Patricia Muhuro

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.

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.

Gaps Associated with the Timing of Students’ Orientation Programs in Two Institutions of Higher Learning in South Africa

Abstract Indubitably, efficient timing of the students’ orientation programs could be a panacea to the currentchallenges of student adjustment and retention. This paper investigated gaps associated in timing of students’orientation programs in two South African universities. The study adopted a mixed method approach. Qualitativedata was sought from in-depth interviews of four purposively selected staff and quantitative data was gathered fromsemi-structured questionnaires administered to three hundred and fifty randomly selected first-year students.Findings indicate poor participation in the orientation program owing to admission delays. Furthermore, shortduration of orientation led to low comprehension due to information overload. These findings imply that poorscheduling of orientation is not meeting the students’ individual needs. The study recommends that the staffhandling orientation consider alternative strategies such as extended orientation to allow time to accomplishorientation objectives, and use of visual online activities to augment time for face-to-face orientation.