This article theorises findings from a research project investigating gender equity in Common- wealth higher education. The study interrogated enablers and impediments to gender equity in South Africa, Nigeria, Sri Lanka, Uganda and Tanzania. The focus of inquiry was access, curriculum transformation and staff development. This article examines one aspect of the project, that is, how the principles of gender mainstreaming have been applied to curriculum transforma- tion. This will be explored in the context of the implementation gap between macro international and national policies for gender equality and meso and micro level change. Policies for gender equality in general, and gender mainstreaming in particular, have been developed internationally, and variously interpreted at national and organisational levels. The comparative nature of the project should help to broaden debates on equity in the globalised knowledge economy.
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