STU holds workshop on gender-responsive pedagogy

The Department of Persons with Disabilities/Equity, Inclusivity and Gender Mainstreaming of Sunyani Technical University (STU) has organized a sensitization workshop on Gender-Responsive Pedagogy in Higher Education for both academic and non-academic staff of the University.

Also in attendance were the Vice-Chancellor, Professor Kwadwo Adinkra Appiah; the Pro Vice-Chancellor, Professor Julius Caesar Puoza; the Registrar, Mr. Stephen Yeboah; the Director of Finance, Mr. Thomas Kwarfo as well as Deans and heads of various departments, sections and units of the institution.

The workshop reaffirmed STU’s commitment to fostering diversity and equity in higher education, ensuring that women are empowered to pursue careers in traditionally male-dominated disciplines.

It further addressed gender-based violence, defined as harm inflicted on a person due to their gender, including physical threats, sexual violence, and verbal abuse. Statistics revealed alarming figures, with an estimated 735 million cases of non-consensual sexual violence globally and one in three women experiencing domestic violence. Records indicated that estimated one million women faced domestic violence in 2022 alone.

Opening the workshop, the Vice-Chancellor commended the organisers of the programme for the initiative and underscored the need to challenge stereotypes that hinder societal progress. He noted that outdated perceptions of women as confined to domestic roles must be replaced with opportunities for women to thrive in all fields.

Highlighting STU’s efforts to promote gender inclusivity, Professor Adinkrah-Appiah explained STU’s policy granting female engineering students a 20 percent discount on tuition fees has boosted female enrollment in engineering programs from just 0.3 percent to 6 percent.

Mrs. Nana Ama Mensah, the Deputy Director and Head of Diversity and Inclusive Unit of the Ghana TVET Service, reminded participants that gender is a social construction shaped by norms and expectations rather than universal rules.

She emphasized that equity measures are not permanent but must be intentionally reinforced through curriculum design, teaching methods, and practical training assessments.

Mrs. Nana Ama Mensah, who was the main resource person for the programme, advised lecturers to profile their students and understand their diverse backgrounds under the principle of intersectionality.

Gender-Responsive Pedagogy (GRP), she explained, recognizes the differences between men and women and addresses their distinct needs through deliberate teaching practices.

Among the strategies highlighted were rotating technical roles, deliberately distributing questions, rotating leadership positions, using inclusive examples, and showcasing women professionals and innovators. She also stressed the importance of language in the classroom, urging staff to avoid flirtatious or sexual undertones that undermine inclusivity.

“While inclusive education may be costly, the price of inaction is far greater,” she added. By embedding GRP practices into teaching and administration, it aims to strengthen the commitment to equity and ensure that all students thrive in an environment free from stereotypes and bias.

Mrs. Nana Ama Mensah noted that sexual harassment remains a pressing concern on university campuses, often manifesting through unwelcome sexual advances and exploitative practices such as “This for That.” She urged staff and students to maintain professional and respectful language in workplaces and academic settings to prevent misconduct.