Loading...
Please wait, while we are loading the content...
Similar Documents
Gender Discrimination in Educational Personnel: A Case Study of Gweru Urban District Secondary Schools, Zimbabwe.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Matope, Nogget |
| Copyright Year | 2012 |
| Abstract | ď€ Gender discrimination in educational institutions persists, despite the vigorous pursuit of policies and programmes to reduce the varying degrees of gender inequity in Zimbabwe. Zimbabwe is a signatory to international agreements and conventions which promote gender equity with a thrust towards increased access to education for girls and females. The creation of a healthy educational and social environment in which all people irrespective of gender are encouraged to fully utilize their skills and talents would be an effective tool to eliminate discriminatory practices and tendencies in the education system. Using a survey design and document analysis, this study investigated the practices perceived to constitute discrimination among educational personnel in secondary schools in Gweru Urban District. A total of 120 educational personnel drawn from 12 secondary schools responded to questionnaire and a sample out of 20 with face-to-face interviews. Analyzed data revealed that gender discrimination in learning institutions exists and is manifested in the appointments, promotion and assignment of duties and responsibilities. As a result, women seem to be negatively affected, in the low uptake of administrative positions. The government and the Ministries of Education need to implement professional development programmes on gender issues which raise awareness on the status, role, and contribution of both females and males in education and educational management. This effort would promote a cultural climate, within which females see themselves as leaders and males see women as capable leaders and decision-makers. This effort would promote gender equality and gender empowerment, and minimize gender prejudices in educational institutions. It is envisaged that this would help build a critical mass of females in decision-making processes as well as gender equity initiatives which are visible and vibrant with gender disaggregated data available in all educational institutions. |
| Starting Page | 689 |
| Ending Page | 696 |
| Page Count | 8 |
| File Format | PDF HTM / HTML |
| Volume Number | 2 |
| Alternate Webpage(s) | https://files.eric.ed.gov/fulltext/ED535523.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
