Promoting gender equity

This study sought to evaluate the effectiveness of the girlchild affirmative action policy in secondary schools in Zimbabwe. The study established that male students are more than female students in all advanced level disciplines studied at the schools; both male and female students do not support affirmative action in their schools; authorities are not doing enough to conscientise teachers and students on the need for affirmative action in schools; the policy is not being implemented in secondary schools in Zimbabwe and thus it is not yet effective in meeting the desired goals. The main challenge faced by schools in the implementation of the policy was found to be mainly negative attitudes towards affirmative action. Entering school at lower points than boys reinforces the idea that women are academically weaker than men. The study recommends intensive awareness campaigns and advocacy to remove negative attitudes towards affirmative action; formal training sessions on affirmative action in the schools to help students contextualise the concept of affirmative action; government monitoring and follow-ups to ensure that the policy is implemented; among other recommendations.

Autorentext

Maxwell C.C. Musingafi es el Vicepresidente del Comité Coordinador de Investigaciones Académicas y Publicaciones de la Universidad Abierta de Zimbabwe en el Campus de Masvingo (ZOU MC ARPCC). El comité se encarga de coordinar todas las investigaciones y publicaciones académicas en el Campus Regional de Masvingo de ZOU.