EQUITABLE ACCESS TO TERTIARY EDUCATION: FIGHTING GENDER INEQUALITY

BY CHIONESO SAMANTHA KANOYANGWA

[The right to education is a fundamental human right. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. It is sad, however, to note that many youths have not gotten the opportunity to proceed to tertiary education due to a number of reasons. These could be financial, lack of access to information, or mere lack of opportunity. Be that as it may, we can not ignore that the majority of these youth are female. This is an article that I wrote in my 3rd year of Law School (2020) in an attempt to shed more light on how the girl child is affected and what can be done to remedy the challenges. I hope you enjoy it and it helps you locate yourself in this particular student advocacy-related issue!.]

In its efforts to adopt measures to empower women and to address gender imbalances, the Government identifies such areas of discrimination of women in Education as cultural norms, customary practices and unequal distribution, control, ownership of and access to resources by women and men. All this clarifies the concept of discrimination against women.[1]The position women find themselves in in the Education sector is largely explainable by gender and poverty factors. Agreeably, a well-educated citizenry is the foundation of social equity, cohesion and successful participation of an individual country in a global village economy. As a result, most countries have set goals to increase the share of the population with higher education and/or broaden access to higher education for individuals that are under-represented because of socio-economic status, race, gender, [dis]ability or location. In the Zimbabwean context, higher education is back in the spotlight with sustainable development goals vis a vis VISION 2030 emphasizing equality of access. This paper identifies gender and wealth inequalities as predominant factors that interact on a greater scale to push a semi-patriarchy agenda in the field of education. It also proffers recommendations to achieve parity. Indeed, the rates of increase necessary for the attainment of the equal access goal by 2030 are particularly high. All measures aimed at attaining the goal should therefore tackle inequalities in access within a system-wide approach that focuses on the level of education at which inequalities initially manifest, alongside higher education.

GENDER INEQUALITY PROBLEM

Statistics on access to higher education reflect gender inequalities, showing young women at a slight disadvantage. Data from the UNESCO Institute for Statistics on gender-driven differences in access shows that young men under the age of 25 are, on average, more likely to gain access to higher education than young women in the same-age group. In light of this revelation, the 2 big questions to ask are: Is a target of equal access by both genders to higher education by 2030 attainable? Is the future indeed female?

Wide inequalities in access to higher education suggest that the achievement of a target of equal access by 2030 could be a distant dream. To assess the potential for Zimbabwe and the rest of Africa to achieve such a target, the current socio-economic conditions these young men and women find themselves in should be put into perspective. While these factors affect both genders, females are likely to be affected the worst because they fight the gender card on top of their financial woes. In radical and orthodox households wherein funds are scarce, the education of the girl child is not a priority. Undoubtedly, applying the equality norm to economically and culturally unequal persons does not bring substantive equality. Early marriages, negative parental attitudes towards female education, sexual harassment and abuse as well as lack of funding are some of the factors that have contributed to the high attrition rates of females in universities.

In 1998, it was highlighted that female student enrolment in Zimbabwean universities was nearing 40% compared to the early 1990s when enrolment figures where somewhere around 25%. In 2010, they rose to 49%. Considerable growth has been noted to date, but at a relatively slow and almost unacceptable pace. Much still needs to be done to break both the privileges and the disqualifications brought about by gender and provide both sexes equal opportunities for learning and personal development. In the last decade, there has been an increase in worry about equity in access to university education. Ho ( 2007), points out that most female students are mainly enrolled in sectors such as nursing and teaching, thus there is need to promote female A-level high achieving students into university education. Lumumba (2004) observes that gender inequality in university education is just but a reflection of the broader societal and structural inequalities. One may argue that equitable access in higher education can be achieved if and when class inequalities are narrowed, given these drive gender gaps the most.

STEPS TAKEN TO ALLEVIATE THE PROBLEM THUS FAR

The Government has taken a number of steps to alleviate gender inequality in the education sector. Since Secondary Education feeds into Higher Education, focus has been given to secondary education as inequalities usually manifest at this level. The Government cites the great strides it has made in Secondary Education with the rebranding of STEM-related subjects. This has seen a number of young females taking up STEM subjects and eventually feeding into STEM faculties in the tertiary institutions. However, it has been argued that this may actually have been coincidental. The initial and primary intention of the STEM Scheme is the elevation of the science-related labor force and not the achievement of gender parity in access to science education. Furthermore, it is imperative to note that commercial and humanity subjects have been isolated thus far for there has been no similar rebranding of subjects in the aforementioned disciplines. It is important to note that a 360 degree approach that encompasses all subjects is necessary to ensure intentional gender equality and general growth in all facets of society.

As a form of affirmative action to ensure an increased number of females in higher learning institutions, a number of faculties accept/enroll females with slightly fewer points than their male counterparts for some degrees. This approach to gender equality and equitable access, however, has been received negatively by the patriarchal section of the society. It has been argued that it defeats the very essence of equality. Is it possible that we confuse “equality” with “equity”? Regardless, a whole lot more still needs to be done if we are to make VISION 2030 a reality in as far as equitable access in education is concerned.

RECOMMENDATIONS FOR HIGHER AND TERTIARY INSTITUTIONS TO ACHIEVE EQUITABLE ACCESS

· Integrate the goals of equitable access and successful participation for all learners into the institutional mission and develop specific objectives and strategies for achieving them.

· Develop or strengthen admission policies and practices that emphasize the potential of each applicant and equity of access and successful participation by offering a variety of flexible learning pathways for entry and exit.

· Take into consideration the outcomes of secondary level schooling, labor market trends and national development needs.

· Provide students with a comprehensive academic, financial and social support system paying particular attention to the specific needs of learners from under-represented groups and/or those who experience difficulties.

RECOMMENDATIONS FOR THE GOVERNMENT TO ACHIEVE EQUITABLE ACCESS

· In consultation with all stakeholder groups, articulate an integrated educational, social and economic agenda to promote equitable access, broadened participation and success in higher education.

· Initiate intentional and targeted policies and programs to eliminate academic and other non-financial barriers to access and successful participation in higher education.

· Recognize and reward higher education institutions that successfully serve individuals from under-represented groups.

· Encourage discussions on the importance of educating the girl child among the masses, majoring on the importance of the empowerment of the Girl Child.

· Have the ministries of Labor and of Education conduct career guidance and counselling in secondary schools with emphasis being on breaking gender stereotypes in terms of career choices and professions.

CONCLUSION

Broadening participation in higher education through equitable access is fundamental to educated, civilized and progressive societies in all parts of the world. When access to university education is increased across gender discrepancies in Africa, and close to home, Zimbabwe, chances are it eradicates poverty, unemployment, brain drain, neocolonialism and dependency from developed countries. A sense of equilibrium is required to archive great progression. The International Association of Universities believes that equitable access to quality learning contributes significantly to the development of national human resources, promotes social justice, enhances personal development, employability and, in general, facilitates sustainable development. All stakeholder groups, especially governments and higher education institutions, must up their game to blur out the gender inequalities and achieve parity. Only robust and collective action based on ongoing research, data analysis and systematic monitoring and evaluation will help achieve these goals. Let us remember that access and participation in higher education is essential for the empowerment of all, especially those often excluded.

INSTRUMENTS AGAINST DISCRIMINATION OF WOMEN IN EDUCATION

• Universal Declaration of Human Rights

· Article 10 of the Covenant on the Elimination of all forms of Discrimination Against Women (CEDAW)

· Article 12 Protocol to the African Charter on Human and Peoples' Rights on the Rights of Women in Africa

· Article 17 (1) of the African Charter on Human and Peoples’ Rights (ACHPR)

Articles 13 of the Covenant on Economic, Social and Cultural Rights (CESCR)

[1] Zimbabwe Millennium Development Goals, 2004 Report, page 17.