Pre- and post-1991 data on variables such as school enrolments, dropout rates, Zimbabwe junior certificate and "O" level examination entries were compared on the basis of gender and tested to determine the effects of the Economic Structural Adjustment Programme (ESAP) on secondary school girls. The results of this study show that there were statistically significant differences in the enrolment rates of boys and girls, a widening gender disparity in dropout rates as well as statistically significant differences in the number of boys and girls failing to pay "O" level examination fees after the introduction of ESAP. Given the thrust of the study and the nature of the findings, the study recommended that there be differential policies to cushion urban and rural girls. If such policies which are gender sensitive are to be instituted, then there is need to offer intensive gender training and awareness to gender structuring for all policy makers and all school administrators as a way of facilitating gender equity. The study also recommended further research to isolate the factors, which cause households to discriminate against girls when allocating educational chances.
Read
