Owence Chabaya

Violation of Women's Rights by Harmful Traditional Practices

Abstract This article reviews harmful traditional and cultural practices which lead to violation of women’s rights in SADC region and measures taken by the Member States to address them. It is based on secondary data collected through review of studies, reports, policy documents and surveys from various data sets from national, regional and international organisations. Traditional and cultural practices investigated include female genital mutilation, child marriage, marriage by abduction and virginity testing. Conclusions drawn from the review indicate that such practices have devastating physical and psychological effects on women. They reinforce the inferior status of women in society and continue to violate their rights and this has serious implications on the achievement of gender equality in society. Although States have put in place legislation and other measures to outlaw harmful traditional and cultural practices on women, these continue unabated due to persistence of cultural attitudes, lack of capacity, resources and commitment among the implementers.

Child and forced marriage as violation of women's rights, and responses by member states in Southern African Development Community

abstract This briefing examines child and forced marriage as harmful traditional and cultural practices which violate the rights of the girl children in the Southern African Development Community region, and assesses measures taken by member states to address them. It is based on secondary data collected through a review of studies, reports, policy documents and surveys from various data sets from national, regional and international organisations. The findings show that the practices have devastating physical and psychological effects on girl children as their rights are violated. They also put girl children at risk of contracting life-threatening and infectious diseases, and may lead to loss of lives. The practices reinforce the inferior status and submissive role of women. Although there are measures in place to outlaw child and forced marriages, the practice continues unabated due to lack of capacity, resources and commitment among implementers. Because culture is a phenomenon which is deeply embedded in the individual or the group, to change or dislodge it may require a process of influencing those who practice that culture through education and mobilisation rather than the instrumentality of legislation or policy alone. Education and mobilisation should operate hand in hand with legislation.

An Assessment of the Implementation of Gender Equity Policies in Schools in South Africa

Abstract The South African Constitution outlaws all forms of discrimination on the basis of race, gender, cultural origin, age, religion and so forth. The post-Apartheid government of South Africa has put in place policies and programmes to enhance gender equality. In education different policies have been put in place to ensure gender equality at all levels and these are currently being implemented. This study examined the implementation of gender equality policies in schools in South Africa. Data was collected through observation and face to face interviews with twenty-five primary and high school teachers and two district education officials. The study revealed that boys and girls have equal access to the school system. Consequently, the new curriculum and most of learning materials in schools visited are gender sensitive. However, girls continue to be disadvantaged by the fact that classroom practice continue to favour boys and marginalize girls. The school environment does not promote favourable conditions for learning for girls as they are most affected by sexual violence.

Students’ failure to submit research projects on time: a case study from Masvingo Regional Centre at Zimbabwe Open University

The study sought to determine lecturers’ and students’ perceptions of factors contributing to students’ failure to submit research projects on time in three departments of the Zimbabwe Open University. The study employed a descriptive survey design and was both quantitative and qualitative. The questionnaire used as a data‐gathering instrument had both closed and open‐ended sections. In this study, a sample of 76 research students and 17 research supervisors was extracted using the purposive sampling method. The study found out that both lecturers and students contributed to inconsistency in meeting for consultations and this also led to late feedback on submitted work, which, in turn, affected the research progress. It also became apparent that there was no follow‐up from the institution to find out how the research in departments was progressing. Among other matters, the study recommended regular research workshops and seminars for supervisors and supervisees and research presentations by students.

Poverty as a Source of Behavioural Problems that Affect the Realization of the Right to Basic Education among Children: A Case Study of Schools in the Eastern Cape - South Africa

Abstract It is evident that although the South African Government has put in place policies and strategies to ensure safe and secure teaching and learning environment, poverty, especially in rural areas, has become a source of behavioural problems among learners that disrupt learning in schools and deny others the right to education. The study examined how poverty in the home influences children’s behaviour problems and how, in turn, it affects access to education among children. This was a qualitative research where data was collected through interviews with 12 primary school learners with behaviour problems from 3 schools in the Eastern Cape, educators, parents/guardians and some members of the community as well as document analysis. The findings showed that children can be forced by poverty to adopt anti-social behaviour including criminal activities which are anti school. This affects access to education as well as safety and wellbeing of other children in schools.

Assessment of First Year Female Students' Experiences in Historically Male Dominated Subjects in Higher Education from a Cultural Capital Perspective

Abstract Studies have confirmed that the composition of male and female students in higher education in South Africa is far more equitable than before. Surprisingly, there has not been a significant increase in the number of female students in the historically male-dominated subjects such as science, engineering, and mathematics. This paper was based on a phenomenological study that explored the experiences of first year female students taking science subjects in one University in South Africa. This study was a descriptive survey that employed both qualitative and quantitative approaches. The population for this study was all female first year students majoring in physics, chemistry and mathematics at an institution in higher education. Due to the relatively low numbers of females in these subjects, all were given questionnaires to answer. The findings show from students’ ideas and perspectives the main aspects that influence inclusion or exclusion of female students in male dominated subjects like science and mathematics.