Quantitative and qualitative dimensions of gender equity in Sri Lankan Higher Education

Abstract

Synopsis In Sri Lanka, the impetus for gender equity came from a commitment to a liberal-democratic philosophy that led to a better representation of girls and women in general and University education. With the exception of Engineering disciplines, young women perform as well or better than their male peers in higher education. However, this quantitative change has not been accompanied by a change in the quality of education. Overall participation in teaching and learning, engagement in extra-curricular activities including politics, and engagement in decision-making bodies by women is negligible. Numerical parity is not accompanied by equity in outcomes. This article attempts to explore the reasons why increased access in numerical terms has not succeeded in empowering women in university education, both as students and as staff. It is based on documentary analysis, interviews and observations undertaken under the auspices of the Gender Equality in Commonwealth Higher Education (2004–5) research project.