Abstract

Studies indicated that gender inclusive education is a key to gender equality and equity. Studies also indicated implementing gender inclusive teaching and learning processes is hindered by   challenges that originated from socio-cultural and other related factors. This research focuses on identification of challenges to gender inclusive teaching and learning strategies and methods used by the university to mitigate the challenges.  The study was conducted in Wollo University, one of the government universities in Ethiopia.  Qualitative research design specifically case study design was employed for the research.  The researcher used interview and focus group discussions to collect the data. The data were collected from three university teachers, three gender administrative office members and five female students.  Focus group discussions were conducted by using six female students. All of the respondents were selected using purposive sampling method.  The findings revealed that the university faced the following challenges to implement gender inclusive teaching and learning strategies: gender inclusive lesson planning; gender inclusive teaching materials; gender inclusive language use; gender inclusive students’ interaction; and gender-based violence were the main challenges. On the other hand, the university had experience in using strategies that help to reduce gender inclusive education challenges that include: using of gender equity and equality policy and code of conduct; and empowering girls through gender clubs. The result of the study implies that the university could not produce human power that believes in and practices gender equity and equality in different sectors of development. Finally, implications for reforming training for gender equality in training is forwarded based on the findings.   

Keywords

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