Relevant bibliographies by topics / Women in education – Zimbabwe

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Women in education – Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Women in education – Zimbabwe"

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CHIMBINDI, TAKAWIRA. "An FORMAL EDUCATION FOR WOMEN ENABLEMENT." Advances in Social Sciences Research Journal 8, no. 2 (February 16, 2021): 102–19. http://dx.doi.org/10.14738/assrj.82.9619.

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Universally, there is concern for women enablement and United Nations Educational Science and Cultural Organisational (UNESCO) cites Zimbabwe as having 17% of the adult population being illiterate with two thirds being women (Kadada, 2014). Despite efforts by the government of Zimbabwe through formal education and other key players such as Non-governmental Organizations (NGOs) in ensuring women enablement, women have not been fully integrated into many development spheres. As alluded by Pietila, and Vickers, (1996), that the subordinate position of women limits their ability to effectively indulge in development activities and women in Chirumanzu district are no exception. They continue to be seen as a missing link in being effective stakeholders in development processes. A notable pattern inherently evident on the ground is that few women are socially, politically, and economically active in development programmes. Hence the need to advocate for women enablement through formal education. According to Pietila, and Vickers, (1996), “empowerment is an active, multidimensional process which enables women to realize their full identity and power in all spheres of life”. Women in Chirumanzu district need to be enabled enough to know their rights, to have access to knowledge and resources, greater autonomy in decision making, greater ability to plan their lives, greater control over the circumstances that influence their lives and finally to be free from customs, beliefs that are barriers to their enablement. In light of the above, this study therefore endeavours to assess how formal education has assisted women in Chirumanzu district to be enabled.
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Sayi, Takudzwa S., and Amson Sibanda. "Correlates of Child Marriage in Zimbabwe." Journal of Family Issues 39, no. 8 (January 31, 2018): 2366–88. http://dx.doi.org/10.1177/0192513x18755198.

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In countries where child marriage remains widespread, concerted efforts are underway to eliminate it, but overall progress remains uneven and slow. One in three Zimbabwean girls marries by age 18. To inform the country’s efforts to reduce child marriage, data from 5,542 women aged 20 to 24 years in the 2005-2006, 2010-2011, and 2015 Zimbabwe Demographic and Health Surveys are used to examine individual-, household-, and cluster-level correlates. Cumulative incidence functions first document changes over time, and multilevel models are used to explore correlates. Although prevalence is high, younger cohorts were less likely to marry young. A woman’s education, wealth quintile, religion, and provincial residence correlated with marrying as a child. Cluster-level female schooling, number of children ever born, and proportions using contraceptives were also correlated with child marriage. Efforts should promote socioeconomic well-being and target cultural practices promoting the practice. Interventions targeting at-risk women should complement universal approaches to combating child marriage.
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Benefo, Kofi D., and Vijayan K. Pillai. "Determinants of women's non-family work in Ghana and Zimbabwe." Canadian Studies in Population 30, no. 2 (December 31, 2003): 389. http://dx.doi.org/10.25336/p6ng60.

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One objective of this paper is to evaluate the determinants of female non-family work in Africa. Selected labor force participation theories are tested using demographic and health survey data. The traditional kinship-oriented family organization in Africa, along with high fertility, have long been seen as factors that constrain women’s participation in the labor force, particularly in seeking formal sector employment. We use demographic and health survey data from two African countries, Ghana and Zimbabwe. Education emerges as the most important determinant of non-family work. Even if female education levels increase, single women may not gain easy entry into the informal economy managed by kinship-based social networks. A large proportion of these educated women may not find jobs if the formal economy does not expand. Results from Ghana and Zimbabwe are compared.
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Kanyemba, Roselyn, and Maheshvari Naidu. "Nature and Perception of Sexist Humor at Great Zimbabwe University." Oriental Anthropologist: A Bi-annual International Journal of the Science of Man 19, no. 2 (September 5, 2019): 173–89. http://dx.doi.org/10.1177/0972558x19862403.

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For the majority of women, university represents a time of hopefulness and opportunities such that gendered incidences questioning their academic merit poses a serious setback. Sexist humor is one such incident which communicates a message that females are irrelevant and insignificant. This article discusses the nature and perceptions of sexist humor on University campuses. The views on how students on campus perceive sexist humor are crucial for understanding students’ response and offer a clear understanding of what justifies and normalizes sexist humor. The paper analyzes how the use of language can be connected to sexism and violence. Using a mixed methodology for data collection at Great Zimbabwe University, the paper attempts to link language, sexual violence, misogyny, and sexism as well as chronicle the overall pattern of exclusion and marginalization of women in higher education settings. The findings of the paper present evidence that the institutional and intellectual cultures of educational institutions are permeated with sexual and gender dynamics that have become embedded and naturalized in popular thought. Normalization of verbal harassment contributes to muting victimized women, thus perpetuating a culture in which violence against women becomes part of the social milieu. Thus, this study concludes that while one may consider higher education institutions in Africa as safer spaces for women, these are highly contested terrains as misogyny through sexist humor, among other hindrances, has created an obstacle for women’s equal participation in higher education.
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Moyo, Zvisinei, Juliet Perumal, and Philip Hallinger. "Struggling to make a difference against the odds: a synthesis of qualitative research on women leading schools in Zimbabwe." International Journal of Educational Management 34, no. 10 (August 27, 2020): 1577–94. http://dx.doi.org/10.1108/ijem-01-2020-0015.

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PurposeThis paper reports on results of a systematic research synthesis of 25 studies on women in educational leadership and management in Zimbabwe. The aim of this systematic review of research was to report conclusions drawn from a synthesis of findings from studies of gender and educational leadership in Zimbabwe.Design/methodology/approachThe review used systematic methods to identify 25 research studies that examined women leading schools in Zimbabwe. Research synthesis methods used for qualitative research studies were employed in order to identify three broad themes and related subthemes across the studies.FindingsThe review identified three themes: (1) barriers to women gaining access to management positions, (2) female ways of leading, (3) context challenges for women leaders. Both barriers to gaining positions and context challenges faced in enactment of the leadership role are described. These consist of an intertwined web of personal, institutional and cultural challenges. Women's ways of leading were characterized as collegial, collaborative and caring.Research limitations/implicationsThree implications are identified. First is a need for better statistical information on gender representation in Zimbabwe and other African countries. Second is a need to design and implement training, mentoring and networking support programs for female leaders in Zimbabwe. Finally, the authors recommend that future research move toward the use of mixed methods research designs capable of achieving complementary research goals of gaining a broad perspective on the effects of female leadership and in-depth understanding of how those are achieved.Originality/valueEmpirical studies of female leadership is especially urgent in Africa where particular features embedded in the cultural context shape female access to leadership role and attitude towards efforts of women to lead.
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Kurebwa, Jeffrey. "Gendered Inequalities in the Informal Economy in Masvingo Urban of Zimbabwe." Business, Management and Economics Research 4, no. 9 (September 10, 2018): 111–20. http://dx.doi.org/10.32861/bmer.8.49.111.120.

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This paper focuses on the gendered inequalities in the informal economy of Zimbabwe with specific reference to Masvingo urban in Zimbabwe. The informal economy in Zimbabwe is made up of unregistered and unrecorded statistics and therefore is not registered, supported or regulated by the Government. Women trading in the informal economy have little or no access to organised markets, credit institutions, formal education and training institutions, public services and amenities. Qualitative research methodology was used for the research. A case study research of Masvingo urban in Zimbabwe was used, while data was collected using key informant interviews, semi-structured interviews, observations and documentary search. The findings of the study indicates that women in the informal economy are affected by environmental, political, economic, social and personal constraints. Women are concentrated in this sector due to the value system in the society; fewer skills required for the jobs in this sector, technological advancement, and the traditional roles assigned to them. The study concludes that gender-sensitive macro-economic policies are an important enabler to address gender inequalities in the informal economy as they shape the economic environment for women’s empowerment. The study recommends that local authorities should come up gender-responsive policies to enable women to operate in an environment that has decent infrastructure for vending, free from police and sexual harassment and adequate security.
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Kurebwa, Jeffrey, and Nyasha Yvonne Kurebwa. "Child Marriages in Rural Zimbabwe." International Journal of Civic Engagement and Social Change 5, no. 1 (January 2018): 40–54. http://dx.doi.org/10.4018/ijcesc.2018010103.

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The objectives of this article was to understand the causes, effects and measures to reduce child marriages in rural Zimbabwe. Child marriages have serious social, economic, health and political implications on young girls and their communities. Young girls are also robbed of their locally and internationally recognised rights. Ending child marriages demands a multi-sectoral approach where all actors, such as parents, national governments, non-governmental organisations (NGOs), local culture, and religion are involved. This article relies on qualitative methodology to gather data. Purposive sampling and snow ball sampling methods were used to identify key informants and women who were victims of child marriages. Stakeholders involved in children's rights should provide reproductive health and education services to local communities in order to end child marriages.
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Manase, Wilson T. "Grassroots Education in Zimbabwe: Successes and Problems Encountered in Implementation by the Legal Resources Foundation of Zimbabwe." Journal of African Law 36, no. 1 (1992): 11–18. http://dx.doi.org/10.1017/s0021855300009694.

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Zimbabwe has a population of almost ten million people of which approximately 80 per cent, are poor and live in the rural areas. The majority of the rural population lack formal education and are ignorant of their rights. They have no access to legal services as most of the country's lawyers are based in the urban areas. Even if legal practitioners were accessible to them, they would not be able to pay for their services. Thus, they are liable to exploitation.Since independence, the changes in Zimbabwe law have been rapid, farreaching and progressive. In the absence of any co-ordinated mass education campaign on their meaning and implications, or consultation with those to be affected before enactment, there has been a great deal of adverse reaction to new legislation, especially where it has safeguarded or equalised the rights of women. For the community, the effect has been chaos. Traditional structures, known and well-understood means of communication, and culturally entrenched roles have been transformed and replaced by a new order.The Legal Resources Foundation (LRF), an autonomous charitable and educational Trust, was established to meet the need to improve the accessibility of legal and information services to all sections of the population. It was formed following a regional workshop on legal aid which was held at the University of Zimbabwe in February 1984 and against the background of there being just 400 lawyers in Zimbabwe at the time, all of whom were urban based.
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Bengesai, Annah V., Lateef B. Amusa, and Felix Makonye. "The impact of girl child marriage on the completion of the first cycle of secondary education in Zimbabwe: A propensity score analysis." PLOS ONE 16, no. 6 (June 9, 2021): e0252413. http://dx.doi.org/10.1371/journal.pone.0252413.

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Background The association between girl child marriage and education is widely acknowledged; however, there is no large body of demographic studies from Zimbabwe that have addressed this aspect. This study aimed to examine the extent to which child marriage affects one academic milestone, i.e. completion of the Ordinary Level, the first cycle of high school, which is also the most critical indicator of educational achievement in Zimbabwe. Methods We used the 2015 Zimbabwe Demographic and Health Survey and extracted 2380 cases of ever-married women aged between 20–29 years. We applied a propensity score-based method, which allowed us to mimic a hypothetical experiment and estimate outcomes between treated and untreated subjects. Results Our results suggest that child age at first marriage is concentrated between the ages of 15–22, with the typical age at first marriage being 18 years. Both logistic regression and PSM models revealed that early marriage decreased the chances of completing the first cycle of high school. Regression adjustment produced an estimate of prevalence ratio (PR) of 0.446 (95% CI: 0.374–0.532), while PSM resulted in an estimate (PR = 0.381; 95% CI: 0.298–0.488). Conclusion These results have implications for Zimbabwe’s development policy and suggest that girl-child marriage is a significant barrier to educational attainment. If not addressed, the country will most likely fail to meet sustainable development Goal 4.2 and 5.3. Social change interventions that target adults and counter beliefs about adolescent sexuality and prepubescent marriage should be put in place. Moreover, interventions that keep teenage girls in school beyond the first cycle of high school should be prioritised.
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Manzini, Sibongile, Evaristo Nsenduluka, and Edwin Bbenkele. "A Business Case for the Adoption of a Knowledge Management Strategy and Government Policy as Precursors for Divapreneurship Development in Zimbabwe." International Journal of Entrepreneurial Research 3, no. 4 (November 30, 2020): 102–12. http://dx.doi.org/10.31580/ijer.v3i4.1546.

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The study showcases a business value proposition to policy makers for the adoption of a business paradigm involving the infusion of knowledge management practices, strategic thinking and government policy intervention for divapreneurship development in Zimbabwe. The significance of knowledge management (KM) in women entrepreneurial development arises from the fact that, KM is considered as one of the most effective strategic tools for enterprise survival (Kim and Koh, 2011). The study also investigated the antecedents of bringing about the divatude (positive attitude) in women, as a new way of addressing the impediments to the development of women so that they could be united, driven, inspired, action oriented and victorious ensuring that divapreneurship development becomes a reality in Zimbabwe (Bbenkele, 2013). The mixed method research paradigm was adopted with both quantitative and qualitative data integrated in data collection. Consequently, basing on a purposive sample of 558 structured questionnaires, and focus group discussions, data was collected in line with the sequential explanatory approach. The study was carried out in Bulawayo and Harare Metropolitan Provinces, and Matabeleland North Provinces in Zimbabwe. The study recommended a ten factor framework for divapreneurship development involving universities as the nerve centre, in unrolling entrepreneurial education and training working in collaboration with the Ministry of Women’s Affairs, Gender and Community Development.
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Dissertations / Theses on the topic "Women in education – Zimbabwe"

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Zulu, Lilly Tendai. "Female education breaks the cycle of poverty : a case study of Chikomba rural district, Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1018691.

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The research which forms the basis of this thesis describes rural women’s perceptions of how Camfed education and skills development programmes have improved their lives in the Chikomba rural district in Chivhu, Zimbabwe. The researcher was motivated to carry out this study mainly due to the fact that in most rural societies in Zimbabwe, women are found suffering from social, cultural and political biases in the traditional male dominated society of Zimbabwe. Compared to their male counterparts, women have limited access to educational and employment opportunities and also have less social and political power than men. Being heads of households, women have to carry out the full traditional roles with the added responsibility of household and production management. The purpose of this study was to inform those investing and interested in women’s education about whether, how and the conditions under which women’s education directly improves women’s own lives and decreases poverty in the family and society. Camfed is an organization that advocates for female education particularly in the marginalized and poor parts of the country where poverty remains a barrier to girl’s education. It provides financial resources and establishes innovative education and training programs in order to break the poverty cycle in rural communities and empower women. A quantitative approach was employed in this study using a descriptive survey design, with the emphasis on collecting primary data from the research participants as well as consulting secondary data sources such as books, academic journals, completed and unpublished post-graduate research dissertations and theses. Findings of this study revealed that financial constraints, early marriage, proximity to school, death of parents as well as domestic chores were factors identified by the women that prevented them from completing school and pursuing further studies. The women also describe their perceptions of how education has led to better opportunities and an improved standard of living as they can now afford the basic goods and services. Moreover the participants mentioned how education has provided them with the basic skills to pursue a livelihood which will enable them to enjoy a decent standard of living. The research also found that education is an important determinant of women’s decision making in terms of finances and thereby improves their sense of empowerment. The women talked extensively about how education has raised their self-esteem and how it has enhanced their economic and social independence. At the end of the study and using the acquired information, several recommendations are made for the expansion and increase of programmes that offer incentives to keep girls in school, especially at secondary level where returns for girls are substantially greater in-terms of reducing poverty and improving the wellbeing of individuals.
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Gudyanga, Anna. "Participation of Zimbabwean female students in physics: Subject perception and identity formation." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11542.

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The central focus of this study was to determine the extent to which identity formation influenced Zimbabwean A-level female students’ perceptions of and participation in physics. The themes from the sub-problems included the influence of contextual factors on identity formation in relation to physics as a subject at Advanced Level (A-level), facets of identity formation considered to be of significance by female students in relation to physics, the way in which female students’ perceptions of physics influenced their participation in the subject as well as the factors of identity formation considered as contributing to developing an orientation towards physics by female students. A qualitative approach grounded in an interpretivist paradigm was used. A tri-hybrid theoretical lens comprising of Wenger’s (1998) Social Learning Theory featuring CoP, the Feminist Stand point Theory and Sfard and Prusak’s (2005) notion of ‘telling’ identities or stories, enabled a rich understanding of the influences of identity formation on female students’ perceptions of and participation in physics. The data generating methods used were classroom observation, Draw-A-Scientist Test and semi-structured interviews conducted with nine participants. The data were collated to generate narratives. Key findings: The contextual factors that influenced the identity formation of female students and subsequently their participation in physics at A-level included: Parental and siblings influence; cultural perceptions; impact of the O-level experience; A-level physics teachers’ attitudes; classroom and laboratory experience; male peer influence and other factors such as an understanding of the relevance of physics in daily life. Facets of identity formation considered to be of significance by female students in relation to physics included: being confident, fearless, intelligent, and courageous, liking physics and being determined. These facets motivated them to develop an identity in favour of physics. The female participants studying only mathematics perceived themselves as very intelligent but with a fear of failing physics, lacking confidence and courage. Female students who held negative perceptions towards physics chose to do only mathematics at A-level while those with positive perceptions which influenced the formation of a positive physics identity displayed enthusiasm and commitment to achieve high levels of performance in the subject. Factors of identity formation considered as contributing positively to the development of an orientation towards physics by female students included the importance of v female physics teachers as role models, motivation from O-level science teachers, high self-confidence, high self-esteem, parental support and encouragement, and aspirations towards a physics related career. Gender insensitivity displayed by male teachers, male peer harassment and gender stereotyping are factors in identity formation considered as inhibiting the development of an orientation towards physics by female students. This study provides physics educators, physics planners and the government with detailed information on the role identity formation plays on the participation of Zimbabwean female adolescent students in A-level physics. The findings may be used by heads of schools to sensitise academic staff on the gender dimensions of teaching and learning as well as by counsellors and parents to encourage females to enrol for physics and mathematics as their subjects of choice. This study also contributes to the strengthening of educational research in Zimbabwe, especially research aimed at emancipation of female students in Zimbabwe.
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Muzvidziwa, Irene. "A phenomenological study of women primary school heads' experiences as educational leaders in post colonial Zimbabwe." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008200.

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This research study was carried out in order to gain an understanding of the experiences of women primary school heads, their perceptions of their roles as leaders, the challenges they face and how they dealt with them. The study focused on the lived experiences of five women in Zimbabwe's primary schools. Literature relating to the issues and experiences of women in educational leadership within school contexts and the conceptual framework is examined. The importance of leadership has been emphasised in the literature of school effectiveness. Leadership theories tended to emphasise measurability and effectiveness of leadership, oversimplifying the complexity of leadership phenomenon. These features reflect research approach adopted by researchers from a positivist orientation. This study is an in-depth qualitative study conducted along the lines suggested by a phenomenological-interpretivist design with emphasis on rich contextual detail, close attention to individual's lived experience and the bracketing of pre-conceived notions of the phenomenon. Views and experiences based on the participants' perspectives are described through in-depth interviews which were dialogical in nature. Through this approach, I managed to grasp the essences of the lived experiences of women The research highlights the women's perceptions of themselves as educational leaders. What emerges is the variety of approaches to handling challenges. My findings show a rich and diverse culture of creativity in the way participants adopted a problem-solving strategy, which is not reflected in the mainstream leadership. Though educational leadership emerges as a complex phenomenon, with alternative approaches to educational research, there is high potential for increased understanding of woman's leadership, its importance and implications for school.
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Mandoga, Edward. "Implementation of gender policies to promote gender parity in leadership in academia : a case study of two universities in Bindura Urban Mashonaland Central Province Zimbabwe." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5260.

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The study is premised on the assumptions that the under-representation of women in leadership in academia is aggravated by weak implementation of gender policies. In light of this, the aim of the current study was to assess the nature and extent of the implementation of gender policy frameworks as a way of engendering gender parity in leadership in academia. The study was informed by the socialist-feminist theory and John Rawls’ and David Millers’ theory of social justice. The theories were chosen on the basis of their socialist-scientific approach to gender issues and also because of their resonance with the situation in Zimbabwe’s tertiary institutions. The theories were analysed within the context of Agenda 2063. The relevance of the agenda’s vision for this study is its recognition of gender equality, particularly in leadership in academia, as a critical cog for Africa’s development agenda. The researcher opted to use the qualitative approach which is embedded within the interpretivist research paradigm. The interpretivist approach makes use of qualitative methods of data collection, presentation and analysis. Data were generated from a sample of twenty four lecturers, two vice-chancellors, two pro-vice-chancellors and two registrars from two universities, a private church-run institution and a state university, mainly through interviews. Data were also generated through focus group discussions and document analysis. Data from documents were used to buttress data from the interviews and focus group discussions. The findings of this study showed that the male-management norm dominated in almost every strategic section of the structures of the two institutions. This was attributable to weak implementation of gender policies. The failure of the gender policies to bring a visible change to the institutional landscape in terms of gender equality was a result of an interplay of personal, cultural and organisational factors. Some of the factors that thwarted women’s career progression to leadership positions included, lack of inspiration from role models, lack of support from colleagues, lack of training in leadership, and the Zimbabwe Council of Higher Education’s (ZIMCHE) indiscriminate policy on recruitment of staff members. All the factors however, were encapsulated within the patriarchal stereotypical conception of a women as fit for domesticity. Within the same conception, men were considered to be imbued with the clout and traits consistent with leadership demands. Studies carried out elsewhere in Zimbabwe and outside the boarders of Zimbabwe have yielded similar results. This explains the continuing and relentless nature of gender inequality in academic institutions. In order to increase the participation of women in leadership positions, the study recommends the following: establishment of a monitoring and evaluation exercise designed to audit the effectiveness of the gender policies; establishment of a review of the university programmes with the aim of establishing or intensifying training programmes in academic leadership and management; establishment of a scholarship and research fund to encourage women to undertake higher degrees studies, and the intense application of affirmative action policies and gender mainstreaming in the universities.
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Nyemba, Florence. ""In their own voices". A Participatory Research Project with Black Zimbabwean Women in Greater Cincinnati." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406810744.

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Chikunda, Charles. "Exploring and expanding capabilities, sustainability and gender justice in science teacher education : case studies in Zimbabwe and South Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006026.

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The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks.
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Tarusikirwa, Moffat. "Understanding the social and institutional factors related to the retention and progression of selected female academics in four higher education institutions in Zimbabwe." University of the Western Cape, 2011. http://hdl.handle.net/11394/8479.

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Philosophiae Doctor - PhD
This study set out to investigate the social and institutional factors which impact on the retention and progression of female academics in four universities in Zimbabwe. Drawing on a qualitative research methodology the aim of the study was to understand seeking to unpack the factors that shape the low representation of female academics in occupational spheres, the study finds unequal gender-based patterns in Zimbabwean society as a key condition that finds its way into the four institutions. In this regard, the patterns and shape of gender relations, based on the principles of kinship, become the platform for unequal relations among male and female academic staff. This manifests itself in different ways, including the (negative) role played by the extended kin family in the progression of married women academics to higher level management posts, resistance to women's authority by both men and women, the culture of male domination within institutions which works to the disadvantage of female academics and stereotypical behaviour by men within the institutions stand the social and institutional factors related to the retention and progression of female academics in four institutions in Zimbabwe.
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Bolzt, Kerstin. "Women as artists in contemporary Zimbabwe /." Eckersdorf, Germany : Breitinger, 2007. http://www.loc.gov/catdir/toc/fy0804/2008400471.html.

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Ziyambi, Gabriel. "Commissioned women soldiers and politics in Zimbabwe." University of the Western Cape, 2020. http://hdl.handle.net/11394/8146.

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Masters of Art
The Zimbabwe National Army (ZNA) and the ruling party, the Zimbabwe African Union Patriotic Front (ZANU-PF), are strongly interlinked in politics since independence, that is, the Army largely functions as the military wing of the party (ZANU-PF) and the state. The ZNA is also deeply involved in civilian politics. This study examines the experiences of commissioned women soldiers, as well as their understandings of power and politics in the ZNA. While many male soldiers are in positions of power and authority in the military, party, state, and civilian politics, commissioned women soldiers are marginalised in all of these areas. The role and position of women soldiers in this regard nevertheless remain under-researched. In this thesis I interrogate the complex processes and relations of power which discipline women soldiers and exclude them from processes of power and politics in the ZNA. I argue that there are various practice and discourses which affect women soldiers’ roles in the military. To do so, I draw on Foucault’s (1977) work on power/ knowledge, particularly the concepts of practices, relations, power and panopticism to examine how woman soldiers’ aspirations regarding power and politics are monitored and restricted in the military. I also draw on Enloe’s (2000) work on power politics and Sasson-Levy’s (2003) work on military gendered practices as interpretive and critical paradigmatic approaches to analyse how women experience hegemonic military masculinities in- and outside the army. The study employed ethnographic methods such as life histories, in-depth interviews and informal conversations with ten commissioned women soldiers in the ZNA. These methods were triangulated to corroborate responses from research participants and the data was thematically analysed
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Zikhali, Whitehead. "Women in organisational management in Zimbabwe: theory and practice." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/d1001185.

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The study was premised on the truism that men have historically served in higher echelons of organizational management structures and women are under-represented. The principal objective was to explore the constraints faced by women in accessing higher leadership and senior management positions in public, private and non-governmental organisations in Zimbabwe. This study adopted the triangulation method, that is, qualitative and quantitative approaches. These mixed research methods, were upgraded by the feminist research methodologies, thereby making a contribution in the field of research. The study found out that the constraints that mostly hinder women from accessing leadership and senior management positions in public, private and NGOs were cultural practices, which represent levels of power and control that in turn hinder reforms; and women's socialisation into feminised roles. The study also found out that in most organisations, most females work under male leadership, and this traditional organisational culture, needs to be deconstructed and reversed in order to achieve gender equality. The study recommended for a human centric and integrated organizational management strategy for public, private and NGOs in Zimbabwe. The adoption of a human centric and integrated management approach should aim at gender equity and reduce women's under-representation. A human centred organizational culture has to be practiced, that would create organisational ethos that guide organizational management. An integrated organizational management approach should integrate all systems and processes into one complete framework, enabling people to work as a single unit, unified by organizational goals, shared vision and common values. The system should depend on a balanced mix of the masculine and feminine attributes. The approach should put its weight towards adoption of measures to attract, advance and empower women so as to benefit from their qualifications, experience and talent in a highly competitive environment.
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Books on the topic "Women in education – Zimbabwe"

1

Nonformal education for women in Zimbabwe: Empowerment strategies and status improvement. Frankfurt am Main: P. Lang, 1998.

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Jassat, E. M. Education, training and employment opportunities for out-of-school girls in Zimbabwe. Harare: Publications Office, ZIDS, 1985.

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Zimbabwe multiple indicator monitoring survey (MIMS) 2009: Report. Harare, Zimbabwe: ZIMSTAT, 2010.

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Les programmes du Commonwealth au Zimbabwe et en République sud-africaine: Éducation et développement durable. Paris: L'Harmattan, 2007.

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Kathuria, Ravinder. Community peer education to prevent STD/HIV/AIDS among women in Zambia and Zimbabwe. [Lusaka: s.n., 1994.

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Dorsey, Betty Jo. Factors affecting academic careers for women at the University of Zimbabwe. [Harare]: human Resources Research Centre, 1989.

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Makoni, B. M. Crisis in education and culture and its social reflection on women: A case study of Zimbabwe 1980-1988. Harare: Zimbabwe Institute of Development Studies, 1991.

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Twiss, Dorothy. Grace and learning from Africa: Arundel School--the first fifty years. Harare: Arundel School, 2005.

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Swainson, Nicola. Redressing gender inequalities in education: A review of constraints and priorities in Malawi, Zambia, and Zimbabwe. [Zimbabwe?]: The Division, 1996.

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Makoni, B. M. Promoting women's health through functional literacy and intersectoral action: A study of vulnerable communities in Chivi District, Zimbabwe. Harare: Zimbabwe Institute of Development Studies, 1990.

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Book chapters on the topic "Women in education – Zimbabwe"

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Shava, G. N., and D. Chasokela. "Women in Higher Education Leadership and Parenthood, Experiences from a University in Zimbabwe." In The Education Systems of Africa, 1–15. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43042-9_46-1.

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Shava, George N., and D. Chasokela. "Women in Higher Education Leadership and Parenthood: Experiences from a University in Zimbabwe." In The Education Systems of Africa, 567–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44217-0_46.

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Peta, Christine. "Sexuality Education in Zimbabwe: Why Leave Disabled Girls and Disabled Women Behind?" In Diverse Voices of Disabled Sexualities in the Global South, 257–75. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78852-4_18.

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Chidhakwa, Eugenia. "Zimbabwe." In Olympic Education, 318–28. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-28.

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Mpofu, Stanley. "Zimbabwe." In International Perspectives on Older Adult Education, 495–505. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_43.

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Kanji, Nazneen, and Niki Jazdowska. "Structural Adjustment and Women in Zimbabwe." In African Women, 97–111. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230114326_7.

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Muzvidziwa, Irene. "Zimbabwean Women Primary School Heads." In International Handbook of Educational Leadership and Social (In)Justice, 799–817. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6555-9_41.

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Maposa, Marshall Tamuka. "Zimbabwe." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 739–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_57.

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Hapanyengwi-Chemhuru, Oswell, and Edward Shizha. "Citizenship Education in Zimbabwe." In Education and Development in Zimbabwe, 107–21. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-606-9_8.

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Carr, Marilyn, and Anna Makinda. "4. Zimbabwe - Women and Food Security." In Women and Food Security, 71–90. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 1991. http://dx.doi.org/10.3362/9781780446455.004.

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Conference papers on the topic "Women in education – Zimbabwe"

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Shambira, Sekai. "Women in Physics in Zimbabwe." In WOMEN IN PHYSICS: The IUPAP International Conference on Women in Physics. AIP, 2002. http://dx.doi.org/10.1063/1.1505353.

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Danga, H. T., S. M. Tunhuma, V. E. Gora, J. F. Jena, and A. Chawanda. "Women in physics in Zimbabwe." In WOMEN IN PHYSICS: 6th IUPAP International Conference on Women in Physics. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5110118.

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Cloete, Chris, and Partson Paradza. "UNDERGRADUATE REAL ESTATE EDUCATION IN ZIMBABWE: A COMPARATIVE STUDY." In 16th African Real Estate Society Conference. African Real Estate Society, 2016. http://dx.doi.org/10.15396/afres2016_143.

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Maketo, Lydia. "Mobile Learning Model for the Zimbabwe Higher Education Sector." In MobileHCI '20: 22nd International Conference on Human-Computer Interaction with Mobile Devices and Services. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406324.3409258.

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Chiromo, Alois Solomon. "PERFORMANCE INDICATORS USED BY STAKEHOLDERS TO RANK UNIVERSITIES IN ZIMBABWE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0473.

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sakala, lucy, and Wallace Chigona. "Lecturer resistance during ICTs implementation in higher education in Zimbabwe." In the South African Institute of Computer Scientists and Information Technologists. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3129416.3129449.

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RuizCantisani, M. Ileana, Vianney Lara-Prieto, Rebeca M. Garcia-Garcia, Maria Gabriela Ortiz, Elvira G. Rincon Flores, and Laura E. Romero-Robles. "Mentoring program: women supporting women." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9453944.

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Luggya, Simon Kiyingi, Prichard Bhebhe, and Emmanuel Olusola Adu. "MULTIPLE LANGUAGES IN CLASSROOMS IN ZIMBABWE: IS IT A MYTH?" In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1850.

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Cunningham, Beth A. "Physics Education." In WOMEN IN PHYSICS: 4th IUPAP International Conference on Women in Physics. AIP, 2013. http://dx.doi.org/10.1063/1.4795248.

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Solihati, Nessy. "Women in Engineering (Women Choose Education in Engineering)." In Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.77.

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Reports on the topic "Women in education – Zimbabwe"

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Mincer, Jacob. Education and Unemployment of Women. Cambridge, MA: National Bureau of Economic Research, September 1991. http://dx.doi.org/10.3386/w3837.

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Mocan, Naci, and Colin Cannonier. Empowering Women Through Education: Evidence from Sierra Leone. Cambridge, MA: National Bureau of Economic Research, April 2012. http://dx.doi.org/10.3386/w18016.

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Dube, Samukeliso, Barbara Friedland, Saiqa Mullick, Martha Brady, and C. McGrory. Policy and programme considerations for ARV-based prevention for women: Insights from key opinion leaders in Zimbabwe about tenofovir gel. Population Council, 2014. http://dx.doi.org/10.31899/hiv9.1011.

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Anderson, G. Oscar, and Vicki Gelfeld. Menopause Experiences: Opportunities for Improvement in Education and Healthcare: A Survey on Menopause Among Women Age 40-89. AARP Research, July 2018. http://dx.doi.org/10.26419/res.00240.001.

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Brown, Megan. "A College for Women, or Something Like It": Bedford College and the Women's Higher Education Movement, 1849-1900. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.209.

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Bakitas, Marie, and Tim A. Ahles. Improving Symptoms Control QOL and Quality of Care for Women with Breast Cancer: Developing a Research Program on Neurological Effects via Doctoral Education. Fort Belvoir, VA: Defense Technical Information Center, May 2004. http://dx.doi.org/10.21236/ada425848.

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Bakitas, Marie, and Tim A. Ahles. Improving Symptom Control, QOL, and Quality of Care for Women with Breast Cancer: Developing a Research Program on Neurological Effects via Doctoral Education. Fort Belvoir, VA: Defense Technical Information Center, June 2006. http://dx.doi.org/10.21236/ada465488.

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Kaffenberger, Michelle, and Lant Pritchett. Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.

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Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
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Sultan, Sadiqa, Maryam Kanwer, and Jaffer Mirza. A Multi-layered Minority: Hazara Shia Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.011.

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Shia account for approximately 10–15 per cent of the Muslim population in Pakistan, which has a largely Sunni Muslim population. Anti-Shia violence, led by extremist militant groups, dates to 1979 and has resulted in thousands killed and injured in terrorist attacks over the years. Hazara Shia, who are both an ethnic and a religious minority, make an easy target for extremist groups as they are physically distinctive. The majority live in Quetta, the provincial capital of Balochistan in central Pakistan, where they have become largely ghettoised into two areas as result of ongoing attacks. Studies on the Hazara Shia persecution have mostly focused on the killings of Hazara men and paid little attention to the nature and impact of religious persecution of Shias on Hazara women. Poor Hazara women in particular face multi-layered marginalisation, due to the intersection of their gender, religious-ethnic affiliation and class, and face limited opportunities in education and jobs, restricted mobility, mental and psychological health issues, and gender-based discrimination.
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Maheshwar, Seema. Experiences of Intersecting Inequalities for Poor Hindu Women in Pakistan. Institute of Development Studies (IDS), December 2020. http://dx.doi.org/10.19088/creid.2020.012.

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Through first-hand accounts of marginalisation and discrimination, the research paper in question explores the reality of life in Pakistan for poor Hindu women and girls who face intersecting and overlapping inequalities due to their religious identity, their gender and their caste. They carry a heavy burden among the marginalised groups in Pakistan, facing violence, discrimination and exclusion, lack of access to education, transportation and health care, along with occupational discrimination and a high threat of abduction, forced conversion and forced marriage.
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