An Assessment of the Choice of Practical Subjects by Secondary School Pupils in Umguza District Secondary Schools

Mapolisa, Tichaona; Tshabalala, Thembinkosi; Ncube, Alfred Champion

doi:10.9734/bjesbs/2015/14553

Cited by 4 publications

(8 citation statements)

References 5 publications

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“…If the whole class was doing the subject, there would be more girls than boys because generally there are more girls than boys in schools. These results confirmed the observations by Mapolisa et al, (2015) that there was a gender imbalance in practical subjects in most schools. Although the ratios might not be equal, the good thing was that some learners were now showing interest in subjects across gender lines.…”

Section: Ratio Of Boys To Girls In Practical Subjects Offeredsupporting

confidence: 91%

“…However, gender stereotyping of subjects in secondary school level, and courses at tertiary level also presented challenges (National Gender Policy, 2013-2017. Mapolisa et al, (2015) agreed with the afore-said that it was generally believed that there was a gender imbalance in practical subjects in most schools. Mutekwe and Modiba (2012) asserted that boys and girls thus developed different and polarised roles that limited the horizons of girls by locking them into a gender stratified occupational world.…”

Section: Introductionsupporting

confidence: 62%

“…However, the practical subjects studied by girls excluded them from the mainstream economy (Wirth, 2001). According to Mapolisa et al, (2015), boys were encouraged to study Metalwork, Woodwork, Building and Agriculture which were regarded as masculine subjects while girls mainly pursued domestic science, typing, shorthand, secretarial studies and arts subjects. Yet a study by the same authors in Umguza District of Zimbabwe revealed that girls could perform the same as boys if not even better, in the traditionally male dominated practical subjects.…”

Section: Statement Of the Problemmentioning

confidence: 99%

“…However, the Government of Zimbabwe has been concerned about gender imbalances since 1980. Through its active participation in various national, regional and international fora and conferences on gender equality and equity issues, Zimbabwe has made several attempts to close this gender gap (Mapolisa, Tshabalala & Ncube, 2015). In addition, Zimbabwe is a signatory to most of the fundamental conventions designed to achieve gender justice across sectors which include the: Convention on the Elimination of all forms of Discrimination Against Women (CEDAW) (1991); the Beijing Declaration on the Platform for Action (1995); the Convention Civil and Political Rights (CCPR); the Equal Remuneration Convention; Convention on the Prohibition of Discriminations in Occupations and the 2004 Solemn Declaration on Gender and Equality in Africa, among the many conventions (The National Gender Policy, 2013-2017.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Choice of Practical Subjects: Is It Still a Gendered Phenomenon? A Case of Selected Co-educational Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Nani

Sibanda

2019

Journal of Educational and Social Research

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The purpose of this study was to find out whether the selection of practical subjects in schools was still a gendered phenomenon. The motivators were findings of an investigation on business imitations in the Bulawayo Metropolitan Province, which revealed that men and women still participated in gender based entrepreneurial activities. A qualitative approach, which utilised the case study design was adopted for this study. Self-administered open-ended questionnaires were used as data collection instruments. The sample comprised 5 Heads of Departments, 15 practical subject educators and 75 students from 2 purposively selected co-educational schools in the Bulawayo Metropolitan Province. Data were analysed according to research questions. Findings showed that there were attempts to break the gender barriers as some girls were now studying subjects that were previously male dominated and some boys had enrolled for subjects that were in the past the preserve of girls. The study concluded that there was a gradual paradigm shift in the mind-sets of school authorities, learners and some parents. Recommendations were that school authorities should continue to intensify campaigns on de-constructing the learners’ gender stereo typed mind-sets and engage various stakeholders in the change process to enable learners to comfortably fit in a globally competitive environment.

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Section: Ratio Of Boys To Girls In Practical Subjects Offeredsupporting

confidence: 91%

Section: Introductionsupporting

confidence: 62%

Section: Statement Of the Problemmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Choice of Practical Subjects: Is It Still a Gendered Phenomenon? A Case of Selected Co-educational Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Nani

Sibanda

2019

Journal of Educational and Social Research

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“…Similarly, the study also showed that financial reports were poorly prepared while auditing was done in an arbitrary way. Mapolisa et al, (2014) conducted a study on the challenges faced by school heads in the management of school finances in Nkayi District secondary schools. The findings of the study showed that most of the school heads lacked the accounting literacy required for effective management of school finances.…”

Section: Empirical Reviewsmentioning

confidence: 99%

Principals’ Educational Resource Management and Teachers’ Job Performance in Private Secondary Schools in Delta State, Nigeria

Ayoro,

Onyeike,

Ihechi

2023

EJES

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The paper investigated principals’ educational resource management and teachers’ job performance in private secondary schools in Delta State. Two research questions were raised and two corresponding hypotheses were tested in the study. A correlation survey design was adopted in the study. The population of the study was 15,951 (1,177 principals and 14,774 teachers) out of which 390 respondents (29 principals and 361 teachers) were sampled for the study using a stratified random sampling technique after applying the Taro Yamane minimum sample size determination formula. Two questionnaires titled “Principals Educational Resource Management Scale “PERMS” with 20 items and “Teachers Job Performance Scale” (TJPS) with 20 items were used to collect data on the independent and dependent variables of the study. The instruments were face and content validated by three experts in Measurement and Evaluation from the Department of Educational Psychology, Guidance and Counselling, University of Port Harcourt while Cronbach alpha was used to estimate the reliability of the questionnaires. Out of the 390 copies of the questionnaire administered, 352 copies (90.3%) were retrieved. The research questions were answered using simple regression while the hypotheses were tested using a t-test associated with simple regression at a 0.05 level of significance. The result of the study showed that financial and material resource management had a strong positive relationship of 0.630 and 0.728 with teachers’ job performance and contributed 39.8% and 53.1% respectively to teachers’ job performance. The relationship between both variables was also significant. The regular financial audit was recommended so that school funds can be judiciously used to promteachers’hers job performance. Article visualizations:<img src="/-counters-/soc/0071/a.php" alt="Hit counter" />

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Assessment of Universal Design Principles for the Enhancement of Special Education in the Kingdom of Saudi Arabia (KSA)

Aldosari

2024

Preprint

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The Kingdom of Saudi Arabia has made significant strides in advancing its education system, yet challenges persist in offering inclusive and equitable education for students with diverse learning needs. This research focuses on assessing the application of universal design principles in special education programs across KSA, recognizing the potential impact on the academic and social development of students with disabilities. This research employed a multifaceted approach, combining literature review, surveys, and quantitative analysis. The literature review delve into existing knowledge on special education and universal design principles, with a specific emphasis on the Saudi Arabian educational context. Surveys were conducted with educators, and administrators to gather diverse perspectives on the current status of universal design, and identification of the possible barrier in its implementation. Quantitative analysis shows lack of training and awareness among as the top barriers in the implementation of UD principles in special education of KSA. The importance of this study is in its capacity to inform and guide educators, policymakers, and researchers in Saudi Arabia. By identifying the current challenges and opportunities in applying universal design principles, the research aims to offer practical recommendations for optimizing their integration into the Saudi Arabian special education context. This study aligns with the broader goals of fostering inclusivity and equal educational opportunities for all students, contributing to the continuous improvement of the educational landscape in Saudi Arabia.

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An Assessment of the Choice of Practical Subjects by Secondary School Pupils in Umguza District Secondary Schools

Cited by 4 publications

References 5 publications

Choice of Practical Subjects: Is It Still a Gendered Phenomenon? A Case of Selected Co-educational Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Choice of Practical Subjects: Is It Still a Gendered Phenomenon? A Case of Selected Co-educational Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe

Principals’ Educational Resource Management and Teachers’ Job Performance in Private Secondary Schools in Delta State, Nigeria

Assessment of Universal Design Principles for the Enhancement of Special Education in the Kingdom of Saudi Arabia (KSA)

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