This study was commissioned by the Västerbotten sports federation, who called for an overview of the policies that the municipalities in Västerbotten work after in the field of sport. The study aimed to identify sports policy programs or documents that have been produced by the municipalities, and how they work with them. Furthermore, the study highlights the municipality’s politicians reasoning about sport and recreation-sector, and how their sport policy-work was practiced. The data collection was based on seven interviews and document-collections from the 15 municipalities. The result shows that no municipalities have drawn up a sport policy program, and the lack of common goals, guidelines and a clear vision of the sport and recreation-sector were big. The overall process consisted of running the handling of cases involving the sports industry. Municipalities work with sport and recreational questions dealt largely with preserving the existing level and maintaining the sporting activities already in place.

The study is a gender critical investigation of the implementation of gender policy programs in student admission in Zimbabwe state universities. The study locates itself in the student admissions section of these institutions, acknowledging the potential contributions of the practices and procedures in this section towards achievement of gender equality. The study focused on the nature of the implemented programs, the gender equality model pursued and how the programs are made part of the mainstream. The study employed a multi-pronged theoretical frameworks approach as its theoretical framework to determine feasible strategies in analyzing the research problem, choosing the research approach, deciding on the research methods, formulating the research questions and in drawing the conclusion to the study. A mixed method inquiry used the multiple case study survey, documentary analysis and interviews to gather data in two state universities. The study found that in spite of the state universities implementing gender policy programs as required by the Zimbabwe National Gender Policy (2004), gender inequalities persisted, and in the process the study revealed more barriers than successes encountered on the road to gender equality. This concurred with some of what was predicated from literature on the use of the adopted approaches to gender mainstreaming and models of gender equality pursued. The chief factor responsible for the inequalities was found to be the pervasive, deeply entrenched patriarchal conservatism, cultural stereotypes, biases and discriminations held by some actors in student admissions which marginalized gender equality and consequently, rendered the gender equality agenda elusive. The study identified the need for adoption of a wider conception of gender and gender equality and of a radical transformative approach in order to resuscitate the paralyzed gender equality mandate in student admissions. Apart from generating some new insights regarding theory, the study is also of value at an applied level: serving to support programs and sustainable plans for gender equality implementation in student admissions in universities. The main recommendation of the study is the need for a new shift in policy program implementation, and the study outlined the main cardinal points of this new paradigm. / Educational Studies / D. Ed. (Comparative Education)

The study is a gender critical investigation of the implementation of gender policy programs in student admission in Zimbabwe state universities. The study locates itself in the student admissions section of these institutions, acknowledging the potential contributions of the practices and procedures in this section towards achievement of gender equality. The study focused on the nature of the implemented programs, the gender equality model pursued and how the programs are made part of the mainstream. The study employed a multi-pronged theoretical frameworks approach as its theoretical framework to determine feasible strategies in analyzing the research problem, choosing the research approach, deciding on the research methods, formulating the research questions and in drawing the conclusion to the study. A mixed method inquiry used the multiple case study survey, documentary analysis and interviews to gather data in two state universities. The study found that in spite of the state universities implementing gender policy programs as required by the Zimbabwe National Gender Policy (2004), gender inequalities persisted, and in the process the study revealed more barriers than successes encountered on the road to gender equality. This concurred with some of what was predicated from literature on the use of the adopted approaches to gender mainstreaming and models of gender equality pursued. The chief factor responsible for the inequalities was found to be the pervasive, deeply entrenched patriarchal conservatism, cultural stereotypes, biases and discriminations held by some actors in student admissions which marginalized gender equality and consequently, rendered the gender equality agenda elusive. The study identified the need for adoption of a wider conception of gender and gender equality and of a radical transformative approach in order to resuscitate the paralyzed gender equality mandate in student admissions. Apart from generating some new insights regarding theory, the study is also of value at an applied level: serving to support programs and sustainable plans for gender equality implementation in student admissions in universities. The main recommendation of the study is the need for a new shift in policy program implementation, and the study outlined the main cardinal points of this new paradigm. / Educational Studies / D. Ed. (Comparative Education)

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