To Mainstream or not to Mainstream Gender in the Higher Education Curriculum?

This article presents the results of a UNESCO project that focused on gender mainstreaming higher education curriculum. It deals with some critical issues involved in addressing the problem: what type of gender should be mainstreamed, who should do it, how can it be done and what costs are involved? The premise of the article is that looking at curriculum from a gender perspective is beneficial for the adaptation of academic knowledge to the current requirements of the labour market. One conclusion is that there is still a long way to go before gender will be regarded as legitimate knowledge in higher education.