CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Women are capable of performing all of the same tasks and functions as males. They, like men, have the skills and capacities to make a significant contribution to nation-building. Deborah, the judge in the Old Testament, Joan of Arc, who led the French army, and Yaa Asantewaa, who led the Ashantis to resist the British, are all prominent historical instances of women leaders (AddoAdeku, 1992). Golda Meier of Israel, Indira Ghandi of India, Benazir Bhutto of Pakistan, Margaret Thatcher of the United Kingdom, Helen Johnson Sirleaf of Liberia, and others have all served as Prime Ministers of their countries. We may also mention the late Dr. (Mrs.) Esther Ocloo, one of Ghana's most prominent entrepreneurs. These women's outstanding leadership achievements are evidence that, given the chance and collaboration, women are capable of occupying successful leadership positions. Despite significant differences in women's and men's positions in various civilizations in recent years, there is no known society in which women are more powerful than males (Adu, 1999). To a great degree, there is a very equal distribution of sexes throughout all sectors of the labor force and government offices, with women occupying lower-paying and lower-skilled positions. The rise in the number of men and women obtaining formal education and therefore being eligible for formal sector work is perhaps the most significant shift. Women in high-ranking posts were a source of national pride for some in the early years following Ghana's independence, like when Nkrumah nominated three female ministers to his cabinet in 1985. (Adepoju & Oppong, 1994) It is a fact that women were not well-known in authoritative circles in the past. Women were unable to advance in management positions due to gender norms and attitudes. They were pushed to the background since society at the time thought that a woman's place was in the kitchen, and that she should spend all of her time having children, raising them, and supporting the family. As a result, all activities and positions seen to be the most essential and conferring the greatest prestige were designated as the exclusive domain of males and particularly suited for men. Only a few women had the chance to pursue formal education at the period, and even fewer women were able to complete a university degree. Women all across the globe seem to have been subjected to discrimination in different forms - at work, at home, at school, and in local and international politics – either surreptitiously or openly. Even inside the UN system, women have a disproportionately low number of senior roles. Despite the fact that Ghana currently has a significant number of highly educated women, they remain underrepresented in leadership roles in universities and in education in general. Dr Gloria Nikoi, previous Chancellor of UCC, is the only woman Chancellor in the history of Ghanaian universities, and a woman was just recently named Vice Chancellor of the University of Cape Coast in 2008. In Ghana's public and private institutions, some of them have been appointed as Deans, Heads of Departments, Faculty Officers, Deputy Registrars, and Senior Assistant Registrars. Women are now working side by side with men in a variety of fields, including education. As a result, there is no reason for the gender divide to continue. There are strong human rights reasons in favor of women's involvement in the labor market. More over half of the population is female, and more than a third of the workforce is female. As a result, it is only reasonable that they be given full citizenship as well as equal opportunities and treatment in the workplace. Combating prejudice against women by enabling them to engage in all levels of work in Ghana is also an issue of social justice. Over the years, significant efforts have been made to improve women's educational standards, allowing many of them to take leadership positions in all areas of national development. For example, the Accelerated Development Plan of 1951, the Seven-Year Plan for Natural Resources and Sustainable Development, and the Education Act of 1961 all contributed to increasing female participation in education at all levels, paving the way for women's advancement in Ghanaian society and subsequent rise to leadership positions (McWilliam & Kwamena-Poh, 1975). Similarly, women's groups such as the Federation of Gold Coast Women (FGCW) in 1954, subsequently known as the Ghana Assembly of Women (GAW), were formed to address the socio-economic and political concerns of Ghanaian women. The promotion of Ghanaian women's leadership was one of its goals. In order to achieve these goals, the GAW, among other organizations, "organized leadership seminars for women throughout the nation." Women have been the focus of international programs and conferences on a global scale. In 1972, the United Nations General Assembly declared 1975 to be International Women's Year, with the goal of promoting women's concerns, achieving gender equality, and ensuring women's full participation in the development process. The United Nations General Assembly declared 1976-1985 as the UN Decade for Women after the World Conference of the International Women's Year in Mexico. Women were needed to play a prominent role as thinkers, policymakers, decision-makers, planners, and contributors to and beneficiaries of development in order to achieve the decade's goals. The “Forward-looking” Strategy for the Progress of Women for the Period 1986-2000 proposed ways to address barriers to women's advancement in 1985 at the UN Conference in Nairobi. Despite all of the attempts to improve women's status and the fact that Ghanaian laws provide equal rights to education and empowerment for both sexes, it seems that the number of women in leadership roles in all areas of life has remained relatively constant. Women continue to be seen as second-class citizens in comparison to males. Is it possible that the low number of women in leadership roles in Ghana and both universities is related to women's views about leadership? Are women themselves believers in societal standards that prevent them from rising to positions of power? If so, how do they contribute to and perpetuate discrimination? The writer's interest in researching the degree to which women's representation in management positions at the University of Cape Coast and Central University College is so limited stems from her search for answers to the aforementioned concerns.

1.2 Statement of the problem

It is an obvious truth that both men and women have responsibility for a country's growth. Despite the fact that Ghanaian women play an important part in the development of many communities, just a handful of them hold executive positions. A study at the number of women in positions of leadership in Ghana at all levels reveals continuous male domination. In formal power systems, few women find themselves in positions of responsibility. Only 8% of MPs and fewer than 8% of District Assembly members were women under the Fourth Republic under the National Democratic Congress (NDC) (Prah 2002;). There were approximately 25 women in parliament before the NDC gained control in 2009, 19 from the New Patriotic Party and 6 representing the National Democratic Congress. According to data collected by the NCWD in 1994, women account for about 20% of the country's power structure. According to all indicators, women in Ghana, particularly those in low-income groups, face more barriers to self-development than males (Prah, 2002). Equal opportunities were enshrined in the 1992 Constitution and were to be codified in all government entities' official policy. As a result, many individuals believe that gender discrimination does not exist in Ghana. Women in all major professions, including judges, attorneys, physicians, engineers, pilots, university lecturers, bankers, accountants, and administrators, have made and continue to make significant contributions to different areas of national development in Ghana. Despite the growing number of highly skilled and competent women, women continue to be underrepresented in public and private organizations and professions when compared to their male counterparts.

1.3 Objective of the study

The primary objective of the study is as follows

1. Examine the criteria for the appointment of staff into management positions in the University of Cape Coast and Central University College;

2. Examine the factors affecting the appointment of women to management positions in the University of Cape Coast and Central University College;

3. Determine the extent to which the reproductive role of women in the family affect their appointment to management positions at the University of Cape Coast and Central University College;

4. Examine the assessment criteria of women in management positions by management in the University of Cape Coast and the Central University College;

1.4       Research Questions

1 are there criteria are used in appointing staff to management positions in the University of Cape Coast and Central University College?

2 are there factors affecting the appointment of women to management positions in the University of Cape Coast and Central University College?

3 does the  reproductive role of women in the family affect their appointment to management positions in the University of Cape Coast and Central University College?

4 does management assess the performance of women in management positions in the University of Cape Coast and that of Central University College?

1.5       Significance of the study

The significance of this study cannot be underestimated as:

l  This study will examine A critical investigation on Women’s Representation In Management Positions (Case Study of University Of Cape Coast And Central University College)

l  The findings of this research work will undoubtedly provide the much needed information to government organizations, career women, and academia.

1.6       Scope of the study

This study will examine A critical investigation on Women’s Representation In Management Positions Case Study of University Of Cape Coast And Central University College. The study will also Examine the criteria for the appointment of staff into management positions in the University of Cape Coast and Central University College; furthermore, it will examine  factors affecting the appointment of women to management positions in the University of Cape Coast and Central University College; and  Determine the extent to which the reproductive role of women in the family affect their appointment to management positions at the University of Cape Coast and Central University College. Hence it will be delimited to staff  of University Of Cape Coast And Central University College.

1.7       Limitation of the study

This study was constrained by a number of factors which are as follows:

 just like any other research, ranging from unavailability of needed accurate materials on the topic under study, inability to get data

Financial constraint , was faced by  the researcher ,in getting relevant materials  and  in printing and collation of questionnaires

Time factor: time factor pose another constraint since having to shuttle between writing of the research and also engaging in other academic work making it uneasy for the researcher

1.8       Definition of terms

Representation: the action of speaking or acting on behalf of someone or the state of being so represented

Management position: positions in which your job responsibility is to accomplish tasks through the work of others, rather than by doing the work yourself

REFERENCES

Addo-Adeku, K. (1992). “Some Gender Issues in Developing a FunctionalLiteracy Programme in Ghana” Ghana Journal of Literacy and AdultEducation, 1, Accra. Ghana Universities Press.

Adepoju, A. & Oppong, C. (1994), ed. Gender, Work and Population in SubSaharan Africa, London, James Currey.

Adu, I. J. (1999). Women in Human Development: The Ghanaian workingwomen’s experience; Greenhill Journal of administration, vol.7,N3,4,pp.76 – 107.

McWilliam H. O. A. & Kwamena Poh, M. A. (1975). The Development ofEducation in Ghana.Mcgrawhill press

Prah, M. (2002). “Gender Issues in Ghanaian Tertiary Institutions: WomenAcademics and Administrators in Cape Coast University”, GhanaStudies, 5:83-122.

Get this material NGN 5,000

Message Us on WhatsApp  »