NAME

EVE DHLAMINI

REG NO

H140114C

COURSE

TEC 302

PROG

POLYMER TECHNOLOGY AND

ENGINEERING

ASSIGNMENT

QUESTION

WOMEN CAN BE EMPOWERED

IN HIGHER EDUCATION
DISCUSS

Empowerment refers to increasing the spiritual, political, social or economic strength of

individuals and communities. It often involves the empowered developing confidence in their
own capacities. Empowerment is not only about opening up access to decision making, but also
must include processes that lead people to perceive themselves as able and entitled to occupy
that decision-making space (Rowlands, 1995). Empowerment is sometimes described as being
about the ability to make choices, but it must also involve being able to shape what choices are
on offer. Empowerment corresponds to women challenging existing power structures which
subordinate women
Higher Education is the aggregate of systematized knowledge and practical skills that allow
theoretical and practical problems to be solved by a given type of training, utilizing and
creatively developing the modern achievements of science, technology, and culture.Higher
Education enables Women to fix themselves up in the society into which they have found
themselves. It equips individuals with the ability that will enable them explore the world,
manipulate it for their survival and establish themselves. Potentials deposited in individuals are
exposed through Higher education so that individuals can acquire training and knowledge in a
profession and higher education enables women to cultivate confidence, good habits and develop
the right attitude to work and life as good citizens. Higher Education is one of the most important
means of empowering women with the knowledge, skills and self-confidence necessary to
participate fully in the development process. Higher education provides opportunities to women
to fulfill their Needs. These needs comprise both essential learning tools (such as literacy, oral
expression, numeracy and problem solving) and the basic learning content such as knowledge,
skills, values and attitudes required by human beings to be able to survive, to develop their full
capacities, to live and work in dignity, to participate fully in development, to improve the quality
of their lives, to make informed decision making and to continue learning.
How women can be empowered in higher education:

Policies on admission of women should encourage women enrolment for example by

lowering score for women ,also increasing number of women occupying higher positions
Strong career guidance that is gender sensitive that caters for problems females are likely
to encounter for example scramble for scarce resources and sexual harassment.

Organizing training, seminars and mentorship programmes that build self esteem for

women and realize their academic potential

Women from less privileged backgrounds can be granted bursaries.
There should be day care facilities for women with children that span the college day
Inclusion of women in all course content

There are however some hindrances with empowering women some lecturers who may
display behavior that demeans women by giving preference and showing favor towards
males. Lecturers may also sexually harass women or show body language that is degrading to
women.

As much as there are some hindrances to women empowerment in higher education, the
positives outweigh the negatives.The negatives can also be taken care of by educating
lecturers and fellow male classmates how to treat women and avoid behaviors that demean
women.

REFERENCES

1. Gbegbin, J.A., Osatuyi, N.O.O., Okuoyibo, J.M. and Nkangwung, F.O. (1998).
Foundations and Development of Education of Children with Special Needs.
Lagos: Awoleye Press Ltd.
2. Institute of Education (1988). Introduction to Special Education. Ibadan Institute of
Education, University of Ibadan
3. .Fadeiye, J.O. (1998). Training Professional Teachers of Special Education. Fundamental
Issues to be Addressed. In Ozoji, E.D. and Nwazuoke, I.K. Professionalism on Special
Education in Nigeria. Jos: National Council for Exceptional Children
(NCEC).
4. Klein, N.K., Pasch, M., Frew, T.W. (1979). Curriculum Analysis and Design for
Retarded Learners. London: Charles E. Marmill Publishing Company