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04 April 2024 | Story Lunga Luthuli | Photo SUPPLIED
Dr Kamwendo
Dr Juliet Kamwendo champions gender-inclusive climate action in Africa. Her expertise at the recently held AFR100 workshop highlighted vital steps towards sustainable and equitable development.

Dr Juliet Kamwendo, Lecturer and Programme Director for Gender Studies in the Centre for Gender and Africa Studies at the University of the Free State, is spearheading efforts to integrate gender considerations into Africa's climate restoration agenda. Reflecting on her involvement, Dr Kamwendo stated, "This is particularly crucial, as women make up almost 50% of the population in Africa, and the depletion and degradation of land affect them disproportionately."

She recently served as a gender expert at the AUDA-NEPAD AFR100 workshop in Ouagadougou, Burkina Faso, from 25 to 29 March 2024. This initiative aims to restore forests and degraded land across Africa by 2030, with a focus on gender equality.

The workshop emphasised the integration of gender perspectives into the AFR100 project, acknowledging the disproportionate impact of land degradation on women. Dr Kamwendo's expertise highlighted the need to empower women in climate change interventions, addressing existing gender inequalities exacerbated by environmental degradation.

“Women – who are primarily responsible for household food security and water provision – bear the brunt of environmental degradation, leading to increased workloads, reduced income opportunities, and heightened vulnerability to climate-related disasters. Furthermore, the loss of forest cover and biodiversity further exacerbates the challenges faced by women, particularly in rural areas where they depend heavily on natural resources for their livelihoods,” added Dr Kamwendo.

Her participation highlights academia's crucial role in fostering inclusive and sustainable development, emphasising interdisciplinary collaboration to tackle complex environmental challenges. Through initiatives such as AFR100, stakeholders are working towards a more resilient and gender-responsive future for Africa.

News Archive

‘Miratho’ seeks to drive policy-changing research through international collaboration
2017-09-29

Description: ' AM Bathmaker CRHED Miratho Tags: AM Bathmaker CRHED Miratho

From the left: Phathu Mudau (Thusanani Foundation),
Prof Melanie Walker (UFS), Prof Ann-Marie Bathmaker
(University of Birmingham), Prof Monica McLean
(University of Nottingham), and Fulu Ratshisusu
(Thusanani Foundation).

Photo: Eugene Seegers

Miratho is a TshiVenda word that refers to informal, self-made bridges, which are usually built by rural community members during floods or other natural disasters. These are usually dangerous, unstable constructions, and only the brave tend to use them. When community members build miratho, though, they create opportunities for stranded students to attend school. Miratho symbolise the determination to access education even in the face of danger, and working with others to make progress.

The Miratho Research Project is led by the Centre for Research on Higher Education and Development (CRHED) at the University of the Free State (UFS), in partnership with the Universities of Birmingham and Nottingham in the UK, and the Thusanani Foundation. The project is jointly funded by the Economic and Social Research Council and the Department for International Development in the UK, as well as the National Research Foundation in South Africa. The project research team consists of Prof Melanie Walker, Prof Merridy Wilson-Strydom and Dr Mikateko Höppener from CRHED at the UFS, Prof Monica McLean from the University of Nottingham, and Prof Ann-Marie Bathmaker from the University of Birmingham.

Miratho is a four-year project, stretching until August 2020, which seeks to investigate multidimensional dynamics shaping or inhibiting disadvantaged students’ capabilities to access higher education, participate and succeed in it, as well as move from higher education to work. By means of a systematic, integrated and longitudinal mixed-methods investigation, Prof Walker and her team, in close collaboration with the Thusanani Foundation, aim to develop an inclusive, capabilities-based higher education Index, which in turn would serve to inform policy and practice interventions that challenge inequalities that have an impact on learning outcomes.

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