Managing the reduction of gender-inequality and discrimination in Africa: A case of South African Secondary Schools

Abstract

The purpose of this paper is to probe ways and means of reducing gender-inequality or discrimination between male and female learners in secondary schools of Limpopo Province in South Africa, twenty-eight years into the country’s democracy and independence. The paper is both conceptual and empirical in nature. Documents review and interviewing techniques were employed to generate data from three perpetrators of gender-inequality and discrimination in African secondary schools and the other three victims of such heinous acts in similar schools. Research findings reveal that firstly, reducing gender-inequality and discrimination has to begin with the determination of its source. Secondly, paying a lip-service to the reduction of gender-inequality and discrimination delays its eradication. Thirdly, meagre resources commitment to the reduction of gender-inequality and discrimination needs attention. Fourthly, identification of the underdevelopment effect of escalated gender-inequality and discrimination. Fifthly, unanimous adoption of schooling as a leveller towards eradicating gender-inequality and discrimination. Lastly, active involvement of perpetrators and victims in dealing with gender-inequality and discrimination. The researcher recommends for the establishment of the source of gender inequality and discrimination in secondary schooling as a way of avoiding to deal with its symptoms leaving the real causal factors unscathed. Furthermore, the researcher proposes for the appropriate re-socialisation of perpetrators of gender-inequality and discrimination to humanise them. Lastly, the researcher recommends for the deployment of technology in reducing and eradicating inequality.