Abstract: Gender parity in leadership, including student governance structures at institutions of higher learning, remains a challenge globally, especially in Africa, and Zimbabwe in particular. This study examines factors influencing the representation of female students in the Student Representative Council (SRC) at a public university in Zimbabwe. A survey design was employed and semi-structured interviews were conducted to collect both quantitative and qualitative data. Descriptive statistics and thematic analyses were used to analyse data. Less than half of the respondents opined that women are adequately represented in the SRC. They pointed out some of the inhibiting factors such as lack of confidence and financial resources. Interviews identified socio-cultural challenges such as negative societal perceptions leading to backlash against female candidates. Recommendations include gender sensitisation programs, targeted leadership training, implementation of representation quotas, and advocacy on transforming patriarchal societal attitudes. Overall, addressing multifaceted constraints can promote the realisation of women’s full leadership capabilities at the institutional level.

Received November 15, 2018; Revised February 22, 2019; Accepted February 26, 2019

Abstract: The purpose of this study was to investigate how learners with special needs in public primary schools were managed inclusively in Makueni County –Kenya, based on instructional strategies, learner engagement, resource materials, assessment, and physical environment. The study used concurrent mixed methods design. Purposively the study selected nine schools that had adapted inclusive education and had boarding facilities, county director of education, nine EARC officers in charge of special needs education in each sub-county, nine head teachers, teachers with/without special needs training, focus groups of learners with /without special needs and 18 support staff as respondents. Questionnaires were administered to 107 teachers who were present when data was collected, interviews, observations and documentation was done to verify how the special learners were managed. Teachers moderately used instructional strategies, assessments and engaged learners. Most schools had inadequate resources for managing learners with special needs inclusively. Physical environments in most schools were minimally adapted.