The Combat For Gender Equality In Education: Rural Livelihood Pathways in the Context of HIV/AIDS

The research sought to understand the reasons for the persistence of gender inequalities in Universal Primary Education (UPE) even after deliberate measures had been put in place to address them. This research was designed to take a balanced perspective of how inequalities result from the complex interaction between school and structural processes. I specifically focused on how educational gender inequalities result from individuals' pathways in response to the socio-economic impact of HIV/AIDS on their livelihoods. The research objectives revolved around issues relating to the impact of HIV/AIDS on household investment in education and teacher competence to promote gender equality. The impact of HIV/AIDS was also analysed in relation to other school specific factors such as classroom interaction and children's educational rights. Lastly, I underline the framework proposed for better understanding of gender equality in UPE. The first objective of the study was to establish how the effect of HIV/AIDS on the livelihoods of rural households conflicts with investment in girls' education. The findings reported in chapter 2 revealed that HIV/AIDS had depleted household members' access to livelihood assets particularly financial capital and human capital. This is due to the entrenchment of AIDS-induced poverty and AIDS orphanhood. It is well acknowledged that people in the study villages were already poor even before the onset of HIV/AIDS. However, judging from the life stories and other data collected, I noticed that HIV/AIDS has indeed added fuel to the fire. This fire does not stop burning at the household level but its impact is felt in all aspects of the society. The situation is not helped by the endurance of unequal power relations. The societal norms, values, beliefs, practices and patterns maintain a gendered household division of labour, decision-making and resource allocation. This gendered nature of social life silently influences individuals' pathways in response to HIV/AIDS impact. Synthesis of the data shows that people's pathways are not compatible with equality in general and girls' schooling in particular. For example, because households have lost productive labour due to illness and death, they are stressed with poor agricultural production and the associated food and income insecurity. The issue of how household responses or individual pathways to AIDS-related livelihood stress counteract the struggle for gender equality is the contribution of chapter 2 of this thesis to existing knowledge. The second objective was to find out the effect of household responses to the impact of HIV/AIDS on teacher competence to promote gender equality. I wanted to know how HIV/AIDS impact on rural household livelihoods had undermined teacher competence to promote gender equality. The findings reported in chapter 3 show that AIDS-related livelihood stress intervenes with teacher competence. Pupils in the context of HIV/AIDS face many livelihood problems including lack of learning materials, lunch, clothes, parents, and a favourable school environment. Some children affected and made vulnerable by HIV/AIDS are required to miss school often, or arrive later at school. Others are compelled to go without learning materials. Some children have only the evening meal at home because breakfast is not a norm in their households and there is no lunch at school. However, teachers are not aware of pupils' home situations. They expect children to be at the right place at the right time doing the right thing. Pupils in UPE schools complained about corporal punishment by teachers due to lack of materials or poor performance in classroom exercises. The question is whether teachers have the necessary competencies to promote gender equality in the context of HIV/AIDS. Synthesis of field data revealed a need to develop certain core competences for primary school teachers in light of the HIV/AIDS impact and this forms the major contribution of chapter 3 to the existing body of knowledge. Five competencies specifically identified in this research are Interpersonal competence, Pedagogical competence, Subject matter knowledge and methodological competence, AIDS competence, and Gender competence. Development of the identified competencies could possible through putting in place job profiles for teachers to align teacher development, and performance standards with school and contextual needs. Reforming teacher education and improving the working conditions for primary teachers could also enhance the development of desired competencies. The third objective was to identify other school related factors that hinder gender equality in the context of HIV/AIDS. These were identified as classroom interaction children's educational rights. The significance of HIV/AIDS to classroom interaction and gender inequalities in pupils' academic competencies is addressed in chapter 4 . The thesis explains how the gendered nature of classroom interaction and pupils' academic competencies follow from the impact of HIV/AIDS on rural livelihoods. The major contribution was on explaining the extent to which gender differences in pupils' academic competence were due to HIV/AIDS. This thesis addresses the issue of children's educational rights in chapter 5 . In this chapter, gender equality is perceived as equality of capabilities to enjoy rights entitlements in education drawing on the capabilities approach (Sen, 1980; 1992; 1999, Nussbaum, 2000). The chapter discusses how gender inequality in pupils' capabilities to enjoy educational rights accrues from the impact of HIV/AIDS on their livelihoods. The fourth objective of this research was to propose a framework for understanding the persistence of gender inequalities in UPE and the results are reported in chapter 6. This chapter is a synthesis of the findings of the previous chapters (2, 3, 4 and 5) in an attempt to propose a framework for better understanding of the persistence of inequalities. I emphasise the need to refocus our perceptions in the bid to strengthen the combat for gender equality. Rather than look at gender equality in terms of numbers (or how many children of each sex are enrolled or attend school regularly), it is important to look at it as a human rights issue as I elaborated in chapter 4. In conclusion, HIV/AIDS contributes to inequalities through reinforcing the existing structural hindrances. In other words, even if there were to be no HIV/AIDS, inequalities would probably persist but of course, the magnitude would differ. Nevertheless, the contribution of HIV/AIDS is considerable enough to warrant urgent action. There is therefore need for stronger mechanisms to mitigate the impact of HIV/AIDS on rural livelihoods. In addition, educational reforms and a general social transformation would strengthen the combat for gender equality in the context of HIV/AIDS.