Implementation of gender equality policies to enhance female leadership in Zimbabwean universities : towards a comprehensive framework
- Chitsamatanga, Bellita Banda
- Authors: Chitsamatanga, Bellita Banda
- Date: 2016
- Subjects: Sex differences in education Discrimination in education Women executives
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/13571 , vital:39680
- Description: This study critically examined the implementation of gender equality policies to enhance female leadership in Zimbabwean universities. Three theoretical frameworks were adopted for this study which were: The feminist critical policy analysis, top-down and bottom-up policy implementation theories. Within this study an interpretive paradigm which aligned with the qualitative approach and the case study design to better understand the phenomena were adopted. The study covered two state universities in Zimbabwe which were purposively selected. The participants who comprised Pro Vice Chancellors, Deputy Registrars Human Resources, Faculty Deans, Director of Gender Schools, Senior Administrative Registrars, Chairpersons of Departments and males and female academics were also purposively selected. Semi structured interviews, focus group discussion and document analysis were used as data collection instruments. Data were analysed using content analysis and the emerging results were organised into different themes reflective of the participant’s responses. The findings of the study presuppose that the state universities Zimbabwe were implementing gender sensitive organisational culture through open door policy and this promoted transformational leadership in both universities. The study revealed that both universities consulted internal and external gender experts and top-down and bottom-up consultations were made during policy formulation. It was discovered from the study that both universities had also utilised gender mainstreaming and affirmative action as strategies for promoting female leadership and gender equality. Despite teaching and learning, community engagement, research, recruitment and promotions which were used to promote the gender agenda, there were indications that these were being implemented in a haphazard manner. This adversely influenced active participation of females in decision making processes. The collected data also showed that both universities had enacted gender structures which were in line with international, regional and national gender policies and conventions and were being used to irradiate the importance of having gender parity in top positions. The findings of the study further illuminated that monitoring and evaluation of the gender equality policy and programs in place to advance females to leadership positions had not been done, leading to major impediments to achievement of gender balance. There also emerged a number of challenges which were uniform in both universities namely; lack of gender knowledge; commitment, lack of gender training and workshops, lack of consultation using bottom-up approach, gender budgeting and inadequate resources. Though the above mentioned were identified as encumbering features in both universities there was a substantiation of pockets of good practices. These were; implementation of gender equality policy, involvement of internal and external gender experts to policy formulation; promotion of shared power and authentic leadership through transparent selection of chairperson of departments; gender workshop and training; staff development programmes; enactment of gender structures, enhanced community engagement and liaison with NGOs to promote gender agenda at all levels. Regardless of the number of hurdles that indicate that universities continue to be fraught with challenges in promoting female leadership, the pockets of good practices are evidence that both universities are making positive strides through the implementation of gender equality policies to enhance female leadership. Therefore, to benchmark changes in universities, the study recommends that transformational leadership must permeate in all university structures to promote an organisational culture that is gender sensitive. There must be adequate resources, gender training and workshops; focal persons and points; commitment and political will, gender experts from governmental to ministerial levels and satellite gender structures. Monitoring and evaluation should be carried out in both universities and this should be guided by a framework so as to assist universities to tap into female empowerment and gender equality that will promote the interests of both genders, while retaining the quality and excellence in universities. Lastly, the findings of the study and the extant literature are indicative that enhancement of female leadership in universities is currently affected by a number of challenges. Therefore, as part of redress, the researcher recommends a comprehensive framework which illuminates pockets of good practices in implementing gender equality policies to enhance female leadership in universities.
- Full Text:
- Date Issued: 2016
- Authors: Chitsamatanga, Bellita Banda
- Date: 2016
- Subjects: Sex differences in education Discrimination in education Women executives
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/13571 , vital:39680
- Description: This study critically examined the implementation of gender equality policies to enhance female leadership in Zimbabwean universities. Three theoretical frameworks were adopted for this study which were: The feminist critical policy analysis, top-down and bottom-up policy implementation theories. Within this study an interpretive paradigm which aligned with the qualitative approach and the case study design to better understand the phenomena were adopted. The study covered two state universities in Zimbabwe which were purposively selected. The participants who comprised Pro Vice Chancellors, Deputy Registrars Human Resources, Faculty Deans, Director of Gender Schools, Senior Administrative Registrars, Chairpersons of Departments and males and female academics were also purposively selected. Semi structured interviews, focus group discussion and document analysis were used as data collection instruments. Data were analysed using content analysis and the emerging results were organised into different themes reflective of the participant’s responses. The findings of the study presuppose that the state universities Zimbabwe were implementing gender sensitive organisational culture through open door policy and this promoted transformational leadership in both universities. The study revealed that both universities consulted internal and external gender experts and top-down and bottom-up consultations were made during policy formulation. It was discovered from the study that both universities had also utilised gender mainstreaming and affirmative action as strategies for promoting female leadership and gender equality. Despite teaching and learning, community engagement, research, recruitment and promotions which were used to promote the gender agenda, there were indications that these were being implemented in a haphazard manner. This adversely influenced active participation of females in decision making processes. The collected data also showed that both universities had enacted gender structures which were in line with international, regional and national gender policies and conventions and were being used to irradiate the importance of having gender parity in top positions. The findings of the study further illuminated that monitoring and evaluation of the gender equality policy and programs in place to advance females to leadership positions had not been done, leading to major impediments to achievement of gender balance. There also emerged a number of challenges which were uniform in both universities namely; lack of gender knowledge; commitment, lack of gender training and workshops, lack of consultation using bottom-up approach, gender budgeting and inadequate resources. Though the above mentioned were identified as encumbering features in both universities there was a substantiation of pockets of good practices. These were; implementation of gender equality policy, involvement of internal and external gender experts to policy formulation; promotion of shared power and authentic leadership through transparent selection of chairperson of departments; gender workshop and training; staff development programmes; enactment of gender structures, enhanced community engagement and liaison with NGOs to promote gender agenda at all levels. Regardless of the number of hurdles that indicate that universities continue to be fraught with challenges in promoting female leadership, the pockets of good practices are evidence that both universities are making positive strides through the implementation of gender equality policies to enhance female leadership. Therefore, to benchmark changes in universities, the study recommends that transformational leadership must permeate in all university structures to promote an organisational culture that is gender sensitive. There must be adequate resources, gender training and workshops; focal persons and points; commitment and political will, gender experts from governmental to ministerial levels and satellite gender structures. Monitoring and evaluation should be carried out in both universities and this should be guided by a framework so as to assist universities to tap into female empowerment and gender equality that will promote the interests of both genders, while retaining the quality and excellence in universities. Lastly, the findings of the study and the extant literature are indicative that enhancement of female leadership in universities is currently affected by a number of challenges. Therefore, as part of redress, the researcher recommends a comprehensive framework which illuminates pockets of good practices in implementing gender equality policies to enhance female leadership in universities.
- Full Text:
- Date Issued: 2016
Participatory mapping, learning and change in the context of biocultural diversity and resilience
- Authors: Ali, Million Belay
- Date: 2012
- Subjects: Biodiversity conservation -- Research -- Ethiopia Cultural pluralism -- Research -- Ethiopia Ethnopsychology -- Research -- Ethiopia Adult education -- Research -- Ethiopia
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1689 , http://hdl.handle.net/10962/d1003572
- Description: This study set out to investigate the learning and change that emerged in and through participatory mapping in the context of biocultural diversity and resilience in rural Ethiopia. It did this through examining the learning and agency emerging from three participatory mapping practices (Participatory 3 Dimensional Modelling, sketch mapping and eco-cultural calendars) using two case study sites, located in the Bale Mountains and the Foata Mountains in Ethiopia, and honing in on in-depth reflective processes in two community contexts located within the broader case study sites, namely Horo Soba, Dinsho wereda in Bale; and Telecho, in Wolmera wereda, in the Foata Mountain complex. This study tried to answer three research questions related to participatory mapping: its role in mobilizing knowledge related to biocultural landscape, its role in learning and change, and its value in building resilience. The study used qualitative case study research methodology underpinned by critical realist philosophy, and used photographic ‘cues’ to structure the reporting on the cases. It used four categories of analysis: biocultural diversity, educational processes, learning and agency, in the first instance to report on the interactions associated with the participatory mapping practices as they emerged in the two case study sites. This was followed by in-depth analysis and interpretation of participatory mapping and biocultural diversity, as well as participatory mapping and learning, with an emphasis on acquisition, meaning making and identity formation processes. The in-depth analysis drew on social and learning theory, and theory of biocultural diversity and social-ecological resilience. The study also included analysis of broader change processes that were related to and emerged from the social interactions in the mapping activities, and the resultant morphogenesis (change), showing that morphogenesis, while broadly temporal, is not linear, and involves ‘little iterative morphogenic cycles’. These insights were then used to interpret how participatory mapping may contribute to resilience building in a context where social-ecological resilience is increasingly required, such as the two case study sites, where socialecological degradation is highly visible and is occurring rapidly. The study’s contribution to new knowledge lies in relation to the role of participatory mapping in facilitating learning, agency and change which, to date, appears to be under-theorised and under-developed in the participatory mapping and environmental education literature. As such, the study findings provide in-depth insight into how participatory mapping methodologies may ‘work in the world’, in contexts such as those presented in the two cases under study. It has tried to demonstrate how participatory mapping has managed to mobilize knowledge related to biocultural diversity, facilitated the acquisition of knowledge and helped members of the community to engage in meaning making activities relevant to their biocultural landscape and renegotiate their identity within the wider community context. It has also shown that dissonance is an important dynamic in the learning process; and that morphogenesis (or change) occurs over time, but also in smaller cycles that interact at different levels; and that participatory mapping cannot, by itself mobilise significant structural change, at least in the short term. It has also shown, however, that learning and the desire for change can emerge from participatory mapping processes, and that this can be utilized to adapt to the changing socio-ecological environments, potentially contributing to longer term resilience of social-ecological systems.
- Full Text:
- Date Issued: 2012
- Authors: Ali, Million Belay
- Date: 2012
- Subjects: Biodiversity conservation -- Research -- Ethiopia Cultural pluralism -- Research -- Ethiopia Ethnopsychology -- Research -- Ethiopia Adult education -- Research -- Ethiopia
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1689 , http://hdl.handle.net/10962/d1003572
- Description: This study set out to investigate the learning and change that emerged in and through participatory mapping in the context of biocultural diversity and resilience in rural Ethiopia. It did this through examining the learning and agency emerging from three participatory mapping practices (Participatory 3 Dimensional Modelling, sketch mapping and eco-cultural calendars) using two case study sites, located in the Bale Mountains and the Foata Mountains in Ethiopia, and honing in on in-depth reflective processes in two community contexts located within the broader case study sites, namely Horo Soba, Dinsho wereda in Bale; and Telecho, in Wolmera wereda, in the Foata Mountain complex. This study tried to answer three research questions related to participatory mapping: its role in mobilizing knowledge related to biocultural landscape, its role in learning and change, and its value in building resilience. The study used qualitative case study research methodology underpinned by critical realist philosophy, and used photographic ‘cues’ to structure the reporting on the cases. It used four categories of analysis: biocultural diversity, educational processes, learning and agency, in the first instance to report on the interactions associated with the participatory mapping practices as they emerged in the two case study sites. This was followed by in-depth analysis and interpretation of participatory mapping and biocultural diversity, as well as participatory mapping and learning, with an emphasis on acquisition, meaning making and identity formation processes. The in-depth analysis drew on social and learning theory, and theory of biocultural diversity and social-ecological resilience. The study also included analysis of broader change processes that were related to and emerged from the social interactions in the mapping activities, and the resultant morphogenesis (change), showing that morphogenesis, while broadly temporal, is not linear, and involves ‘little iterative morphogenic cycles’. These insights were then used to interpret how participatory mapping may contribute to resilience building in a context where social-ecological resilience is increasingly required, such as the two case study sites, where socialecological degradation is highly visible and is occurring rapidly. The study’s contribution to new knowledge lies in relation to the role of participatory mapping in facilitating learning, agency and change which, to date, appears to be under-theorised and under-developed in the participatory mapping and environmental education literature. As such, the study findings provide in-depth insight into how participatory mapping methodologies may ‘work in the world’, in contexts such as those presented in the two cases under study. It has tried to demonstrate how participatory mapping has managed to mobilize knowledge related to biocultural diversity, facilitated the acquisition of knowledge and helped members of the community to engage in meaning making activities relevant to their biocultural landscape and renegotiate their identity within the wider community context. It has also shown that dissonance is an important dynamic in the learning process; and that morphogenesis (or change) occurs over time, but also in smaller cycles that interact at different levels; and that participatory mapping cannot, by itself mobilise significant structural change, at least in the short term. It has also shown, however, that learning and the desire for change can emerge from participatory mapping processes, and that this can be utilized to adapt to the changing socio-ecological environments, potentially contributing to longer term resilience of social-ecological systems.
- Full Text:
- Date Issued: 2012
An exploration of teacher perceptions and actions to conserve wetlands in Kenya
- Authors: Ndaruga, Ayub Macharia
- Date: 2004
- Subjects: Wetlands -- Kenya Wetland conservation -- Kenya Wetland conservation -- Kenya -- Study and teaching ( Elementary) Wetlands -- Kenya -- Study and teaching (Elementary) Environmental education -- Kenya Sustainable development -- Study and teaching (Elementary) -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1535 , http://hdl.handle.net/10962/d1003417
- Description: This thesis presents the findings of an exploration of teacher perceptions and actions to conserve wetlands in Kenya. It reports findings of a case study survey done with 54 primary school teachers from seven of eight Kenyan provinces. The teachers were sampled from a larger group of 242 teachers who participated in an in-service course on wetlands conservation. The in-service course engaged teachers in exploring various aspects of wetlands and how they could enhance their conservation using both formal and non-formal contexts. The survey approach was used in the research and was augmented with a reflective process. Survey tools used were the questionnaires and interviews. The reflective process entailed observation, document analysis, field notes and the researcher’s diary. Research data was analysed in several stages. The study revealed that teachers were users of local wetlands just like other members of their communities. The teachers differed among themselves with respect to their perceptions of the value and threats to their local wetlands. The teachers also differed in their perceptions of community awareness of their local wetlands. The teachers’ perceptions about environmental education and wetlands were not holistic. The teachers recorded various opportunities to foster wetlands conservation in their local contexts at school and the community. These were their fellow teachers, the pupils, the subjects taught, clubs, environmental days and the community. The relative importance of these opportunities differed among the teachers. Many teachers claimed being motivated to promote wetlands conservation using both formal and non-formal contexts. Their motivation was based on diverse aspects of wetlands, education and the in-service training they attended in 1999. However, the intensity of motivation differed for each aspect. For instance, at community level in-service training was a major motivator while the curriculum aspects were not mentioned at all. Teachers reported having involved their pupils and the community in several activities to conserve the local wetlands. These activities seemed to be dominated by theoretical approaches, eco-management activities and visits to wetlands. There was little evidence to indicate the teachers being engaged in addressing the implications for sustainability of the perceived local wetland values and threats. The activities reported also failed to show engagement with local environmental problems as a deliberate proactive process involving exploration, discussion, action taking and reflection. Most of the activities were presented as one off activities rather than as a cyclic continuously improving series of interventions. The overall scenario presented by the teachers is one of inadequacy in addressing the sustainable use of wetlands. Teachers suggested various constraints that affect their realisation of environmental education for wetlands sustainability. The constraints traverse various aspects of the economic, biophysical, political, educational and social aspects of wetlands conservation. The study suggested the need for teachers to treat their contextual and personal conceptions as problematic rather than as simplistic or linear issues and to formulate ways to address them. This study suggests a potential but under-utilised opportunity to promote wetlands sustainability. The overall picture generated by the data in this study is a need to consider wetland training for teachers that integrates the holistic aspects of wetlands as well as the environmental education for sustainability perspectives grounded in local contexts.
- Full Text:
- Date Issued: 2004
- Authors: Ndaruga, Ayub Macharia
- Date: 2004
- Subjects: Wetlands -- Kenya Wetland conservation -- Kenya Wetland conservation -- Kenya -- Study and teaching ( Elementary) Wetlands -- Kenya -- Study and teaching (Elementary) Environmental education -- Kenya Sustainable development -- Study and teaching (Elementary) -- Kenya
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1535 , http://hdl.handle.net/10962/d1003417
- Description: This thesis presents the findings of an exploration of teacher perceptions and actions to conserve wetlands in Kenya. It reports findings of a case study survey done with 54 primary school teachers from seven of eight Kenyan provinces. The teachers were sampled from a larger group of 242 teachers who participated in an in-service course on wetlands conservation. The in-service course engaged teachers in exploring various aspects of wetlands and how they could enhance their conservation using both formal and non-formal contexts. The survey approach was used in the research and was augmented with a reflective process. Survey tools used were the questionnaires and interviews. The reflective process entailed observation, document analysis, field notes and the researcher’s diary. Research data was analysed in several stages. The study revealed that teachers were users of local wetlands just like other members of their communities. The teachers differed among themselves with respect to their perceptions of the value and threats to their local wetlands. The teachers also differed in their perceptions of community awareness of their local wetlands. The teachers’ perceptions about environmental education and wetlands were not holistic. The teachers recorded various opportunities to foster wetlands conservation in their local contexts at school and the community. These were their fellow teachers, the pupils, the subjects taught, clubs, environmental days and the community. The relative importance of these opportunities differed among the teachers. Many teachers claimed being motivated to promote wetlands conservation using both formal and non-formal contexts. Their motivation was based on diverse aspects of wetlands, education and the in-service training they attended in 1999. However, the intensity of motivation differed for each aspect. For instance, at community level in-service training was a major motivator while the curriculum aspects were not mentioned at all. Teachers reported having involved their pupils and the community in several activities to conserve the local wetlands. These activities seemed to be dominated by theoretical approaches, eco-management activities and visits to wetlands. There was little evidence to indicate the teachers being engaged in addressing the implications for sustainability of the perceived local wetland values and threats. The activities reported also failed to show engagement with local environmental problems as a deliberate proactive process involving exploration, discussion, action taking and reflection. Most of the activities were presented as one off activities rather than as a cyclic continuously improving series of interventions. The overall scenario presented by the teachers is one of inadequacy in addressing the sustainable use of wetlands. Teachers suggested various constraints that affect their realisation of environmental education for wetlands sustainability. The constraints traverse various aspects of the economic, biophysical, political, educational and social aspects of wetlands conservation. The study suggested the need for teachers to treat their contextual and personal conceptions as problematic rather than as simplistic or linear issues and to formulate ways to address them. This study suggests a potential but under-utilised opportunity to promote wetlands sustainability. The overall picture generated by the data in this study is a need to consider wetland training for teachers that integrates the holistic aspects of wetlands as well as the environmental education for sustainability perspectives grounded in local contexts.
- Full Text:
- Date Issued: 2004
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