Low Performance of Girls in Zimbabwean Schools: Possible Solutions
In this paper we report findings from a study that sought to explore girl students' academic performance in the Zimbabwean schools. The study adopted a qualitative approach in which interviews with female learners and female teachers were conducted. The study found that female students' treatment in schools, at home and in society led to their under performance in school. The study concluded that participants held certain views on factors which negatively affected performance of girls in school. These factors also affect their career aspirations later on in life. Family responsibilities and the desire to be house wives by girl students at the expense of education were found to be some of the key causes of low performances among girls in schools. Also, lack of support from family members, colleagues and the government was perceived to be another cause. The Ministry of Education was not closely monitoring the girl child's education at all levels. Policies designed to spearhead the education system and promotion of women such as Affirmative Action Policy and Gender Policy were partially implemented. Socialization of girls to believe in the sole importance of becoming a mother, wife and caregiver were a cause of low performance among girls. The study recommends that gender sensitivity should be taken seriously in schools. homes and in society at large to ensure that girls have positive self concepts which, invariably, lead to better performance and equal opportunities in society. There is need to re socialise families, schools and communities into a new order where gender equality is the norm. There should be more gender sensitive programs and activities in schools that assist both boys and girls to develop new orientations about the complementary roles and capabilities of both sexes. The Ministry of Education should organise workshops and offer professional development opportunities along the female`s career path. This can be done through preparatory administrative training, in service training which may increase girls' chances of achieving their desired goals. The government should intensify elevation of women into leadership positions in the education system, industry, politics and government to inspire the girls to work hard in school. BACKGROUND TO THE STUDY Great strides have been made in education in recent years, marked by a significant increase in the number of children in schools. Nevertheless, some 77 million children have access to primary education, and many who start attending are forced to leave because of poverty or family and social pressures. Despite enormous literacy efforts, 781 million adults remain illiterate, two thirds of them women, according to the United Nations Report (2010) Research has shown the close relationship between access to education and improved social indicators. Schooling has a special multiplier effect for women. A woman who is educated will typically be healthier, have fewer children and have more opportunities to increase household income. Her children in turn, will experience lower mortality rates, better nutrition and better overall health. For this reason, girls and women are the focus of the education programmes of many United Nations agencies hence more funding towards education in developing countries for example the Better Schools Programme implemented by all schools in Zimbabwe under the Child Friendly Schools with funding from United Nations Children`s Fund (UNICEF) With the emphasis on the girl child, the world is serious in making sure that gender imbalances are given priority (Frank, 1990) The Government of Zimbabwe is a signatory to several international gender declarations and conventions. Among them are United Nations Conventions on Elimination of all Forms of Mapuranga Barbra Chikumbu Happy "Low Performance of Girls in Zimbabwean Schools: Possible Solutions" 60 International Journal of Research in Humanities and Social Studies V2 I5 May 2015 Discrimination against Women (CEDAW, 1979) Beijing Platform for Action (1999) and Millennium Development Goals (MDGs 2000) Specifically, the MDG Number Three which focuses on elimination of gender disparity in primary and secondary education at all levels of education by 2015. It also advocates for the promotion of gender and empowerment of women. Many parts of the United Nations system are involved in the funding and development of a variety of education and training programs. The programs range from traditional basic schooling to technical training for human resources development in areas such as public administration, agriculture and health services, public awareness campaigns to educate people about HIV/AIDS, drug abuse, human rights, family planning, and many other issues. The lead agency in the area of education is the United Nations Educational, Scientific and Cultural Organisation (UNESCO) Together with other partners, UNESCO works to ensure that all children are enrolled in schools that are child friendly and have trained teachers providing quality education. Zimbabwe is committed to the achievement of quality education for all, with particular emphasis on girls and such groups as working children and the vulnerable. Donor countries and institutions pledged that no nation committed to basic education would be thwarted by lack of resources. UNESCO`s education sector focuses on; providing educational access to all at all levels, the success of special needs and marginalized populations, teacher training, developing competencies for work forces, success through education, ensuring opportunities for non formal and lifelong learning and using technology to enhance teaching and learning and expand educational opportunities (United Nations Report 2010) To this end, the Government of Zimbabwe has been committed to the removal of all forms of discrimination in all places. For example, in 1992 the Government introduced affirmative action policy that aimed to correct the imbalances in education. This led to the creation of the Public Service Commission (PSC) which is the employer of civil servants in Zimbabwe, to come up with specific policies meant to expedite the promotion of women into positions of influence and responsibility. The Nziramasanga Commission of inquiry (1999) noted, among other findings, that gender disparities persisted at all levels of education. These disparities were not only common in the education sector, but throughout all other government departments and the private sector. This prompted the Government of Zimbabwe to launch the National Gender Policy in March 2004 with the view to eliminate all negative economic, social and political policies, cultural and religious practices that impede equality of sexes, (National Gender Policy 2004) One of its main objectives was to promote equal opportunities for women and men in education and decision making at all levels. The gender equality that was meant to be addressed made some significant measure of success. Nowadays there are many girls enrolled in secondary schools but the problem is that their performance is still low. The girls, who out number boys, need a lot of support to raise the pass rate. STATEMENT OF THE PROBLEM Zimbabwe has committed itself to the achievement of quality education for all, with particular emphasis on equal opportunity for girls. The problem is that girls' performance is still very low compared to that of boys. Therefore the study seeks to answer the question: How can performance of girls are improved to match that of boys?