Gender and Gender Mainstreaming In Engineering Education in Africa
Kehdinga George Fomunyam1, Noluthando Matola2, Sibusiso Moyo3

1Kehdinga George Fomunyam*, Durban University of Technology.
2Noluthando Matola, Durban University of Technology.
3Sibusiso Moyo, Durban University of Technology.
Manuscript received on October 05, 2020. | Revised Manuscript received on October 25, 2020. | Manuscript published on October 30, 2020. | PP: 497-506 | Volume-10 Issue-1, October 2020. | Retrieval Number:  100.1/ijeat.A18621010120 | DOI: 10.35940/ijeat.A1862.1010120
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Abstract: In Africa, a lot of debates on the issues of gender gap and gender inequality has raised concerns in engineering education (EE) and engineering workforce. Thus, gender inequality and equity are significant in realizing Sustainable Development Goals (SDGs), and in recent years much has been done to address gender gaps, yet women are still excluded, underrepresented, segregated and relegated inengineering profession and academia. With much sensitization on gender equality, Africa is still far from addressing gender gaps in EE; hence the crux of this paper. This paper was guided by Liberal Feminism theory, focusing on women’s freedom as an autonomy to be free from coercive interference, due to‘gender system’ or patriarchal nature of inherited traditions and institutions. This paper takes a broad look at the concepts of gender and gender mainstreaming in EE in Africa. Specifically, it explores gender and inequality in EE and how gender mainstreaming canbe enacted to address gender gaps in EE, as well as its implications in Africa. Thus, to address these gaps, recommendations such as developing gendersensitive curriculum for EE, adopting policies in facilitating women’s access to training and employment opportunities as well as creating gender-sensitive career counselling were advocated.  
Keywords: Africa, engineering, gender, inequality, mainstreaming