2. Introduction
• Horti-LIFE Project interventions for the Maichew Agricultural poly technic
college is designed to enhance the capacity of the Maichew Agricultural
poly technic college to use a more practical and participatory approach to
curriculum delivery.
• Activities include Capacity Building for Instructors, Preparation of Fluent
Student Learning Guides, and support for the establishment of irrigated
Student Plots and Home Gardens for ‘Hands On’ practical training.
3. Cont…
• Observations from the Maichew agricultural poly technic college Instructors
and findings from a short study made by the Horti-LIFE Gender expert are
that there is a lack of use of gender responsive course delivery methodologies,
and this has affected the participation of students in general, particularly most
female students.
• To find out detailed gender related issues in the college gender Assessment in
Maichew agricultural polytechnic college was done from January – March,
2024.
4. Objectives
General Objective
To identify the existing gender gaps in Maichew agricultural poly technic college
teaching and learning process and with the support of SNV Horti-LIFE to ensure
that the Practical and Participatory Training provided for Students is inclusive and
enables all students to reach their full potential.
5. Specific objectives
To identify:
1. Gender sensitivity of student Plots practical activities
2. Availability of Field Toilet to female & male students at reasonable distance
3. Gender sensitivity of organisation and participation in the classroom
4. Provision of Handouts and Access to SLG and the Library
5. Provision of Tutorial sessions
6. Representation of male and female student concerns
7. Support provided for needy female student expenses
8. Identify the need for Day care
9. Careers advise that are available to students in the collage
• To Use the results of the questionnaires to formulate an Action Plan to address the issues
6. Methodologies
• The questionnaire, developed by Horti-LIFE staff and translated into Tigrigna,
gathered input from male and female students in plant science courses and male
and female instructors in the Plant Science Department.
• The questionnaire was administered to 30 male and 30 female students at levels II
and IV, as well as 10 instructors (2 female and 8 male).
• The collected data was processed in Excel and presented using tables and graphs.
7. • Do Male and Female Students work in student plot in each group?
0
5
10
15
20
25
30
35
yes NO yes NO
student instructor
Chart Title
male female
8. • Both male and female students and instructors responded as they have equal
opportunity to take the role of group leadership
9. • Figure 1 illustrates that 43.3% of male and 50% of male student, view
was yes and 6.7%, no which indicates both male and female students’
participation in plot in each group, was reasonably good.
• On the other hand, 20% female and 80% male instructors responded yes.
• Most of the instructors and students confirm that the participation of
male and female students work in student plot in each group was high.
10. • Figure 1 illustrates that 43.3% of male and 50% of male student, view was yes and 6.7%, no which indicates
both male and female students’ participation in plot in each group, was reasonably good. On the other hand,
20% female and 80% male instructors responded yes.
• Most of the instructors and students confirm that the participation of male and female students work in student
plot in each group was high.
Do Male and Female students take the opportunity to be Group Leader?
11. Do Male and Female Students participate equally in field practical activities?
• Figure 3 showed that most female (68%) & Male (84%) students and relatively lesser female (50%) & male
(33%) instructors responded that both male and female students participate equally in field practical
activities.
• The lesser instructors responded that both male and female students participate equally in field practical
activities due to some instructors that are filled the questionnaires are not participate in field practical
activities.
• Reasons for those said 2% male students and 10% female students were said there were not enough tools,
8% male and 14% females said tools are too heavy and male 6% and 10% female said work is too heavy.
0
5
10
15
20
25
yes no yes no
student instructor
male
female
12. • Are Male and Female Toilet facilities available within a reasonable distance of the Student Plots
(Guideline 100m)?
• The answer for the availability of toilet, 100% of male and female students and instructors responded that there
are no male and female toilet facilities available in student Plots within 100 meters distance.
0
5
10
15
20
25
yes no yes no
student instructor
male
female
13. • Regarding the seating arrangement in the classroom whether it facilitated participation by
all students (see figure 5) showed that the seating arrangement does not encourage
participation.
• Most respondents 96% male & 88% female students, and 60% male and 40% female
instructors said no to the question ‘does the arrangement of seating in the classroom
facilitate participation
14. Recommendation
• Field toilet
• PPEs suitable for female students
• Students learning guide
• Continuity of day care
• Strengthening of Guidance and counseling
