Girls in rural areas face a number of challenges in their pursuit of basic education, empowerment and gender equality. This thesis explores the extent to which gender equality and empowerment of women have been achieved in education in ward 33 of Mt Darwin. At the centre is what Zimbabwean government and civil society organisations such as Campaign for female education (Camfed) have done to implement strategies addressing challenges affecting implementation and achievement of MDG 3. A multi-method research strategy, including focus group discussions, questionnaires administration and interviews, was used in the data collection process. The findings of the study show reciprocal linkage between education, empowerment and gender equality. Ward 33 requires integration in approach from assisting agencies and the general populace if Millennium Development Goal 3 is to be achieved. Results showed the multiple barriers girls face in the process of accessing education within the homes, along the way to school and within the school system itself. Camfed and government’s interventions have been pointed out to contributing to the achievement of MDG 3 in the ward. Women’s quest for equality is evident. Specific actions recommended after this research include the need for MOESAC to strategically post qualified teachers in rural areas, sensitization and empowerment programmes targeting men, civil society organisations and government ministries working with women to intensify advocacy, capacity building and leadership trainings for women. Overall recommendation is that there is need to implement MDG 3 beyond 2015 if rural women are to be integrated into the MDG 3 empowerment and gender equality agenda. / Development Studies / M. Admin. (Development Studies)

Girls in rural areas face a number of challenges in their pursuit of basic education, empowerment and gender equality. This thesis explores the extent to which gender equality and empowerment of women have been achieved in education in ward 33 of Mt Darwin. At the centre is what Zimbabwean government and civil society organisations such as Campaign for female education (Camfed) have done to implement strategies addressing challenges affecting implementation and achievement of MDG 3. A multi-method research strategy, including focus group discussions, questionnaires administration and interviews, was used in the data collection process. The findings of the study show reciprocal linkage between education, empowerment and gender equality. Ward 33 requires integration in approach from assisting agencies and the general populace if Millennium Development Goal 3 is to be achieved. Results showed the multiple barriers girls face in the process of accessing education within the homes, along the way to school and within the school system itself. Camfed and government’s interventions have been pointed out to contributing to the achievement of MDG 3 in the ward. Women’s quest for equality is evident. Specific actions recommended after this research include the need for MOESAC to strategically post qualified teachers in rural areas, sensitization and empowerment programmes targeting men, civil society organisations and government ministries working with women to intensify advocacy, capacity building and leadership trainings for women. Overall recommendation is that there is need to implement MDG 3 beyond 2015 if rural women are to be integrated into the MDG 3 empowerment and gender equality agenda. / Development Studies / M. Admin. (Development Studies)