Policy Approaches for Addressing Gender Relations Influencing Girls’ Dropout in Zimbabwean Secondary Schools: Perspectives from Naila Kabeer’s Social Relations Approach

Abstract

The high dropout rate of girls in secondary education remains a significant challenge across Southern Africa, including Zimbabwe. While existing research often attributes this trend to limited academic performance and various socio-economic factors, there is a notable gap in the literature regarding the role of gender relations. Consequently, there has been minimal application of gender analysis frameworks to fully understand or address the root causes of this issue. This qualitative desk study was guided by  Kabeer’s (1994) Social Relations Approach (concept 2:Social Relations), in doing a gender analysis of the school environment with the aim of establishing how educational and gender policies address gender relations influencing girls dropout in Zimbabwe secondary schools. Information for the study was obtained from the review of documents selected by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method. Findings indicate that while policies such as the Education Amendment Act (2020) and the Zimbabwe National Gender Policy (2025-2030) exist, their implementation often fails to address gender relations that safeguard deep-seated patriarchal norms, unequal intra-household resource allocation, and gendered safety concerns that drive dropout. The study recommended an integrative policy framework, which advocates for a multi-level, relational policy intervention that targets the rules, resources, activities, people and power dynamics governing gender relations in educational spaces in Zimbabwe.

Keywords: Gender analysis, gender relations, girls' dropout, social relations approach, policy

DOI: 10.7176/JEP/17-4-09

Publication date: April 30^th 2026