Invisible gender gap in education: Promoting gender equality among learners in Primary Schools in Masvingo Urban, Zimbabwe

Abstract

Gender inequality at both macro and micro level has been a subject of debate at both international and national fora. The inequalities between women and men or boys and girls in Africa in terms of access to resources and opportunities have traditionally had a negative impact on women and girls. The aim of this study was to unveil the strides taken to achieve gender equality among primary school learners where both boys and girls are equally treated. Qualitative data was gathered through interviews from 12 primary school teachers in Masvingo Province of Zimbabwe. Purposive sampling technique was used to select the research participants. Data was analysed through content analysis. The results of the study revealed that the education system in Zimbabwe has realised tremendous achievements in bringing equality among learners in primary schools, the learning and teaching tools have helped reduce the gap between boys and girls. The methods used in schools to attain equality among learners are very effective as they emphasise the girl child. However, the approaches seem to be creating another challenge as the boy child is left at a disadvantage. In other words, more emphasis is put on the girl child at the expense of the boy child