Abstract

As a member of the UNO (United Nations Organisation), Malawi has a mandate to give education to all her citizens as their basic human right. Realising that educating females brings about a number of benefits to individuals and the nation, The Government of Malawi through the Ministry of Education and Vocational Training (MoEVT) has embarked on promoting the education of girls. MoEVT has set a target of raising secondary school enrolment for girls to 50% by the year 2012. It is also trying to equip teachers with skills so that boys and girls benefit equally from the teaching and learning that goes on in the classroom. National examination results indicate that girls lag behind in performance. This study therefore investigated the impact the knowledge of the gender equity policy is having on the interactions in the classroom. The study used a mixed methods design in which the qualitative approach took an upper hand. Data was collected from three secondary schools in Zomba Urban using classroom observations, interviews with teachers, focus group discussions with students and a questionnaire with teachers and students. The study found that five out of twelve targeted teachers knew about the gender equity policy. On the whole, the teachers interacted with male students more than female students. The study also found that knowledge of the policy was not a guarantee that those teachers would enhance gender unbiased interactions in their classrooms. Only one of those that had the knowledge tried to be unbiased. It further found that professionally trained teachers were less gender bias than the untrained. Thus, there is hope that if they were given training in gender equity issues they might improve their practices. The study vii also found that the attitudes and practices of some teachers and students are such that they cannot promote female students’ education. It can thus be concluded that the gender equity policy has had very little impact on the way teachers interact with female or male students. This has been partly because many teachers have not been exposed to gender awareness issues and also because of apathy on the part of those who have received gender awareness sensitisation training. The students themselves also seem not to be ready to support one another in achieving the goal of having both males and females equally educated. The MoEVT therefore should ensure that all teachers are made aware of gender issues in education and help to reinforce practices that can bring about equity in classroom.

More details

School	: School of Education
Issued Date	: 2007

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