<p>The study concentrates on a particular type of state intervention in social policy. It considers whether policy reforms and subsequent provision of information with regards to the issue of parental leave and part-time work arrangements, makes an impact on gender equity in the labour market (Del Boca, 2002 / Naldini &amp / Saraceno, 2008). Giddens&rsquo / theory of structuration is the conceptual framework from which this study approaches these questions. It is thus held that agents (in this instance, women) are constrained by structures (labour policy framework and institutionalised labour practices) to achieve specific social goals. And further: that the apparent lack of power on the part of agents requires intervention on the part of the state apparatus to correct the failure (or inability) of the labour market to deliver the social justice as aspired to in the cited European Employment Strategy, as well as fostering economic efficiency (Barr, 1992). I further contend that not only are agents constrained by structural properties, but that institutional reform (in the form of labour policy reform) is constrained by the human action1 of the management of firms and enterprises as economic agents within the policy framework.</p>

The Gender Equity Task Team’s (1997) report, Gender Equity in Education, recommends that further research be done to identify the practices perpetuating inequitable gender relations in classrooms and to provide guidelines for teachers and learners to understand the meaning of the gender issues presented in the curriculum (South Africa, 1997:14&16). This research study echoes some of the desires of The Gender Equity Task Team through an exploration that engages with the extent to which gender equity is enacted in Human Rights Education curricula. In particular, the aims of this research study were to; • contest and deconstruct the notion ‘gender equity’ from scholarly perspectives as well as from explicit curriculum, female teachers’ and schoolgirls’ narratives, so as to create an awareness of gender equity in society and curriculum; and • engage with Human Rights Education pedagogical approaches so as to consider the promotion of gender equity through Human Rights Education curricula. The aims of the study were explored through a theoretical framework that engaged with Human Rights Education -, curriculum -, feminist - and gender studies theories. The methodological framework was that of qualitative narrative inquiry. A purposeful sample consisting of South African national curriculum policy documents as well as secondary school female teachers and Grade 9 schoolgirls in semi-rural and inner-city environments was selected. Document research, semi-structured one-on-one interviews and narrative-photovoice were the data collection methods, and critical discourse analysis the analytical framework. These theoretical and methodological stances were purposefully selected juxtaposed to the interests of the international SANPAD (South Africa Netherlands Research Programme on Alternatives in Development) project in which this research study resides, entitled: ‘Human Rights Education in diversity: Empowering girls in rural and metropolitan school environments’ (Roux, 2009). The findings and interpretations derived from the empirical data reveal that the formal Human Rights Education curriculum portrays gender and gender equity nuances as health, social and wellbeing dilemmas that have detrimental and destructive consequences on individuals and on society as a whole. The female teachers and schoolgirls experience gender equity primarily in terms of sameness and ‘being equal’. The elusive, complex nature of gender equity was not prevalent. However, the lived experiences of some female teachers and schoolgirls demonstrated the situatedness of their gender identity through the hidden curriculum and reinforced the notion of gender equity as a social construct. The findings of this research study have refined my understanding of the nuances of gender and gender equity, creating in me a deeper awareness of these concepts. This awareness permeates my vision of the curriculum in particular and the education system and society in general, and makes me want to strive toward fostering transformative curriculum spaces. Another contribution of this research study emerged from the desire to elicit schoolgirls’ narratives with the aid of photographs. By disrupting the boundaries between narrative and photovoice as data collection methods, narrative-photovoice was coined as a methodological contribution to this research study. The value of narrative-photovoice for and within gender studies research is also revealed. The third contribution of this research study emerged in response to the need to enrich the concept of gender equity within Human Rights Education. In effect, critical human rights literacy (HRLit) was conceptualized as a developing normative theory to deconstruct the discursive spaces emerging in Human Rights Education and to critically engage with their meanings. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013.

The Gender Equity Task Team’s (1997) report, Gender Equity in Education, recommends that further research be done to identify the practices perpetuating inequitable gender relations in classrooms and to provide guidelines for teachers and learners to understand the meaning of the gender issues presented in the curriculum (South Africa, 1997:14&16). This research study echoes some of the desires of The Gender Equity Task Team through an exploration that engages with the extent to which gender equity is enacted in Human Rights Education curricula. In particular, the aims of this research study were to; • contest and deconstruct the notion ‘gender equity’ from scholarly perspectives as well as from explicit curriculum, female teachers’ and schoolgirls’ narratives, so as to create an awareness of gender equity in society and curriculum; and • engage with Human Rights Education pedagogical approaches so as to consider the promotion of gender equity through Human Rights Education curricula. The aims of the study were explored through a theoretical framework that engaged with Human Rights Education -, curriculum -, feminist - and gender studies theories. The methodological framework was that of qualitative narrative inquiry. A purposeful sample consisting of South African national curriculum policy documents as well as secondary school female teachers and Grade 9 schoolgirls in semi-rural and inner-city environments was selected. Document research, semi-structured one-on-one interviews and narrative-photovoice were the data collection methods, and critical discourse analysis the analytical framework. These theoretical and methodological stances were purposefully selected juxtaposed to the interests of the international SANPAD (South Africa Netherlands Research Programme on Alternatives in Development) project in which this research study resides, entitled: ‘Human Rights Education in diversity: Empowering girls in rural and metropolitan school environments’ (Roux, 2009). The findings and interpretations derived from the empirical data reveal that the formal Human Rights Education curriculum portrays gender and gender equity nuances as health, social and wellbeing dilemmas that have detrimental and destructive consequences on individuals and on society as a whole. The female teachers and schoolgirls experience gender equity primarily in terms of sameness and ‘being equal’. The elusive, complex nature of gender equity was not prevalent. However, the lived experiences of some female teachers and schoolgirls demonstrated the situatedness of their gender identity through the hidden curriculum and reinforced the notion of gender equity as a social construct. The findings of this research study have refined my understanding of the nuances of gender and gender equity, creating in me a deeper awareness of these concepts. This awareness permeates my vision of the curriculum in particular and the education system and society in general, and makes me want to strive toward fostering transformative curriculum spaces. Another contribution of this research study emerged from the desire to elicit schoolgirls’ narratives with the aid of photographs. By disrupting the boundaries between narrative and photovoice as data collection methods, narrative-photovoice was coined as a methodological contribution to this research study. The value of narrative-photovoice for and within gender studies research is also revealed. The third contribution of this research study emerged in response to the need to enrich the concept of gender equity within Human Rights Education. In effect, critical human rights literacy (HRLit) was conceptualized as a developing normative theory to deconstruct the discursive spaces emerging in Human Rights Education and to critically engage with their meanings. / Thesis (PhD (Curriculum Development Innovation and Evaluation))--North-West University, Potchefstroom Campus, 2013.

abstract: The Kasturba Gandhi Balika Vidyalaya (KGBV) policy scheme launched in 2004 by the Ministry of Human Resource Development, the Government of India, aims to provide secondary level education (grade 6-8) for girls residing predominantly in minority communities, the Scheduled Caste (SC), the Scheduled Tribe (ST), and the Other Backward Caste (OBC). Since its launch, the Government of India established 2,578 KGBV schools in 27 states and union territories (UTs). The present study examines the new policy and its implementation at three KGBV schools located in rural villages of Uttar Pradesh (UP), India. The purpose was to analyze the Government of India's approach to increasing education opportunity and participation for educationally disadvantaged girls using the empowerment framework developed by Deepa Narayan. Observations at three schools, interviews with teachers and staff members of the implementation agency (i.e., Mahila Samakhya (MS)), and surveys administered to 139 teachers were conducted over a four month period in 2009. Adopting creative teaching approaches and learning activities, MS creates safe learning community which is appropriate for the rural girls. MS gives special attention to nurturing the girls' potential and empowering them inside and outside the school environment through social discussion, parental involvement, rigid discipline and structure, health and hygiene education, and physical and mental training. Interviews with the state program director and coordinators identified some conflicts within government policy schemes such as the Teacher-pupil ratios guidelines as a part of the programs for the universalization of elementary education. Major challenges include a high turnover rate of teachers, a lack of female teachers, a lack of provision after Class 8, and inadequate budget for medical treatment. Recommendations include promoting active involvement of male members in the process of girls' empowerment, making MS approaches of girls' education in rural settings standardized for wider dissemination, and developing flexible and strong partnership among local agencies and government organizations for effective service delivery. / Dissertation/Thesis / Ph.D. Educational Leadership and Policy Studies 2011

Magister Economicae - MEcon / The study concentrates on a particular type of state intervention in social policy. It considers whether policy reforms and subsequent provision of information with regards to the issue of parental leave and part-time work arrangements, makes an impact on gender equity in the labour market (Del Boca, 2002; Naldini & Saraceno, 2008). Giddens' theory of structuration is the conceptual framework from which this study approaches these questions. It is thus held that agents (in this instance, women) are constrained by structures (labour policy framework and institutionalised labour practices) to achieve specific social goals. And further: that the apparent lack of power on the part of agents requires intervention on the part of the state apparatus to correct the failure (or inability) of the labour market to deliver the social justice as aspired to in the cited European Employment Strategy, as well as fostering economic efficiency (Barr, 1992). I further contend that not only are agents constrained by structural properties, but that institutional reform (in the form of labour policy reform) is constrained by the human action1 of the management of firms and enterprises as economic agents within the policy framework. / South Africa

Magister Artium - MA / The political participation of women in parliaments is not only important for sustainable development of every country, but it is also crucial for their voices to be heard, as they form at least half of the world’s population. Furthermore, women’s presence in significant decision-making positions represents an indicator of gender transformation and mainstreaming. However, women remain largely underrepresented in parliament and state institutions in Ghana with a current representation of 8.3% in parliament.Against this background, this study evaluates the role of women wings in enhancing women’s representation in parliament, by exploring the gendered social, political and ideological contexts in which they operate and assesses the constraints and challenges to their effective involvement in parliament. Using in-depth interviews and focus group discussions, the research analyses the activities of three main political parties’ women’s wings in the Greater Accra Region of Ghana by addressing the following key questions: (i) What are the demographic features of members of the women’s wings in Ghana? (ii) What structures and relationships influence women’s participation and advancement in Ghanaian politics? (iii) Do women’s wings attached to political parties have the capacity to advance the agendas of women and gender equality in Ghana or are they constrained by loyalties to male-dominated parties? (iv) To what extent do women’s wings address gendered political structures and ideology within Ghanaian society generally, and Ghanaian politics specifically? (v) Do women’s wings of different parties perform different roles, and reflect different strategies for enhancing women’s public participation? The findings indicated that women’s wings affiliated to political parties are constrained by their loyalty to their political parties resulting in a lack of a clear feminist consciousness.There was also lack of cooperation among the women’s wings which also affected their ability to enhance gender equality in the country. In addition cultural norms and discriminatory practices together with a lack of financial resources were found to be major obstacles to the effectiveness of the women’s wings in Ghana in achieving gender equality and social justice. The study therefore recommends a need for a stronger feminist consciousness and the building of women’s solidarity among and between women’s wings to enable them to address the strategic gender needs of the country and achieve gender equality in Ghana.

Magister Artium (Development Studies) - MA(DVS) / Endless debates on the land reform policy and the ‘radical’ proposed strategy of expropriating privately-owned land without compensation had South Africans questioning the effects of the strategy, and the unpopular decision to adjust Section 25 of the Bill of Rights in the Constitution. Traditional leaders like King Zwelithini Goodwill, leader of the Ingonyama Trust, were reassured that communal land would not be included in the redistribution of land for the public interest– mainly because distributing privately–owned land entrusted to traditional leaders would violate the statutory land laws. What is not addressed in the communal land entrusted to traditional leaders is the protection of women’s right to land in patriarchal communal areas operating under customary laws. This discussion of women accessing rural land has resulted in an increasing number of women gaining opportunities to access and control residential and agricultural land. However, in practice, access to land does not guarantee sustainable use and ownership of the acquired land - rather, temporary access is given. Women’s control and ownership of communal land are dependent on their social networks and affiliations to men in their family and community. This study investigated the ownership of land as a factor of empowerment amongst women living in the rural community of Nqadu, which will be referred to as Nqadu throughout the study, and the existing relationship between traditional authorities and municipal officials in hindering or enhancing the power within the Nqadu women. In addition, the thesis highlighted where the Land Reform Policy and its gender-equality mandate is not upheld in the rural area of Nqadu, it also discussed reasons why it is not upheld and explore how women see the land reform policy as a mechanism for their enhanced and improved livelihood. The aim of this study was not merely to create enlightenment about the imbalances in women’s land ownership and control but to also to investigate women empowerment in relation to land ownership in Nqadu, Eastern Cape. The researcher argues that communal rural practices disregard gender mainstreaming and work as an isolated system apart from the prevailing norms in the legal systems in administering the allocation of land to women. To investigate the effects of the customary laws on the fulfilment of livelihood assets and its impact on the mobilisation of women to own and control land within communal traditional areas, the Sustainable Livelihoods Approach (SLA) was employed. A mixed-methods approach was used, and semi-structured interviews and questionnaires and secondary statistical data were also utilised to support the qualitative data. To gain enlightenment on development of the tenure status in the Mbhashe local municipality, the municipal officials who are responsible for the land-related issues in Mbhashe were also interviewed. Due to data limitations within the primary statistical data, a greater focus was placed on the strategies used to handle land allocation in Nqadu, which is largely a male dominated traditional councils. In addition, semi-structured interviews and focus group discussions were conducted alongside the collection of secondary data in the form of statistical data and policy documents, i.e MLM IDP and the DRDLR. Although the policies and programmes tabled by the DRDLR in relation to land reform have initiated conversation and implementation as far as land tenure is concerned, the coordination of the statutory and customary laws and practices are mutually exclusive. The Nqadu women continue to depend on social affiliation and structural relations within their relationships with the Nqadu men. It is advised that local and municipal government’s focus the target population for gender mainstreaming projects and gender-equal policy frameworks on men as much as women. This strategy will reduce the copying mechanism used to remain silent in households or communities that hinder their empowerment. Land reform has aided in the transformation of land from black to white, however, the proportion of women who have complete ownership and control over residential and agricultural land in communal rural areas is has not improved. Women must be provided the same opportunity to control assets like land, if not land reform will continue to be a political mechanism to empower of black people, or create a wealthier class within the black community but not all genders.

Computer Science is an increasingly important topic in K-12 education. Ever since the "computing crisis" of the early 2000s, where enrollment in CS dropped by over half in a five year span, increasing research has gone into improving and broadening enrollment in CS courses. Research shows the importance of introducing CS at a young age and the need for more exposure for younger children and young adults alike in order to work towards equity in the field. While there are many reasons for disinterest in CS courses, studies found one reason young adults do not want to study CS is a perception of it being tedious and lacking opportunities for creativity. Making more creative assignments is one way to try and engage more students who may not feel like stereotypical computer scientists. This thesis focuses in on the effects of creative choice in CS curriculum on students' self-efficacy, engagement/preferences, and performance. It aims to capture the effects of creative choice on a range of K-12 students of varying demographics in order to make CS more accessible for everyone. The first half of the thesis experimentally validates the effects of creative choice in existing 5th grade CS classes. We created two variants of worksheets for the students - creative worksheets and rigid worksheets. After distributing these worksheets, surveys, and quizzes, we found students still feel a sense of ownership with limited versions of creative choice and benefit from a blend of creative and rigid instructions. In addition, student performance was not affected by our different treatments. The second half of the thesis adapted and launched the fifth grade curriculum to a new demographic, teaching the course to Juvenile Hall students. Student surveys and reports from their teacher showed this class had a positive impact and was well received by students and staff. We found students would prefer a longer class next iteration, as this one only extended five weeks. Future work will be needed to experimentally evaluate the specific impact of creative choice in this new demographic.

The role of taxation in gender inequality is something that is perhaps not considered earnestly enough. Both in South Africa and within the context of global initiatives such as the Convention for the Elimination of All Forms of Discrimination Against Women (CEDAW) and the Sustainable Development Goals (SDG) which are aimed at eradicating all forms of gender-based discrimination, the importance of understanding the gender consequences of tax policy, whether intended or not, should not be underestimated. This study seeks to identify whether or not there are any instances where South Africa’s personal income tax laws have an effect which is potentially inconsistent with both the Constitutional right to equality between genders and international gender equality agreements to which South Africa is bound, namely the CEDAW and the SDG. In doing so, determine whether South Africa’s personal income tax legislation should become a focal point in this regard and be one of the pillars that could further be used as a means to uphold and further the cause of substantive gender equity. / Mini Dissertation (MCom (Taxation))--University of Pretoria, 2020. / pt2021 / Taxation / MCom (Taxation) / Unrestricted

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