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Zimbabwe Journal of Educational Research

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Striving to Achieve Gender Equity in Education: A Zimbabwean Experience – Successes and Challenges

O. Chabaya, E. S. Gudhlanga

Abstract


Immediately after attaining independence in 1980, Zimbabwe, like most developing countries, alluded to the eradication of all forms of inequalities in its society, including gender inequalities in education. Such imbalances were caused mainly by the patriarchal family system as well as the colonial policies. This paper is an analytical exposition of the efforts made by the Zimbabwean government and international agencies in trying to redress gender inequalities in education, thus critically examining the achievements, challenges and constraints that have been encountered in trying to achieve gender equity in education.  Since 1980, a number of policies and strategies were put in place to promote gender equity in education and they included introduction of education for all, free primary education and attracting international agencies that support education in the country. Significant increase in the education of girls and women in terms of numbers was noted in all levels of education although equity is yet still to be achieved. Noted constraints to the achievement of equity included lack of funds as well as lack of mechanisms to enforce and monitor implementation of policies meant to promote education of girls and women. It was recommended that there is need to seriously consider enhancement of policies and strategies that promote the education of girl children and women.



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