African Journal of Gender and Women Studies

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 7 (4), pp. 001-013, April, 2022. © International Scholars Journals

Full Length Research Paper

Gender rights in post-colonial societies:  A comparative study of Kenya and India

Bandini Chhichhia

Loyola University Chicago, Rome Campus, 120/3 Via Della Balduina, Balduina, 00136 Rome, Italy.

E-mail: [email protected]. Tel: +39 06 95227693, +39 3421743220.

Accepted 12 June, 2021

Abstract

This paper is a comparative legal study undertaken to determine the current status of gender rights in two countries: India and Kenya. The countries were selected on the basis of their similar legal systems, colonial heritage and the demographic dispersion of women in rural areas. Using the Convention on the Elimination of All forms of Discrimination against Women (CEDAW) as the international benchmark for state behaviour, it examines the existing legal framework, institutions and state policies in both countries to draw similarities and identify differences in each country’s gender rights framework. Drawing from the comparative analysis, the main areas of reform for Kenya are the enactment of anti-discriminatory legislation, new institutions with separate investigative and enforcement powers and an approach away from ‘mainstreaming’ towards gender ‘empowerment.’ For India, the challenge seems to be land reform, particularly with respect to land ownership for women in rural areas. Both countries would benefit from three common measures: a new conceptual legal theory, progressive anti-discrimination legislation and gender awareness education to fight the embedded problem of deep-rooted negative socio-cultural norms.

Key words: Gender rights, CEDAW, Mainstreaming, Empowerment, India and Kenya.

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 7 (3), pp. 001-011, March, 2022. © International Scholars Journals

Full Length Research Paper

Gender and labour force inequality in small-scale gold mining in Ghana

Romanus D. Dinye^1* and Michael O. Erdiaw-Kwasie²

¹Centre for Settlements Studies, College of Architecture and Planning, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.

²Department of Planning, College of Architecture and Planning, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana.

Accepted 14 April, 2021

Abstract

Gender inequality is an inevitable concomitant of the innate poverty in humanity, a situation to which the Ghanaian society is no exception. This paper explores the underlying elements of gender inequality pertinent to women in the small-scale gold mining sector in Ghana drawing inference from a case study of the Tarkwa-Nsuaem municipal assembly area in the western Region. The contribution of women to the small-scale gold mining sector and through that poverty reduction is immense, notwithstanding a number of factors that alongside militate against their well being. The drawbacks have to do with the unregulated, dangerous and insecure conditions of the small-scale gold mining operators that for the most part, tend be discriminative against women. These are in areas of the health, income and capacity building package benefits to their labour force. The policy implication is the need for government to institute gender-sensitive workplace regulatory policies and programmes to be adhered to in the small-scale mining sector in the country. It should be the responsibility of the municipal and all the relevant regulatory authorities to ensure that the designated policies as well as the attendant rules and regulations are enforced.

Key words: Small-scale mining, gold miners, women, poverty.

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 7 (2), pp. 001-003, February, 2022. © International Scholars Journals

Short Communication

Gender issue in the performance of students admitted through UME and pre-degree into the Nigerian Universities

M.S. Omirin

Faculty of Education, University of Ado-Ekiti, Ado-Ekiti, Nigeria. E-mail: [email protected]

Accepted 12 July, 2021

Abstract

This study examined the gender issue in the performance of students admitted through UME and pre-degree into the Nigerian Universities. Ex-post facto design of descriptive research was adopted for the study. A proforma was used to collect data from a sample of two hundred and fifty students from the faculties of Science in the Nigerian Universities. Purposive, stratified and proportional sampling techniques were employed in the selection of the sample. Data collected were analyzed using student t-test. Four null hypotheses were generated and tested at 0.05 level of significant. Results of the study revealed that there is no significant difference between the academic performance of male and female students in the Nigerian Universities. Based on the findings, it was recommended that both male and female students should be given equal chances of admission in the UME and Pre-Degree programmes.

Key words: Gender, pre-degree, performance, competitive, imbalance.

African Journal of Gender and Women Studies ISSN: 2736-1578, Vol. 7 (1), pp. 001-008, January, 2022. © International Scholars Journals

Review

An examination of the relationship of gender, marital status, and prior educational attainment and learner autonomy

M. G. Derrick¹, A. P. Rovai², M. Ponton², G. J. Confessore³ and P. B. Carr⁴

¹School of Education, Regent University, 1000 Regent University Drive, Virginia Beach, VA 23464.

²School of Education, Regent University, 1000 Regent University Drive, Virginia Beach, VA 23464-9800.

³School of Education, The George Washington University, 2136 G Street, NW, Washington, DC 20052.

⁴School for Leadership Studies, Regent University, 1000 Regent University Drive, Virginia Beach, VA 23464.

Accepted 21 October, 2021

Abstract

The development of a conceptual model that provides a theoretical framework for understanding the conative factors of desire, resourcefulness, initiative, and persistence in autonomous learning consi-dered the related variables of gender, education level, age, and marital status. The relevance of these demographic variables is based on prior research in the area of self-directed learning that suggested additional consideration in the development of autonomous learning. The Learner Autonomy Profile (LAP), currently used to assess an individual’s level of personal autonomy, continues to accrue data on the identified demographic variables. This purpose of this paper is to present the finding of an analysis of the demographic data with the factors of autonomous learning (LAP scores) and discuss the implications for future research in adult learning theory.

Key words: Autonomous learning, adult learning, self-directed learning.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (4), pp. 001-004, April, 2021. © International Scholars Journals

Perspective

African Women Leaders in the 21^st Century

Mosugu, Tegan Joseph

University of Pittsburgh, Graduate School of Public & International Affairs 3601 Wesley W. Posvar Hall, Pittsburgh, PA, 15260. E-mail: [email protected]

Accepted 22 March, 2021 

Abstract

This paper provides insight into the various challenges women face, their roles in leadership and how they have advanced over the years in Africa against these odds. It is becoming more apparent than ever that female leadership in Africa is predetermined by the state of women’s affairs in a country. More women seem to be breaking beyond society’s expectations of their potential being limited to the home front. Reports have shown that when women are able to reach their full potential - equal participation in the economy as their male counterparts - global GDP can increase and in sub-Saharan Africa specifically, the GDP can increase by 27%, or $0.7 trillion, when the gap is closed. According to a report by McKinsey, women make up over half the world’s population, but only 37% of them are in the workforce. With that in mind, many initiatives and programs have been established to combat gender inequality, providing more opportunities for women to join the workforce. These initiatives often have a common theme which is to empower women and make them qualified leaders in different sectors through scholarships, skill acquisition, grants, competitions, mentorship, etc. Despite the gains that have been made by African female leaders, there is still more work to be done. Boosting the number of African women in leadership roles - that have power and influence - would require a culture shift in regard to societal expectations and norms.

Keywords: African women, women entrepreneurs, African business, female leaders, African entrepreneurship.

African Journal of Gender and Women Studies ISSN 2736-1578 Vol. 6 (4), pp. 001-002, April, 2021. © International Scholars Journals

Short Communication

Assessment of the knowledge of preschool children about healthy lifestyle behavior

Vasilis Grammatikopoulos¹, Elisavet Konstantinidou², Nikolaos Tsigilis¹, Evridiki Zachopoulou³, Niki Tsangaridou⁴ and Jarmo Liukkonen⁵

¹University of Thessaly, Department of Physical Education and Sport Science, Greece.

²Democritus University of Thrace, Department of Physical Education & Sport Science, Greece.

³Alexandrio Technological Educational Institute of Thessaloniki, Department of Early Childhood Care and Education, Greece

⁴University of Cyprus, Department of Education, Cyprus.

⁵University of Jyvaskyla, Department of Sport Sciences, Finland.

Accepted 13 November, 2020

Abstract

The aim of this study was to develop an instrument to evaluate the knowledge of preschool children about healthy lifestyle behavior. The innovation was that the instrument was designed to get direct evidence about healthy lifestyle from children aged 4 - 6 years old. Usually, children knowledge is estimated indirectly (parents, teachers), but the current study aspired to provide direct evidence by developing a valid and reliable instrument. To this respect, the initial psychometric properties were encouraging, supporting the appropriateness of the questionnaire. However, further research is needed in order to draw firm conclusions about the reliability and psychometric properties of the instrument.

Key words: Educational evaluation, early education, psychometric properties.