Geslagsgelykheid: 'n kritiese kwessie in die Suid-Afrikaanse onderwysbestel

English: Despite various attempts from government quarters to promote gender equality in South Africa via legislation, the security, safety and socio-economic status of women are still not regarded highly in many cases. Gender inequality is evident in education where 62% of the education corps is made up of women - yet women hold only 20% of management positions. Thus, there exist several critical gender equality issues in South African education dispensation that should be addressed without delay. A literature investigation indicate causes of gender inequality which vary from social stereotyping, discrimination, patriarchal attitudes, sexism in schools, curriculum material and education management. The school as the single greatest organization in the country can set the tone in terms of gender relations through planning, effective career guidance, considerate relationship between male- and female education managers, participation and effective learning environment. Thus can alileamers (boys and girls) be applied to the full potential of the country's economic and social development. In order to determine if gender equality in schools and communities is a myth or reality, the personal experiences of female teachers and -managers in their places of work should be investigated to find out how much information is available through schools in terms of gender equality issues which occurs regularly. The literature investigation was followed up by empirical investigations, which consists of quantitative and qualitative investigations. Three hundred questionnaires were sent to two hundred schools in South Africa that was selected on an equal basis to investigate gender equality issues in the education system. In order to further penetrate these issues and obtain additional information about gender equality as a critical issue in the education system, including the role of the Education Department in this regard, use was made of in-depth, unstructured interviews with eight women of different cultural groups on a management level higher that school principal. The participants attest to serious discrepancies between the percentage women in education and the percentage women on management level, particularly from deputy principal level and upwards, distrust of the capabilities of female managers, little practical management experience and insufficient support of female managers. In addition, ignorance exists with regards to gender equality legislation while the low prioritization of gender equality by the Education Department and several contradictory statements in the Schools Act create voids through which the community can discriminate against the female pupil. Although discrimination against women in education has improved, the questionnaires and interviews confirm that gender equality issues still occurs in practice. Participants indicate that the core of the message, as implicated by gender equality legislation, has not adequately reached found level. Following summary of the findings of the study, indications are given as to the state of gender equality in the education dispensation, which voids exist and what action steps have already been taken by the education sector. Guidelines and recommendations for the promotion of gender equality by government and on school level are indicated. Furthermore, it is shown that the various role players in education can contribute in promoting gender equality in education in order to achieve gender equality in the South African education dispensation.