Ways in Which Zimbabwe Has Tried to Address Gender Inequalities.
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Faculty of Social Science
Name : Sharron
Surname : Mashave
Reg # : R113505J
Level: 2.1
Mode of Entry : Parallel
Module : Gender Studies
Lecturer: Mr. T. T. Mugodzwa
Department : Politics and Public Management
Question :
a) Discuss four ways in which the education system in your country constructs the gender inequalities. [12]
b) Suggest four ways in which the education system in your country can be made gender responsive. [8]
a) It has become apparent that since time immemorial the girl child has been socialized to believe that she is inferior in some way or another to her male counterpart. This has been showcased in areas such as education, culture and religion. This form of discrimination has been the norm across all races, creeds, nationalities etc. The gender disparity that was now a norm was indoctrinated in the female kind through socialization in the home, community, schools, churches and almost everywhere they existed. Haralambos and Holborn, 2008 refer to gender as the human traits linked by culture to each sex. Using the education system of Zimbabwe as a case study, a number of ways have been identified that construct gender inequality. Subrahmanian, 2003 refers to gender equality in this context as ensuring educational equality between boys and girls.
Firstly and possibly most importantly is the issue of pregnancy in schools. It was the norm that all girls that fell pregnant while at school would be expelled as soon as it was found out. This was a disadvantage to the girl child as she alone would be affected by the decision, whereas her male counterpart would be allowed to continue and finish school. The Zimbabwe Education Act (Chapter 25:04) of 1996 stipulates that every child has the exclusive right to education and especially at the basic level, but this has not been taken into consideration in the past. This is a mirror image of the adult ideals that women should be
Faculty of Social Science
Name : Sharron
Surname : Mashave
Reg # : R113505J
Level: 2.1
Mode of Entry : Parallel
Module : Gender Studies
Lecturer: Mr. T. T. Mugodzwa
Department : Politics and Public Management
Question :
a) Discuss four ways in which the education system in your country constructs the gender inequalities. [12]
b) Suggest four ways in which the education system in your country can be made gender responsive. [8]
a) It has become apparent that since time immemorial the girl child has been socialized to believe that she is inferior in some way or another to her male counterpart. This has been showcased in areas such as education, culture and religion. This form of discrimination has been the norm across all races, creeds, nationalities etc. The gender disparity that was now a norm was indoctrinated in the female kind through socialization in the home, community, schools, churches and almost everywhere they existed. Haralambos and Holborn, 2008 refer to gender as the human traits linked by culture to each sex. Using the education system of Zimbabwe as a case study, a number of ways have been identified that construct gender inequality. Subrahmanian, 2003 refers to gender equality in this context as ensuring educational equality between boys and girls.
Firstly and possibly most importantly is the issue of pregnancy in schools. It was the norm that all girls that fell pregnant while at school would be expelled as soon as it was found out. This was a disadvantage to the girl child as she alone would be affected by the decision, whereas her male counterpart would be allowed to continue and finish school. The Zimbabwe Education Act (Chapter 25:04) of 1996 stipulates that every child has the exclusive right to education and especially at the basic level, but this has not been taken into consideration in the past. This is a mirror image of the adult ideals that women should be