gender attribute.

6.4 	Gender and Governance
6.4.1	Unequal gender representation in leadership
Problems: 
•	Low numbers of females professors, Deans and other leaders at the University Office,  Poly, CoM, and Chancellor College
•	Low numbers of females professors, Deans and other leaders at KCN
•	Domination of top leadership by males among students
•	Use of assumed domestic roles to exclude women from leadership
•	Gender-blind promotion criteria

Policy Statement: At least 40% representation of females or males in leadership positions within 10 years
•	Every organization in the University of Malawi shall have rules that require at least 40% of leadership positions to be occupied females.
•	Every department, Faculty, College, or University or College Committee shall,  within ten years of the implementation of this policy, progressively meet a minimum of 40% females or males in leadership
•	Every Head of Department, Dean, and Principal shall facilitate increased opportunity to females to pursue higher qualifications
•	Every Head of Department shall allocate workloads to staff in a manner that allows more time for research and writing for females

6.4.2	Stereotypical Treatment of Females in Leadership
Policy Problems: 
•	Lack of a gender sensitive leadership code
•	Demeaning of females in leadership positions among students, academic and administrative staff, and support staff
•	Assignment by groups and supervisors of roles considered feminine to females in leadership positons 
•	Gender blindness to the practical needs of females leaders as mothers or household members

Policy Statement: Implemented Gender-sensitive Leadership Code
•	The Vice-Chancellor shall cause to be developed and implemented a leadership code that is strong on gender sensitivity
•	Every supervisor shall take all necessary steps to have demoted or disciplined any member of staff that uses language or displays an attitude that disrespects a female leader or account of her or hid sex.
•	The Appointments Committee shall check and supervise that gender-sensitivity and responsiveness are included in the promotion criteria among staff. 

6.4.1	Ineffective Gender leadership and accountability 
Policy Problem: 
•	Policies in which gender is not mainstreamed.
•	Inadequate ability to translate strategic plan gender-responsive aims into practice.

Policy Statement: Gender-Responsive Leadership
•	The Pro-Vice Chancellor shall cause all policies to be reviewed to ensure that gender is adequately mainstreamed.
•	The Appointments Committee shall facilitate that all appointees in top leadership have, before assuming leadership, undergo training on responsive leadership in higher education
•	The Appointment Committee and all committees and authorities handling promotion matters shall partly base every promotion on the gender sensitivity and responsiveness of the candidate. 
•	The Appointment Committee and all committees and authorities undertaking any performance appraisal of people in leadership positions shall include gender-sensitive indicators and evaluation before making findings and conclusions.
•	The Pro-Vice Chancellor shall cause this policy to be reviewed, annually, and at the mid-term stage and an evaluation after five years.

6.4	The Results Framework
6.5.1	Figure 1 presents the activity results under each output, leading to the policy’s contribution to enhanced access to quality justice. 
Figure 2: The Outputs and Activity Results of the Policy

UNIMA Gender-Responsive Vision: a UNIMA committed to equal and fair opportunity and free, active and meaningful participation in education,employment, and welfare

Output 1: A gender-mainstreamed curriculum in UNIMA

1.1	Affirmative for equal opportunity during  access and recruitment
1.2	Gender-responsive curriculum design and structure
1.3	Gender-sensitive and responsive curricular content and delivery
1.4	Gender-sensitive assessment

Output 2: Zero tolerance against sex-based stereotyping, prejudice, and other forms of discrimination of students
2.1	Parent-friendly facilities and attitudes in university campuses
2.2	Sufficient, affordable and secure accommodation facilities of university standard irrespective of sex
2.3	100% punishment and rehabilitation services in cases of sexual harassment and gender-based violence

Output 3: Equal opportunity, treatment, and benefits irrespective of sex for UNIMA staff.
3.1	Equal opportunity during  access and recruitment
3.2	Gender-responsive application of promotion and other conditions of services
3.3	Gender responsive facilities and redress mechanisms

Output 4: Effective gender-responsive decisions and actions-taking to exercise authority to advance gender equality and justice.
4.1	Gender-responsive leadership
4.2	At least 40% representation of females or males in leadership positions within 10 years
4.3	Implemented gender-sensitive leadership code

UNIMA Vision: To be an academic institution providing relevant world-class education, research and services for sustainable development of Malawi and the world

6.4.2	A full logical framework used in the design of this policy and intended to guide the implementation of the work under the policy accompanies the policy implementation plan.

7	Implementation Plan
7.3.2	An accompanying costed implementation plan has been prepared for this policy. 

7.4	Principles of Implementation
7.4.2	The implementation plan stresses the need for efficiency, effectiveness, making an impact, and sustainability in its implementation. Efficiency will require that the activities and inputs should transform available resources into intended results in terms of quantity, quality and timeliness. Effectiveness will relate the extent to which the results of the policy will have to achieve the outcome and the sector purpose. Implementation towards making an impact will require focus on the relationship between the purpose and outputs and wide overall effect on both the lives of large numbers of people in the country and the wider policy or sector objectives. 

7.4.3	Sustainability considerations will ensure that the positive results of the policy continue, with issues of ownership, policy support, economic and financial factors, socio-cultural aspects, gender equality, appropriate technology, environmental aspects, and institutional and management capacity as important. These factors have this policy.

7.5	Coordination
7.5.2	In its implementation, the policy follows the logic of the University’s committee and administrative system, adding a University-wide coordinating Committee chaired by the Pro-Vice Chancellor. It is necessary to have a committee to oversee gender sensitivity and responsiveness at the University Office, under the Deputy University Registrar. At the College level, the ultimate responsibility is in the Principal’s office, executed by the Vice Principal with a College Gender Committee. At the Faculty level, the policy will have Faculty liaison focal points that will work Heads of Department/sections/centres, under the Dean. As Figure 3 shows:
Figure 3: Gender Policy Implementation Structure in UNIMA

Pro-Vice Chancellor
University-wide Gender [Coordinating] Committee

College Vice Principals
College Gender Committee Representatives

Deputy University Registrar 
Central Office Gender Committee

Faculty/Section Liaison 
Faculty/Section Committee

Head of Department/section/centre

College Registrar

Staff and student unions and associations

7.6	Principles of Monitoring and Evaluation

7.6.1	The general objective of the policy’s monitoring and evaluation will be facilitation of a human rights and results-based tracking and responsiveness of the progressive implementation of the policy... The monitoring and evaluation principles will be as follows:

	Tracking of progress based on the responsiveness of the university curricular, structures, and systems in the attainment and advancement of gender equality;
	Reporting on results referring to targets and the totality of the results chain, to ensure clear progress towards the policy’s vision within the frameworks of College and UNIMA strategic plans;
	Reporting on both quantifiable results and indications of relational and status changes at the Department, Faculty/section, and College levels;
	Distinct reporting on current activities and results as well as the sustainability of results from completed activities, to ensure proper consolidation of achieved results; and
	Student and staff involvement in monitoring and evaluation.

8	Financial Implications

8.0.1	This policy will be implemented in a manner that ensures the mainstreaming of gender in all areas of the University rather than through ad hoc activities that demand separate costs.  This entails that while some of the activity results will not require additional financial resources, those that require the mainstreaming of gender in all key areas of UNIMA’s work entail resource mobilisation. 

8.1 	Financing Principles

8.1.1	This policy has been premised on the following efficiency principles:

	Not to make the policy cost the Government more than its current allocation to UNIMA, except for gender mainstreaming.
	Meet the costs of gender mainstreaming through collaborative inputs from partners... 

8.1.2	As much as these principles have influenced the design of this policy, they will also guide the implementation of the policy. With concerted efforts in the first two years, the implementation of the policy will be such that the financial costs will have stabilised or be dropping the time the policy is due for review. 

8.2	The Cost of Implementing the Policy

8.2.1	The cost-saving nature of this policy may not be initially apparent by looking at the budget. However, the savings lie in the policy’s reliance on current university staff that largely already have budgets. There is still however additional money that will have to be raised to implement the budget. 

8.2.2	The estimated total budget for the implementation of this policy is US$15,181,100. The following table provides a breakdown of the estimated budget by year and output:

Table 2: The Policy’s Estimated Budget by Output and Year of Implementation in U$
Output	2016	2017	2018	2019	2020	Total	
1	612,000	766,000	687,000	612,000	612,000	3,289,000	
2	2,286,500	2,313,500	2,286,500	2,286,500	2,186,500	11,359,500	
3	51,000	39,000	37,000	35,000	33,000	195,000	
4	71,000	63,000	88,000	43,000	73,000	338,000	
Total	3,020,500	3,181,100	3,098,500	2,976,500	2,904,500	15,181,100	

8.2.3	Output 1 is the most financially costly, because of the need for additional accommodation to ensure optimum welfare for students. In contrast, the needs among staff are by far the least costly.: