The present study discusses the perceptions of university lecturers and teacher educators on integrating gender in tertiary education curricula. It utilized a descriptive approach. The data were collected from existing curricula of the Cyril Potter College of Education (CPCE), Ministry of Education (MOE) and the School of Education and Humanities (SE&H), University of Guyana (UG) through interviews and questionnaire surveys. The results of the study, in both institutions, revealed a modest amount of gender infusion in a minimum number of curricula currently being used. The subjects perceived that the integration of gender in the curricula of tertiary institutions was a necessary intervention. It was also perceived that such an intervention would not entail excessive additional work and could be facilitated through training in the form of orientation and sensitization. Finally, gender-sensitive remedial strategies in tertiary education institutions were recommended for the purpose of sensitizing and equipping university lecturers and teacher educators with the necessary skills they might need to initiate gender integration in the curriculum(a) they are assigned and to ensure the sustainability of this process.
|Keywords:||Gender, Gender Sensitization, Gender-sensitive Remedial Strategies, Integrated Curriculum|
Lecturer II and Deputy Dean, School of Education and Humanities, University of Guyana, Georgetown, Guyana
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