1,720,974 research outputs found
The experiences of rural working mothers pursuing higher degrees at a South African University.
Get PDFDoctoral Degree. University of KwaZulu-Natal, Durban.This research explored the experiences of rural working mothers pursuing postgraduate degrees at a South African university. The focus of the study was on the experiences of older women coming into higher education. After being excluded by the apartheid government when they were young, after 1994 black people were motivated to improve their qualifications. The apartheid government controlled everything pertaining to black people’s education, ensuring that black schools received inadequate resources, and had unqualified teachers and a degraded curriculum. The apartheid government also contributed to the segregation of universities, whereby black persons were prohibited from attending white universities. Instead, the apartheid government opened training colleges for police and teachers for people of colour. As a consequence, the majority of the informants in this study trained in teachers’ colleges, receiving only a three-year diploma, and were not exposed to the opportunity to complete a university degree, but were regarded as qualified teachers. The post-apartheid era opened a new book by eradicating all apartheid-linked discriminatory policies, and black people were allowed to study in previously white institutions. The women in this project therefore enrolled to study at an advanced age, while working as qualified teachers with children and other responsibilities. Adult female students, in particular, are subject to many challenges, as society and particularly their loved ones still tend to stereotype women as full-time ‘housekeepers’ responsible for the well-being of every member of the family. As a result, managing their different roles causes a lot of stress in adult female students. The intersectionality feminism and poststructural feminism theoretical frameworks have been utilised to inform this study. To investigate these women’s experiences and challenges, this study adopted a qualitative interpretative approach and involved eight informants at a South African university in KwaZulu-Natal. Each of the following were explored: 1) the profiles of rural working mothers as postgraduate students; 2) the educational and social experiences of these women; 3) how they negotiated their multiple, concurrent identities of being black women, postgraduate students, full-time workers, and mothers; and 4) the nature of the support they received during their university studies. My desire to carry out this research was prompted by the absence of research in existing scholarly studies on the experiences of rural working mothers pursuing postgraduate qualifications. The literature review also revealed that few international studies had explored women’s experiences as adult learners, whereas few local studies had looked at the academic experiences of mothers in tertiary institutions. The dearth of literature on the experiences of rural working mothers in educational settings thus posed a need for this study to be conducted. As a consequence of the ensuing investigation, this exploratory study serves as a catalyst because it opens wide the field of study into the dynamics of feminism theories in a combination of rural cultural and urban academic environments. Moreover, the study offers a significant contribution to new knowledge and potential for further investigations. This study adopted a qualitative interpretive approach for two reasons: 1) it facilitates collection of rich empirical data; and 2) it acknowledges that knowledge is socially constructed and allows informants to define, describe and tell their life stories from their own viewpoints, thus illuminating the way they experienced the phenomenon. As a consequence, the life stories offered in this study were a way of exploring and interpreting the holistic picture of rural working mothers’ experiences. A combination of verbal, visual and written data were generated employing interconnected data collection methods appropriate for the life history methodology and feminist theoretical framework that underpinned this study. A detailed thematic analysis of the data resulted in identification of five main emerging domains that had contributed in shaping the life experiences of these women: 1) impact of culture in rural women’s experiences; 2) influence of apartheid on women’s life experiences; 3) women’s social experiences; 4) women’s educational experiences; and 5) resilient women. Concerning the analyses of the many challenges the informants faced as postgraduate students in a higher education setting, the findings illuminate the contribution this study will make to knowledge building of gender scholarship in general and studies on women’s academic experiences in particular. The findings revealed the importance of a variation of support that assisted the adult working females to achieve their educational goals during their university studies. The findings further revealed that a combination of personal coping strategies had to be negotiated by the informants to pave their way to success. Moreover, the findings also showed that there was a correlation between the ontological and epistemological assumptions set before the commencement of this study. The conclusions of this study cannot be generalised and transferred to any university or to the experiences of any other postgraduate students coming from rural areas in KwaZulu-Natal, as their life stories might bring a different perspective than those shared by the informants in this project
An exploration of Grade 10 learners responses towards the teaching of isiZulu as a first additional language at an independent school in Durban.
Get PDFM. Ed. University of KwaZulu-Natal, Durban 2015.The study aims to explore the responses of learners in Grade 10 towards the teaching of isiZulu as a First Additional Language (FAL) at an independent school in Durban. The study focuses specifically on independent schools because these schools post 1994 had to review their policies with regards to language in order to accommodate the indigenous languages of South Africa. South Africa has the most progressive Constitution (Act 108 of 1996) in the world which promotes the use of indigenous languages; this study is aimed at exploring and investigating how are learners at independent schools responding to the integration of isiZulu in such privileged learning context.
This study used a qualitative approach to gather data. A case study methodology was used to conduct research at one independent school in Durban. This comprised classroom observations, focus groups and individual interviews with ten Grade 10 learners who are taught isiZulu as a First Additional Language.
My findings reveal that learners mostly respond positively in being taught isiZulu and many advocates for the promotion of African languages at independent schools. The findings also revealed that in general, learners were cognizance of the dominance of English and the implications English has for the survival of isiZulu at independent schools. The study also shows the gendered and racialised ways in which the learning of isiZulu is perceived in the school where the data was generated. Additionally, drawing on Bourdieu’s theories of language and power, which forms the theoretical framework for this study, the study shows the insidious ways in which English is promoted at the school, at the expense of isiZulu. The study captures the learners’ perspectives on the teaching of isiZulu and the various school policies in regards to the views of the learners’ on the African indigenous languages in the classroom as well as in other school domains. The study raises several implications for research, policy and practice
Masculinity and care: narratives of male Foundation Phase teachers in Mpumalanga Province=Ubulisa nokunakekela: izindaba zabesilisa abawothisha bamabanga ayisisekelo esifundazweni saseMpumalanga.
Get PDFDoctoral Degree. University of KwaZulu-Natal, Durban.Teaching in the foundation phase (Grade R to 3), particularly of children who are at the ages of 5 to 9 years, is still dominated by female teachers. Male teachers both globally and in South Africa are still under-represented in the early years of teaching. Literature has shown that the reluctance of men to join the phase is driven by the assumption that foundation phase (FP) teaching is care work and care is constructed as a responsibility of women. Patriarchy and toxic masculinities have been the main contributors in exempting men from caring activities in households, workplaces (schools) or society. For instance, studies show that existing male foundation phase teachers in the field are often ridiculed, and their masculinity is questioned for taking work that is not associated with men. Others negotiate being male foundation phase teachers by distancing themselves from caring activities. The study sought to explore male foundation phase teachers’ understanding of care and how they relate their understandings to their masculinities and teacher identities. The study was guided by a narrative inquiry methodology, and I used two methods of generating data. The first was letter-writing and the second was interview-conversations. I conducted the study in the province of Mpumalanga in South Africa. Through a snowball sampling technique, I recruited 13 male teachers who are placed in different grades within the phase. The theoretical framework of the study consists of three theories, the first being the theory of masculinities, followed by intersectionality theory and the four phases of care, as espoused by Joan Tronto. The theories assisted with understanding how masculinities were constructed, contested and negotiated in the experiences that result from the intersection of different identities as well as the types and degrees of care. Fatherhood emerged as a central theme in the study. I found that the prevailing discourse of protection is embedded in the performative act of being fathers to the fatherless children. This finding emerged in a context where fatherhood has often not been aligned with emotional care but more with material provision. The participants’ historical experiences of care as young children were found to be central to the ways in which they understood and provided care. The participants who in their childhood had not experienced love and emotional care, and whose fathers had been absent, foregrounded these aspects in their provision of care. Furthermore, the findings show that the participants had a willingness to participate in caring activities, however the historical privileges that men benefit from resulted in gendered performances of care. The participants assisted boys and requested female teachers or staff members to assist with the girls due to the fear of being suspected of child molestation. The study concludes by calling on more policy work on care to address what care is and its provision in the context of FP teaching. Also, teacher education institutions, especially early childhood education departments, should enhance their training on issues of gender, care, and sexuality. While the study is contributing new insights into the field of foundation phase teaching both in South Africa and globally, there is still a need for further research, for instance studying the experiences of male foundation phase teachers who engage in same-sex relationships.
Iqoqa
Ukufundisa emazingeni ayisisekelo (Grade R to 3), ikakhulukazi abantwana abaneminyaka ephakathi kweyi-5 kuya kweyi-9, kusabuswa othisha besifazane. Othisha besilisa emhlabeni wonke jikelele kanye naseNingizimu Afrika basembalwa kakhulu ekufundiseni amabanga ayisiekelo. Imibhalo yongoti ikhombisa ukuthi ukungathandi kwabesilisa ukufundisa kuleli zinga kwenziwa wukucabanga ukuthi ifoundation phase (FP) iwumsebenzi wokunakekela kanti loko kunakekela kuthathwa njengomsebenzi wabesifazane. Ukuqonela kwabesilisa nobulisa obulimazayo kuneqhaza ekuboneni amadoda engafanele ukunakekela emakhaya, emsebenzini (ezikoleni) noma emphakathini. Isibonelo kungaba yileso sokuthi abesilisa abawothisha emabangeni ayisisekelo bahlekwa usulu ngenxa yobulili babo, kuthiwe benza umsebenzi ongeyamaniswa nhlobo namadoda. Abanye baxoxisana ngokuba wothisha bamabanga ayisisekelo ngokuziqhelelanisa nemisebenzi ehambisana nokunakekela. Lolu cwaningo lwaluhlose ukubhekisisa ukuthi othisha abafundisa emabangeni ayisisekelo bayiqondisisa kanjani eyokunakekela nokuthi lokhu kuqondisisa bakuyamanisa kanjani nobulisa nobuthisha babo. Ucwaningo lwasebenzisa indlela yocwaningo olulandisayo kanye nezindlela ezimbili zokuqoqa imininingo. Eyokuqala kwaba eyobhaloncwadi kanti eyesibili kwaba eyezingxoxo nemposambuzo. Lolu cwaningo lwenziwa esifundazweni saseMpumalanga eNingizimu Afrika. Ngokusebenzisa ukuqoka okunikezelanayo, kwatholwa othisha besilisa abayi-13 abafundisa amabanga ahlukene emfundweni yamabanga aphansi. Kwasetshenziswa izinjulalwazi ezintathu. Eyokuqala kwaba yinjulalwazi itheory of masculinities, kwalandela i-intersectionality theory kanye ne-four phases of care, eyamaniswa noJoan Tronto. Izinjulalwazi zasiza kakhulu ekuqondisiseni ukuthi iqhamuka kanjani indlela esibuka ngayo ubulisa ngenxa yezinto ezihlukahlukene esizenzayo kanye nezinga lokunakekela. Ukuba wubaba kuhlonzwe njengendikimba enqala kulolu cwaningo. Imiphumela iveze ukuthi inkulumo ejwayelekile yokuvikela igxile ekubambeni iqhaza lokuba ubaba kulezo ngane ezingenabo obaba. Lo mphumela uvele ezimweni lapho ukuba wubaba bekungahlangene nokunakekela kodwa bekumayelana nokunikeza izidingongqangi. Impilo yokunakekelwa ababambiqhaza abayiphile besebancane ibonakale inomthelela endleleni abaqondisisa futhi abanikeza ngayo ukunakekela. Ababambiqhaza abangazange baluthole uthando nokunakekelwa ebunganeni, futhi ababengenabo obaba eduzane, bazivezile lezi zinto ekunikeni ukunakekela. Ngaphezu kwalokho, imiphumela ikhombise ukuthi ababambiqhaza bakhombise ukufisa ukubamba iqhaza ekunakekeleni, kodwa amalungelo abevuna abesilisa phambilini aqhamuke nohlobo lokunakekela olugcine luhamba ngokobulili. Ababambiqhaza bebesiza izingane zabafana bese becela ozakwabo besifazane ukuba basize izingane zamantombazane njengoba bekunokwesaba ukuthi bangasolwa ngokunukubeza. Ucwaningo luphetha ngokuhlaba ikhwelo lokuba kube nenqubomgomo ngokuthi kuyini ukunakekela nokuthi kumele kunikezwe kanjani emfundweni yamabanga ayisisekelo. Kanti nezikhungo zokufundisa othisha kumele zithuthukise izindlela zokuqeqesha kugxilwe kwezobulili, ezokunakekela kanye nemizwa ngokocansi. Yize lolu cwaningo luphonse esivivaneni ulwazi olusha emkhakheni wezokufundisa emabangeni ayisisekelo eNingizimu Afrika nasemhlabeni jikelele, lusadingeka olunye ucwaningo, njengokucwaninga ngempilo yothisha besilisa abafundisa emabangeni ayisisekelo abazibandakanya othandweni lobulili obufanayo
Exploring pedagogical practices of Grade Seven Economic Management Sciences teachers in teaching Financial Literacy: a case study of three Clermont Township schools.
Get PDFMasters Degree. University of KwaZulu-Natal, Durban.The teaching of Economic Management Sciences in senior phase classrooms in South Africa,especially in grade seven, remains an under-researched area of work. This study sought to explore the pedagogical practices of grade seven Economic Management Sciences teachers in teaching financial literacy. The focus on financial literacy was largely driven by my observation, in related meetings and workshops that many of my colleagues were battling to teach this section. The study used a case study methodology in understanding the pedagogic practices of grade seven teachers, with Clermont Township being the case under exploration. Five participants were observed and each interviewed twice. The study found that the teachers adopt pedagogical practices on the basis of experience and subject area content knowledge. Those teachers with good experience and good subject content knowledge were found to deliver learner-centred, creative lessons, while those teachers without the experience and limited content knowledge relied on the textbook, and taught in teacher-centred ways. The study also found that, due to a lack of training on the relatively new content of financial literacy in EMS, teachers used the pedagogies that were most familiar to them. The study also found that teachers had challenges in teaching financial literacy due to the complicated language of financial literacy concepts, as well as a lack of resources in deprived schooling communities.The study concludes by suggesting more large scale and contextually varied studies on the subject, given the relatively limited knowledge available on the subject. The study also calls for the capacitation of teachers in order to teach financial literacy in morecreative and impactful ways
An exploration of how English first language teachers teach reading to grade three learners in multilingual contexts.
Get PDFThesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.Reading plays a pivotal role in terms of learners' comprehension and understanding of what is
taught in schools. Reading, as part of nation building, provides rapid and ready access to new
information and knowledge that will help us in life-long learning (DoE, 2008, p.5). In the context
of South Africa, where the legacy of apartheid can still be felt almost 20 years after its collapse,
having literate learners becomes particularly important. This is more so the case considering the
linguistic diversity of South Africa – many learners in multilingual schooling contexts of South
Africa encounters reading difficulties as they are taught in a language foreign to their mother
tongues. If learners cannot read there is a greater likelihood of poor academic achievement. It
was therefore the intention of this study to explore how teachers who speak English as a first
language teach reading to Grade Three learners in multilingual contexts. The study examined the
methodologies Grade Three teachers employed in teaching reading, as well as the support they
offered to Grade Three learners generally and also specifically to those learners who may not
speak English as a first language.
This study followed a qualitative approach and was interpretive in its paradigm. The study's
methodology was that of a case study of three Grade Three teachers in one public primary school
in Durban. Observations were conducted, so as to offer detailed descriptions of Grade Three
teacher's actions, behaviours, and full range of interpersonal interactions between teachers and
learners. The researcher also interviewed and observed teachers teaching reading.
The findings revealed that teachers who speak English as a first language, in a multilingual
school, experience several challenges in teaching reading to Grade Three learners - such as:
teachers having to ask a lot of questions because children battle with comprehension, it takes
time for English second language learners to grasp phonic sounds, and teachers have to spend a
lot of time helping struggling readers. Hence a sound whole-school approach around reading can
greatly smooth the process of teaching. The study found teachers who were not only competent
in the teaching of reading, but who also ensured that support was given to all their learners,
particularly those whose mother tongue is not English. Some key factors that helped them to
overcome their challenges were: the availability of reading materials, knowledge of the reading
process, planning and consistency across the grade, support from school management and the
preparation of intervention strategies. The teachers also employed a variety of methods and
strategies while teaching, thereby ensuring comprehension and support for the learners. The
study recommends that schools should take reading seriously since it had been proven that many
South African learners have poor reading abilities. This means that a whole-school approach
towards reading is required. If learners are able to read well, all subjects in the school benefit
Exploring the practices and strategies of grade 10 English first additional language educators when teaching and promoting reading in rural contexts.
Get PDFMasters Degree. University of KwaZulu-Natal, Durban.Abstract available in PDF
Experiences and identity constructions of sexual and gender “non-normative”employees in corporate workplaces in KwaZulu-Natal.
Get PDFDoctoral Degree. University of KwaZulu-Natal, Durban.This thesis explores the workplace experiences of sexual and gender “non-normative”
employees in post-apartheid South Africa. Work is an important facet of one’s life. Not only
is it necessary for economic reasons, the workplace is also a critical social space where people
with different backgrounds, traits and abilities interact with each other. Social norms and
values are applied and often reproduced, and one of these is heteronormativity. Whilst there
has been increasing focus on diversity as far as gender, race and disability are concerned in the
fields of Human Resource Management, there has been silences around issues of sexuality and
gender identity in corporate workplaces in South Africa. Drawing from three theoretical
frameworks, i.e., Acker’s (1990) gendered organisations, Crenshaw’s (1991) intersectionality
and queer theory (Butler, 1990), this study aims to understand the complex ways in which
employees construct, negotiate and manage their personal (sexual and gendered) and
professional identities. Through grounded conversations, informed by narrative methodology,
data was gathered from twenty-five (25) participants who self-identify as sexual and gender
“non-normative” (‘queer’ according to Western gender and sexual subjectivity labelling). The
participants reflected a wide range of occupations, ages and employment corporate workplaces
in KwaZulu-Natal. They also reflected wide-ranging sexual (gay, lesbian and bisexual) and
gender (cisgender and transgender) identities. The findings suggest that, despite the South
African’s progressive anti-discriminatory legislative framework, sexual and gender “nonnormative”
employees experience discrimination in corporate workplaces. Such
discrimination was found to be covert and included verbal intentional or unintentional
microaggressions. This thus influenced how gender and gender “non-normative” employees
managed their identities at work. The study also found that, fundamentally, workplace diversity
management policies are sluggish in prioritizing aspects of sexuality and gender identities,
which exacerbates microaggressions. The study suggests that workplace culture is influenced
by regimes of inequality based on the intersectional relations between sexuality, race and
gender. This was seen in workplace policies, processes and practices that privilege
heterosexuality.
Theoretically, this study uncovered new perspectives in terms of the intersecting identities of
participants within the context of the workplace. Here, the use of multiple theories has
highlighted that the experiences of each sexual and gender “non-normative” employee are
different. The theories also helped draw attention to the underlying major structures of power
and the dynamics thereof within the organisation that render sexual and gender “nonnormative”
employees as invisible. Furthermore, such power relations reproduce
heteronormativity in terms of leadership, workplace friendships and administration of policy
and practice.
This work calls for more work to be conducted in the area of sexuality, with a deliberate
inclusion of gender “non-normative” identities within the field of Human Resource
Management, as a crucial component of workplace culture. It also appeals for the development
of African-based theories that reflect the experiences of African realities, including African
sexualities. An advantage of conceptualizing theory is the development of terminologies. Thus,
we can move from using foreign words to describe South African experiences
Negotiating identity: the experiences of black self-identified lesbian youth in township and rural contexts of KwaZulu-Natal.
No full textDoctoral Degree. University of KwaZulu-Natal, Durban.While lesbian, gay, bisexual and transgender (LGBT) youth face the typical challenges of South African youth, their lives are shaped by unique and complex experiences of
discrimination and marginalisation within the family, school and in cultural and religious settings. The study reported in this thesis explored the experiences of 12 black self-identified lesbian youth of school going age in township and rural contexts of KwaZulu-Natal. The study sought to explore how they construct and negotiate their experiences in the way that they do. This qualitative study was located within the interpretive paradigm and used a narrative inquiry design, with grounded conversations, focus group discussions, photovoice and diaries as data gathering tools. Six participants were selected through snowball sampling from rural contexts and six from township contexts. Ten were raised by their mothers and grandparents, one by her mother and adoptive father and the other one by her biological parents. The two theories that informed data analysis in the study were queer theory and the feminist theory of intersectionality. Queer theory became an appropriate tool in unpacking and understanding the multiple interpretations and fluidity of participants’ sexual identity. Intersectionality offered insight into how these youth’s experiences were caught up in inequalities of power related to gender, race, age, and social backgrounds. Ten themes and three sub-themes emerged in the findings: Firstly, it was family networks as
either supportive or demoralising and the three sub-themes, namely: a) difference enriching family relationships, b) children raised to think that they are useless, a shame and worthless and c) dysfunctional families and hatred of difference. Secondly, “Understandings of (absent) fatherhood”. The third theme was about the village failing to raise a child. The fourth was about schools as unsafe spaces. The fifth theme was on the teachers’ perspective about “Use the boys’ toilets because you are boys”. Sixth, other learners told them that “You are not competition; you need to be reminded that you are a girl”. The seventh theme was reminding the participants about their culture, “Behave properly, as expected in our culture”. The eighth theme exposed rejection and isolation: the cleansing of the sin. The ninth theme revealed participants’ assertion and self-esteem through sport, art and healing. The tenth theme highlighted the violence, trauma and resilience that were experienced by the participants. A major focus became my struggle in dealing with the traumatic situations of participants, situations I had not been prepared for, which pointed to the need for a fully reflexive approach to such research. The study concludes with the responses to the research questions, in particular the factors that led to the emphatic proclamation of a lesbian identity by participants, and with proposals for action and for further study
An exploration of the use of homework as teaching and assessment strategy in the Foundation Phase : the case of three Durban North schools
Get PDFMasters Degree. University of KwaZulu-Natal, Edgewood.Homework in general is defined as schoolwork assigned to learners for completion at home. Teachers assign homework to consolidate what was taught during the class or to provide some consolidation tasks for learners. South Africa, being a developing country, has high levels of resource inequality and family structures are often unstable, with either one or both parents not being present. This can contribute to children not getting the home support that they need.
This focus of this study was to explore the utilisation of homework as a teaching and assessment strategy in the Foundation Phase. This study adopted a case study methodology, with the case being schools located in the North of Durban. The following research methods were used to generate the data: semi-structured interviews and documentary analysis. Both these methods were utilised in order to generate the rich, thick data required in qualitative research.
The sampling procedure considered appropriate for this study led to the selection of six grade three teachers. These teachers came from three different schooling contexts, i.e. a former Model C school, a former House of Delegates (Indian) school and former Department of Education and Training (African) school in a township. The data was analysed using thematic analysis.
The findings revealed poor administration of homework by teachers. Most teachers assign homework in the Foundation Phase for the sake of giving it, in accordance with school policy. Learners do not benefit much from doing homework as generally teachers do not give any feedback, and complain about having no time to do this. Homework does not feature in the plans and time-tables for teachers. Moreover, Listening and Speaking periods are being used for assessment of learners’ homework.
It was also clear that teachers work in deprived schooling contexts, where learners have no parental support to complete their homework tasks. There was also very little variation in the type of homework that was allocated to learners; all learners were mostly allocated the same homework, regardless of their learning barriers. Based on these findings, the study fundamentally asks whether the assignment of homework to younger learners is worthwhile, and also calls for more work in this area
African teenage girls' understandings of sexual risk in the context of HIV and AIDS in KwaZulu-Natal.
Get PDFMaster of Education in Education Studies. University of KwaZulu-Natal, Edgewood 2016.This study investigated black African teenage girls’ understanding of sexual risk. The focus of the study was to understand the participants’ deeper meanings attached to what they regard as sexual risk. I was interested in understanding why some black African girls engage in risky sexual behaviors and how sexual risk is linked to their gendered positioning. The study focused specifically on black African teenage girls aged between 16-18 years.
This study used a qualitative approach to generate data. A case study methodology was used to conduct research in one township school at KwaMashu. Data collection consisted of focus groups and individual interviews with grade ten and eleven learners who could provide the relevant information, interest and experience pertaining to the case (Leedy & Omrod, 2005).
My findings are that social constructions of femininity and masculinity play a major role in limiting girls’ sexual agency for either refusing sex or practising safe sex (Ramazanoglu & Holland, 1993). The study also revealed that some girls were coerced by their boyfriends and no protection was used. Despite the challenges faced by the girls in the study, what is positive is that there was evidence that some young girls challenged the dominant gender norms. These young girls transgressed and deconstructed gender norms which hindered their sexual agency. As a result some girls exercised sexual agency by choosing to practice safe sex, in spite of all social and cultural pressures which encountered by young women. The study used the social constructionist theory in order to understand the varying meanings that the young black African teenage girls give to sexual risk in the context of HIV and AIDS.
The study suggests that support groups need to be in place in order to provide effective counseling for the girls who experience rape and coercion. Social workers must also be placed in schools in order to tackle such cases. The school and the community should work collaboratively to protect girls in such circumstances. The school has to ensure that workshops on gender equality are conducted for both boys and girls in order to equip them with the necessary skills so that they can be able to cope with gender issues
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