29 research outputs found
A comparative case study of institutional responsiveness to mainstreaming of pregnant learners in formal education
No full textThesis (DPhil)--University of Pretoria, 2010.The purpose of this study was to explore how social institutions in South Africa and Zimbabwe respond to the mainstreaming of pregnant learners in formal education. A case study was used as the strategy of inquiry. Utilising a phenomenological, social constructivist and interpretivist lens and guided by a theoretical framework of action science theory, this exploratory qualitative study set out to investigate and compare how various stakeholders in South Africa and Zimbabwe respond to the policy of mainstreaming pregnant learners in schools. Data collection methods took the form of focus group and key participant semi-structured interviews, document analysis and a researcher observation and reflective journal. Two research sites comprised the case study. The sample at each of the identified sites consisted of 12 pregnant and former pregnant learners; 12 mainstream learners; 6 parents/legal guardians; 6 teachers; 6 community representatives on the school governing body. Data analysis consisted of a mix of hermeneutic, content and discourse analysis. Three findings emanated from this study. First, the socio-cultural beliefs, norms, practices and expectations of the community about pregnancy and ideal motherhood were more influential governing variables to educational access and participation of pregnant teenagers than the official school policy. Second, educators at both sites were found to have inadequate capacity to assist pregnant learners with schooling. Third, the South African school was found to provide more access to pregnant learners because of the more liberal and open response to teenage pregnancy. In contrast the conservative tendency to conceal the problem was observed at the Zimbabwean site. This study revealed that institutional policies that do not take into consideration the social, cultural and lived experiences of the relevant stakeholders are difficult to implement. The proposition is that there is usually a split between policy and practice, and that policy can be nothing more than political symbolism. An all-inclusive and consultative approach to policy formulation processes is recommended as an intervention strategy that could be used to counteract the problem.Education Management and Policy Studiesunrestricte
Women Perceptions of \'Masculine\' Technical Careers: A Comparative Study of Women in \'Feminine\' and \'Masculine\' Employment Occupations in the City of Gweru, Zimbabwe
No full textNo Abstract Available
Zimbabwe Journal of Educational Research Vol.15(3) 2003: 133-15
Women Perceptions of ‘Masculine’ Technical Careers: A Comparative Study of Women In ‘Feminine’ And ‘Masculine’ Employment Occupations in the City of Gweru, Zimbabwe
No full textFemale under-representation in science and technology) is found in societies the world over. This study investigated and compared the perceptions of 120 Zimbabwean women in non-technical and technical occupations, focusing on those jobs usually dominated by males. A survey, based on a closed- and open-ended questionnaire was employed to gather both quantifiable and qualitative data on non-technical and technical women’s career aspirations, job satisfaction and perceptions towards females in masculine ’ technical jobs. The main findings of the study were that: education and public opinion appeared to limit women's career choices to non-technical jobs; women in non-technical jobs started employment with higher job satisfaction than those in technical jobs, but this reversed with time due to work experiences; and women exposed to females occupying (\masculine j technical positions were more positive to females in such technical jobs than those exposed to purely' feminine’ or ‘masculine’ work environments. In view of these findings, recommendations are made for gender sensitive interventions involving education, employers and the public
Women Perceptions of \'Masculine\' Technical Careers: A Comparative Study of Women in \'Feminine\' and \'Masculine\' Employment Occupations in the City of Gweru, Zimbabwe
No full textBook Review: Participation and Power, Civic Education Network, Harare, African Community Publishing and
No full textPerceptions of policy duty bearers on the inclusive education policy for pregnant teenagers in South Africa
No full textPost-apartheid, South Africa democratised access to education as enshrined in the country’s
Constitutional Bill of Rights of 1996. This also includes making education accessible to pregnant teenagers as
provided for by other post-apartheid legal provisions that prohibit discrimination in education. This study explored
the perceptions of education policy duty bearers on the inclusion of pregnant learners in formal schools. The
sample of the study comprised teachers, community representatives in school governing bodies (SGB), and parents
of pregnant teenagers at two schools that mainstreamed pregnant learners. Data were analysed using Atlas ti
computer package which was programmed to code and quote participants’ views. Results of the study revealed that
socio-cultural gender ideologies were the more influential variables on participants’ negative perceptions towards
the inclusion of pregnant learners in regular schools. From the findings, we recommend that comprehensive structures
and procedures for policy dialogue and advocacy be established in schools.http://thescipub.com/journals/jssam2016Humanities Educatio
Education for a Rainbow Nation: A Desegregated School Playground as a Model for Reconstructing Social Cohesion in Post-Xenophobic South African Communities
No full textThe Human Security Implications of Operation Restore Order on Urban Habitation in Zimbabwe
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