The literature review shows that gender inequality in computer use exists today. The inequality begins at birth with society giving boys and girl's roles that they have to play. One possible solution to gender inequality in computer use is to put a gender equity program in place at public schools. Such a program would have to be woven into teaching practices and school activities to strengthen girls' confidence and their ability to achieve in computers.

1 online resource (xiii, 212 leaves) / DEd / Department of Educational Management / The study sought to evaluate the extent to which the affirmative action policy on the accelerated promotion of women to senior educational management positions has created opportunities for women. The policy was promulgated and implemented in 1995 with the sole purpose of achieving gender parity between men and women in educational management positions. The study was prompted by the underrepresentation of women in senior educational management positions in Matabeleland South province in Zimbabwe against the existence of an affirmative action policy which aimed at increasing the number of women in educational management positions. The study interrogated the effectiveness of the affirmative action policy in creating opportunities for women advancement to senior educational management positions, the challenges experienced by female teachers in ascending to leadership positions, the challenges faced by women in educational management positions, the unintended outcomes and the leadership qualities of women. The study employed a case study design, the qualitative approach and the convenience sampling procedure was used to select study participants. Teachers participated in the study through the focus group discussion while heads of schools, education officers, district education officers and members of the provincial education directorate were engaged through individual interviews. The study revealed that the affirmative action policy on the accelerated promotion of women to senior educational management positions was in place, though not effective because female and male candidates to educational management positions were competing on an equal basis in terms of educational qualifications, experience, and length of service, interview score and the performance rating. Women applicants only supersede their male counterparts in cases where there is a tie after all the above considerations have been made. This approach was found disadvantaging women who in general lack experience and educational qualifications in comparison to their male counterparts hence to date women remain underrepresented in educational management positions in Matabeleland South. The study revealed that women aspiring to ascend to educational management positions lacked family/spouse support and ambitions / confidence to apply for leadership positions. Socio-cultural practices, negative male attitudes about women leadership also constrained women’s v rise to leadership positions. Women in leadership positions face resistance from their subordinates and from members of the greater community who are used to be led by male leaders. The study found that the policy has a labelling effect on women promoted on such policies, it has created disharmony in families as women take their headship portfolios home. Furthermore the study established that home –work conflict causes stress on women in educational management positions .Women were found to be hard workers, less corrupt and produce better results than their male counterparts but are emotionally unstable, use autocratic leadership styles and do not take quality decisions. The study recommended that the Civil Service Commission revise, and disseminate the affirmative action policy so as to increase stakeholders’ awareness so that it can benefit the women, promote more women to headship positions so as to act as role models for other female teachers. The study proposed a model of leadership development in women by creating an enabling environment at home, school, society, and church and government level for gender equality as a pre requite for developing self confidence in the girl child and later in women

Magister Philosophiae - MPhil / One of the population structures associated with demographic dividend is “demographic transition”, which is a shift from high fertility and mortality to low fertility and mortality. It is understood that low dependency ratio (shows that there are relatively more adults of working age who can support the young and the old of the populace) is one major factor in achieving a successful demographic dividend (DD) (Esther, 2013). DD refers to the fast-economic growth that is achieved by a country when there are dependency ratios. This definition means that the proportion of people of working age group (15-64) is higher, compared to those of ages lower than 15 and above 64 years (Statistics SA, 2017). In addition, having a large proportion of working age people does not necessarily guarantee a successful demographic dividend. There are certain conditions to support a successful DD. According to Dewald Van Rensburg, 2017, South Africa is almost done with the achievement of demographic transition. These does not guarantee a successful demographic dividend. This study will therefore look at socio-economic conditions in support of a demographic dividend, because most of the working age people are still not employed, therefore are not productive enough to contribute to the economic growth. Socio economic conditions include (favorable labor market, economic growth, good governance, education and training, health care, family planning and gender equity) (StatsSA, 2017). These conditions if well-established will lead to a reduction of unemployment and therefore result in more labor resources becoming available to devote to production. Since many people entering working age find it difficult to get employment. Statistics South Africa shows that 38.2% of youth were unemployed in the first quarter of 2018 (Statistic South Africa, 2018), this study will have a close look at South African youth unemployment in relation to the demographic characteristics such as gender, population group, marital status, geography type and province of residence.

The purpose of this narrative inquiry study is to explore the barriers and opportunities women in K-12 leadership face, particularly with how they navigate conflicts in their work-life balance and in what ways they have been afforded opportunities. Work-life balance will be generally defined as the reconciliation of the conflicting demands and obligations between a women’s professional requirements and her personal life. Opportunities will be defined as events that lead to a woman’s career advancements and accomplishments. The study was designed to identify perceived barriers and opportunities during both the ascension to and experience of holding a public K-12 educational leadership position in order to explore successful strategies and factors future female leaders might use to address career ascendency and leadership development challenges. For this study, a narrative research design was used to explore, examine, and understand the female K-12 public educational leaders’ personal reflections of events and experiences, and the meaning that was extracted from those experiences. Using a categorical content analysis, themes were inductively identified within the narrative. Although the public education workforce has historically been dominated by women, evidence remains that there is a disproportionate number of women in senior leadership positions. As suggested by the review of literature, it is necessary to investigate the journey of women’s leadership development to identify how to best develop future female leaders in public K-12 education.

This phenomenological study examined the perceived influences that male graduates from Title I high schools attribute to their success. During the last 30 years the poverty gap has not narrowed and in some cases it has increased. This study hoped to provide evidence of supports needed by looking at males who overcame generational poverty. This study included qualitative data collection from interviews of 15 male participants. Nine themes emerged in the findings of perceived influences by these participants. The nine themes identified where 1) Success has two components; internal and external, 2) School personnel and programs guided success, 3) Change in mindset, 4) Changes in family structure and circumstances, 5) Lack of family financial resources, 6) Parents prioritizing success in school, 7) Being part of an athletic team/peer group, 8) Lack of experience affected college success and understanding, and 9) Credit difficulties from childhood for their success. The analysis of data collected supported the developed themes. Recommendations were made for further study and practice.

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No description available.

The study investigates the role of religious education in the promotion of girls’ educational rights in peri-urban schools in Chingola district, Zambia. Fifteen schools were involved in the study and are all in the outskirts of Chingola town. Data was collected through oral interviews, questionnaires and observations. Questionnaires were given to 260 girls ranging from grade 5 to 9. Five questionnaires were distributed to each class. Besides the school girls, six instructresses were interviewed on cultural beliefs and practices that hinder girls’ progress in education. In addition, 15 teachers were also interviewed specifically to identify topics in Religious Education and their relevance in the promotion of self-confidence and self-esteem among girls as well as various teaching methods which promote learner-centredness. The Religious Education curriculum at primary, secondary and college levels of education was evaluated to assess its relevance to the promotion of girls’ education. Furthermore, contributions by some Non-Governmental Organisations and Religious Education towards gender equity in education and the Zambian government policy on gender were highlighted. The findings of the study were in four categories namely: cultural beliefs and practices that hinder girls’ progress in education, other problems affecting girl-child education besides cultural norms, freedom to enable girls to make their own constructive decisions, and topics in Religious Education which have the potential to promote self-confidence and self-esteem among the girls. The cultural beliefs and practices highlighted were the initiation ceremonies, early pregnancies and early marriages. The other problems hindering girls’ progress and advancement which came out vividly were long distances from home to school, poverty, boys jeering at girls when they got wrong answers and household chores. Further findings identified topics in Religious Education and their relevance towards the promotion of girls’ educational rights despite the influence of cultural beliefs and practices in the peri-urban schools. Some of the topics were ‘Advantages of having a friend’ taught in grade 1, ‘Growing in responsibility’ taught in grade 2, ‘Bravery and courage’ taught in grade 4, ‘Happiness’ taught in grade 5, ‘Development and co-operation’ taught in grade 6, ‘Marriage and family life’ taught in grade 7, ‘How people make choices’ taught in grade 8, ‘The talents people have’ taught in grade 8, ‘How people develop’ and ‘How religion helps people’ taught in grade 8, ‘Freedom and community’ as well as ‘Ambitions and hopes’ taught in grade 9. In conclusion, the research study has revealed that Religious Education as a subject has the potential to promote the girls’ educational rights and advancement in the peri-urban schools. Other subjects taught like Mathematics, Science and Technology are experimental subjects. They were rigid and cannot be bent while Religious Education leaves room for freedom in making concrete decisions. It deals also with emotions, values, and feelings. Mathematics imposes the facts without query. / Religious Studies / M.A. (Religious studies)

Della proprietà astratta è associata con lo stato, potere e ricchezza nelle società più africane e terreni agricoli di proprietà appartiene agli uomini. Lo scopo di questo studio è di esaminare il legame tra proprietà fondiaria e differenze di genere nei sistemi di possesso della terra. Questo studio esplora l'accesso delle donne alla terra nell'ambito dei sistemi di consueto possesso. Rassegna i principali aspetti del contributo delle donne africane alla produzione alimentare e raccolto in contanti e offre alcuni suggerimenti per migliorare la loro partecipazione e intensificazione nel settore dei piccoli. Inoltre, lo studio esamina come i cambiamenti nella proprietà fondiaria, proprietà, accesso e diritti alla terra come conseguenza di leggi consuete stanno influenzando la produttività dell'agricoltura, sicurezza alimentare e lotta alla povertà. Il dibattito è incentrato sulle preoccupazioni di un'equa distribuzione tra uomini e donne e Guarda le donne rurali come operai agricoli a un livello in cui le disuguaglianze di genere coincidono. I risultati da questo studio illustrano la cultura predominante e le pratiche tradizionali ancora colpiscono le donne, andare a loro discapito a favore degli uomini per quanto riguarda l'ereditarietà e la diretta proprietà di terreni e proprietà in casa. Parole chiave: Equità di genere, Proprietà della terra, Riforma agraria, Sicurezza alimentare. / Landownership is associated with status, power and wealth in most African societies and agricultural land property belongs to men. The aim of this study is to examine the link between land ownership and gender differences in land tenure systems. This study explores women’s access to land under the customary tenure systems. It reviews the major aspects of African women's contribution to food and cash crop production and offers some suggestions to improve their participation and intensification in the smallholder sector. Also, the study examines how the changes in land tenure, ownership, access and rights to land as a consequence of customary laws are affecting agricultural productivity, food security and poverty alleviation. The debate is centred on concerns of equitable distribution among men and women and looks at rural women as agricultural workers at a level where gender inequalities coincide. The findings from this study illustrate the predominant culture and traditional practices still affect women, disadvantaging them in favour of men regarding inheritance and direct ownership of land and property in the household. Keywords: Gender Equity, Land ownership, Land Reform, Food Security.

長久以來，性別不平等的狀況持續存在著，尤其在勞動市場方面。在所有能增進性別平等狀況的管道中，本研究檢驗台灣高中職以下的性別平等教育課程，對於學生未來職場上的性別態度之影響。我們假設，當人們覺得性別不平等狀況是不公平的（或覺得性別平等狀況是公平的），代表他/她具有正向的性別態度。利用台灣社會變遷調查2005年第五期第一次：工作與生活組之資料，以及迴歸不連續性設計（Regression Discontinuity Design）暨次序分對數模型（Ordered Logit Model），實證結果顯示女性在勞動市場中處於較不利的位置；性別平等教育對學生未來職場上的性別態度無顯著影響；女性，或受較高等教育者，或對於工作成就感到公平者，具有較顯著的正向性別態度。 / Gender inequity has always been there in the labor market. This paper examines how gender equity education in elementary and high schools affects students’ attitudes towards gender inequity issues in the future. This paper assumes that if people feel gender inequity is unfair, (or feel gender equity is fair), they have positive gender attitudes. Results derived from the data from 2005 Taiwan Social Change Survey (Round 5, Year 1): Work Orientation by using Regression Discontinuity Design (RDD) as well as the Ordered Logit Model suggest that women indeed lag behind men in the labor market and that gender equity education has no significant effect on students’ gender attitudes. Females, people with higher education level, and people who feel their current achievement is fair have significantly more positive gender attitudes.