Peasantry Society and Ch. Chhotu Ram: A Historical Study:

Dr. Dilbag Singh Bisla

Chhotu Ram became a very popular advocate. He could also lead a luxurious life like many other advocates of his time. He could also amass wealth like many other politicians if he so desired. But legal practice and politics were for him a path of personal sacrifice and selfless service to the peasantry and downtrodden and not the pursuit of wealth, power and abuse of authority. During his student life, Chhotu Ram experienced the deepest punch of poverty and helplessness of rural people in general and of peasantry in particular.[1] According to Chhotu Ram,. A Sanskrit couplet which he had read in Hitopdesh for the first time in his school in 1897 planted a sapling of his life mission i.e. improving the lot of the peasantry and downtrodden in his heart. The couplet says : “In ordinary course of nature thousands upon thousands are born everyday but he alone is truly born whose birth leads to the elevation of his race”. Thus leaving all personal considerations of his own and of his family for comforts, money and power; he directed all his time, energy, talent and labour towards the selfless and fearless service for the upliftment of longue tied, poverty stricken, debt laden peasantry and downtrodden and worked for secularism and oneness of the nation.

Chhotu Ram rightly saw in the anti-agriculturist and anti-labour policy of British rulers who also gave full protection to money-lenders and traders oftenly enlarging their net of exploitation. The irony was that though the producer of food was worst-affected, being squeezed and sucked by the trading community delivering kicks to their empty stomachs.[2] According to Darling, “Bulk of the Punjab cultivators are born in debt, live in debt. And die in debt”.[3]

Further illiteracy, frequent occurance of famines, traditional rainfed farming with small and fragmented fields as autumn leaves, ignorance and extravagance of cultivators on social customs, illegal extortion of money and high handedness of officials were more causes responsible for the pitiable condition of peasantry.

Sir Chhotu Ram fought for the emancipation of helpless peasantry and the downtrodden both inside the legislative and outside.

  • Agrarian Acts. Excessive land revenue and rigidity in its collection was one of the main reasons for the distress and indebtedness of peasantry who had to sell not only their lands but also their cattle, ornaments and though not very often their daughters too in order to pay off their land revenue.[4] The Punjab Land Revenue (amendment) Act. 1928 which got Governor General’s consent in Feb. 1929 provided substantial relief to all land owners big and small and also fixed 40 years as period of settlement. By 1938, the land revenue rates in Punjab was the lowest in the country as a whole.[5] Another important legislation was the Restitution of Land Mortgaged At, 1938 which was amended in 1939, 1940 and 1943 to put an end to benami (fictitious) transactions.[6] This device was resorted to by the moneylenders to frustrate the intension of the Act. of 1901. Also this Act protected the peasantry from the agriculturist money-lenders. The Act also provided for restitution of land mortgaged before June 8, 1901 free of cost to real owners. Accordingly, 3.65 lakhs land mortgagers got back 8.35 lakh acres of their mortgaged land for Rs. 413 lakhs without any cost.

Punjab Regulation of Accounts Act, 1930 which required the maintenance of a regular record of loan and furnishing of six monthly statement of accounts in request of loan to the debtor. The Punjab Relief of Indebtedness Act 1934 under which the interest on loan could not exceed the principal. The debtor stood discharged of the loan liability if he had paid the creditor twice the amount of principal. It saved the debtors from the loan of Rs. 200 lakhs. The Punjab Debtor Protection Act, 1936 prohibited attachment of, in the execution of a court decree, the land on which the debtor and his family depends, standing crops, standing trees, dwellings, one third output of food grains, bullock cart, mil cattle etc. The Punjab Registration of Money Lender’s Act 1938 compelled all moneylenders (except land owners who lent money to their tenants for the purposes of agriculture) to get themselves registered and obtain licenses from the District Collector and loan entries could be made only in the register certified by the Government and they could charge only the regulated rate of interest. Unlicensed money-lenders were debarred from the claim of getting loan repayment. Under the Punjab Relief of Indebtedness (Amendment) Act XII, 1940, Debt Conciliation Boards were established at District headquarters for settling debts of long standing duration in order to save both the creditors and debtors from litigation. For this purpose an interest of 7.5 per cent per annum was allowed for secured loans and of 12.5 per cent for unsecured loans. Rs. 1400 lakhs were settled at these rates in 1942.

One of the causes of economic backwardness of peasantry was fragmented land holdings. For instance in one village of Central Punjab fragmented land holdings. For instance in one village of Central Punjab 584 owners used to cultivate 16,000 fields. To remove the hurdles of countless boundaries, irrigation channels and supervision, the Punjab Consolidation of Holdings Act 1936 and its amendments in 1940 and 1945 were passed and cooperation department was entrusted the job of consolidation of holdings. Another Agrarian Act for the benefits of tillers of land was the Punjab Tenancy (Amendment) Act IX, 1939.

Another reason for economic backwardness of peasantry was the prevalence of shady deals and malpractices in marketing. The Punjab Agricultural Produced Markets Act IX, 1941 were passed to ensure proper returns to the farmers. These were fiercely attacked by traders and hartals were observed for a long periods. Their implementation led to the establishment of regulated marketing system in the State.

In order to divide the burden of taxation equally between agriculturists and traders, the Punjab General Sales Tax Act, 1941 was passed which imposed tax on the sale of goods in cities and towns. The Punjab Trade Employee’s Act 1941 made it compulsory for all traders, shopkeepers, businessmen, industrialists to observe one day’s holiday in a week. This provided the much needed relief to all workers employed in industry and trade without affecting the business.

The vested interests, money-lenders, traders and political opponents raised hue and cry against many of these legislations and questioned the legal validity of State Legislature passing such legislations with a threat that the matter would be taken to the Federal Court to declare them ultra-vires. It was mainly Chhotu Ram who explained the declare the real purpose of all these agrarian bills to the masses and replied to the criticism of his opponents who called them black acts. Chhotu Ram made extensive use of press, public platform and floor of legislature displaying unhesitating force, grim resolve and tremendous  stamina in his replies and rebuttals to the opponents of Golden Acts. To convince about the mass support  to the opponents of Golden Acts. To convince about the mass support to these legislations Chhotu Ram organised huge rural conferences in several districts of Punjab and received very great ovations every where from rural classes. According to Punjab Governor, “Chhotu Ram was the most effective champion of the agrarian policy of the Unionist Ministry.[7]

  • Other development works :
  1. Agriculture development works

      Chhotu Ram and his party took numerous steps for the development of agriculture, irrigational facilities, industries and for the development of Punjab economy  in general and of the peasantry in particular. Remissions of land revenue and water rates in the time of failure of crops were ordered; taccavi loan was given in more liberal scale; a net work of land mortgage banks and co-operative credit societies was created for helping to release agriculturists land mortgaged with money-lenders and to issue loans on easy terms.[8] Peasants welfare fund was started[9] reclamation of waste land was started[10] Government seed farms were setup to Tehsil level to evolve new varieties of various crops[11] better agricultural implements and improved seeds were made available to farmers; also proper attention was given to improve the breeds of livestock[12] large number of Veterinary Hospitals and dispensaries were started in villages[13] fruit cultivation was promoted, nurseries were started and fruit  preservation was encouraged to improve income of  farmers.[14]  Panchayat Boards were revived to arbitrate disputes among agriculturists so as to save them from indebtedness.[15] The removal of oppressive burdens coupled with provision of additional facilities and pervasive awakening of peasantry greatly promoted agriculture.

  1. Irrigation development works

Chhotu Ram made concerted efforts not only in improving irrigation facilities and in rationalizing irrigational dues but also endeavored to streamline the working of the irrigation department of the province for the service of farmers. He wanted to execute a number of minor and major irrigational projects starting from the implementation of tubewell irrigation schemes, non-perennial canals and achieving the maximum up to Bhakra Dam Project.[16] He wanted to banish famines from south east Punjab (now Haryana) which was the most backward region at that time.

            To provide immediate relief he gave practical shape to kharif Extension Canal Scheme in 1940[17] providing irrigation to 3.5 lakh acres in Kharif season. He also rejuvenated in Gurgaon the bund (embankment) irrigation in 1943 which had been deteriorated during the preceding quinquennium by having by having been placed under the charge of irrigation department.[18] Inspite of Governments apathy towards the Bhakra Dam Project, Chhotu Ram did not let the project disappear. As a result of him, surveys connected with Bhakra Dam Scheme were completed and the project was reviewed with a view to generating from it hydro- electric power also.[19] To settle the dispute between the Governments of Sind and the Punjab, Chhotu Ram managed t compensate the Sind Government in 1944 by paying her Rs. 2 crores.[20] But for Sir Chhotu Ram’s efforts Bhakra Dam might have been delayed still further and might have been changed in scope.[21] Other two more schemes formulated in 1943 to bring water from Western Yamuna Canal by boring a two mile long tunnel through the Delhi Hills and bring water of two rivers Toshi & Giri of Sirmur State by constructing dam on them[22]did not mature during his life time.

            Chhotu Ram’s irrigational work did not confine only to south eastern districts of the Province. It was mainly due to his effort that major projects like Haveli Project was completed in 1939 and Thal Project in 1942. It was again due to the efforts of Chhotu Ram that a scheme was stated to raise water levels of wells in Doaba in 1941 and a small canal was dug in Pind Dadu Khan area in 1942. Thus, irrigational improvements during Chhotu Ram’s period not only resulted in agricultural development but also provided a great stimulus to trade and industry in the province.

  • Industrial development works

To tackle the problem of unemployment both in rural and urban areas[23] and to improve the lot of the peasantry Sir Chhotu Ram advocated strongly the necessity particularly of the agriculture based industries as well as the development of cottage industries[24]in the State.[25] For encouraging industrialization he allowed breaches into Punjab Alienation of Land Act for (i) obtaining loan from Industries Department and (ii) for acquiring plots for installing industries[26] opened technical and industrial schools[27] revived pottery industry[28] encouraged beekeeping and poultry farming[29] instituted industrial research fund. He provided industrial loans to the educated unemployed and spread female industrial education.[30]

The work and policy of Sir Chhotu Ram and his party before independence laid the foundations for Green Revolution which ushered in after mid sixties with the evolution of High Yielding Varieties.

References :

[1] D.S. Nandal- Deen Bandhu Sir Chhotu Ram, CCS, HAU Hisar[ 1995 P. 19

[2] Jat Gazette (tr) 24/03/1943

[3] M.L. Darling- Punjab Peasant in Prosperity and Debt, P. 34

[4] P.L.C.D.- Vol. XXIII, 21/03/1933 P. 671

[5] D.S. Nandal- Deen Bandhu Sir Chhotu Ram, CCS, HAU Hisar[ 1995 P. 23

[6] P.L.A.D.- Vol. XXII, 5/3/1940, P. 134; also Vol. XV,  31/1/1941, P. 603

[7] Letter 5/1/1939, Punjab to India, Linlithgow papers.

[8] P.L.C.D.- Vol, 7/5/1925, PP. 1085-88

[9] P.L.C.D.- Vol, X, 23/11/1927, PP. 42, 1442-45

[10] P.L.A.D. – Vol. Xxi, 16/03/1943, P. 355

[11] Jat Gazette (tr), 16/6/1927, P.4

[12] Jat Gazette (tr), 20/4/1927, P.4

[13] P.L.A.D., Vol. III, 16/3/1938, P. 845

[14] P.L.A.D., Vol. VIII, 28/3/1939, P. 862

[15] Jat Gezette (tr), 15/6/1927, P. 4

[16] Y. Shastri- Khastriya Jatiyon Ka Uthanopatan (Hindi Haridwar, 1956), P. 628

[17] P.L.A.D., Vol. XII, 5/3/1940,  P. 132

[18] Y. Shastri- Khastriya Jatiyon Ka Uthanopatan (Hindi Haridwar, 1956), P. 628

[19] P.L.A.D., Vol. XXI, 16/3/1943, P. 352

[20] R.S. Shastri- Haryana ka Ithash (Urdu), P. 218

[21] Kanwar Sain – Chhotu Ram in the Eyes of the Contemporaries,  Ed. Pardaman Singh, 1992, P. 33-34

[22] Jat Gazettee (tr), 11/8/1943, P. 5

[23] P.L.C.D., Vol. VIII, 7/3/1925, P. 140

[24] P.L.C.D., Vol. I, 22/6/1937, P. 501

[25] P.L.C.D., Vol. VIII, 13/3/1925, P. 506

[26] P.L.A.D., Vol. I, 12/7/1937, P. 1360

[27] P.L.C.D., Vol. VIII, 6/3/1923, P. 1067 & 1069

[28] P.L.A.D., Vol. VIII, 16/3/1939, P. 210

[29] P.L.A.D., Vol. VIII, 28/3/1939, P. 861

[30] P.L.A.D., Vol. XVII, 17/3/1941, P. 123

Millennium Development Goals (MDGs) and Quality Education Situation in Pakistan at Primary Level

Muhammad Sabil Farooq*, Yuan Tong Kai

ABSTRACT

The quality of education is a priority for every nation any educational institution or organization and their beneficiaries. This paper is concerned with methods and theories recently used in Quality Education research in Pakistan. It begins by looking at policies, practices and procedures implemented and their impact on quality of education in the light of MDGs. This study will explore the comparative difference of quality education against MDGs at primary level in Pakistan to identify the gaps and challenges in their policies, practices and procedures to suggest the possible measures for their quality improvement standards at proposed level.

In light of few international commitments has made by Pakistan to provide quality basic education to everyone as a basic right. As per the constitution of Pakistan, “The State shall provide free and compulsory education to all children of the age of five to sixteen years in such manner as may be determined by law” National Educational Assessment System (NEAS) reported shocking situation regarding the achievement of these obligations. The main focus of this article was to analyze the current situation of quality education in the light of MDGs and to understand what we can expect in near future regarding provision of quality primary education in Pakistan.

Key Words: Quality education situation, Comparative differences against MDGs, Primary education


INTRODUCTION

Situated on the western edge of South Asia, Pakistan has a population of about 184 million, with sex ratio of 105.6: 100. It is estimated that about 62% of the people are residing in rural and 38% in urban areas. GDP Per Capita Income is US$ 1,387 for 2014-15.

Pakistan is a developing country, gradually transforming from agriculture-based economy to an increasing share of industry and services sectors in the GDP. Country spends a major part of its budget to address challenges of national security and interest payments on its loans. This leaves a relatively smaller amount to be invested on infrastructure development to boost economic growth and enable social sectors to meet basic needs of the people like education, health, social services etc. Pakistan is confronted with a host of serious development issues.

The Gross Domestic Product (GDP) of Pakistan grew at a rate of 4.3% (FY 2014/15), but there are several challenges which are likely to restrict its future progress unless strict actions are implemented. Energy shortage is a major obstacle to raise production. Pakistan is a partner of on-going global war against terrorism. Resultantly, geo-political dynamics in the neighboring countries and on its borders have generated security and terrorism related threats for the local people, foreign investors, and development workers. This situation is restricting investment and emphasizing unemployment in the country. The deficit on trade balances is also adding to the fiscal pressures.

  Table1: Area and population by Province/Region

Figure1: Distribution of population in Regions/Provinces shown in percentage (%)

In the past, Pakistan has not been spending enough in terms of basic social services to the people. Another hindering factor has been rapid population growth, which was 3.1% or more during 1990s, and is still above 2% per annum. Continuous fast increase in population has eaten up or diluted benefits of the investment on development. Illiteracy, rapid population growth and slow economic development have increased unemployment, stuck evolution of socio-political institutions and democratic norms in the society. Due to illiteracy and poverty, health indicators are also low in Pakistan. One third children are born underweight and infant mortality rate is high.

Educational indicators of Pakistan are still miserably low, although steady progress has been noticed during last few decades. At present, about one third primary school age children are out of school, 42% population (age 10+) is illiterate. Wide discrepancies persist in education indicators pertaining to provinces/areas, location (urban vs. rural) and gender. At the national level, about two third women of age 15+ cannot read and write, and 35% girls remain out of school. Gender Parity Index in case of participation in primary education is 0.82. It is estimated that over 6.7 million children are out of school, and majority of them (62%) are girls.

Quality Education Importance:

Quality Education is a dominant instrument of socioeconomic and political change related to global, technological and democratic developments. So it is necessary to improve quality of education at different levels. Quality is one of the most important dimensions of an education system. There are probably as many different ideas about quality as there are schools. Quality is creating an environment where educators, parents, government officials, community representatives, and business leaders work together to provide students with the resources they need to meet current and future academic, business and changes. Strengthening the quality of education has become a global agenda at all educational levels and more so at the primary level. The quality of basic education is important not only for preparing individuals for the subsequent educational levels but to equip them with the requisite basic life skills and social norms too. Quality education also ensures increased access and equality and it is mainly due to these reasons that various international Forums and Declarations have pledged improvements in quality of education. It is important to mention that quality of education can be measured from three different viewpoints i.e. quality of inputs, quality of the process, and quality of output. Input reflects the resources committed by the government and society in general for the cause of providing education; these resources include infrastructure (including various physical facilities), teaching resources, curriculum and other support materials. Quality of the process reflects how good the delivery process is, and generally measures what goes on in the classroom as well as in the school in general. The quality of output reflects the conformance of the knowledge and skill levels of students to well established standards, e.g. exam systems and their results are a useful measure of output quality.

Improving and sustaining quality of education is ultimate importance in any society round the world. By ensuring quality education the nations can be able to economic, social, mental, psychological and emotional growth of individuals on the right direction. The Universal Declaration of Human Rights (1948) also declared quality primary education as the basic right of all people. According to (Hoy, et al, 2000), many developed and developing countries have attained or near to the goal of (UPE) universal primary education. Now the focus has been turned to the quality of students’ learning and it is quite justifiable not only for those countries which have attained quantitative targets, but it is also valid for those countries who are striving to achieve the target of EFA and MDGs like Pakistan. Quality of education requires standards set in order to develop assessment tools, compatibility of programs and propose someone as accountable for to meet the targets. Pakistan has made its commitments in all international forums of providing basic education with high quality and to make it accessible for all. Commitments of Pakistan with the international community are as under;

International Commitments

Pakistan was one of the 48 member states who voted in favor of the Universal Declaration of Human Rights on 10 December 1948. According to article 26 of this declaration, “Everyone has the right to education” and “Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory”. The convention on the Elimination of All Forms of Discrimination against Women was adopted by the UN general assembly in 1974 but Pakistan acceded to the convention on March 1996. As a signatory to the Beijing Declaration and Platform for Action 1995, Pakistan is committed to promote “people-centered sustainable development through the provision of basic education, lifelong education, literacy and training for girls and women” (Article 27), and ensuring “equal access to and equal treatment of women and men in education” (Article 30).

Pakistan’s Commitment to Education-For-All 2000

This is largely because of the sorry state of Pakistan’s education system and the failure of successive governments to provide even basic education for all: according to the 2012 Global Monitoring Report, Pakistan continues to have the second-largest number of out-of-school children in the world. As a signatory of this declaration on Education for All (EFA), Pakistan agreed that every person should be able to benefit from educational opportunities designed to meet their basic learning needs, and called for an expanded vision of education, encompassing factors such as universalizing access to education and promoting equity including goal 2 “to achieve universal primary education” by 2015.

Dakar Framework for Action

Pakistan was among 164 countries who adopted the Dakar Framework for Action, Education for All: Meeting Our Collective Commitments at the World Education Forum. All 164 countries acknowledged education as a fundamental right for all people, regardless of gender or age, recognized the need to make comprehensive efforts to eliminate gender discrimination. The Dakar Framework is a collective commitment to achieve all EFA goals and one of these is “ensuring that by 2015 all children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities, have access to and complete free and compulsory primary education of good quality” Unfortunately, Pakistan is among the countries which are not likely to achieve these goals by 2015.

After Dakar, the country took a number of initiatives to accelerate the pace and progress towards achievement of EFA Goals, including abolition of school fees, provision of free textbooks to students and legislation to declare free and compulsory access of children to education as their constitutional right. Article 25-A has been inserted in the Constitution through landmark 18th Constitutional Amendment. Although, the country has lagged behind the targets of EFA, nonetheless, a momentum has been built and required legal and institutional mechanisms are being created to sustain and accelerate the pace of progress towards EFA Goals.)

The 2013 EFA Global Monitoring Report showed that progress towards many of the targets is slowing down and that most EFA goals are unlikely to be met in Pakistan. After good progress in the initial years after Dakar, the number of children out of school aged 5-9 years has risen to 6.7 million in 2013. It is clear that the target of universal primary education will be missed by a considerable margin by 2015.

 

The Millennium Declaration and Millennium Development Goals (MDGs)  

Pakistan, including 192 members of United Nations countries has agreed to achieve the Millennium Development Goals developed/framed at the Millennium Summit in New York in 2000. All members States agreed to work towards achieving all the MDGs, including goal 2 “to achieve universal primary education” by 2015.

Constitution amendment # 18

Through a constitutional amendment # 18, free and compulsory education for the children aged 5 to 16 years has been declared a fundamental right. Article 25-A of the Constitutions provides that: “The state shall provide free and compulsory education to all children of the age of five to sixteen years in such manner as may be determined by the law.”

National Plan of Action (2001-2015)

To honor the international commitment made in signing the Education for All Dakar Framework for Action (April 2000), the Government of Pakistan developed the National Plan of Action (NPA) on Education for All 2001–2015. The objectives of the NPA are to ensure access to education for disadvantaged rural and urban population groups, particularly girls and women; to promote community participation and ownership of basic education programmes; and to improve the relevance and quality of basic education. The National Plan of Action 2013 estimates a total of 6.7 million primary-aged out of school children during 2013-16. Of these 5.06 million children are expected to be enrolled in the country. The total cost estimated to be Rs. 189 billion.

National Education Policy (2009)

As per nature of the current situation of gender and rural- urban disparities regarding access of education, the New Education Policy aims to revitalize the education system. Policy also aims to enable Pakistan to fulfill all its international commitments regarding education on different forums and summits in general and EFA and MDGs in particular.

 

Education System in Pakistan

In Pakistan, education is now a provincial subject as a result of the 18th Constitutional Amendment legislated by the parliament during April 2010. The provincial/area governments enjoy greater autonomy in several social and economic sectors, including education. The Ministry of Education and Trainings and Standards in Higher Education (MET&SHE) at the federal level coordinates with international development partners and provides a platform to the provincial/area departments of education for exchange of information and creating synergy, synchronization and harmony.

Public sector formal school system, which is largest service provider in Pakistan, consists of 12 academic years. It starts from Primary and ends at Intermediate level or Higher Secondary School Certificate (HSSC). Pre-primary classes (local name Katchi class, translation: Pre-Primary; premature or not ripe yet) can be found in schools, but this level is not recognized in terms of budgetary provision or examination. Private sector caters for educational needs of about one third enrolled children having diverse streams, some following public sector national curricula, while others opting for curricula of Cambridge International Examinations.

The children of upper-middle classes, residing in urban localities, mostly attend high cost private schools, offering foreign curricula and international examination systems (O and A levels) and are staffed with qualified and trained teachers, well-equipped classrooms, all essential facilities of good quality, and imported teaching-learning materials.

 

 

 

 

 

 

 

Figure2: Basic Structure of education in Pakistan

In addition to the public and private schools, there is another stream of ‘Deeni Madrassas'(Religious Schools) offering free religious education with free boarding and lodging. These Madrassas are usually managed by local communities and are financed through charity and donations. These parallel systems of education in Pakistan have perpetuated inequalities and economic stratifications, and are root cause for behavioral divisions and social conflict in the society.

Majority of the children, residing mainly in rural and semi-urban areas and belonging to the low income families, attend public schools which offer free education but are characterized by poor quality of education due to lack of physical facilities, shortage or absence of teachers, and non-availability of suitable learning materials.

Private Sector Contribution in Primary Education

Private Sector is playing an important role in the promotion of education in Pakistan. Private sector enrollment is increasing because of its overall better quality of education as compared to public sector.

NEMIS (National Education Management Information System) data indicated that in 2012/13, there were 17,093 private primary schools in the country. In addition, there were 25,658 middle/lower secondary schools and 17,696 high schools in the private sector. At the primary level, overall 4.8 million (34%) children of 5-9 years age group are enrolled in private sector schools. It is estimated that 34% of boys and 33% of girls are enrolled in private schools.

EARLY CHILDHOOD EDUCATION (ECE)

 In Pakistan, there are two types of pre-primary education: (i) poor quality “Katchi” classes in government primary schools, and (ii) good quality ECE usually in private sector commonly termed as Nursery, Kindergarten, and Montessori etc.  Pre-Primary/Katchi class neither has a separate classroom nor a specific trained and qualified teacher. The children are usually those who accompany their older siblings to school and simply “sit around” in school premises. Mostly, one teacher, following multi-grade approach, teaches them and grades I & II simultaneously. This part-time or shared teacher daily assigns pupils of Katchi class some simple activity and over the year they learn simple alphabets and numbers only, and are not able to cover full national curriculum of ECE. Whereas, the more proper and good quality Early Childhood Education (ECE), with separate classroom, trained teacher and specific teaching and learning aids, is available mostly in urban private sector schools, where children from privileged families are enrolled. Although there are no separate pre primary/ECE budgetary allocations in public sector, however there is a clear national policy, standards, curriculum and teacher training packages for pre-primary/ECE. In public sector schools, pre-primary is a part of primary school and follows prescribed syllabus while private sector follows child-centered teaching methodology. The government has approved national curriculum which is implemented in selected schools, mostly supported by donors.

There are wide variations across provinces in Gross Enrollment Rates (GER) of ECE/pre-primary, though gender differences do not appear pronounced (Table 2). Since 2000, for all Provinces and Areas there have been steadily increases in the gross enrollment rates for a decade while all rates reflect a decline in 2012-13 due to an upward adjustment in population.

The national average for ECE/Pre-primary GER was 66% in 2012/13. While Punjab and Khyber Pakhtun-khwa (KP) demonstrate highest rates of gross enrollment in ECE/Pre-Primary, the pace of progress has been remarkably high in Sindh (Table 2).

Table 2: ECE / Pre-Primary: Gross Enrolment Rate from 2001-02 to 2012-13 by Province

Source: NEMIS (2001-13) & NIPS Projections (2005-25) Govt. of Pakistan

Primary and Secondary Education

In Pakistan, there are 422 Pre-Primary Institutions and 145,491 formal primary, 42,920 middle level, High/Higher Sec./Inter Colleges 35,792 Degree Colleges are 1,086; 75% are public sector schools; 10% private sector schools and the remaining almost equally divided between non-formal basic education schools and ‘Deeni Madrassas’

Table 3: Education Statistics at every Level

Source: National Education Management Information System (NEMIS) Database 2014 Govt. of Pakistan

On world community forum Pakistan is one of signatory regarding making its effort to achieve universal primary education (UPE) which is still a dream yet to come true. By utilizing less than 2 per cent of GDP, how it can achieve its targets in education sector. For the achievements of set targets it needs to raise the share of GDP for education and then assures transparent mechanism of implementation strategies to provide access and quality education for all. Increases in grass enrollment shows sincere efforts are being made and Pakistan has to multiply its efforts to achieve target of UPE.

Education Expenditure in Pakistan as % of GDP

During the past decade, Pakistan’s education expenditure as percentage of GDP has varied between 1.5% and 2.1%

 

Table 4: Education Expenditure in Pakistan as % of GDP

Source: Ministry of Finance; Government of Pakistan (2001-13)

 

 

Distribution of National Education Expenditures by Sub-Sectors

On average at the national level, 89% of education expenditures comprise current expenses such as teachers’ salaries (Figure 3). Only 11% comprises development expenditures, which is not sufficient to raise quality of education. Across provinces, too, an overwhelming proportion of total actual education expenditures are spent on current heads, mainly teachers’ salaries, leaving a very small proportion for development expenditures. For 2012/13, except in KP where development expenditures are 22% of the total actual expenditures, these range between 5% (in Punjab), 6% (in Sindh); and 9% (in Baluchistan).

 

 

 

 

Figure 3: Distribution of National Education Expenditures by Sub-Sectors

Source: Office of the Controller General, Accounts (CGA). 2013, Govt. of Pakistan

 

The National Plan of Action (NPA) to Accelerate Education-Related MDGs (2013-16)

The National Plan of Action (NPA) is designed to accelerate progress towards education related goals and targets identified by MDG for 2015/16.The NPA to Accelerate Education Related MDGs is a consolidation of 8 Provincial and Area Plans, each specific to its local conditions, challenges and interventions. The National Plan envisages increasing the national net primary enrollment from 68% in 2011/12 to 91% by 2015/16. Given the stock of 6.7 million out-of-school primary-aged children, the Plan expects to enroll an additional 5.1 million (2.4 million boys and 2.7 million girls) by 2015/16.

GLOBAL PARTNERSHIP FOR EDUCATION 2015-18, REPLENISHMENT PLEDGING FRAMEWORK OF PAKISTAN

Education sector has faced myriad issues and challenges of access, equity and quality in the past. Current new political government has stoic resolve to enhance the allocation for education sector substantially in the next four years (FY 2014-15 to FY 2017-18). The political government in the election manifesto pledged to increase budgetary allocation from current 2% to 4% of the GDP by the year 2018. Right to education of every child of age 5-16 years is a constitutional obligation under Article 25-A. Immediately after taking over , the new government took stock of the situation and prepared a National Plan of Action to Accelerate education related MDGs and EFA targets.

All the governments, Federal and Provincial, through their manifesto are committed to people of Pakistan to gradually rise the spending on education to at least 4% of GDP by 2018. We pledge that Pakistan will increase the expenditure on education in public sector by an average of at least 1 percentage point per year from FY 2014-15 to FY 2017-18.

Government of Pakistan is fully committed to remove all types of disparities in the education service delivery in Pakistan as early as possible through making specific allocations for the education of disadvantaged and under-served groups especially girls, disabled and minorities.

Figure 4: Primary: Comparative territory wise enrollment

Source: ASER, Pakistan 2014

Situation Analysis

Primary Enrollment Rates

Table 5: Primary: Gross Enrollment Rate from 2001-02 to 2012-13 by Province

Source: NEMIS (2001-13) & NIPS Projections (2005-25) Govt. of Pakistan

Despite repeated policy commitments, primary education in Pakistan is lagging behind in achieving its target of universal primary education (UPE), 100% survival rates up to grade V, low/negligible dropout rates and good quality education. This is largely due to low budgetary allocations (2% of GDP) to education sector; shortage of schools especially for girls and also in remote and far flung areas; shortage and absenteeism of teachers; lack of trained teachers, especially female teachers; missing facilities such as water, toilets and boundary walls; weak supervision and mentoring; and a host of out-of-school factors such as conservative and tribal culture; insecurity and lawlessness; and poverty, compelling a large number of children to work rather than attend school.

Since 2005-06, for all Provinces and Areas there have been steady increases in the gross enrollment rates for a decade while all rates reflect a decline in 2012-13 due to an upward adjustment in population.

The overall gross primary enrollment rate in Pakistan is 86% (Table 5). ICT, KP and Punjab display higher than national average rate while Baluchistan, FATA, Sindh and AJ&K have lower than national average rate. It is encouraging to see that FATA and KP are showing progress despite years of uninterrupted conflict and militancy leading to aggression, insecurity and terrorism.

Table 6: Primary: Out of School Children 2012-13 by Province

Source: NEMIS (2001-13) & NIPS Projections (2005-25), Govt of Pakistan

 

Table 7: Net Primary Enrollment Rate of age 5-9 years (2013-14)

Source: National Education Management Information System (NEMIS) Database 2013-14, AEPAM, MET, Islamabad & Population Projection 2005-2025, NIPS, 2013

Primary School Survival Rates (2013-14) Grade 5

Also called Retention Rate, Survival Rate to Grade 5 is the proportion of a cohort of pupils who reached Grade 5 expressed as a percentage of pupils enrolled in the first grade of a given cycle in a given school year.

A Survival Rate approaching 100 percent indicates a high level of retention and low dropout incidence. Survival Rate may vary from grade to grade, giving indications of grades with relatively more or less dropouts. The distinction between survival rate with and without repetition is necessary to compare the extent of wastage due to dropout and repetition.

 

Table 8: Primary School Survival Rates Grade 5

Source: 1.National Education Management Information System (NEMIS) Database 2013-14, AEPAM, MET, Islamabad 2. Calculated through UNESCO Reconstructed Cohort Model

 

Figure 5: Survival Rate to Grade V

Source: Annual Report of Education Statistics. National Education Management Information System (NEMIS) Database 2013-14, AEPAM, MET, Islamabad Government of Pakistan

 

Pupil Teacher Ratio (PTR)

PTR is one of the most common indicators used in educational planning for improvement of quality education. A low number of pupils per teacher indicate pupils will have a better chance of contact with the teachers and hence a better teaching learning process. The PTR should normally be compared to established national norms on the number of pupils per teacher for each level or type of education. A high pupil-teacher ratio suggests that each teacher has to deal with a large number of pupils and that; conversely, pupils receive less attention from the teacher. The ratio of students to teaching staff is also an important indicator of the resource Level wise PTR in public sector of education is shown in table 9 and figure 6.

 

Table 9: Pupil-Teacher Ratio by Level

 

Figure 6: PTR (Pupil Teacher Ratio)

Source: Annual Report of Education Statistics. National Education Management Information System (NEMIS) Database 2013-14, AEPAM, MET, Islamabad Government of Pakistan

Table 10: Quality of Education in Pakistan at Primary Classes

Source: ASER, Pakistan 2014

 

Figure 7:Learning Levels Province wise grade 5

 Source: ASER, Pakistan 2014

Quality of education also depends on the physical environment and availability of facilities such as water and sanitation in educational institutions. In this context, statistics on public sector schools show that availability of drinking water is positively related with the level of educational institution e.g. upper secondary schools, in relation to lower secondary and primary schools are best provided with drinking water facility e.g. 64% primary, 80% middle and 91% upper secondary schools have water available (Table 11).

Table 11: Drinking Water Facility 2012-13

Source NIMS 2012-13, Govt. of Pakistan

Data for sanitation facilities in public sector schools, too, show better availability by levels of educational institutions e.g., 66% primary, 85% middle and 91% upper secondary girls’ schools have sanitation facilities while 54% primary, 76% middle and 85% upper secondary boys’ schools have access to sanitation facilities.

Table 12: Sanitation Facility 2012-13

Source NIMS 2012-13, Govt. of Pakistan

Education is considered as the cheapest defense of a nation. But the down trodden condition of education in Pakistan bears an ample testimony of the fact that it is unable to defend its own sector. Though 62 years have been passed and 23 policies and action plans have been introduced yet the educational sector is waiting for an arrival of a savior. The current government invested comparatively good in education sector and that era saw a visible positive educational change in Pakistani society. Now days, the economic situation in Pakistan is under stress and education is the worse effected sector in Pakistan.

Education Key Challenges in Pakistan

The key challenges to Pakistan’s education are: (i) lack of access to education; and (ii) poor quality of education; (iii) equity; and (iv) governance. Other influencing factors include budgetary constraints and weak management, which indirectly accentuate the lack of access and poor quality; and a set of external factors such as poverty, adverse law and order situation; and devastation due to natural disasters especially devastating floods of 2010 and annihilating earthquake of 2005.

These challenges are strongly interlinked with poor teaching quality, teacher absenteeism, truancy and/or lack of textbooks etc. As cumulative effect this generates lack of interest/motivation among students who dropout from school – adversely affecting every EFA goal and its corresponding targets.

Improving the quality of education is one of the key objectives of the National Plan of Action (2013) for education. For each strategy to be adopted for increasing enrollments, 15% of the total current and development costs have been additionally included for quality improvement measures. In this, the provinces and area governments will be free to select the most appropriate mix of investment e.g. in teachers’ training, distribution of free textbooks, provision of missing school facilities such as water, toilets, electricity, better supervision or any other facility.

Recently, minister of education announced a new Education policy for that next 10 years even the previous educational policy from 1998 to 2010 is still not expired. It is said in this policy that all the public schools will be raised up to the level of private schools because level of private schools considered good as public schools. Now a notice is issued to private schools to induct government course in 5th and 8th class and these classes will bound to take board exams.

Solutions for Educational System: 

Estimating the value of education, the Government should take solid steps on this issue. Implementation instead of projecting policies should be focused on. Allocation of funds should be made easy from provinces to districts and then to educational institutes. On their end, provinces will need to make higher financial allocations to education, both formal and non-formal and literacy; strengthen their capacities to design and implement education policy. Workshops must be arranged for teachers to enhance their professionalism, regular training of teachers, timely provision of textbooks, and effective monitoring and supervision is necessary for quality of education. Besides, undertaking more public-private partnerships, involvement of the community and participation of parents in school matters (through school management committees) should be encouraged. Lessons learned from public-private partnership experiences show that it produces better quality education at lower cost with improved management and greater coordination between parents and teachers. LSS (Learning Support Systems) Explanation: “Create systems of learning support to enable students to achieve extraordinary learning results in classrooms, laboratories and beyond.” should be inducted in Pakistani schools to improve the hidden qualities of children. Technical education must be given to all the classes. Promotion of the primary education is the need of time must have to work on UPE. Teachers, professors and educationists should be consulted while devising any plan, syllabus or policy; and develop a strong field force of supervisors and monitors for tracking progress (or lack of it) in the education sector. International development partners can assist Pakistan in its efforts to meet the international commitments. They can assist in:

  1. Development of a well-organized consultative process among different stakeholders in education;
  2. Establishment of a Consortium of Sponsors to Education in Pakistan;
  3. Simplify the procedures required for approval of project/programme.

Given the fast approaching deadline of 2015 for meeting the internationally agreed goals and commitments, the international development partners should come forward and generously support educational development in Pakistan, strictly in line with national priorities. Investment in the education sector will help improve quality of life of the people through improved awareness and lead to the creation of a literate, tolerant, and development oriented society in Pakistan.

Model of Quality Control in Education

Adams (1993) included six elements of quality, i.e. reputation of the institution, resources and inputs, process, content, output and outcomes, and value added. Since the concept of quality control and quality management have come from industrial and management sciences, the models of quality control are essentially based on the same philosophy. The industrial models were later on applied and adapted to the educational settings. The educational planners have been defining the quality out-put and have been searching for educational quality correlates. The quality out-put is defined in terms of learning achievement in three domains, i.e. cognitive, affective and psychomotor. Other indicators of quality output are decreasing rates of dropout and increasing rates of stay-ins, number who complete the program cycle and, gender and social equality.

Lockheed and Verspoor (1991) in a study of developing countries have identified various input and process determinants of educational output. These include orderly school environment, academic emphasis in the form of clearly defined learning outcomes and standards, curriculum, particularly the “implemented curriculum” (textbooks, other learning materials), time for learning, and effective use of school time, qualified teachers and healthy children. The developed countries show the similar results with a varying level of quality inputs. For example literature on Educational Reforms in the United States describes that standards of education can be improved through redefining basic curricula, and setting performance standards required from students at the completion of the program (Paliakoff and Schwartizbeck, 2001). Farguson, as cited in Paliakoff and Schwartzbeck (2001), after his examination of student achievement in 900 Texas school districts concluded that the quality of teachers is the most critical aspect of schooling and that it has a direct impact on student learning.

 

The study:

This study designed to achieve the following objectives;

  1. To analyze the current situation of primary education in terms of enrollment.
  2. To find out the quality of education regarding academic achievement in different school subjects at primary level through different documents and
  3. To find out the differences of quality education in light of MDGs and
  4. To devise a strategy of managing quality education at primary level in Pakistan.

 

 

Research questions:

Following research questions were constructed to guide the study;

  1. What is the enrollment rate at primary level in Pakistan?
  2. What is the completion / survival rate of primary education?
  3. What is the academic achievement of the students at primary level?
  4. How quality education can be controlled in order to achieve millennium development goals (MDGs), objectives of Education for All (EFA) and targets of Universal Primary Education (UPE).

 

RESEARCH METHODOLOGY:

Research design was mixed method. Qualitative objectives (Obj. # 1 & 2) and satisfactory answers of all four research questions were found through document analysis technique. Different national and international reports, online books, research articles and education policies were consulted. For quantitative part of the study a ASER Pakistan (Annual Status of Education Report) survey reports 2013/14 and NEMIS (National Education Management Information System) Database 2013-14, AEPAM, Government of Pakistan was used.

 

 

RESULTS OF QUALITATIVE ASPECT

Research question # 1: What is the enrollment rate at primary level in Pakistan?

On average, Pakistan’s gross primary enrollment rate (GER) is 86%, with 92% for boys and 119% for girls. KP displays the second highest GER of 104%, followed by ICT (89%), Punjab (88%), FATA (88%) and Sindh (76%).

In Pakistan, of all the primary-aged (5-9 years) children, 68% are enrolled in primary school (Table 7 on page 8). The highest net primary enrollment rate is in KP (81%) where 92% of all boys (aged 5-9 years) and 68% of all girls (aged 5-9 years) attend primary school. This is followed by Glt.B (76%); Punjab (70%); and ICT (70%). About two-thirds of children attend school in Sindh (63%) and FATA (62%) while only one-half children in Baluchistan (51%) are enrolled in primary schools. ICT is also the only area in the country where primary enrollment rate is higher for girls (72%) than boys (68%) while AJ&K has almost an equal enrollment rate (58%-59%) for boys and girls.

Research question # 2: What is the completion rate or survival rate of primary education?

For Pakistan, estimated information reveals that of all the children entering primary school, 70% reach Grade 5 (Table 8 on page 08). For boys this rate (71%) is slightly above than that for girls (68%). Among the provinces and areas, the highest rate of survival is for ICT (91%) while Glt.B (32%) is lowest. In Sindh, FATA and KP, almost two-thirds of the children reach grade 5 while in Baluchistan only one-half survive up to the final primary class.

Research question # 3: What is the academic achievement of the students at primary level?

According to ASER (2014), (Table 10 on page 9), analysis of reading ability in Urdu/Sindhi/Pashto shows that 49% of Class 5 students could not read Class 2 story compared to the 50% in  2013. 84% of Class 3 children and 30% of Class 1 children could not able to read letters in Urdu/Sindhi/Pashto as compared to 31% in 2013. 58% of Class 5 students could not able to read English sentences of level 2 compared to 57% of children in 2013. 86% of Class 3 children could not read class 2 level English sentences .38% children enrolled in class 1 cannot read capital letters as compared to 39% in 2013. 89% children enroll in class 3 could not do two digit division as compared to 88% in 2013. 30% of class 1 children could not do number recognition (1-9) as compared to 30% in 2013.

Research question # 4: How quality education can be controlled in order to achieve millennium development goals (MDGs), objectives of Education for All (EFA) and targets of Universal Primary Education (UPE)?

The following findings of quality inputs and quality processes were emerged from data gathered and analyzed by ASER survey 2014 and Pakistan EFA review report 2015.

  • In 2014, 21% of the children (age 6-16) were reported to be out of school which has almost remained the same as compared to the previous year (21%).15% children have never been enrolled in school and 6% have dropped out of the school for various reasons.
  • 46% of the boys as compared to the 39% of girls could read language sentences the other side 49% of the boys as compared to the 42% of girls could read at least English words. Similarly, 42% of boys as compared to 38% of girls were able to do at least subtraction.
  • In communities parents 24% of mothers and 48% of fathers in the sampled households have completed at least primary education.
  • In multi-grade teaching, 43% of surveyed Government schools and 25% of private schools had class two sitting with other classes where as 10% of Government and 17% of surveyed private schools had class 8 sitting with other classes.
  • 15% children in surveyed Government schools and 10% of private schools were absent where as 12% teachers in Government schools and 7% in private surveyed schools were absent too.
  • 33% teachers in surveyed Government schools have done graduation as compared to 39% teachers of private schools where as in term of professional qualifications 38% of Government teachers are professionally qualified as compared to 49% of private school teachers.
  • 41%of Government schools have computer labs as compared to the 36%in private surveyed schools where as 49% of Government schools did not have toilets in 2014 as compared to 53% in 2013. Similarly, 25% surveyed private primary schools were missing toilets facility in 2014 as compared to 24% in 2013.
  • 43% of Government primary schools did not have drinking water in 2014 as compared to 36% in 2013. Similarly, 21% of surveyed primary schools did not have drinking water facility in 2014 as compared to 17% in 2013.
  • 39% of surveyed Government primary schools and 27% of private primary schools were without complete boundary walls as compared to 28% in 2013 and 68% Government Primary schools and 62% private primary schools were without playgrounds.

CONCLUSIONS AND RECOMMENDATIONS

The Constitution of Islamic Republic of Pakistan says,

“The state of Pakistan shall remove illiteracy and provide free and compulsory secondary education within minimum possible period.”

In Human Development Report, Pakistan is placed at 136th position for having just 49.9% educated populace. The primary completion rate in Pakistan, given by Data Center of UNESCO, is 33.8% in females and 47.18% in males, which shows that people in the 6th largest country of the world are unable to get the basic education. Following conclusions and recommendations need to be discussed bellow.

Firstly, the educational system of Pakistan is based on unequal lines which directly effects on quality of education and especially at primary level. Medium of education is different in both, public and private sectors at every level. This creates a sort of disparity among people, dividing them into two segments. One division is on the basis of English medium language while the other is Urdu medium language. There should be better to standardize the medium of education in all over the country to maintained quality education.

Secondly, regional disparity is also a major cause which also affects the quality education. The schools in Baluchistan (The Largest Province of Pakistan by Area) are not that much groomed as that of Punjab (The Largest Province of Pakistan By Population). In FATA, the literacy rate is deplorable constituting 29.5% in males and 3% in females. Here it should be equal treatment to all the provinces to improve educational system and quality.

Thirdly, the ratio of gender discrimination is a cause which is projecting the primary school ratio of boys & girls which is 10:4 respectively. For the last few years there has been an increase in the growth of private schools. That not only harms the quality of education but create a gap among haves and have not’s. Here its need to work on gender harmony in order to achieve educational goals.

Fourthly, the allocation of funds for education is very low. It is only 1.5 to 2.0 percent of the total GDP. So, it’s very low budget to fulfill the basic necessities of the education sector at every level which definitely affect the quality of education.  It should be around 7% of the total GDP. Political government currently plans to increase budgetary allocation from current 2% to 4% of the GDP by the year 2018.

Fifthly, the teachers in government schools are not well trained. The education sector if fully influenced by the political parties so the teachers even not professionally equipped can get easy job in education sector without any tough criteria. They are not professionally trained teachers so they are unable to train a nation by delivering good quality education. However, professionally more trained people can educate the people to build a good nation.

Sixthly, irrelevant curriculum, non-availability of textbooks and shortages of other learning materials affect learning levels especially in primary level. Lack of regular supervision and monitoring has failed to check teacher absenteeism and misuse of resources. So, these problems should be tackling according to the proper needs to improve good quality.

Finally, Educational outcomes are one of the key areas influenced by family incomes which directly effects quality education. Children from low-income families often start school already behind their peers who come from more affluent families, as shown in measures of school readiness. The incidence, depth, duration and timing of poverty all influence a child’s educational attainment, along with community characteristics and social networks. However, it represents that the effects of poverty can be reduced using sustainable interventions to enhance quality education.

REFERENCES

Pakistan Education-For-All (EFA) National Review Report 2015 Islamabad: Ministry of Education (AEPAM),Government of Pakistan.

Dakar Framework of Action, Education-For-All (EFA), UNESCO, April 2000.

Pakistan Education Statistics 2013-2015, National Education Management Information System (NEMIS): Academy of Education Planning and Management (AEPAM), Government of Pakistan.

Govt. of Pakistan National Plan of Action to Accelerate Education-Related MDGs (2013/14-2015-16) Achieving Universal Quality Primary Education in Pakistan.

National Annual Status of Education Report ASER-Pakistan 2013-14,Alif-Ailaan and  (NEMIS) Academy of Educational Planning and Management Ministry of Federal Education and Professional Training Government of Pakistan.

Govt. of Pakistan. (1998). National Education Policy 1998-2010. Islamabad: Ministry of Education.

Govt. of Pakistan. (NCHD) National Commission for Human Development Annual report 2013-14.

Govt. of Punjab and UNICEF. (2003). Universal Primary Education: Guidelines for District Education Department, Punjab. UNICEF.

Lockheed, M.E. et al. (1991). Improving Primary Education Developing Countries. Oxford: Oxford University Press.

Paliakoff, A. and Schwartzbeck, T.D. (Edits). (2001). Eye of the Storm: Promising Practices for Improving Instruction. Washington D.C: CBE.

Alvi, N. A & Alam, A. (2004). Pakistan Institute of Quality Control. Quality Review, Vol. 1. J Ibrahim Publisher. Lahore.

Pakistan Education Roadmap for Universal Primary Education and Skills Education, A report of the world economic forum’s Global Agenda Council on Pakistan (2012-2014).

All EFA Global Monitoring Reports 2012-2015 on Educational Quality, UNESCO.

The Millennium Development Goals Report

2014 United Nations New York, 2014.

USAID Study of Education Research and Policy making in Pakistan (June 2013)

UNESCO. Education for All National EFA 2015 Reviews and Guidelines (2013).

UNESCO: Dakar Framework for Action – Education for All: Meeting our Collective Commitments.

Adams, D. (1993). Defining Education Quality. Improving educational Quality Project Publication # 1, Biennial Report Arlington, VA: Institute for International Research.

Govt. of Pakistan and UNESCO. (2001). Learning Achievement in Primary Schools of Pakistan: A Quest for Quality Education. Islamabad.

National Education Policy 1998-2010. Islamabad: Ministry of Education.

UNESCO. (1990). The World Declaration on Education for All.

UNICEF. (2000). Defining Quality. (A paper presented at the International Working Group on Education Meeting, Italy).

UNESCO. (2000). World Education Forum: Dakar Framework for Action 2000. Paris: UNESCO.

Schneider, Karl Heinz and Bergmann Herbert (2002). The Impact of PEP-ILE: Teacher In-service Training and Textbooks on Pupil Achievement and Teacher Behavior. Peshawar: GTZ.

 

A REVIEW OF RESEARCH METHODOLOGIES AND METHODS USED IN RECENT PARTNERSHIP STUDIES

 

Patrick Nalere*[1]; Milton Yago, PhD

ABSTRACT

This paper provides a review of empirical & theoretical methodologies used in recent partnership studies as collected from several different authors on partnerships.  The paper describes in detail how each of the methods can be used in practice, when their usage is most appropriate, and identifies how to improve their application in partnerships research. The major findings include: most mixed – methods were entrenched in quantitative methodology such as semi-structured interviews, focus group interviews, and document reviews; judges were employed frequently to assess partnership processes and correlational techniques were utilized most widely to analyze quantitative data; case study was the most frequently used qualitative methodology. Challenges commonly faced in quantitative research in partnerships studies include designing specification of the unit of analysis, sampling instrument design and administration, particularly in data analysis, which are addressed by employing a mixed – methods embedded in quantitative methodology. Implications of these findings are further discussed and future research directions are suggested.

Key Words: Partnership, Rural Development, Research,

  1. Introduction

Previous studies that have examined different partnership subjects have used a variety of research methodologies and methods. This review provides a profound insight to research methodologies that are employed to partnership subjects. In order to expand the sources under review, conference presentations, cited articles, unpublished papers, relevant policy documents and survey reports were also reviewed. Although the review doesn’t encompass materials from discipline outside of partnerships field, the majority of the cited focus on collaborative work to achieve development. This review analyses literature on partnership aspects in general, with a view of increasing the understanding of particular relationship issues. Therefore, there are a few issues worth noting. First, this review focused on either the synthesis of the literature or academic paper abstracts. In the first instance, the review relying on literature was not well supported by empirical data.  Secondly, although academic studies were good sources of empirical data, they were not representative of all types of publications in the partnership field. However,, his classification of the research methodologies appeared to be grounded in a mixture of research methodologies and substantives contents, hence resulting in some inconsistency Questions such as what specific methodologies and methods are distributed in partnership studies were not addressed. Thirdly, a mixed- methods research was not addressed in Knight, (1998) study. Instead Knight, used only qualitative methodologies while studying on the “Perspectives on Partnerships: Social Partnerships approached from the relational perspective” as an “inter-subjective world of culture, consciousness and purposive action, where relationships are organized through the ideas, values and interests of those producing human action and interaction”. Equally a mixed-methods was not analyzed by Authors Denzin and Lincoln, (1994), and Author Silveman (1985), who also uses qualitative research, which they define as an interdisciplinary and trans-disciplinary field that cross-cuts the human, social and physical sciences. But as a quick growing mode of inquiry in social sciences, not considering this mixed-method fails to provide a complete picture of the development of partnership research. Thirdly, this review only examined research methodologies in partnership research. Yet they are not compared with those of another similar field.

 

The review examined the different research methodologies and methods used in recent partnership studies. The purpose of the review was primarily descriptive. It helps researchers of partnerships aspects to identify the latest trends of the development in partnership studies and further supports the findings generated from the previous literature reviews with the empirical data.

  • RESEARCH METHODOLOGIES AND METHODS

 

Although most studies were often categorized by methods (Foster & Meinhard, 2003; Fountain, 2002; Mizrahi & Rosenthal, 2001; Mulroy, 2003), the analysis in this review is based on both research methodologies and methods.  For this reason, it is necessary to make a distinction between the two concepts. Research methodologies denotes to ‘the general logic and theoretical viewpoint ‘Bogdan and Biklen, 2007, p. 35) of a research, while methods denotes to specific strategies, procedures and techniques of analyzing and interpreting data (Bogdan and Biklen, 2007; Merriam, 2002).

There are three research methodologies that are generally accepted: quantitative, qualitative and mixed – methods (stake, 1995; Eilbert, 2003; Creswell, 2014). It should be noted however that each of these methods reveals a set of specifications of a conceptualization (ontological) and knowledge of understanding (epistemological) assumptions. For instance when carrying out a quantitative research, the investigators assume that reality of the phenomenon is not known to them and facts is objective and physical. In light of this, the investigators interpret their role as onlookers in the studies. On the other hand, in conducting qualitative research investigators assume that truth about the phenomenon exists independent of them and facts are more personal. In this case researchers interpret personal experiences in an exceptional social setting. Mixed methods investigators mostly employ both qualitative and quantitative methods (Baum, 1995; Greene, 2007; Johnson, Onwuegbuzi and Turner, 2007).

The main rationale of research methodology is because it expresses philosophical expectations but also provides guidance in the selections of research methods used in a study. Scholars such as Van Maanen (1983) defines qualitative methodology as an array of interpretative techniques which seeks to describe, decode, translate and otherwise come to terms with the meaning, not the frequency, of certain more or less naturally occurring phenomena in the social world. Yet, qualitative research according to Ghauri and Gronhaug (2005) argue that qualitative research is more phenomenological and inductive in nature. This means that it focuses on establishing an understanding from respondent’s feedback, with the skills and experiences of the researcher playing a critical role, especially in data analysis (Creswell, 2003). The primary techniques categorised under qualitative research methods include interview, observations and other methods (Ghauri and Gronhaug, 2005). The advantage of qualitative methods is that it provides a rich descriptive data that aids better understanding of any research problem for which more knowledge is still wanting. This is because it assists in gaining new viewpoints on problems about which little is yet known or to gain more in-depth information that may be difficult to convey quantitatively (ibid). The qualitative research method on the other hand stresses the examination of compound situations which cannot always be easily quantified. This is a subjective approach to finding answers to research questions (Beedles, 2002). This approach furthermore can deliver the elaborate details of phenomena that are occasionally difficult to constitute and derive through quantitative methods (Strauss and Corbin, 1990). The limitations of the qualitative research technique are that: the method is not a formal research approach to quantify data (Miles and Huberman, 1984); and requires rich and complex data, and it is often difficult to build a theory and theoretical description (Eisenhardt, 19890). As a result, generalization of the findings is the most problematic facet for this research approach (Beedles, 2002). On the other hand, quantitative method is conventionally grounded on the positivist approach to explore phenomena. This also motivates the deductive model which shows hypothesized associations.  Sooper and Schinder (2001. p. 49) affirms that in respect to interpreting the causal hypothesis, ‘the trend is evident from the nature of the variables. Quantitative approach is often characterized by the use of deductive form of logic wherein theories and hypothesizes are chosen before the study begins and remains fixed throughout the study (Creswell, 2003) The primary technique of employing the quantitative methodology is by the use of questionnaire surveys with worked out rules and procedures (Creswell, 2009). This study approach provides a solid answer to the research questions technically which is defined in an objective way and measured through statistical tools and techniques (Rosner, 1990). The quantitative approach also displays some intrinsic limitations. As the research approach is not designated to facts of single phenomena, this may not continually be vindicated in complex and more intricate observable situations. In addition, this research method limits the objectivists’ approach and is not suitable for subjective experiments or information where statistical analysis is not essential for comprehensive discussion of the situation (Beedles, 2002). Moreover, this technique may not be beneficial to gather a historical process involving changes (Morgan and Smircich, 1980).  As mixed methods of research combines both qualitative and quantitative methods, it has been preferred by many researchers. However, whether a study used qualitative, or quantitative, mixed methods of research is preferred for its breadth and depth in terms of data collection, analysis, and interpretation, for broader understanding and corroboration (Creswell, 2009). Therefore, it is the methodology but not the methods that defines whether a study is qualitative, quantitative or of mixed methods. An example a researcher opts to use observation and process analysis to data collection. But is the researcher decide on the working definitions of the observed behaviors before carrying out a study and are only interested in the frequency of the observed behaviors, the differences between the two groups of respondents and the effect of one variable on another variables, this research is just an example of qualitative methodology.

Aside, research methods involve the actual process of carrying out research and the information generated by analyzing of the methods is important to understanding research in partnership aspects. In light of this the paper presents reviews research methods used in recent partnership studies.

THE THEORETICAL DISCUSSIONS OF RESEARCH METHODS

This section presents a theoretical framing of discusses of a collection of interrelated research methods commonly used in partnership studies. It guides the research by providing a philosophical basis on which the studies in partnership related studies are conducted, and how it forms the link between the theory and their practical components during investigation. This theoretical framing therefore has implications for the decisions made in a research process (Martens, 1998). Below is a collection of the theoretical discussions, methods, and the epistemology underpinning researches in partnership studies, (Crotty, 1998).

Survey Research Method

 

The survey research method involves the use of standardized questionnaires or interviews as tools of data collection about participant’s and their perception in a systematic way (…….).A questionnaire is a research tool consisting of a set of questions intended to capture responses from respondents in a standardized way. Questions may be structured or unstructured. Unstructured questions ask respondents to provide a respond in their own words, while structured questions ask respondents to select an answer from a given set of choices. For example Weiss, et al. (2002), in exploring “The Relationship between Partnership Synergy and Partnership Functioning” and focusing on the characteristics of the partnership as a whole, data was collected using Semi-Structured Qualitative Interviews. Furthermore, semi-structured qualitative interviews instrument content according to Weiss, et al is based on semi-structured qualitative interviews with people in partnerships. The use semi-structured interviews to provide questions prepared ahead of time. This prior preparation gives the researcher confidence during the interview. It also allows informants the freedom to express themselves freely in the best way they could. Conclusively, the semi-structured interview method is seen to provide more reliable and comparable qualitative data. Questions should be designed such that respondents are able to read, comprehend and respond to them in a meaningful manner. The survey research method can be used for descriptive, exploratory and explanatory studies. This means it is appropriate for studies that have individual participants as the unit of analysis such as employees, board members of partnerships are often used as key informants.

Weiss, et al. (2002), in exploring “The Relationship between Partnership Synergy and Partnership Functioning” and focusing on the characteristics of the partnership as a whole, data was collected from multiple informants within each partnership. According to Weiss, et al. after a partner agrees to participate in a study, questionnaires are mailed with a personally addressed, hand-signed cover letter to all the active and knowledgeable partners in the partnership, as identified by the researcher. This helps to ease data analysis, as tabulation for nearly all surveys are easily done with many computer software packages. It also helps to reduce bias as the questionnaires provide uniform question presentation and researcher’s own opinions would not influence the respondent to answer questions in a certain manner. Most of the questions are close-ended, with a few being open-ended. This gives respondents an opportunity to clarify their answers and provide additional information.

In an “Examination of Factors That Influence the Motivation for Participation in a Collaborative Partnership”, Ivery, ((2004), begins by identifying the primary contact persons with whom the list of organizations that are recruited to participate in the study. He employs stratified sampling plan in the study and randomly gives the small size of the sampling frame. A concern on the potential high non-response rate among these organizations is raised, and the decision to include all partners in the sampling frame is made. After the sampling frame is defined, the pre-study data-gathering consists of informal conversations with partner organizations, and their staff, together with the collection of various secondary materials. A two-phase study is then selected in order to gain a full perspective on partnership. Furthermore, Mulroy, (2003) studying “Community as a factor in Implementing Inter-organizational Partnerships: issues, constraints, and adaptations” uses qualitative research. This type of research follows a constructivist tradition in which truth is not absolute but rather varies and arises from a consensus among stakeholders within a given historical and temporal context.

The strengths of survey research method include: 1) is appropriate for measuring a wide variety of unobservable data such as people perception. 2) Suited for remote data collection about a population that if too large to observe directly e.g for a region, where mail-in or electronic mail or telephone surveys using meticulous sampling can be used to ensure that population is adequately represented in the small sample. 3) it ability to  for participants to respond at their convenience; 4) large sample surveys allow detection of small effect even while analysing multiple variables, and depending on the design, may also allow comparative analysis of the population sub groups. Last, it is economical in terms of resaehcers time, effort and cost. However, survey research method has also weaknesses such as: 1) it is subject to respondent bias if the questionnaire is not very clear on what is required, and non response bias, sampling bias; 2) May not be appropriate for certain demographic groups such as children, the illiterate

Questionnaire can be self-administered mail survey, where same questionnaire is mailed to a large number of participants   and willing res[podents can complete and return in postage.

Interview Survey Research Method

 

Interview survey research method is a more personalized data collection and mainly conducted by trained interviewers using a research protocol e.g standard set of questions. The interview script contains special instructions for the interviewer that is not seen by respondents. For instance , Weiss, et al. (2002), in exploring “The Relationship between Partnership Synergy and Partnership Functioning” and focusing on the characteristics of the partnership as a whole, data was collected using In-depth Interviews from multiple informants within each partnership.

Anderson (2005), studying “Partnership between agribusiness and peasants: Its implication on Rural Development” followed a qualitative account and synthesis from secondary data and field work in rural areas. Preliminary discussions are carried out prior to and during field work in order to select the villages, groups and individuals to be included in the study. The study uses observations, individual interviews and group discussions. Participatory research methods such as Participatory Rural Appraisal (PRA) as in triangulation, observation, semi-structured interviews, ranking and scoring techniques, wealth ranking, etc) are used throughout the two-month study. Participatory methods used during field work facilitate communication between the researcher and local people, and amongst the local people themselves. These methods enhance the understanding and analysis of local situations, problems and possible opportunities (Pretty et al., 1995). According to Chambers (1993), PRA facilitates collection, presentation and analysis of information with the rural people.

According to Patton, 1987:108), and Yin 1994:84 utilise in-depth interviews. Patton, notes that in-depth interview is an important source of qualitative data. This is because it allows the researcher to enter into another person’s world and understand the person’s perspective from his/her own context. Furthermore, to Patton, such an in-depth interview serves as a source of meaning and elaboration of the partnership concept from different respondents. (Paton ibid and Yin 1994:84) asserts that interviews may take several forms. These include: informal conversational interviews, the general interview guide approach and the standard open-ended interviews. However, to them, the greatest weakness with the informal conversational interview is the great amount of time used to generate data in a more systematic form during the analysis stage. Also, time is spent on finding a pattern that emerges at different points in different interviews with different respondents. Nonetheless, the pattern which emerges to a great extent helps in revisiting the questions for the subsequent interviews.  Strengths it: 1) may include space for the interviewer to record person observations and comments; 2) the interviewer had the opportunity to clarify any issue raised by the respondents or ask probing questions or follow up questions. Weakness is that 1) it is time consuming and resource intensive; 2) special interviewing skills are required for the interviewer.

A variation of the personal interview is the focus group discussion (FGDs), which is a technique where a small group of respondents (usually 6-10 respondents) are interviewed together in a common location. The interviewer is essentially a facilitator charged with the responsibility of leading the discussions and ensuring that every participant has an opportunity to respond. A cross-sectional survey and focus group design is used to collect observations on partners. The follow-up qualitative survey and focus groups (Rice and Ezzy 1999), is identified. The purpose is to clarify and provide a more in-depth discussion of issues identified in the one-on-one interviews. More specifically, the objective is to gather perceptions and challenges participants encounter in developing the partnership. The groups are also to give possible solutions with a view to examining how they fit with the proposed model, and explore alternative explanations where there is a mismatch. The quality and validity of the research are improved by bringing in these diverse views and local knowledge (Israel et al 1998; Krieger et al 2002).

Advantages of FDGs are that they 1) allow deeper examination of complex issues, because when people discuss different ideas. for instance, in a study on partnership,  “Engaging Communities: An evaluation of a community development model for tackling rural fuel poverty”, Rugkasa, Shortt, & Boydell, (2004), all members of the steering partnership were invited to take part in focus groups, and partner representatives were interviewed individually. The focus groups and interviews helped gain insights into people’s shared understandings of partnership and community development. Topic guides were developed prior to the interviews and were based on a review of the project documentation. All interview questions were open-ended, allowing interviewees the time to introduce and elaborate and prioritize on the themes. These types of questions also allow lengthy discussions of key features of the process, rationale and strategy. In the paired and group interviews, respondents are able to react and build upon the responses of others, while at the same time exploring on the experiences of those who were taking part in the change process. According to Rugkasa, Shortt, & Boydellused, research methods correspond with the two strands of the evaluations; strand 1 explores the outcomes for householders, and strands 2 focuses on the project’s process and delivery mechanisms. The ‘impact and effectiveness’ strand on the other hand helps to focus on the generation of partnership and wider outcomes for partnership role, and their impact on extended service provision. The process helps in evaluating partnership operations, funding, sustainability and management.Weakness, DFGs may be dominated by a dominant personality if not well managed; 2) others may be reluctant to voice their opinion in front of their peers or superiors especially for sensitive issues say incomes of people, office politics, etc

What to note while conducting interviews 1) interviewers should prepare a kit to carry to the interview session, consisting of a c cover letter from principal researcher, adequate copies of the survey tool, photos identification, and telephone number for respondents to call to verify the interviewer’s authenticity. During the interview the interviewer should follow the questionnaire scripts and ask questions exactly as written

 

The Case Study Research Method

The case research also called case study, is a method of exhaustively studying a phenomenon over time within its natural situation in one or few sites. Several methods of data collection may be used including interviews, observations, etc. The case study research method is defined by Yin (2014, p.10), as an empirical inquiry that investigates a contemporary phenomenon within its real-life context. GAO (1990), defined a case study as “a method for learning about a complex instance, based on a comprehensive understanding of that instance, obtained by extensive description and analysis of that instance, taken as a whole and in its context. According to Denzin and Lincoln, (1994), the case represents an integrated system of patterned behavior. However, (Yin, 1993, p.9) alludes to the fact that the selection of these cases to be studied is often the difficult step in a case study research. In relation to this Creswell (1998) suggests that case studies can be developed from three different theoretical perspectives; that is, no use of existing theory; use of a theory to develop the analytical framework; and use of a theory after evidence is collected to explain a phenomenon.  Gillham (2001) in addition argues that a case study should have “a case” which is the object of the research. The case study relate with other research methods because it is a methodology where different methods are combined with help in illuminating a case from different angles: to triangulate by combining methodologies. May studies that have examined different aspects of partnerships such as George, and Bennet, 2004; Flyybierg, 2006; and Eisenhardt, Graebner, 2007have used case studies.

For example Eilbert (2003) used exploratory case studies, which involve making site visits to two identified community health partnerships. Preliminary telephone discussions with people at the case sites identified by experts in the case site selection; visits to each site to attend where possible, meetings and carried out interviews with participants. The case study approach helped to inform sound generalization of findings. For instance, according Eilbert, the findings from the case partnerships were used to underpin the work of other similar partnerships which demonstrated that imbalances of power and control between partners affect efforts for strengthening partnerships for health promotion activity. In researching on “Local Partnerships in Ireland”, Turok, (2000), examines four case studies to gain more detailed insights into the partnership process. The case study examples are broadly representative of the total population management of partnerships, including one rural and three urban. The study also uses interviews and evidence obtained during the study. Turok examines the operations and effectiveness of local partnerships in Ireland, together with their achievements.

In studying “Business Non-profit Partnerships as Learning Arenas: More than just transactions?” Roscher (2009), uses case study methodology. Roscher (2009), used the case study methodology where investigation was conducted in a rather post positivist tradition, starting from what was empirically available. Roscher views collaboration in the light of the interactions taking place and as a rather open, very individual process (constructivist approach) with a strong emphasis on the outcomes (pragmatist view). Therefore, the investigation was conducted in the frame of several case studies however, comparability was very limited. Roscher employed the case identification approach because of the great variety of cases in cross-sector partnerships as seen in social organizations and businesses. Three cases were chosen on the basis of variety of criteria, of: sufficiently mature partnerships (so the structures are already set up); one with a strategic importance to the partnering organizations; and those whose ties quality is at arm’s length vs. embedded ties.

Furthermore, Walsh (2004), while researching on “Partnerships for effective development: Partnership Theory and Practice” employs case study approach to illustrate the factors that contribute to successful partnerships for local development. Walsh uses seven case studies; three of them were handled by one partner and the rest (four) by another partner.  Each case study however, sought to outline how the local partnerships were established, what contributed to their success, what worked well and what were the lessons leant, and the barriers to effectiveness. To address these questions, Walsh developed a template for each study which helped to collect information from primary and secondary sources on the background context to formation of the partnerships, membership of the partnership, operating procedures, results achieved and replicable lessons. He also borrowed from the systems theory to explore the issues of partnerships to improve the health of the community. A case study methodology is therefore, well suited for the study of partnership, given that it too, is a system of patterned behavior, influenced by its environment. As an open system that influences and is influenced by its environment, the partnership is indistinguishable from its context, where explanatory variables can be found.

Further Knight, 1998, argue that case studies are used as instructive research methods in instances where, research is exploratory in nature and the phenomenon under study is complex. The aim is to build/generate theory, as it helps to draw out new insights on phenomena, which would significantly enhance existing knowledge on a topic. The key strength of case study research is that it paves way for a holistic view of a specific process and/or phenomenon. The case studies in my study on “Partnership between NGOs and Smallholder Farmer Groups: Implications for Rural Development in Uganda” presented the meanings of partnership by their members, as depicted by the researcher (Nalere, 2015). Case studies are good in guiding the development of analytic and problem solving skills, allows for exploration of solutions for complex issues, and allows applying new knowledge and skills. Case studies, were designed to bring out the details from the viewpoint of the participants by using multiple sources of data Thus selection of cases was done so as to maximize what can be learned in the period of time available for the study, thus the unit of analysis was a critical factor in the case study. Case studies tended to be selective, focusing on one or two issues that are fundamental to understanding the partnership system being examined. On the contrary, case study may provide insufficient information that can lead to inappropriate results, thus should be used with caution.

In general, some of the unique strength of case research method use in partnership related studies includes 1) it uses either in a positivist way for the purpose of theory testing or in an interpretive way for theory building. 2) it allows modification of the research questions during the research process, should the original questions come out not to be relevant/ silent; 3) it helps derive wealthier and more contextualized and more authentic interpretation of partnership aspects, given its ability to capture a rich array of contextual data. 4) partnership aspects can be studied from the perspective of multiple participants and using multiple levels of analysis (e.g individual and partnership as a whole). Notwithstanding the above strengths, case research method has some limitations. Frist, because it involves not experimental control, internal validity of inferences remains weak. Nonetheless, this problem of controls may be addresses in case research using “natural controls”. Secondly, the quality of inferences resulting from case research hinges on profoundly on the integrative powers of the researcher. For example an experienced researcher may see concepts and patterns in case data than a novice researcher. In this case the findings may be criticized as being subjective. Lastly, the fact that the inference is deeply contextualized, it may be difficult to generalize inferences from case research to other context or other organizations.

When using case research method in studying partnership aspects, there are some key decisions the researcher needs to consider. First, ensure that it is the right method for the research questions being studied. For example case research method is particularly relevant for : exploratory studies for discovering relevant constructs in areas where theory building is at the formative level,  for studies where experiences of participants and context of actions are important, and for studies aimed at understanding complex, temporal processes aspect on partnerships; for studying partnership processes that involve multiple participants and interacting sequences of events, such as partnership change, etc. second,  knowing the appropriate unit of analysis. Whether the researcher wishes to study an  aspect at individual or group or partnership or multiple levels. Thirdly, knowing the design to use – whether a single or multiple case design. For instance, a single design is more appropriate at the outset of theory generation, but a multiple design more useful for theory testing in order to establish generalization of inferences.

 

Literature Review

A literature is a “critical analysis of a segment of a published body of knowledge through summary, classification and comparison of prior research studies (Boote and Beile, 2005). Boote and Beile, further argue that a literature reviw is an evaluation of report of studies found in the literature related to a selected area. The relevancy of the literature is to provide a context of the research, justify the study, ensure the research has not been done before; shows where the research fits into the existing body of knowledge; highlights, the flaws in previous work; and help refine, refocus the research topic.

In researching on “Local Partnerships in Ireland”, Turok, (2000), examines four case studies to gain more detailed insights into the partnership process. He further draws on previous reports and papers, interviews and evidences assembled during a study visits. Turok presents the results of survey research which compares the different types of Irish partnerships in terms of their origins, growth, activities and impacts, and assesses the Irish Partnership experience within the context of research in seven other EU countries. Such a comparative approach provides insights which assume particular interest at a time when the Irish Government adopts new initiatives to promote greater co-ordination of partnership activities at a county level.

the review can be desk Research such used In a research paper presented at the 57th Annual United Nations Department of Public Information/NGO Conference in New York; “Millennium Development Goals: Civil Society Takes Action”, New York, on “North/South Partnerships: Different responsibilities and Opportunities – The role of NGOs in Meeting the MDGs” Kalima, (2004)  uses desk research approach to describe the numerous types of partnerships at the regional, international and global levels: South –South, North–North, and South–North partnerships.  According to Kalima (2004), this eases and quickens field research (primary research). According to Kent (1993), desk research involves gathering data that already exists either from internal database, publications of both governmental and non-governmental institutions, professional local and national newspapers and magazines, or commercial databases. Desk research advantages include both being cheap and time effective. Carrying out an initial desk research is strongly recommended to gain background knowledge for primary research and/ or providing an alternative for doing primary research.

Roscher, (2009) in studying the Business Non-profit Partnerships as Learning Arenas: More than just transactions (Roscher, 2009) 1.2.13.2 Analysis of Documents In order to gather as most data as possible, various means are used: analysis of documents directly relates to partnerships; as well as documents that may express changes within the organizations and their strategies based on partnership activities, e.g. mission statements or similar documents. The press and other media documentation are used. All partners and other participants joins the management in the semi-structured interviews.

Researching on “Effectiveness of Alliance and Partnerships for Health Promotion”, Gillies (1997), adopts the reviewing of evidence approach which takes two forms: a) Published literature review, b) health expert opinion, and c) case study. There are two types of literature, the published and unpublished. Therefore, the Published Literature Review involves using the search strategy of particular partnerships. According to Gillies, this approach provides original sources of data which were abstracted for analysis presented in Roe et al. 1997.  According to Gillies, each of those regions contributed up to five current best practices on partnerships for health promotion. Gillies, (1997), further uses randomized controlled trials approaches in the literature review.

Equally, Weiss, et al. (2002), in exploring “The Relationship between Partnership Synergy and Partnership Functioning” and focusing on the characteristics of the partnership as a whole, data was collected from multiple informants within each partnership. Weiss, et al. (2002), also reviews the existing literature and instruments that have been used in partnership research and evaluations, so as to establish any existing research related to this study. This includes getting familiar with the historical and seminal theories and research studies, as well as the most recent cutting-edge studies. The review of the existing literature brings forth new ideas, while at the same time enhances the credibility of both the study and the researcher.

 

For Hartwich, et al. (2007), researching on the “Building Public-Private Partnerships for Agricultural Innovation in Latin America: Lessons from Capacity Strengthening” applies several sources of information such as in-depth interviews, focus groups done with partners and relevant literature review.Hartwich include review of a number of policy documents, project documents and the academic literatures. These helps to verify, disprove, or make known conclusions reached on partnerships using focus groups and in-depth interview approaches. The use of extensive and relevant literature review was an attempt to summarize or comment on what is already known about partnerships for rural development. By collecting different sources, synthesizing and analyzing them critically, essentially create new knowledge and perspectives. Literature review helps the verification of findings in comparison with others (Manamela, 1993:43).

Finally, Mattessiech & Monsey, (1992) studying “Collaboration in Health, Social Science, Education and Public Affairs”, reviews the research literature on Collaboration in Health, Social Science, Education and Public Affairs. They identify a total of 19 factor terms, as characteristics from 133 studies examined. Some of them include: 1)  Environmental characteristics (history of collaboration or cooperation in the community; partnership entity seen as a leader in the community; and political/ social climate is favorable); 2) Membership characteristics (mutual respect, understanding and trust among the members; appropriate cross-section of members; members sees collaboration as in their self-interest; ability to compromise; 3) Process / structure characteristic (members share a stake in both process and outcome; multiple layers of decision –making; flexibility, clear roles and policy guidelines developed; and adaptability). Others include 4) Communication characteristics (open and frequent communication; establishing informal and formal communication links); 5) Purpose characteristics (concrete, attainable goals and objectives; shared vision; and unique purpose); 6) Resources characteristics (sufficient funds; and a skilled convener). These six (6) characteristics, gives 19 factors, which provide the first synthesis of the critical factors that are crucial in successful partnerships.

A Summary of the Strengths and Weaknesses of Various Data Collections tools

In order to ensure construct validity, the requirement for multiple data collection methods is already observed.  The use of empirically validated instruments adds immeasurably to the vigour of the research. The use of rigorous qualitative research methods can enhance the quality of findings (Nicholas and Pope, 1995) as well as quality improvement efforts. The section below describes the strengths and weaknesses of the four crucial qualitative research methods (Marshall and Rossman, 1999).

Focus Groups

Focus groups are a great way to get input, feedback and dialogue with the potential consumer/audience (Webb, 2002).  The focus group interviews taps into human inclinations. Attitudes and perceptions relating to concepts, products or services are developed in part by collaboration with other people (Asbury 1995, p. 414). With this method, a small number of subjects are brought together to discuss the topic of interest. One of its advantages is that, members do not feel intimidated, but rather express opinions freely. It is also easy to manage as its size is kept deliberately small. Webb, further says that to aid the discussion, a topic guide is prepared beforehand and the discussion is led by the researcher, to ensure that a range of aspects of the topic are explored. The discussion is often tape-recorded, then transcribed and analyzed. The idea behind the focus group method is that the group processes helps participants to explore and clarify their views in ways that would be less easily accessible in a one to one interview When group dynamics work well the participants tend to work alongside the researcher, taking the research in new and often unexpected directions.

Drawing attention to the diversity of uses of the term focus groups, Kitzinger and Barbour (1999) initially defines them as “group discussions exploring a specific set of issues’ that are `focused’ because the process involves `some kind of collective activity’. The focus groups are quick, cheap and relatively easy to assemble.  It is good for getting rich data in participants’ own words and developing deeper insights. Members are able to build on others’ responses and come up with ideas they might not have thought of in a one on one interview. It should be noted however, that the focus groups can be expensive and time consuming, since one has to coordinate the members through a productive discussion. It’s easy to also get wrapped up in the focus group feedback as well.

Direct Observation

According to Johnson and Webb (1995), observation is used to gather evidence about how value judgments made by research participants can impact on decision making. Direct observation aims at having the researcher become immersed in or part of the population being studied. This is in order to develop a detailed understanding of the values and beliefs held by members of the population regarding the research topic. Occasionally, a list of observations that is required for research is prepared before-hand, other times, an observer makes notes about anything they observe for a later analysis. There are two types of observation methods: non-participant observation, and participant observation. The observation method of research is basically developed for observing people in their natural setting. It focuses more on their everyday normal life. This method helps in overcoming challenges on validity and bias. However, it is not appropriate if past events are being studied, since it may be difficult to frequently measure attitudes or opinions; yet selecting an appropriate sample may be tricky.

 

In-Depth Interviews

Frederikson, et al. (1996), in a study to explore family functioning and interpersonal relationships, used unstructured interviewing as a method of qualitative research, for lack of adequate theory and definitions. Interviews in qualitative research help probing of issues in detail, as they seldom involve asking a set of predetermined questions (Patton, 1987). The advantages are that in-depth interviews encourage subjects to express their views at length. Whereas, this also helps in obtaining more detailed information on the topic of study, it loses the richness that can arise in a group where issues and views are exchanged through a debate.

Surveys

Surveys are of two broad categories: the questionnaire and the interview. Questionnaires are usually paper-and-pencil questions that the respondent answers (Glasow, 2005). Interviews are administered by the interviewer, with answers recorded based on what the respondent says. Questionnaires can be mail survey, which are relatively inexpensive to administer and allow the respondent to fill it out at their own convenience. However, it is known that the response rates from mail surveys are often very low. In the personal interview, the interviewer works directly with the respondent. This gives the interviewer the opportunity to probe or ask follow-up questions. However, the interviews can be very time-consuming and they are resource intensive.

Further methods used in qualitative research in partnership studies

 

  1. a) Expert Opinion: Helmer, (1983), argues that eliciting consensus from within a group of experts is more reliable than other methods of using panel decision making. The major advantage of this method is that it is a simple technique to use and the consensus will emerge with one representative opinion from the experts. Since this method provides confidentiality, many barriers to communication are overcome, such as reluctance to state unpopular view, to disagree with one’s associates, or to modify previously stated positions (Barnes, 1987). It however has some limitations such as the consensus reached may not be a true consensus; it may be a product of specious or manipulated consensus. A specious consensus does not contain the best judgment.

  1. b) Informal Conversation: This involves observing the participant’s view point through a natural interaction relying on the spontaneous generation of questions. This method doesn’t rely on any predetermined set of structured questions to ask participants but only relies on the interaction in order to guide the process of interview (McNamara, 2008). The merits for this method are that it allows some flexibility (Gall, Gall & Borg, 2003) in Turner, (2010). Also being able to interact with participants in an informal environment, the researcher is best placed to ask follow-up and probing questions, based on participants’ response. Hence, it could give a more personal approach to the interview. Despite these merits, this approach can be quite unstable or unreliable as the interview is quite inconsistent, making it complicated to code the data (Creswell, 2007). Besides, the interviewer may receive consistent answers from the respondents (McNamara, 2008) in Turner, (2010).

  1. c) Review of documents: This is a rich and valuable data collection method in qualitative research (Bowen, 2009). It is used to corroborate and augment evidence from other sources. In instances where documentary evidence is contradictory rather than corroboratory, the researcher employs other methods such as interviews to verify the evidences. This however, is an exceptional rather than a rule.

Conclusion

In a nutshell, the review of research methodologies and methods used in recent partnership studies indicated that researcher on partnerships have been keeping pace with recent developments of research methodologies in social sciences. For example the call to use advanced statistical techniques and sophisticated statistical methods such as correlation, and multilevel modeling as used by Creswell, (2009) and Beedles, (2002). As discussed above, research methodologies reflect truth in different partnership aspects. The perception shown in qualitative or mixed – methods research could not be revealed by quantitative methodologies. Although partnership related research is in a great need of methodological diversity, it also needs methodological rigor or rather more discussion of methodological issues. For example Ghauri and Gronhaug (2005) claimed that their study was qualitative just because they used methods such as interviews. However, yet according to Denzin and Lincoln, 2005) when a study fails to make sense of the phenomenon in terms of meanings people bring to them, then it does not qualify to be qualitative in nature. Since most mixed- method research relied on questionnaires or surveys through which both qualitative and quantitative data were collected, thus making them skewed towards quantitative methodologies.  In addition, the needs of methodological diversity and rigor, researchers on partnership aspects also need to combine diverse research efforts together so that converging evidence of partnerships is accumulated.

The review of research methodologies and methods used in recent partnership studies also identified some areas that require further research such as:1 ) the need to review the interactions among research methodologies; 2) questions such as what specific methodologies and methods are distributed in partnership related studies was not addressed; 3) comparison between partnership research and other fields in social sciences will also require further research.

  1. A TABLE SUMMARY OF THEORIES & METHODOLOGIES USED IN RECENT PARTNERSHIP STUDIES
AUTHORS & YEAR RESEARCH TITLE and Theoretical framework used METHODOLOGY USED OBJECTIVE OF METHODOLOGY USED
Key W. Eilbert, (2003) A community Health Partnership Model: Using Organizational Theory to Strengthen Collaborative Public Health Practice. Exploratory Case Studies

 

Mixed qualitative method (semi-structured interview, focus group, documentary review)

 

 

 

 

System Theory

 

Exploratory Case studies helped in developing analytic and problem solving skills; allowed for exploration of solutions for complex issues, and also allowed the application of new knowledge and skills.

Mixed methods provided the opportunity for synthesizing of research traditions and gave the investigator additional perspectives and insights that are beyond the scope of any single technique. The results transcended the individual methods and disciplines.

Utilize systems theory to determine a separate process is set up to develop the partnership model that shows that inputs are required for partnership development activities.

Pamela Gillies, (1998) Effectiveness of Alliance and Partnerships for Health Promotion. Reviewing the evidence adopted two approaches: literature published, and health expert identified current best practice.

 

Case study accounts

Reviewing the evidence provided an understanding of the broad context of the topic of study and helped to avoid the duplication of existing research. The use of expert opinion not only provided inference on the research problems, but also informed the model and the potential pitfalls that could result, especially in data-limited situations. Therefore, experts provided a valuable source of information that offered useful insights into the study.

 

 

Case study provided a background for understanding current knowledge on the study topic and illuminated the significance for the new study

Hartwich, et al. (2007) Building Public–Private Partnerships for Agricultural Innovation in Latin America: Lessons from Capacity Strengthening.

 

In-depth interviews and focus groups

Literature review of a number of policy documents, project documents and the academic literature.

The in-depth interviews and focus groups helped to verify, disprove, or make known conclusions reached on partnerships;

Literature review attempted to summarize what is already known about the study.

Kalima, B. (2004) North/South Partnerships: Different Responsibilities and Opportunities – The role of NGOs in Meeting the MDGs Desk Research Desk research provided the background knowledge for primary research. It also served as an alternative for doing primary research.
Walsh, J. (2004)

 

Partnerships for effective development: Partnership Theory and Practice

 

 

Case study (a template for each study) Case study helped to scale down to researchable units on the topic. The template for each study helped to collect information from primary and secondary sources on the background context.
Andersson, R. D. (2005) Partnership between Agribusiness and Peasants: Its implication on Rural Development. The case of TIKO in the Vakinankaratra region of Madagascar Participatory Rural Appraisal (PRA) tools such as Triangulation, Observation, Semi-structured interviews, Ranking and scoring techniques, Wealth ranking, etc) PRA tools facilitated communication between the researcher and local people, and amongst local people themselves.  It also enhanced the understanding and analysis of local situations, problems and possible opportunities as it pertained to the study.
Rugkasa, Shortt, & Boydell, (2004) Engaging Communities: An evaluation of a community development model for tackling rural fuel poverty

 

 

 

Focus groups (FGs),

 

Interview guides

 

Review of the project documentation

FGs facilitated lengthy discussions to gain insights into people’s shared understandings of partnership and community development;

Open-ended questions of the interview guides allowed the interviewees to introduce and elaborate on themes that they considered being important.

The review documents helped to clarify the research question and also aligned the focus of large scale primary research.

Weiss et al. (2002) The relationship between partnership synergy and partnership functioning.

 

 

 

 

Multiple informants

 

Questionnaires

 

 

Semi-structured qualitative interviews and Review of the existing literature

Multiple informants allowed for greater validity and greater reliability that came from having more information rather than less information about the study.

Questionnaires eased data analysis since data entry and tabulation for nearly all surveys were easily done with a computer software package. Questionnaires also helped to reduce bias as they provided uniform question presentation and researcher’s own opinions would not influence the respondent to answer questions in a certain manner

Semi-structured qualitative interviews provided more reliable, comparable qualitative data, while review of the existing literature enhanced the credibility of the study and the researcher.

Ivery, M. J. (2004). Interorganizational Collaboration: An Examination of Factors That Influence the Motivation for Participation in a Collaborative Partnership of Homeless Service Providers. Pre-study (data gathering consisted of informal conversation, focus groups) and the main study approach.

Collection of various secondary materials included from journal articles, case reports, legal dictionaries and textbooks allowed.

A cross-sectional survey

Pre-study attempted to clarify and provide a more in-depth discussion of issues identified in the one-on-one interviews. It also helped to sharpen the definition of research problem and informed the main study. The main study presented the broader picture on the research  topic.

Collection of various secondary materials helped to compare with primary data – to see the validity and reliability of primary data.

 

A cross-sectional survey helped in gathering participant perceptions of the problems encountered in developing partnership and solutions attempted.

Mulroy, E. A. (2003) Community as a Factor in Implementing Interorganizational Partnerships: Issues, constraints, and adaptations Qualitative studies typically included interviews and observations as well as case studies, surveys, and historical and document analyses. The qualitative studies investigations helped in capturing in-depth the motivations, perception of the selected groups towards the different issues of the study on partnerships, by listening and analysing their way of expressing themselves in discussion groups or with non-directive interviews.

 

Mattessiech & Monsey (1992) Collaboration in Health, social Science, education and Public affairs Review of the research literature Review of the research literature, helped to show the originality and relevance of research problem. It also provided justifications of the methodology used in the study.

 

Roscher, H (2009). Business Non-profit Partnerships as Learning Arenas: More than just transactions?

 

 

Case studies

 

 

Analysis of documents

 

Press and other media documentation

Semi-structured) interviews

The case study research design helped in focus on specific and interesting cases that are relevant to the study. It as a method helped to narrow down a very broad field of research into one easily researchable topic

Analysis of documents helped to minimize time and costs. It also served as a stand-alone data collection procedure or as a precursor to collecting new data using other methodologies.

 

Also press and other media documentation were used because they are easy to come by everywhere as many people use media.

 

Semi-structured interviews with participating persons helped researcher to gain rapport and participants’ trust, as well as a deeper understanding of responses.

Knight, H (1998) Exploring the Fourth Sector Investigating Multi-stakeholder Cross-Sector Social Partnerships in Societal Arts Marketing Qualitative methodologies

 

 

 

 

Case studies

Qualitative methodologies were used as they were seen to be able to accommodate and actually embrace the complexity, irrationality, irregularity and subjectivity of the nature of humans, their values and social mores.

The case studies helped to build/generate theory, as it helped to draw out new insights on phenomena, which significantly enhanced existing knowledge on a topic. This is because provided a holistic view of a specific process/phenomenon.

Turok, (2000) Local Partnerships In Ireland case studies

 

 

 

Comparative approach

 

Case studies to gain more detailed insights into the partnership process. The case examples were broadly representative of the total population of partnerships, including one rural (Oak) and three urban

A comparative approach provided insights which assumed particular interest at a time when the adopted new initiatives to promote greater co-ordination of partnership activities at a county level were being done.

References

 

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Bowen, G. (2009) Document Analysis as a Qualitative Research Method. Qualitative Research Journal. Volume: 9, Issue: 2, Publisher: Emerald Group Publishing Limited, Pages: 27-40

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[1] Corresponding author, email: p.nalere4377@student.leedsbeckett.ac.uk / nalerepatrick@hotmail.com

Elementary School Teachers Attitude towards Inclusive Education: An Empirical Study

Dr.Vipinder Nagra*

Ms. Banita Devi

 

Abstract

This study investigated the attitudes of 150 elementary school teachers towards inclusive education in relation to gender and location. Differential statistical analyses such as ANOVA, and t tests were administered to study the relationships between the various variables under study. The findings revealed that elementary school teachers showed positive attitudes towards inclusive education but male teachers showed more positive attitudes than females did. Likewise urban teachers also showed more positive attitudes than rural teachers towards inclusive education. No significant interaction effect was noted between gender and location of elementary school teachers towards inclusive education.

Keywords: Attitudes, Elementary Teachers, Gender, Inclusive education, Location.

Introduction

            Education is human right of every child either normal child or abnormal child. The government of India is committed to universalize the elementary education so that each child gets the opportunity to study but this objective cannot be achieved without taking care of special education needs of children with special abilities. Inclusive education approach is a positive step in this direction. Inclusion can be generally defined as a system that children with and without disabilities are placed in the same setting, mostly, in classrooms (Odom & Diamond, 1998). It involves active participation of all children, services providing support for children, professionals from different fields, and evaluation of children progress (Odom et al., 2004). Although the Constitution of India has also provided many facilities, policies, schemes for the successful implementation of inclusive education in schools yet there are numerous challenges that depicts varied results.

Teachers play a fundamental role in implementing an open and inclusive environment. Teachers assure that pupils in inclusive primary classroom can learn regardless of their abilities, but also acknowledges that many teachers face struggles with the process of implementing inclusive education and seem not to have skills that enable them to deal with the complexities of inclusive primary education. One important aspect of the individual called teacher is “attitude”. His attitude to himself, his work, his or her student and many other things depends on a number of variables which in turn influences his productivity. If the attitude of teacher is positive than s/he will try to adjust the class room interaction according to the need, abilities and capabilities of the disabled child and will leave no stone unturned to help the child in all possible ways. But if the teachers’ attitude is negative then whatever policies and strategies are recommended by the Government will not be effectively introduced in the classroom.

DeBoer et.al (2011) suggested that the successful implementation of inclusive policies is greatly dependent upon the educators’ acceptance of them. Therefore, teachers’ perceptions of inclusive education must be evaluated in an effort to improve the deficiencies within the education system which negatively influence their perceptions and attitudes. Many teachers in inclusive school lack a special education training background in inclusive primary education. Teachers, who lack knowledge, experience and training in special need education, along with poor facilities are likely to have problems with the inclusion of pupils with learning disabilities in their classrooms. They generally show negative attitudes towards inclusive approach. The study by Slavica (2010) suggested that due to the lack of qualified staff, training, and lack of cooperation, inadequate facilities, overcrowded classes, and negative attitude from the public the inclusive education was not welcomed by the primary schools.

Andrews and Frankel (2010) recognized major concerns participants expressed about the implementation of inclusive education including inadequate training, lack of skills to teach students with special needs, lack of appropriate infrastructure, and the nonexistence of adapted curricula in the classroom. Each of these factors affected the experiences of the teacher in the inclusive classroom and their attitude towards inclusive education. Studies conducted by Harton (1998); Classberry (2000); Hill (2000); Avramidis and Norwich (2002); Jones et al. (2002); Campbell et.al (2003); Hammond and Ingalls (2003); Galvin (2005); Ali et.al (2006); Lambe and Bones (2006); Obeng (2007); Elliot (2008); Malinen and Savolainen (2008); Nayak (2008); Horne and Timmons (2009); Fuchs (2010); and Hwang and Evane (2011) concentrate upon teachers attitude towards inclusive education thus, depicting that inclusive education approach has become the talk of the day. The present study has been conducted with the aim that the findings from the study will help identify the professional development opportunities and resources teachers need in order to be committed to inclusion. Also, knowing teacher attitudes and concerns about inclusion will help administrators in developing a strong inclusive setting for all students and staff in their building.

Hypotheses of the Study

  1. The attitude of elementary school teachers towards inclusive education will be neutral.
  2. There will be no significant difference in attitude of elementary school teachers towards inclusive education in relation to gender.
  3. There will be no significant difference in attitude of elementary school teachers towards inclusive education in relation to location.
  4. There will be no significant interaction effect between the attitude of elementary school teachers in relation to gender and location.

Research Design

           The present study was conducted on 150 elementary school teachers of Una District. A Self Constructed Teacher’s Attitude towards Inclusive Education Scale was used. The scale consisted of 30 items listed on 5-point Likert scale. A score of 5 was given to the option strongly agree, 4 to option agree, 3 to option undecided, 2 to option disagree and 1 to strongly disagree for all the items. The reliability coefficient by test- retest method was found to be 0.93. The scale possessed content validity because statement was selected based on unanimity of experts on content accuracy, conceptualization and distribution of statements over different dimensions. The attitude towards inclusive education scores were categorized as highly positive (above 120), positive (90-120), neutral (60-90), negative (30-60) and highly negative (below 30).

Two way (2*2) ANOVA technique (Table 1), mean, standard deviation and t- tests (Table 2) were employed for the analysis and interpretation of data.

Results and Discussion

            The data was analyzed to find answers to the hypotheses set for the study.  The mean score of the total sample was found to be 94.76 which indicated that elementary school teachers of Una District have positive attitude towards inclusive education. Results of studies by Avramidis and Norwich (2002); Ali et.al (2006); Lambe and Bones (2006) and Dukmak (2013) are in line with present study. Teachers generally have a positive attitude towards teaching students in inclusive set up but due to unavailability of adequate resources their opinions vary. The results obtained for the main effects and interactions of factors have been presented in Table 1.

Table 1. Summary of Two- way (2*2) ANOVA Results

Source of Variation df SS MS F-value
Gender (A)

Location (B)

Gender x Location (A*B)

Within Treatment

1

1

1

146

598738.01

743531.29

94.76

1312446.24

598738.01

743531.29

94.76

8989.35

66.6**

82.71**

0.01

Total 149

            ** Significant at 0.01 level.

 

Main Effect (Gender/ Locality)

           ANOVA results presented in Table 1 show the F-value for gender in the mean attitude towards inclusive education of elementary school teachers to be 66.6, and for location to be 82.71 which is statistically highly significant (P>.01).

Interaction Effect (Gender x Locality)

        The F-value for the interaction effect of gender and locality of elementary school teachers is 0.01 which is not significant at 0.05 level of confidence for 1/146df. Therefore, there exists no significant interaction effect of gender and locality on the attitude towards inclusive education of elementary school teachers of Una district.

 

 

 

 

 

 

 

Table 2. Comparisons of Sub Samples for Attitude towards Inclusive Education

Sub-

Samples

Total (N) Mean (M) Standard

deviation (s)

t- value
 

Male

Female

 

Urban

Rural

 

 

75

75

 

75

75

 

 

 

99.12

90.41

 

96.54

88.66

 

17.96

15.90

 

12.44

11.65

 

 

 

3.17**

 

 

3.63**

                        ** Significant at 0.01 level.

Further from Table 2, the result of t-test of significance of the means applied to each group indicate that both male and female as well as urban and rural elementary school teachers  differ significantly in their attitude towards inclusive education scores as the values of t-test applied are found to be significant.

After comparing their means, it is found that attitude towards inclusive education score of male elementary school teachers  is higher than those of female elementary school teachers. This indicates that male elementary school teachers have high positive attitude towards inclusive education than female teachers. Training and experience do affect the attitudes of the teachers as increased knowledge can lead to more positive attitudes and inadequacy in both results is negative attitudes. Taking this criteria into consideration, the higher positive attitude of male teachers may be due to the reason that in our society even today males find it more easier to attend various seminars and conferences to update their information to be best utilized for the development of children with special needs as compared to females who still find it hard to accomplish it. The results of the study are consistent with the results of Qaraqish, (2008); Rita (2008) and Dukmak (2013) which also highlight that males have more positive attitudes than females.

The mean attitude score of urban elementary school teachers is higher than those of rural elementary school teachers. It means that attitude towards inclusive education of urban elementary school teachers are more positive as compared to their counterparts. The reason can be attributed to the fact that urban areas have higher access to facilities, resources and technology like special room, special teacher, special aids, and other related resources like internet which enhances their knowledge, understanding and awareness and thus their attitude towards inclusive education in comparison to rural areas which generally do not have these facilities to meet the demands. Similar results are also depicted in the study by Rita (2008).

Conclusions

After analyzing the data following conclusions have been drawn:

  1. The attitude of elementary school teachers towards inclusive education is positive.
  2. Gender does affect the attitude of elementary school teachers towards inclusive education. The attitude of male elementary school teachers is high in comparison to female elementary school teachers.
  3. Location also affects the attitude of elementary school teachers towards inclusive education. The attitude of urban elementary school teachers is higher as compared to rural elementary school teachers.
  4. There is no significant interaction effect of gender and location on the attitude of elementary school teachers towards inclusive education.

Educational Implications

It has been found from present study that the teachers are already aware about the desirability of inclusion of disabled children in the regular classroom, but still there is need to spread the awareness regarding inclusive education in regular classroom. There is need to develop awareness about the inclusive education among female and rural teachers as they revealed less positive attitude towards inclusive education than male and urban teachers. The barriers to inclusive education such as lack of adequate funding, curriculum, physical infrastructure, specially trained teachers, effective policies, organization of the education system etc have to be removed for developing positive attitudes among teachers. In-service teacher training should be organized to provide proper training and skill development among general class room teachers so that they are willing for the actual implementation of inclusion of students with disabilities. The administrations and policy makers should frame policies and laws, where maximum opportunity should be made available for the disabled children along with funds to implement the policies effectively.

References

Ali, M.M., Mustapha, R. & Jelas, Z. M. (2006). An empirical study on teachers’ perceptions towards inclusive education in Malaysia. International Journal of Special Education, 21 (3), 36-40.

Andrews, A., & Frankel, E. (2010). Inclusive education in Guyana: A call for change. International Journal of Special Education, 25(1), 126-144.

Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 29- 147.

Campbell, J., Gilmore, L., & Cuskelly, M. (2003). Changing student teachers’ attitudes towards disability and inclusion. Journal of Intellectual & Developmental Disability, 28(4), 369-379.

Classberry, G.A (2000). Perception of inclusive education held by general education teachers at different grade level. Dissertation Abstract International, 61(9), 3512.

Costello, S., & Boyle, C. (2013). Pre-service secondary teachers’ attitudes towards inclusive education. Australian Journal of Teacher Education, 38(4), 129-143.

De Boer, A., Pijl Sip, J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes toward inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3), 331-353.

Dukmak, S.J. (2013). Regular classroom teachers’ attitudes towards including students with disabilities in the regular classroom in the United Arab Emirates. The Journal of Human Resource and Adult Learning, 9(1), 26-39.

Elliot, S. (2008). The effect of teachers’ attitude towards inclusion on the practice and success levels of children with and without disabilities in physical education. International Journal of special Education, 23(3), 48-55.

Fuchs, W. (2010). Examining teachers’ perceived barriers associated with inclusion. SRATE Journal, 19(1), 30-35.

Galvin, R. D. (2005). Researching the disabled identity: Contextualizing the identity transformations which accompany the onset of impairment. Sociology of Health and Illness, 27(3), 147-158.

Hammond, H. & Ingalls, L. (2003). Teachers’ attitudes toward inclusion: Survey results from elementary school teachers in three Southwestern rural school districts. Rural Special Education Quarterly, 22, 24-32.

Harton, C. (1998). Opinions of parents of both disabled and non-disabled elementary school children regarding inclusion of disabled students in regular education classes. Retrieved from www.lib.uni.com/dissertation/search

Hill,M. (2000). Relationship between teacher beliefs and inclusive education. Retrieved from www.library.puchd.ac.in.

Horne, P. E. & Timmons, V. (2009). Making it work: Teachers’ perspectives on inclusion. International Journal of Inclusive Education, 13(3), 273-286.

Hwang, Y. & Evans, D. (2011). Attitudes towards inclusion: Gaps between belief and practice. International Journal of Special Education, 26 (1), 136-146.

Jones, M. N., Thorn, C.R., Chow, P., Thompson, I.S., & Wilde, C. (2002). Equifinality: Parents’ and students’ attitudes towards a student-centered approach to integration. Education, 122(3), 624-636.

Lambe, J. & Bones, R. (2006). Student teachers’ attitudes to inclusion: Implications for Initial Teacher Education in Northern Ireland. International Journal of Inclusive Education, 10(6), 511-527.

Malinen, O. P., & Savolainen, H. (2008). Inclusion in the East: Chinese Students’ Attitude towards Inclusion education. International Journal of Special Education, 23(30), 100-109.

Nayak, J. (2008). Attitude of parents and teachers towards inclusive education. EDUTRACKS, 7 (6), 18-20.

Obeng, C. (2007). Teachers views on the teaching of children with disabilities in Ghanaian classrooms. International Journal of Special Education, 22 (1), 1-7.

Odom, S. L., & Diamond, K. (1998). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13(1), 3-25.

Odom, S. L., Peck, C., Hanson, M., Beckman, P., Kaiser, A., Lieber, J., Schwartz, I. S. (2004). Inclusion at the preschool level: An ecological systems analysis.

Qaraqish, S. R. (2008). Attitudes of special education teachers and general education teachers towards inclusion in regular classrooms in light of some variables (in Arabic). The Arabic Journal for Special Education, 13, 175-231.

Rita (2008). Factors influencing elementary school teachers’ attitude towards inclusive towards inclusive education. Retrieved from http://www.leeds.ac.uk/educol/documents/174842.pdf

Slavica, P. (2010). Inclusive education: Proclamations or reality (primary school teachers’ view). US-China Education Review, 7(10), 62-69.

GENDER AND LEADERSHIP IN UGANDAN RADIOS: A CASE OF SELECTED FM RADIO STATIONS IN KAMPALA DISTRICT

 

Bosco Mutambira

 

 

ABSTRACT

In the contemporary world, inequality between women and men in the work place is becoming a critical issue. The low representation of women within the management and leadership of FM radio stations of Uganda has attracted less attention by researchers, feminists and civil society organizations. Many have put their emphasis on talking, writing and researching about the portrayal of women in the media. Yet, inequalities in management of the radio stations are evident. Female radio workers face limitations and restrictions to progressing to higher positions of leadership compared to their male counterparts in radio stations. The study’s broad objective was to examine the gender representation in the leadership of Ugandan FM radio stations with CBS FM, Capital FM and Radio One as case studies.

Specifically, the study set out to establish the factors responsible for the unequally positioned gender in radio leadership and to investigate whether Ugandan radio management has put in place gender sensitive practices for promotion. The study also analyzed as an objective the benefits of having a more gender balanced management of radio stations.

A multiple case study research design was employed in this study. Data was collected from 100 respondents using purposive and snow- ball sampling methods. In-depths and semi-structured interviews were used as qualitative data collection methods. Questionnaires were also used to reach conclusions on women and men’s representation in senior leadership positions in the Ugandan radios. The study established that a growing number of women are making initiatives to get promoted, have aspired for leadership positions on the same terms as men but many are confronted by a set of obstacles such as gender stereotypes. It is therefore imperative to understand the basic biases and factors which deter most female radio workers from reaching their goals and creating inequality in radio industry a field which is still being dominated by men.

 

1.0 Introduction

In the mid-1970s, two major issues- the status of women and the status of communication and information for women became focal points for international debate. The international women’s conference held in Mexico City in 1975 launched the United Nations (UN) Decade for women. The world plan of action adopted at the 1975 Mexico City conference highlighted women’s lack of control over or even access to communication channels as both a symptom and a cause of their disadvantaged status globally (Mansell 2011). It also highlighted that there exist gender inequalities in information and communication and argued that women’s rights to freedom of expression and information is caused by structural, economic and cultural constraints (Made 2004: 48). It generally looked at a lack of attention to “gross gender disparities in the media” (Mansell 2011).

In 1979, the United Nations Convention for the Elimination of All Forms of Discrimination against Women was held. This was a major landmark, following the conference held in Mexico (1975). The 1979 convention secured a pledge from states to develop policies, legal frameworks and other measures to abolish all forms of discrimination against women in every aspect of their lives including female media workers’ careers. Other United Nations conferences on women were held in Copenhagen (1980), Nairobi (1995) and New York (2000) in which the overall concern was to improve women’s status and find solutions to the problems of inequality and social injustice which women are subjected to. The “Fourth World Conference on Women” held in Beijing in 1995 noted that more women were involved in careers in the communication sector since the early 1990s, but few have attained positions at the decision-making level or serve on governing boards and bodies that influence policy.  It stated that, “the lack of gender sensitivity in the media is evidenced by the failure to eliminate the gender- based stereotyping that can be found in public and private, local, national and international media organizations” (Beijing Platform for Action, Section J 133).

With so many men in decision making positions, it is not easy for women to gain the opportunities to make their mark. Women are largely absent in official commissions, boards or committees created for formulating policies or monitoring the media. Most are actually to be found in administrative jobs such as secretaries and junior management posts rather than in the production and editorial senior posts associated with the creation and development of media output (De Matteo 1994).

Radio in Uganda was started in 1954 by the British government in response to a perceived rise in political consciousness among the peoples of Uganda (Monica 2010). The purpose for establishing radio at that time included providing entertainment, particularly for the British nationals, easing communication between the colonial government and their home government in Britain and propagating colonial policies among the natives. However, there was only a handful of Ugandans employed by the broadcasting service, mostly in non-editorial roles. At this point in Uganda’s history, therefore, though radio served as a political space, it was one that was largely inaccessible to the “native” men and women as media workers. The few Ugandans who worked for the broadcast media were men who had been trained by the British in the United Kingdom. Ugandan women in that era had limited or no education, access to information and training, lacked the ‘technical-know- how’ (knowledge of doing things) and ‘technical- know- who’ (having network connection).

In the eyes of colonial authorities, African women were backward, childish and irrational (Sahle 2008). British colonial policies were gender- blind and as such did not cater for equality of men and women within the media. Colonial rulers in Uganda came along with Victorian ideas of keeping women in the domestic sphere, doing household chores while men were being prepared to become leaders in the Ugandan media to replace the British (Sahle 2008). According to (Sahle 2008), women could therefore not contribute to the emerging modern technological sector of the radio industry. These constraints kept Ugandan women far away from the public and decision making realm of radio production. This, too, meant that broadcasting favored men in terms of employment and if women were employed, they were left to do work that was considered “feminine”.

The number of radio stations increased from only one state-owned channel, Radio Uganda, to several FM radio stations (Nassanga 2007). Several players including businessmen, non-governmental organizations (NGOS), churches, foreign donors and Ugandans living abroad, have started or funded numerous FM stations. The increase in the number of radio stations is mainly a result of the forces of globalization, especially liberalization, privatization and the free market economy touted by the World Bank, International Monetary Fund (IMF) and other multilateral institutions since the late 1980s.

The first commercial private FM radio (Sanyu FM) came on air in December 1993 (Mutabazi, 2004; Buckley, 2000). Other radio stations included; Capital FM opened in 1994, Central Broadcasting Service (CBS FM) in 1996, Monitor FM now KFM in 2001 and many others. Leadership of the newly opened FM stations was largely male dominated. With the exception of Radio One opened in 1997 and Akaboozi ku bbiri in 2001 (owned by Maria Kiwanuka), owners and managers of the various radio stations mentioned above are all men. Sanyu FM was managed by the Katto family now owned by Sudhir Ruparelia; Capital FM had manager Patrick Quarcoo while CBS FM, a Buganda kingdom radio station, was managed by Owekitiibwa Kaaya Kavuma and Owekitiibwa Sebaana Kizito (The Observer Sunday, 29 May 2011).

1.1 The position of women in the radio leadership

Most women in Ugandan radios are employed as front desk officers, cleaners, switchboard operators and news anchors. On the other hand, men are the heads of various departments and dominate decision making processes in the radio. This picture fairly points to the marginalized placing of women in the commanding heights or echelons of leadership, decision making and policy formulation processes in radios.

Gender inequalities in radio leadership in Uganda could have been influenced by the distinct traditional gender roles among Ugandan societies, which are actual or shareholders of some of these radios. For example, in Buganda, men are authoritative, and are expected to be responsible for their families. They take the final decisions in the home and family. Women, on the other hand, are care givers, implementers of their husbands’ wishes, counselors and responsible for the performance of day to day running of domestic chores. Women are also expected to be provided for by their husbands in every sphere of life (financial and material support). Young girls and boys undergo separate cultural grooming to mould them into these roles (The Cross Cultural Foundation of Uganda (2009). These deep-seated inequalities accompanied by stereotypical myths and prejudicial attitudes about women’s competencies as senior managers are barriers that impact on their rising to top positions in some radios (Gender Equity Team GETT 1997:195).

Despite the general imbalance described above, a few radios such as Capital FM and Radio One seem to advocate for equality but in general the number of women working in the Ugandan radios is not proportionate to their representation in senior leadership positions and it is far below that of their male counterparts.

1.2 Problem statement

Despite the fact that women in Uganda have been employed by various radio stations, gender segregation is still common and well maintained by their male counterparts by limiting their progression to top leadership. For example, some radios follow a paternalistic culture where a person is promoted based on their gender, instead of their work performance, stereotypes and pre-concepts about women’s suitability of leadership positions. Stereotypes leads to higher stress levels among women than men because it pressures women to work harder and perform better than their male counterparts in order to prove themselves equal to them. This hinders a number of women from accessing senior management positions that are mostly occupied by men.  Although imagery and representation have received some attention from researchers and feminists, little has been done to correct the bias, the under-representation of women still persists in the leadership of FM radio stations. It is therefore in the light of this situation that this study was designed to investigate the root causes of women’s under-representation in FM radio leadership in Uganda. The study addressed the extent to which socio-economic, political and cultural factors lead to gender inequity in FM radio leadership in Uganda.

1.3 General objective

The main objective of this study was to gain an understanding of why there is an imbalance in the representation of women and men in the leadership of Uganda’s FM radio stations.

1.4 Specific objectives

  1. To examine how women and men are represented in the leadership of Ugandan FM radio stations.
  2. To establish the factors responsible for the positioning of the different genders in the leadership of Ugandan FM radio stations.
  3. To investigate whether leadership of Ugandan FM radio stations has put in place gender sensitive practices for its employees.
  4. To analyze the benefits of having a more gender balanced leadership of radio stations.

1.5 Research questions

  1. Is identifying and promoting female talent a top priority for your managing director, general manager and the board?
  2. In your view, what are the characteristics for selection/promotion of workers in radios?
  3. Is there any woman in management in your radio? If not what might be the reason for women’s absence?
  4. What can bring women to the board?
  5. How do you feel about getting actively involved in promoting women in radios?

1.6 Significance of the study

Radio employers can use this study to identify and address systematic discrimination by examining organizational culture which entails the policies, practices and decision making processes. This can be done by compiling information on recruitment, hiring, promotion and retention broken down by sex.  This can help them know whether women and men are advancing in equal numbers and whether they feel equally well supported in career development. Radio employers can use experienced diversity consultants, experts and professional organizations to help them identify barriers to equal opportunity and design appropriate responses.

The study can further help identify other factors that were previously ignored in Ugandan radios but are clearly vital for improving the level of participation of women and men in all radio activities. For example, managers of FM radio stations can screen written evaluations for stereotypical characterizations, develop objectives, in order to ensure equal opportunities for career development and educate all radio staff about how to give and receive effective performance evaluations.

The study may also help radio owners, managers and radio employees understand that women and men are different and bring different skills and qualities to the leadership of Ugandan radios. The study may further help radio proprietors to carry out continuous and relevant capacity building of radio workers, by giving them scholarships or through in-house training for better service provision.

Other researchers and academicians may benefit from new knowledge about gender representation in the Ugandan FM radios and try to understand the gaps that exist between policies, research and practice.

 

 

 

 

 

 

 

 

 

 

 

 

 

1.7 Definition of key concepts

Ownership: the state or fact of owning something (Merriam webstar).

Management:  it refers to supplying knowledge to find out how existing knowledge can best be applied to produce results (Drucker1993).

Leadership: is the ability to evaluate and or forecast a long term plan or policy and influence the followers towards the achievement of the said strategy (Mayowa 2009).

Gender: is taken to refer to the full ensemble of norms, values, customs and practices by which the biological difference between female and male of the human species is transformed and exaggerated into a very much wider social difference (Kabeer 1999).

Culture: is the shared knowledge and schemes created by a set of people for perceiving interpreting expressing and responding to the social realities around them (Lederach 1995).

Authority: is power conferred for a purpose (Heifetz 1994).

Power: is a potential or capacity for action, defined by Raven and French as “the maximum force which A can induce on B minus the maximum resisting force which B can mobilize in the opposite direction” ( Raven and French 1958a, Raven and French 1958b).

 

 

 

 

 

 

 

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction.

This chapter looks at other researchers’ views in relation to this research work. It focuses mainly on gender equity in senior management of the media industry with emphasis on radio leadership.

According to Hogue (2007, p.371), more women worldwide are participating in the workplace. However, numerous government, non-government reports and scholarly research show that women are few in top- level positions in most public and privately owned radio stations. Radio leadership is the organizational process that includes strategic planning, setting, objectives, organizing resources, deploying human and financial assets needed to achieve objectives, and measuring results in the radio industry (Albarran et al 2005). According to Kotter (1990), the definition of leadership in radio industry is: to exercise executive, administrative, and supervisory direction of a radio and that both leadership and management involve influence of decision making, working with people, concern about effective goal accomplishment, and other shared characteristics within the radio.  Kotter’s ( 1990) definition of leadership applies to this study because it can benefit women and men at all  levels of decision making and effective goal achievement thereby enhancing their participation in the activities of  their respective radios.

2.1 The history of radio in Uganda

Radio stations can be divided roughly into four categories; state-controlled public radios, privately owned commercial radio, community-controlled radios and international radios. Private commercial stations have bigger audience than government radios in Uganda. In 1993, the first private radio station (Radio Sanyu) was established in Kampala, Uganda. This was to herald an enormous change in mass media and public information in a country where state owned broadcasting was previously the monopoly. The liberalization policy, together with the decreasing cost of FM transmitters, favored the proliferation of radio stations. Uganda has over 150 stations (Balancing Act, 2008). Very few of those radios are owned by women. The majority of these radio stations belong to men and women occupy subordinate positions in most radios.

The structure of the radio. There are the proprietor(s), management, producers, presenters and marketers.

The proprietors are the owners of a particular radio. They can be government, private investors or non-governmental organization (NGO). The owners determine the broad policy guidelines of the radio. It is therefore important for the women to engage themselves in ownership of radios since, in most cases, their views or interests will be part of the mainstream.

 Management are the senior journalists employed in the radio station. They are in charge of interpreting the policy guidelines and implementing them. They include the editors-in-chief, the programs manager, marketing manager, human resources manager and heads of technical (Woermer 1998).

Other radio staff includes the chief producers. These are in charge of preparing, producing or even directing programs.

Radio presenters are the people whose voices are heard on radio. This can be in form of reading news or talking about an issue or conducting an interview with a subject (guest) in the studio or outside.  Radio reporters are in charge of collecting and writing news for broadcast. Under reporters, there are freelance reporters. These are reporters who are paid according to the number of stories they submit and are read. Freelance reporters are paid extremely small sums of money on the stories they report. Payment per story ranged from Uganda shillings 500 to10, 000 depending on the radio. They (freelance journalists) are not offered transport and lunch.  A freelance can contribute to as many radios as possible but most times, they are given a retainance fee by one radio so she or he is restricted to that one radio. In Uganda today, there are more freelances than reporters, many of whom are women (Woermer 1998).

The majority of radio workers with contracts were those in top and middle positions, mainly editors and administrators. They are salaried and receive monthly pay. The salaried staff forms a small proportion of the workers. There are few reporters, presenters and producers having contracts. Even full time employees lacked contracts and as such, they constitute the majority of radio workers paid on weekly basis. Radio journalists who are in Uganda are badly paid, have little job-security and are poorly organized in terms of professional or trade union bodies. They are poorly trained, if trained at all and due to low job security and scant professional rewards, there is a high turnover and brain-drain out of the radio profession. The most affected in all the above matters are female radio workers who occupy most of the low positions in the radio industry.

2.2 Women and the workplace the historical view

For the vast majority of the population in pre- industrial societies, productive activities and the activities of the household were not separate. Production was carried on either in the home or nearby and all members of the family participated in work on the land or in handcrafts. Women often had considerable influence within the household even if they were excluded from the male realms of politics and warfare (Giddens 2001). Much of this changed with the separation of the workplace from the home brought about by the development of modern industry. With the progress of industrialization, an increasing division was established between home and workplace. The idea of separate spheres, public and private, became entrenched in popular attitudes. Men, by merit of their employment outside the home, spent more time in the public realm and become more involved in local affairs, politics and the market. Women came to be associated with domestic values and were responsible for tasks such as child care, maintaining the home and preparing food for the family. The idea that ‘a woman’s place is in the home’ had different implications for women at varying levels in society. Affluent women enjoyed the services of maids, nurses and domestic servants. The burdens were harshest for poorer women who had to cope with the household chores as well as engaging in industrial work to supplement their husband’s income. Rates of employment of women outside the home were quite low until the 20th century (Giddens 2001).

In the past, most African societies had a dual sex political system which allowed for substantial female representation and involvement in governance. For example, the position of the queen mother, as was seen across Africa in Uganda, Ghana, Ethiopia, and Egypt, gave women prominent and visible political authority in running the nation. However, due to the Victorian concept of women that was held by the colonialists and embraced by the African male, women were excluded from the new political administration system of the colonialists. As the status quo was maintained, African men began to believe that women were incapable of leadership. This erroneous opinion is still held by many Africans to this day and is reflected in the meager number of appointments women receive in leadership positions. This marginalization of women led to an erosion in the position and influence of women in society.

2.3 The issue of public and private dichotomy

According to (Goetz 1997), this issue is a symptom and cause of women’s oppression. Work patterns are structured around long working hour’s overnight work, urgency and traveling. These work structures and patterns reflect organizational culture which would be in turn reflected in their performance criteria and this determines those who would flourish. Furthermore (Gallagher 1990), writing about male dominated institution supports Goetz’s argument and says that women working in  organizations are often ‘boxed in’ by the dominated interest and attitude of sexism embodied in the professional standards. They are hardly seen in management positions. Those who manage to go through and reach top positions tend to become “sociological male”; they tend to adapt the masculine culture. Women find that in order to be successful, they are required to fit the prevailing male norm of leadership. Professor Kyomuhendo Bantebya of the school of women and gender studies Makerere University said that women in senior or administrative positions try to assert their power and position to perform and deliver (New Vision Thursday, 1st may 2014). How does this relate to the issue of women and radio leadership?

MacBride et al (1981:265) posits that:

“Communication, with its immense possibilities for influencing the minds and behavior of people, can be a powerful means of promoting democratization of the society and of widening public participation in the decision making process. This depends on the structures and practices of the media and their management and to what extent they facilitate broader access and open the communication process to a free interchange of ideas, information and experiences among equals, without dominance and gender discrimination”. 

The argument here is that the working environment and set up is not conducive for women in radio to manage their career as communication practitioners and home makers. This perhaps accounts for the relatively small number of women working in the radio industry.

2.4 Perception of leadership in Uganda

Leadership is perceived as being masculine and as a result, women in radios are less likely to be seen as leaders regardless of their capability or effectiveness. Effective leadership is therefore associated with communication and decision making styles linked to men-directive, authoritative and expedient rather than the communal and inclusive styles attributed to women (Eagly and Carli 2007). Gender stereotypes affect the perception and acceptance of women as managers and leaders (Marongiu 1999). However, it is not necessary for women to adapt the male leadership style since women’s leadership style carries more advantages over the male. Women leaders in radios tend to use a transformational leadership style and that this style is associated with organizational effectiveness (Eagly and Johannesen-Schmidt 2007).

2.4.1 The narrow view of the pathway to leadership take it to leadership

This view tends to see leadership as full time straight –line career. It is also limiting the advancement of women. The issue is one of inflexibility and rigidity of job design-don’t allow for time out and do not recognize the skills that women gain in family and other roles. This perception of leadership and reluctance to redesign leadership roles has the potential to limit access to the talent pool and overlook talented women for senior roles in radios. These assumptions also affect the recruitment of women generally limiting the internal talent pool that may move into future leadership roles.  In developed economies, however, the trend is changing to allow women time for domestic work. An increasing number of companies are realizing the fact that women need sometime out and have undertaken attempts to encourage women to remain in their careers as the participation of women is vital to the diversity and to the successes of corporations (George 2005).

2.5 Gender and inequalities in the radio industry

Gender: is taken to refer to the full ensemble of norms, values, customs and practices by which the biological difference between female and male of the human species is transformed and exaggerated into a very much wider social difference (Kabeer 1999). Gender ideas have been used to justify various unequal treatments between women and men.

2.5.1 Occupational gender segregation in Ugandan radio industry

It refers to the fact that women and men are concentrated in different types of jobs based on prevailing understanding of what is appropriate ‘female and male work’. Occupational segregation has been seen to possess vertical and horizontal components. Vertical refers to the tendency for women to be concentrated in jobs with little authority and room for advancement while men occupy more powerful and influential positions. Professor Kyomuhendo Bantebya of the school of women and gender studies Makerere University believed that, for women in junior positions, “men tend to assume that they should serve them” (New Vision Thursday, 1 may 2014). In addition to that, Catharine Mackinnon (1979) noted that “most women work as man’s workplace inferiors, either at inferior work or at inferior positions in the same work”, page 13. Despite possessing formal equality with men, female radio workers have traditionally been concentrated in poorly paid, routine occupations. Many of these jobs are highly gendered. That is, they are commonly seen as ‘women’s work’.  In such jobs, a woman is employed as a woman. The Stereotypic notions regarding her proper place in life, rather than her unique talents and interests, shape her role in the labor force.  Women in radios perform “wife like functions” such as tidying up, answering the phone and getting coffee. Secretarial and caring jobs are overwhelmingly held by women and they are generally regarded as ‘feminine ‘occupations (Catharine Mackinnon 1979).

The horizontal component refers to the tendency for women and men to occupy different categories of jobs. For example, female radio workers largely dominate in domestic and routine clerical positions while men are clustered in semi-skilled and skilled positions. Changes in the organization of employment as well as sex role stereotyping have contributed to occupational segregation. Women remain over represented in low paying, low status occupations and underrepresented in high paying, high status occupations (Wirth 2001). That finding is supported by Kanter (1993), who argued that one reason for women’s lower representation in high ranks is female and male job segregation. That women’s and men’s jobs are horizontally segregated whereby women are usually restricted to lower status, unskilled, lower paid and part time jobs.  She continued to say that jobs are also vertically segregated in that men progress and occupy top positions; women are usually limited to lower positions even in female dominated jobs.  Women may be placed in the horizontally disadvantaged jobs because of their choice of career. The choice of career will be the focus of the following lines.

2.5.2 Career choice

Many talented women usually chose careers which did not expose them to managerial challenges (Levin and Mattis 2006). The above research finding is supporting this study because it was found out that majority of women in radios did not study courses that are in line with radio management. Some women had degrees in procurement and supplies management but seated at the front desk. Others were qualified teachers but they were working in radios.

In addition to that, a study done by USA group DDI, quoted by Howard and Wellins (2009), showed that women are held back throughout their careers by the assumptions that organizations and employers make about their career goals and ambitions. They assume that women have less career ambition and diminished loyalty to their employers because of their more significant caring and household responsibilities. Gender stereotyping excludes women from leadership roles (Piterman 2008). Therefore as a result of gender stereotypes, employers avoid recruiting women. Female radio workers are less likely to be considered for leadership roles and are segregated into marginal roles that do not lead to positions of influence because they are characterized as “not tough enough” in the minds of many radio managers. Most female radio workers are not encouraged to take operating roles that might lead them to positions of influence and are not being offered challenging assignments. These inaccurate stereotypes contrast with the desires and priorities of female radio workers. Female radio workers want to advance, are equally as ambitious as male radio workers and opportunities for learning, development, promotion and progression are a high priority. An Austrian study of women and men in the public sphere revealed that both women and men are likely to aspire to a job with more responsibility in their future career. This was according to the Equal opportunity for Women in the Workplace Agency (2008b). This is true to some women in the Ugandan radios who were looking for ways of advancing their radio careers.

2.5.3 Concentration on part-time work

Although a growing number of female radio workers now work full time outside the home, a large proportion of female radio workers were concentrated on part-time employment. Many women happily chose to work part-time in order to fulfill traditional domestic obligations (Hakim 1996). In addition to that, Marvin (2001) explains that women are usually forced to choose between their careers and their family stability. This means that women’s choices of part-time work is to a greater extent socially constructed and constrained as women are and are expected to be the primary caregivers, especially of the young and very old. Women in their early lives experience a number of barriers during their decision of their career path (Phillips and Imhoff 1997).

Most of the Ugandan radios have a large number of their workers being freelancers who engage themselves in reading news and announcements, doing comedy skits, and reporting news. Opportunities for part-time work have grown enormously partly due to the expansion of the service sector (Crompton 1997). Part-time jobs were seen as offering much greater flexibility for employees than full- time work. For this reason, they were often favored by female radio workers who attempted to balance work and family obligations.

More to that, participation rates and employment in full-time jobs tend to be lower for women as they are pushed to take on lower paid and more unstable part-time jobs  to accommodate domestic and care responsibilities (Canadian Labor Congress 2004). Women, who were having that responsibility as well as other domestic obligations but still wanted or needed to work in radios, inevitably found part-time work a more feasible option because men in radios did not assume prime responsibility for the rearing of children. In principle, most men support gender equality but in practice, they may fail to structure their lives to promote it. As a result, women continue to shoulder the major burden of domestic responsibilities.

It should be noted, however, that part-time employment is more flexible for the employers than for the employees of radios. Part-time work carried certain disadvantages such as low pay, job insecurity and limited opportunities for advancement of radio workers. The news reporters, for example, who are freelancers, are much likely not to be offered a promotion because they are hardly at the station.

2.5.4 The gender-organization system approach

According to Fagenson (1990), the gender-organization approach puts forth organizational structure and gender. Both can shape women’s behavior in the work place. It takes into account factors like the organizational culture, history, ideology and policies. Women’s failure to progress may be attributed to, for example, a paternalistic culture, where a person is promoted basing on their gender instead of their work performance.  And those organizations are located in societies with specific cultural values, histories, societal practices, expectations and stereotypes regarding appropriate roles and behaviors for women and men and in so doing; they affect the internal structures and processes of organizations.

The gender-organizational approach concurs with this study in that some radios were established by men whereby men are the share holders and appointment to top positions rotates around themselves. They cannot appoint a woman even when she is capable because of the history of such a radio station.  A case in point is CBS FM. In other radios like Capital FM, it can be easy for them to consider women to occupy management positions because of the experience of having women leaders. This is because succession in vacated executive positions is usually based on the gender of the previous occupant of the position or the job. However, since most senior executive positions are dominated by male, it is easy for women to be excluded immediately.

2.5.5 Home-related factors

The home environment presents several obstacles to female radio workers, especially those with families. They experience the so called “second shift syndrome” where they must work on the first shift in the radio and continue on the second shift in the home environment. Female radio workers find themselves in the circumstance called “dual career women”. Although some women can often afford to buy their way out of domestic drudgery, not all family obligations can be readily outsourced. A case in point is breastfeeding. This proves too difficult for them to pursue career advancement goals.

In short, women’s progress remains partial. They have had only limited success in moving women in to leadership roles traditionally occupied by men and even less in moving men into domestic roles traditionally occupied by women. Women have not yet obtained work place and social policies that accommodate the needs of both sexes on family-related issues.

2.6 Women and radio leadership

Although a small number of women have occupied technical as well as managerial positions in the radio industry, most female radio workers are merely struggling to make ends meet. They remain overrepresented in low-paying, low status occupations and underrepresented in high paying, high status occupations. Men’s jobs carry much greater financial rewards and prestige. It was noted by Equal opportunity for Women in the work place Agency (2008a), that despite the increase in women in paid employment, progress to top leadership roles and positions of influence has been slow. And that the rate of change is so slow that without significant strategies, women will remain significantly underrepresented in technical and managerial roles.

2.6.1 Decision making in radios

Once women were appointed to top leadership positions, they were as influential as their male counterparts. Mills (1988) believes that if more women had positions of authority at senior levels, media would offer more positive perceptions of women. This view is also being supported by Lichter, Lichter and Rothman (1986) who said that the lack of women in the media is paralleled by the scarcity of women in charge of media.

However, most female media workers often operate within the cultural context that undervalues women’s opinions and contributions to public discussions. Participation in bureaucratic structures by women unless it addresses these, rather than intractable and often unrecognized assumptions can do little to alter the gendered context in which management of radios is concerned. Those in lower ranks are left out of discussions.  The challenge is to think in new ways about participation for women and use theoretical tools to help design new methods and techniques that will enhance both women’s ability to fully participate in decision making and their capacity to transform cultural practices that contribute to gender inequalities (Parpat 1990).

The segregation of women in lower level management is also a global phenomenon. A global study of women and men managers by USA group Development Dimensions International (DDI) revealed that women were more likely to occupy lower level management positions (Howard and Wellins 2009).  Therefore this means that women’s concerns and experiences do not feature in policy implementation. Yet, taking women’s concerns into consideration during initiating and planning is a crucial issue because women as a group do have specific needs and experiences that are best understood by themselves. If their views are not integrated in policies, it means a great loss to them. Loss of women results in a wastage of talent and inefficiency whereas increasing the participation of women in technical and senior positions of influence brings competitive advantage (Palermo 2004).

In order to have a well balanced gender representation in radios, Parpat (2000), suggests that   Women’s needs and aspirations must be integrated in policy design and implementation and that unless women are involved in planning and design, policies will continue to undermine women’s status.

2.7 Theoretical framework

The focus of this study was to find out the participation and representation of women in decision making positions in FM radio stations and to assess how FM radios were addressing the issue of gender equality. The liberal feminist theory is therefore concerned with the issue of media and gender.

Liberal feminism is rooted in the tradition of 16th and 17th century’s liberal philosophy which focused on the ideas of equality and liberty. Liberal feminism stemmed from the idea that women must obtain equal opportunities and equal rights in society (Acker1987). They see women subordination as resulting from gendered norms, rather than biological sex and aim to change these norms. Stereotyping and discrimination created a situation where women have less chance of education, fewer career opportunities and other social dimensions in society.  The held cultural beliefs of Ugandan societies for whom some radios were created deliberately exclude women from public opportunities including leadership positions (Tamale 2008). The exclusion, in turn, renders women in radio stations unable to demonstrate their capabilities. This is a discriminatory state of affairs that does not benefit either of the genders. This is true when it comes to women in most radios, as most senior ranks are occupied by men.  But unless radio stations provides equal economic opportunity a man has, most women working in radio stations will exercise their hard won autonomy only within the private or domestic realm. Liberal feminists are also concerned with ensuring that laws and policies do not discriminate against women. Liberal feminists are looking forward to removing the barriers that prevent women from operating effectively in public spheres on equal terms with men.

The liberal feminists’ emphasis on equal opportunities for both women and men becomes instrumental in this study because more feminist insights into the occupational segregation reveal that even with the increasing number and women being promoted in FM radios, they do not have the power and influence that mirrors their number (Cartel et al, 1998; Thonham 2007:8). Women in decision making positions in the radio stations have found it hard to work towards empowering their fellow women in subordinate positions. They have not actively raised their concern in demanding for equal pay of women and men and adjustment in programs for working mothers particularly those who work at night and those involved in news coverage. This status signifies sexist judgments about women such that their subordinate status in patriarchal society is symbolically reinforced. Gender inequalities such as the glass ceiling, sexual harassment, under payment, limited chances for women advancement, sexual exploitation and gendered division of labor mean that equality and justice for all usually means for men, because the structure of gender as a social institution has never been seriously challenged. Although Uganda has stood out as one of the countries that have promoted gender sensitive laws and policies like affirmative action, the media leadership in this country continues to be dominated by men. Many women are still brought up not to boast but to understate; not to work in the limelight but behind the stage. Being raised like this makes it harder for many women to succeed in their chosen career, especially if they go into fields that are traditionally dominated by men like the radio industry.

The implication is that gender inequality is not an individual matter but is deeply ingrained in the structure of societies; build into organizations of marriage and family, work and the economy, politics, religions, the arts and other cultural productions. Making women and men equal therefore necessitates social and not individual solutions. For this matter women working in media in a society embedded with in patriarchal values are bound to face violence.

The liberal feminist scholars who support the principle of equality of opportunities of men and women in public sphere include Betty Friedan and Steinem (1997). Betty Friedan’s (1963) “The feminine mystique” She emphasized the fact that there should be possibility to open up broader opportunities for women in work (Heywood, 2003: 254). The broader opportunities in radios for women may include, equal involvement of both women and men in training and development opportunities in order to prepare them for leadership roles. Steinem (1970) actively campaigned for the equal rights between women and men, especially at the workplace. “This”, she adds, “helps to strike down much long-standing sex discriminatory laws, such as those that give men superior rights in marriage and deny women equal representation in leadership positions.”

Another liberal feminist scholar, Mill (2008), asserts that all humans will benefit from living in a civilized society that is regulated along the principle of fair justice. The whole society needs to draw from each other’s talents and abilities. If we are to achieve sexual equality or gender equality, society must also provide women with the civil liberties and economic opportunities men enjoy. This could provide an enabling environment for female and male media workers to compete favorably for top leadership positions in the radio industry.  John Stuart Mill’s view  is supported by Harriet Taylor in “The subjection of women” (1970), proposed that women should be entitled to the rights and liberties enjoyed by men and that traditional arrangements of work and family is tyrannizing women and denying them freedom of choice (Mandell 1995:6).

Basing on the fact that Uganda is a patriarchal society this perspective can be used to determine the positions and roles assigned to women and men in the FM radios and what bearing it has on major decisions concerning media work.

2.7.1 Conceptual framework

Figure 1 shows conceptual framework

Gender                                                                                                             Job position

Independent variable                                                                         dependent variable

 

 

 

 

 

 

 

 

 

 

2.7.2 Variables.

Independent and dependent variables

Individuals who possess significant sources of power have access to and control over resources, authority and decision making. They could easily determine which employees are positioned in particular offices and therefore wielding particular decision making and power. They determine who is taken for training and development, who is to be promoted, given transfers, terminated, recruited or and given rewards. Most men hold higher position, higher supervisory and authority compared to women. Majority of women have less access to power and authority at work. Policy makers and supervisors make rules for them. Men’s occupation of these positions in the majority proves the inequalities that liberal feminists identify as distortion. They claim that women are underrepresented in the media. They blame the media for not keeping up with the changes in society by sticking to stereotypes. Van Zoonen (1994) observed that we seem to be suffering from cultural lag whereby our cultures, beliefs, attitudes and opinions on women are lagging behind reality about women.  Liberal feminist perspective offers the basis on which to criticize the media for their sexist representation and ignoring women issues instead of providing women with more positive and liberating role models. In liberal feminist perspective therefore, media are thought to transmit sexist patriarchal or capitalist values that contribute to the maintenance of the social order.

Extraneous variables

Gender stereotypes. The culturally held perception that men are the leaders and female are subordinates hinders women’s progression to top positions. Female radio workers may be seen as less capable and are likely to be associated with certain types of jobs that are linked to being ‘women’s jobs’. Those at the top of the leadership ladder, the majority being men, may end up excluding women in development opportunities like training, promotion, salary increment and give job assignments and other fringe benefits within the radio.

Gender roles shape the positions of both male and female media workers within the radio in that men and women might be controlled and excluded from occupying positions which they have interest in and positions where they can realize their full potential. For example, not all men can be good leaders. So gender stereotypes can force a man to be a leader yet in reality he is not capable of being one. And likewise, a woman could be thought of as being incapable of managing leadership yet she could be a good leader. Liberal feminists see women’s subordination as resulting from gendered norms, rather than biological sex and aim to change these norms. Stereotyping and discrimination created a situation where women are allocated domestic roles in the public domain instead of assessing their capability and be given challenging tasks like appointing them in decision making positions within the FM radio stations. They continue to say that the existence of gender stereotypes and gender roles in the media leads most female radio workers to be concentrated in jobs with little authority and little or no room for advancement.  Many of these jobs are highly gendered. That is, they are commonly seen as ‘women’s work’.  In such jobs, a woman is employed as a woman. The Stereotypic notions regarding her proper place in life, rather than her unique talents and interests, shape her role in the labor force.  Women in radios perform “wife like functions” such as tidying up, answering the phone and getting coffee while more men radio workers occupy more powerful and influential positions.

Financial constraints. When a company enters into a financial crisis, its top management can resort to the retrenchment of its staff. In doing so, many employees in lower positions of responsibility lose not only promotion and training opportunities but also their employment comes at stake. Most women occupy low positions and could easily be laid off.

 

 

 

CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter describes the methods that were used in conducting the study. It presents the research design, area of study, study population, sample size, sampling procedure, data collection methods, data analysis, limitation of the study and ethical consideration as well as the techniques that were  used to analyze data.

3.1 Research design

This study employed a multiple-case (multi-case) study research design as a qualitative analysis that involved careful and in-depth investigation of gender and radio leadership and the underlying attitudes that lead to the inequalities and discriminatory behavior in radio leadership for purposes of generalization. The case studies included Capital FM, CBS and Radio One. The multiple studies occur whenever the number of cases examined exceeds one (Yin 1984, Eisenhardt 1989).

3.2 Area of study

The study was conducted in three selected radio stations including Central Broadcasting Service (CBS FM), a typically Buganda kingdom radio; Capital FM and Radio One (female owned).

Central Broadcasting Service (CBS FM) is the “largest” private commercial FM radio station in Uganda (Steadman 2009). It broadcasts on 88.8 FM and 89.2 FM, transmitting on 6 KW and 5 KW respectively with an additional booster transmitter located in Masaka. CBS is located in the capital city, Kampala in the central and most populated region of Uganda. The fact that CBS FM is owned by the Kabaka makes it popular and widely listened to by both Kampala-based and rural audiences of central Uganda.

Figure 2: The researcher in CBS Studios 88.8

 

Radio one (FM 90.0) is managed by Honorable Maria Kiwanuka (Minister of Finance and Economic planning). It is located in the Kampala city centre on Dastur Street and broadcasts in English. Radio One was chosen, since it is owned by a female, to establish whether if a female is in a top decision making position can promote empowerment of other women.

Figure 3:  Hon Maria Kiwanuka, proprietor of Radio One and Akaboozi Ku Bbiri.

 

Capital (91.3 FM) was started by foreign directors (Patrick Quarcoo and William Pike) in 1994. It is located in Kololo about 3 Kms from the city centre off Kira road in Kampala. Capital FM was selected due to its wide coverage and attraction of youthful and elite population for quite a long time.

Figure 4: Capital FM’s studios.

3.2.1 Sample Study

Sampling was used in this study; Nachmias et al… defines a sample as ‘a smaller group obtained from the accessible population. Each member or case in the sample is referred to as a subject’ (1992:185). Sampling is very important in qualitative research; because we cannot study everyone; sampling decisions are required not only about the participants to be interviewed but also the setting and process of the interview itself (Punch 2005: 187). Punch looks at ‘Purposive sampling’ to mean sampling in a deliberate way, with some purpose or focus in mind (ibid). In this research, purposive and snow-ball sampling methods were used; hence the researcher used her knowledge of the population to select 100 male and female respondents drawn from CBS FM, Capital FM and Radio One and also individuals and radio proprietors, managers and shareholders who had experience and knowledge on the issue relating to gender equality in the media leadership.

The number of respondents chosen from each radio was not equal because the number of employees varied from one radio station to another. CBS FM obtained the majority of respondents (54) simply because it has two channels 88.8 and 89.2 FM.  Thirty respondents came from 88.8 and 24 from 89.2 FM. Radio one (30) and Capital FM followed by (16) respondents.

In this dissertation, men were in more favorable positions than women and this is evidenced by the fact that they outnumbered women in management positions. Normally men’s views do not automatically represent women’s’ interests and as such I employed the feminist approach and engaged more women in in-depth interviews to acquire relevant information in order to ensure that women themselves can speak for themselves. The researcher selected 15 key informants using purposive sampling. And 55 respondents were interviewed through snow ball sampling. Thirty respondents were female and 25 male. Structured questionnaires were distributed among 30 respondents. 15 were female and another 15 were male respondents.

Snow ball sampling. This was employed due to financial problems and the lack of a list of radio proprietors, directors, senior managers and radio workers. Snow ball or chain sampling was employed to select a sample of potential respondents. In the snow ball approach, respondents were discovered. This initial group was then to refer the researcher to others who possess similar characteristics and who in turn identify others (Cooper and Schindler, 2006). The few I found at the station became the initial group who referred me to the other respondents. In order to control bias, similar questions and probing of the respondents’ answers was done to assess their responses in the three FM radio stations that were studied.

They gave me enough information about female and male radio workers’ representation in leadership positions within the selected radios. The choice of the population was based on the fact that it would provide enough information and also be able to use the selected instruments since it was mostly literate. Many radio workers were hardly at the stations. They were mostly in the field meeting clients (marketers), covering stories and doing documentaries (news reporters/ correspondents) and doing research (presenters). It was not necessary for some of them to make frequent movements to their place of work since they could use modern technology to communicate and pass on the information to those at their radio stations.  Many of them were part-timers who appeared at the station only when they were going for work. Like the night workers, present themselves during night hours.

 

 

3.3 Data Collection Techniques

The study employed both qualitative and quantitative methods.

3.3.1 Quantitative Data Collection Techniques

The Quantitative data collection method was used because it relies on structured data that fit diverse experiences into predetermined response categories and it took the form of questionnaires. It produced results that were easy to summarize, compare, and generalize.

3.3.2 Questionnaires

The research questionnaires were self-administered to the targeted sample population. They included; heads of departments, radio managers, finance and administration personnel, news anchors, and news editors among others. Questionnaires (appendix 2), were administered to get information about women and men’s representation in senior management positions in radio leadership in Uganda. Structured questionnaires were distributed among 30 respondents and were administered in an organized setting where the respondents would fill in the questionnaires and after one week hand them over to me. Respondents asked for enough time to concentrate on answering the questions.

However, the major weakness of closed-ended questionnaires was that they did not provide detailed information to the problem and this is why they were interviews were also used. According to Mugenda (1999), interviews are advantageous in that they provide in-depth data which is not possible to get using questionnaires only.

3.3.3 Qualitative Data Collection Techniques

These qualitative data collection methods were chosen because research methodology scholars are in agreement that it provides the researcher with detailed and insightful information. The qualitative methods are favored when exploring peoples’ perceptions or every day behavior as it captures nuances and details.

Qualitative data collection methods were used to obtain a holistic picture of the subject(s) of the study. This provided rich information and allowed for individual differences to shine through out the research process. And finally, document analysis not only enriched the information obtained through interviews but also helped the researcher to study different factors that influence women and men’s attainment of leadership positions and identify potential path ways to top leadership positions in the Ugandan FM radios.

The following techniques were used; interviews (in-depth and semi structured interview with semi structured interviews chosen as the primary research method in this study) and documentary analysis as methods for data collection.

3.3.4 Semi- Structured Interviews

Unstructured interview guides were used to obtain information from key informants (15) and other respondents of which, 30 were female and 25 were male. 55 respondents were selected through snow ball sampling. Face to face discussions were conducted in English and Luganda with the radio managers and those in subordinate positions. This as argued by Bailey (1994), allowed for flexibility in asking some of the questions.

Semi-structured interviews (appendix 1) were chosen to allow respondents a degree of freedom to explain their thoughts and to highlight their concerns, as well as to enable certain responses to be probed in greater depth by the researcher. In total 55 interviews were conducted. Interview time ranged between 15-25 minutes. Respondents were informed at the beginning of each interview about the goals of the researcher and reasons for the interview. All respondents selected the time and place for the interview. This was to ensure that interviewees were also part of the research process.

3.3.5. Key Informant Interviews

Personal interviews were carried out with five key informants from each radio making them (15). They included the radio station presenters, heads of departments, radio managers, finance and administration personnel, the proprietors of the radio stations and share holders. The key informants were selected to get the required and general information from a wide range of expert people believed to possess vital and particular knowledge and understanding to provide an insight about the background of each radio studied, each radios’ policies, methods and procedure regarding recruitment, promotion, retention and other development opportunities their radios use in promoting gender equality.

The study also included key informants in lower positions to include the news anchor and reporters, sales staff, presenters and front desk occupants. The rationale for the researchers’ inclusion of respondents from lower positions of leadership was that they are not part of management and are considered to know a lot of what is happening at the grassroots, are faced with a lot discriminatory tendencies and are believed to be neutral in their responses. The researcher could not concentrate on upper managers only and had to include those in low positions dominated by women. Women are few in top level echelons.

The key informants were contacted in advance. Permission was sought through personal contacts. Times for interviews were arranged in accordance with respondents’ preferences. Interviews took place at the particular radio station. In-depth interviews were used because it is easy to fully understand someone’s impressions or experiences, or learn more about their answers to the questions. Each individual was approached and asked whether they would be willing to be interviewed on the topic. Participants were informed that the research was for a master’s degree and assured that all information would remain confidential. An interview time was set up with each participant at his or her convenience. 15 key informants were interviewed however; some were busy and had to be replaced. For example, I did not meet Honorable Maria Kiwanuka of Radio One due to the fact that she can take a long time without being at the station. But I interviewed her first deputy and second deputy. I also failed to meet the general manager of Capital FM and instead interviewed the heads of departments, one for research and another one for news. Paton (1990), states that qualitative inquiry that uses in-depth interview methods is not rigid about the number of respondents to be included in the study but what matters is the purpose of the inquiry, the credibility and what can be done with in available time and resources.

3.4 Documentary Analysis

Secondary data would be an extra strength on this study. It was used to gain initial insight into the research problem, and find out what the previous researchers have achieved and the roles played by other bodies (Steppingstones 2004 17:47). The researcher reviewed a number of documents regarding women’s and men’s representation in senior management positions of leadership from key public and private offices, newspapers, women and Gender desks and NGOs.  Like Uganda Broadcasting Council, the Uganda Business and Media Institute Kabuusu, UCC offices in Kampala and Bugoloobi headquarters.  Uganda media women’s association (UMWA), and met the director Margaret Sentamu Masagazi the director of Mama FM to obtain relevant data related to the topic. Makerere University libraries were also properly utilized by the researcher.

3.5 Data Analysis

In this section I discuss a strategy and process I employed in interpreting what was pointed out to me during the interviews before the formal analysis of data I went through the notes that I wrote by hand. Because the respondents feared to be tape recorded.

3.6 Analysis of quantitative data  

Data obtained through questionnaires was evaluated using Statistical Package for Social Scientists (SPSS) to get statistical data that was used in generating tabular frequencies and percentages, some of which was used to construct graphs which were applied to drawing conclusions.

3.6.1 Analysis of Qualitative data 

Data obtained through interviews was converted into themes from which conclusions were drawn according to study objectives and research questions.

3.7 Ethical consideration

In accordance with what is expected of a researcher, I first made appointments with the three radio institutions as well as other people that were involved in the research. I was issued with an introductory letter from the dean’s office, School of women and gender Studies (appendix 3). The factor of confidentiality was considered. Participant’s responses were used for the purposes of this research only. The respondents were not forced or helped in giving answers to research questions. They were only guided in answering them where necessary.

3.8 limitation of the study

It was my first time to conduct a research study, I learned by doing meaning that I took a lot of time to know what to do.

The interviews proved to be more time consuming than anticipated a factor that slowed down the process. This contradicted with my plans. Most senior managers’ busy schedules were ever in meetings, I had to post pone or wait for longer hours due to such circumstances. But I had to wait to fulfill my objectives.

Some of the respondents lost the questionnaires so I had to reproduce more and more questionnaires it impacted on my finances.

Majority of respondents particularly those in upper level positions had tight schedules they had to post pone the appointments so I had to wait.

CHAPTER FOUR

PRESENTATION AND DISCUSSIONS OF FINDINGS

4.0 Introduction

In this chapter, I present and interpret the findings of the study with regards to the primary and specific objectives of the gender composition of women and men in senior leadership positions of Ugandan FM radio industry. Several reasons that different respondents gave, explaining why there are fewer women in senior management positions in radios than their male counterparts, are examined in this chapter. The work is divided into four thematic blocks. The first consists of the positions held by female and male respondents in the selected FM radios. The second focuses on the strategies the three radios have put in place to ensure women and men’s equal access to leadership opportunities. The Third block focuses on gender and radio leadership and finally, the last part provides the barriers that have prevented female and male workers from accessing top leadership positions in the Ugandan FM radios.  This chapter focuses on three key terms; ownership, management and leadership.   Ownership: is the possession of a specific radio station.

Management: involves overseeing the station administrative and business functions of a radio station.

Leadership: refers to skills to deliver significant organizational change.

The FM radio stations’ ownership, management and its leadership remain a key determinant of the way media houses carry out their activities. According to the finding most of the FM owners, its managers and leaders did not work towards promoting and articulating gender sensitive structure and hierarchy in their radio stations.

 

4.1 Occupation

By definition, manager/ managing director are those who develop strategies and policies whereas upper /senior level managers are those who implement strategies and policies and general staff are those who occupy low level positions and had no promotional opportunities.   

According to the above findings, the radio stations had different management structures. For example in Capital FM, the position of general manager is the topmost followed by two Heads of Departments, news and research. In CBS, that of the chairperson/managing director’s position is the topmost position followed by the heads of various departments that include the general manager, personnel and administration manager, programs director, sales manager, Editor-in-Chief and the chief accountant. However, in Radio One, the topmost position is that of the general manager followed by deputy general manager.

In CBS, the number of female and male respondents who worked as general staff (office assistants, receptionists, drivers, news reporters and presenters, sales representatives, cleaners and secretaries) was the same (13). Results indicate that only 1 female respondent in CBS was a senior manager who worked as the chief accountant whereas 6 male held the position of senior managers (as general manager, personnel and administration manager, programs manager, internal auditor, editor –in- chief and the sales manager). There was only 1 female director and 9 male directors in CBS FM. This means that most female radio workers in CBS are concentrated in lower positions of leadership. The above finding is in agreement with what Wirth (2001) found out that women are better represented at low than at high management levels.

In Radio One, the general manager, who is the founder of the radio, was a woman (Maria Kiwanuka). In addition, the number of female general staff was 15 while that of male was 12. Radio one had only 1 male senior manager who worked as the deputy general manager and 1 female deputizing the general manager. This means that there are few management positions, one of which is occupied by a female. However, most of the other workers of the radio were general staff and had no promotional opportunities.

In Capital FM, there was 1 man holding the position of a managing director. This man is also the founder of the radio while only 1 female held the position of general manager. 2 other female were heads of departments (Research and News). Other workers were working as general staff. This means that Capital FM has women as some of its decision makers.  Reskin and Ross (1992) conclude that even though some women have made momentous gains in obtainment of managerial titles, the desegregation of managerial occupations has not resulted in the reduction of sex discrimination in the assignment of work place authority.

However, it was found out that having some women in radio (Capital FM and Radio One) did not automatically translate into improvement status for female radio workers because it was found out that the few women in radio leadership were unable to effectively articulate the interests of their fellow women.  One senior female key informant from Capital FM indicated, we are there not to represent women’s issues but to discuss policy issues (04/02/13).

Interview findings revealed that most of the senior female radio workers have not actively advocated for women’s interests (anti-sexual harassment policy in radios, maternity leave arrangements for 60 days and not 21 days, child care support services in the work place). This is due to various reasons, including limited exposure and influence, lack of awareness of gender issues and low capacity. Some have internalized the values of the culture in which they have succeeded and have little interest in promoting opportunities for the betterment of their fellow women workers.  A female key informant holding a senior position from CBS FM said;

I am the Chief Accountant; I exactly don’t know how I can bring in the factor of gender in our executive meetings. I don’t want to sound off- topic (11/02/13).

Female managers fear to talk about women’s issues because they are unsure of what male think of them and as such, they decide not to say anything. Women often worry that they will be viewed as “self serving’ and unable to compete without special treatment by their male colleagues. These risks may not seem worth taking if women lack confidence and the understanding of the real value for changing to gender sensitive environments. A study done by Tougas and Beaton (1993) analysed perceptions and attitudes of past events and future measures implemented to reduce gap between genders in the workplace. Men agreed with eliminating systematic barriers that limit advancement for women but where against preferential treatment. This therefore means that both genders have self interest in mind. Women want help to go up the ladder, men see that as a threat so disapprove. Self interest conflicts held by men may hinder women’s from reaching equality in the work place.

It can therefore be said that having female radio proprietors like the Honorable Maria Kiwanuka of Radio One and Akaboozi Ku Bbiri and female radio managers (Capital and CBS), does not necessarily result in ‘women-friendly’ social, economic and political systems that are responsive to women’s concerns. They do not seem ready to assert their opposition to policies that are gender discriminative. Putting women in positions of power is not the same as empowering women. But the influence of women holding leadership positions can make crucial difference in promoting gender equality and improving the performance of women and men in radios. Del Nevo (2006) argued that greater representation of women does not necessarily mean an increase in and better coverage of women’s issues but a consideration of multiple factors such as patriarchy, media ownership and the prevailing culture with in the media industry. A study done by Wolf and Fligsteing (2009) looked at factors that contribute to the unequal distribution of women compared to men in positions of authority focusing on education, experience, tenure ,marriage, children that help map how and why some individuals are in position of authority. The study concluded that men are given more authority than women in the workplace.

Having looked at the weaknesses of women managers in articulating the interests of their fellow women in the radio board rooms, the next section focuses on assessing the policies that radio owners have put in place to promote gender equality in their radios.

4.2 Radio Strategies for the Advancement of Women and Men

This section is aimed at examining policy commitment and accountability that radio owners and managers have shown in ensuring equal access to leadership opportunities for women and men in terms of priorities, policies, recruitment and selection, training as indicated below;

4.2.1 Recruitment and selection of media workers

During recruitment and selection of workers in radios, many factors are taken into consideration. These procedural guidelines include advertising the job, selecting applicants with regards to technical skills, job behavior needed, applicant’s job experience, academic qualifications, age, marital status and gender among others.

Asked how recruitment and selection are done in radios, 54.5% female and 60.0% male from Capital Radio indicated that academic qualifications of an applicant is considered as one key informant from Capital FM contends:

                       Our managing director knows that women have all the qualities. He knows women are human beings just like men. They care a lot and are hard working, determined and educated (04/02/13).

If women have such qualities, they should not be discriminated against during recruitment and selection exercises in an attempt to aspire for leadership positions. They need to be appointed in big numbers in order to bring their skills and talents into the radio so as to boost their male counterparts and uplift standards of management.

It should be noted that educational qualification is vital while considering new employees in organizations and institutions. 68.0% female and 54.0% male from Capital Radio maintained that education is the number one factor for a new worker to be considered for employment. 32.1% female and 35.3% male in CBS FM showed that academic qualifications of radio job applicants are necessary but not a determinant factor because some applicants are considered for their talents they exhibited in various fields such as disc jockeys (DJ’s) and comedians.  In Radio One, 57.1% female and 58.8% male indicated that education was also not largely taken into account when recruiting and selecting radio workers. However, what one can deliver in terms of presentation and in terms of sales was the major determinant of entry into Radio One.

Furthermore, 58.8% female and 57.1% male from CBS Radio, 57.1% female and 46.7% male from Radio One indicated that the gender of an applicant is taken into account considering the job position being sought and that there is no specific job requirement for workers to be recruited for radio business. In other words there are certain jobs that are stereotypically performed by female and others for male. So, during recruitment, men stand a high chance of being selected as Radio engineers, technicians and managers and women are relegated to marginal roles that do not lead to positions of influence.

Gender segregation during the selection process does not only affect women alone but also men. This is evidenced by the large number of female workers in the care sector employed as Front desk occupants, switch board operators and administrative assistants in the three radio stations studied. A male presenter from CBS expressed his concern:

I requested a modified duty to relocate to the reception since the occupants who are female were always on and off due to their marital challenges. My supervisor turned down my request arguing that men cannot speak to people well. Men are not allowed to occupy the front desk even if it means occupying it a minute (11/2/13).

Some radio managers still hold the view that women are the primary care takers of people in both the private and public spheres.  The view of placing women in the care sector emanates from the nature of culture that is gendered. The ideological values of the traditional society are inculcated in a woman from the moment she is born, family, schools, religion and community. This highlights that discrimination starts at child hood. As children grow, girls and boys are not treated equally in terms of content. Society expects girls and women to behave in a certain way (to be polite, respectful and considerate) and to do certain kinds of jobs (cleaning and nurturing people), something that may end up being an obstruction to women’s promotion.

Also, 57.1% female and 46.7% male from CBS, 42.9% and 26.7% female and male respondents from Radio One respectively, and 54.5% male and 60.0% female respondents from Capital Radio showed that job related experience is not considered when recruiting and selecting radio workers since most of these radios prefer employing young people from universities without the required level of job experience.

In addition to job related experience, age was also another factor that was cited by respondents as a determinant for recruitment.  The three radios studied preferred to employ young people aged 20-44 years. 35.7 % female and 7.1% male from CBS revealed that radio managers considered the age of new applicants to be selected to work in the radio. This was emphasized by 32.7% female and 35.3% male from Radio One, and 32.1% female and 45.1% male from Capital radio. This is because radios prefer young workers to elderly people who wish to join the radio business. People who have advanced in age are rarely recruited because of the reasons already shown in section 4.1.1.

Although radio employees are recruited and selected to work in these three radio stations, findings indicate a lack of transparency in the way radio workers are recruited and selected. The selection process lacks transparency this has affected both women and men radio employees. Recruiting and promoting workers who are unsuitable for the radios has led to increased employee turnover, low morale, discontent and employees not offering their best and some have ended up leaving voluntarily or involuntarily when their unsuitability becomes evident. Van Zoonen (1994:5) noted that inequalities in the media stem from discriminatory recruitment procedures and discriminatory attitudes among decision makers. She observed that informal recruitment procedures in the media are based on personal contact tends to exclude women potential applicants and that the lack of formal career structures means that ascent through the hierarchy depends unduly upon personal contacts and acceptance.

The majority of radio employees were not aware of how their colleagues entered the radio industry. They maintained that there are no formal processes that include a clear set out selection process that is based on objective criteria such as a written test, voice testing, a formal interview and written appraisals. A male staff from Radio One FM indicated: You can wake up one morning and a new person is introduced to you that she or he is our new employee (18/2/13).

In the same vein, another respondent from CBS FM states: Each one of us enters CBS in a criterion best known to himself or herself and those who brought him or her (11/2/13).

This is an implication that the majority of vacant posts are not advertised. Therefore, applications cannot be made. In such cases, many senior management positions are filled by appointment method which sometimes favors men, for example in CBS Radio where the top managers such as general manager, human resources, programs director, internal auditor, and the managing director himself were appointed by the board of directors dominated by men. If CBS is male dominated, women are discriminated against by the selection and appointment procedures.  Men prefer to employ fellow men and they recruit 90/100 in favor of men while women show no gender bias in their recruitment decisions and typically recruit 50/50 (Mc Farlane (2004). More so, there is a tendency for senior managers to recruit individuals who are as similar as possible to the present job incumbents (Miller and Broughton 2009).  This therefore serves to make some radios resistant to change and to make it difficult for women to be seen as appropriate potential employees.  It is however unfortunate that this trend breeds, produces and reproduces gender inequalities in the radios that practice it.

4.2.2 Training and development

Interview findings show that the radio does not motivate all radio workers to enhance their skills and make greater contributions to their radio career. In CBS 25.6% female and 27.3% male indicated that radio managers consider only those women and men in leadership positions are considered for training by their radio managers. Those in lower positions are left out for leadership training. In Radio One, 9.3% female and 18.2% male and 42.9% female and 57.1% male in Capital FM showed that both women and men in upper level positions are favored for training than women and men in lower positions to acquire management skills. Training is usually given to senior managers who are mainly men. According to one of the key informants from CBS:

Training opportunities are usually undertaken by our heads of departments with a view that they will pass on the knowledge to us in the junior positions; for example, in the news department, we are represented by our editor- in- chief (11/2/13).

This means radio managers employ the trickle down approach. This drop down approach is used in the hope that when they give training opportunities to departmental heads dominated by men. The knowledge would trickle down to those in lower positions where most of the women are found. Female and male radio workers in senior management positions are the ones who enjoy the opportunities for training, necessary for leadership, whereas in lower ranks, they are left out by their managers when it comes to leadership training. Whereas it is advantageous for these radios to train people at lower levels on current job skills and prepare them for different or more advanced jobs, most radios have limited training opportunities to employees in lower positions. Training for departmental heads may mean preparing them for promotion. Departmental heads are dominated by men.  If the trend is not changed, the majority of female and male radio employees working will continue to remain in subordinate positions.

However, the trickle down approach used by most radio managers has never succeeded. As one female key informant from CBS FM declares:

                       They (supervisors) are ever having meetings, from one to another, from workshop to seminars; then annual leave. Now when do you expect them to pass on the knowledge to us? (04/2/13).

Managers of these radios invest substantial time and money in training programs that have no measurable impact on outcomes because there is no evidence in terms of documents that show improvements in the representation of women and men in upper-level positions as a result of such training.

It was further reported in interviews that training opportunities do not apply to all staff in Radio One and Capital FM. As noted by a male respondent from Capital FM:  It is always the same people who are taken for training. I think it is because of the top positions they occupy (04/2/13).

This implies that employees in Capital radio are not given equal training opportunities and that all decisions made related to training are not done using a non-discriminatory process. Opportunities for training radio workers in Capital focus on upper level managers. The upper level managers are mostly women. So it is women in Capital who benefit to the disadvantage of their male counterparts in inferior positions. Again one female marketer from Radio One said:    Maybe some of us don’t deserve training because we are not in the limelight (18/2/13).

Many if not all Radio One employees would want to be a part of the training and it implies that  radio workers do not have equal access to information about training opportunities widely through formal means such as emails, memos and posting on bulletin boards. It also means that radio employers do not allow employees to volunteer for training or encourage all employees to seek out training rather than selecting some few for these opportunities.

Liberal feminists emphasized proper training of women in leadership matters to help women to acquire leadership skills and climb to the top ladder of leadership. The lack of leadership training and mentoring for female radio workers means that there is a lack of specific management training skills, professional development, decision making skills and mentorship programs which limit women in radios from being seen as effective leaders.  The cost of not providing equal access to training or other learning opportunities can be significant. Affected radio workers fall farther behind over time and may be less able to advance compared to their colleagues who have had training opportunities. They may feel less motivated to work hard because they feel they are not valued workers. They are not expected to perform and will never be recognized for their contribution.

Discrimination of women and men in low positions in terms of leadership training is a systematic impediment in the Ugandan radios. Radios have not done enough to attract female radio workers and to support them in taking up leadership roles. The findings indicated that human resources departments have not done a good job in training employees about equal opportunity regulations and have not helped women and men in lower ranks to reach senior level positions of decision making. This finding is supported by Liliana Cisneros from the United States on online discussion on Women in Leadership (2007) who noted that it’s important to target human resources as key areas for transformation because human resources departments tend to reproduce old models, serving as gatekeepers for women.

Women constitute the majority of radio workers in subordinate positions meaning that many of them are not given equal training and development opportunities as men in radios. It gives men greater chances for advancement, thus creating a gender gap in the leadership of radios. A study done by Dezso and Ross (2008) demonstrates that training programs are important for female radio workers as they provide experiences that promote successful leadership and act as the feeder pool for senior leadership. They continue to say that achieving women’s progress to higher leadership levels is impossible if organizations continue to place disproportionately more male in training programs.

4.2.3 Performance and appraisal

Performance and appraisal exercise involves evaluation of employees’ performance, how they meet targets and their contribution to the radio. There are also other secondary matters like rewards in form of pay increment and a word of appreciation to workers who perform their work diligently.

Results show that 69.2% and 66.7% female and male respondents in CBS respectively indicated that during appraisal exercise, men’s work is more valued compared to women’s. Programs that are valued by their managers to be the most listened to are mostly conducted by men like political programs, entertainment programs and men are considered as the best when it comes to reading news.   25.6% female and 5.1% male in Capital FM maintained that they had never been subjected to performance and appraisal exercises. 23.8% of female and 9.5% male in Radio One revealed that performance and evaluation exercises have never been carried out. According to interview findings, some radio managers were not carrying out performance and appraisal exercises of their employees in Capital and Radio One. A female respondent from Capital Radio said: We have never been subjected to that kind of exercise (04/02/13).

In the same vein, a respondent from Radio One maintained: I do not think our managers have time for such exercises they have never carried out appraisals (11/02/13).

The above two statements from Capital and Radio One mean that radio owners do not screen written evaluations for stereotypical characterization, to insure equal opportunities for career development and educate both female and male radio workers about how to give and receive effective performance evaluations for career advancement.

According to results from interviews, performance and appraisal exercises in CBS were carried out on rare occasions and were dominated by a team of men as reported by one female interviewee in CBS:

The appraisal exercises are dominated by men who are our heads of departments. We need external people to carry out such exercises. Unfortunately, it is again our bosses within the radio that we face in the appraisal exercises. We cannot speak our minds for fear of intrigue and enmity (7/01/13).

If appraisal exercises are male dominated in CBS, it means that a woman’s voice will not only be unheard but the only woman who sits in management structures will always be outvoted. It will be difficult for the majority of women who are not strong enough to express their views freely particularly in this situation where the men are their bosses because having men on the panel does not automatically represent women’s interests. So the rules, codes of conduct, organizational cultures of CBS are mostly associated with masculine values and behaviors. All decisions are taken by men because the radio is male dominated. This is a great problem that violated democratic practices. This distorted view accounts for many of the problems between management and staff one female respondent from CBS expressed her concern:

During the appraisal exercise, I raised the issue of the ladies washrooms being locked every night. I continued to express my worries of women having their own problems that require ladies to have access to their own washrooms and being at risk of being raped at night in an attempt to go into the gents washrooms. One of the male managers answered, “Because she studied gender that is why she is speaking like that.” Another male added, “Gender is not going to work here…feminists are radicals …”and there was no support from the female manager in the meeting (7/01/13).

Women and men have different biological experiences. Women, having the major responsibilities for reproductive activities, have a particular interest in having their own washrooms. When men fail to understand the interests of women, they tend to ignore them. This means that women’s issues are not taken into account. Representational demands need to be linked to the process of building effective participation; that is to make the voice of particular constituencies of women louder in processes of policy making. Women and men are heterogeneous category; inside these categories exist diversity which has to be taken into account when performing evaluation and appraisal exercises (Goetz 2003).

Furthermore, there is an indication of absence of numerical data which is useful in demonstrating statistically female and male representation in staffing to help radio managers establish systematic barriers or other forms of discrimination. Although on its own, numerical data does not usually prove systematic discrimination, such data may be strong circumstantial evidence of inequitable practices existing in the radio stations. This would show radio managers that the majority of women, more than men, are underrepresented in senior positions and over-represented in entry –level positions.

More to that, it was also revealed through interviews that appraisal exercises were not organized in  good faith for employees to speak out their minds freely but rather, they were used as a method of silencing workers who happened to point out what was not going on well in the company. A female respondent in CBS FM expressed her concern:

 The exercise was not completed. Tension grew high as one of our fellow workers told our senior managers of the ways in which they treated workers differently (preferential and differential treatment). Some stood up and told her to fill another questionnaire and change whatever they did not like which she refused.  Some of us were given a pay increment; she was not. One of the senior managers told some workers that she had abused them. From that moment onwards, she started to encounter trouble with them until her employment was terminated with immediate effect (7/01/13).

If a worker does not say what the managers want to hear, he or she may not receive a pay increment and trouble is bound to occur to the extent of risking dismissal.  This implies that some workers may not be bold enough to say what they want for fear of what will happen later. Another meaning is that senior managers do not want to rectify where they have gone wrong because they want to hear only good responses. It also shows that even the radio managers do not know what is required in carrying out performance and appraisal exercises of their employees.  The exercise is supposed to be confidential and pay attention to each individual worker. In most cases the exercise is performed by people who may be neutral; those who are not within the company. As a result the whole exercise tends to lose meaning as the major objective of the exercise is not achieved.

4.2.4 Promotional opportunities

The criteria for promoting staff require internal advertisements indicating the required educational level and experience.  Promotion opportunities can take place in the following positions; the news anchor or reporter can become a news editor and finally editor- in -chief. By becoming editor- in- chief, the employee becomes the head of news. A Marketer can work towards attaining the position of sales manager, the title given to the person who heads the sales department.  The engineer or technicians can work towards becoming the head of that section. The presenters can aim at becoming the programs director.

Study results show that 46.3% and 48.9% female and male respondents respectively in CBS indicated that they lack knowledge of promotional opportunities. And that their senior managers take the decisions concerning who to promote in case a promotional opportunity is available. In Radio One, 43.9% female and 31.1% male revealed that they do not know the criteria they use for one to be promoted because the knowledge about promotional opportunities is in the hands of the general manager who is the owner of the radio. Whereas 9.8% female and 20.0% male in Capital FM also showed that the knowledge about promotion lies in the hands of the owner of the radio and not any other person.

It should also be noted that key informants stressed that the three radio studied do not have defined criteria for promotional offers. As one of the key informants from Radio One stressed:

                     It is rare. It happens when there is death of a fellow staff, when termination has occurred or resignation of an employee. There are few positions to compete for because this is a private radio station. The proprietor can decide to bring a new person from another radio station or elsewhere (18/2/13).

The existence of fewer positions in radios should not be used as an excuse to deny the workers the right to know about any prospect for advancement. The few positions are accompanied by unclear policy for promotion. In such circumstances, unconscious biases can flourish when there is little oversight or scrutiny and it is possible for one gender to dominate the higher or lower level positions without showing any concern from radio managers. High potential programs involve the identification of women and men who are thought to have the potential to advance and succeed in high level leadership roles. It is one way of ensuring that radios will have the right leaders, well prepared for key positions when they are needed. This is made possible by providing accelerated development programs to prepare radio workers, particularly women, for the responsibilities for future leadership roles because in most cases, opportunity for promotion often favors men due to developmental prospects, such as mentoring and networks.

More so, the research found out that some senior radio managers tend to deny women a chance for promotion even when they qualify to fill a senior position. A female respondent in CBS FM expressed her concern:

 We complain and we are still complaining to our managers about why they promote mostly men. When a chance for promotion would have gone for a woman, a man is brought from outside. Yet we have here women who are good performers (11/2/13).

This implies that some radio managers were less concerned about women’s advancement since there is no support from top management in helping women in radios to rise to the next level. Some women receive little or no encouragement to seek leadership positions. Radio employers need to be held responsible for results in recruitment, retention and promotion, priorities, policies and reward structures that in turn require accountability. In short, if radio managers and owners want the most able and diverse radio workers possible, the working environment needs to attract and retain them. They need to empower female radio workers. Promoting empowerment also requires radio managers to review their structures and procedures, to increase their accountability and responsiveness to the women whose empowerment they aim to support.  In her article, “Developing Gender sensitive Communication policies” Maria Del Nevo (2006) observed that the lack of organizational policies which take into account the pressures of women media workers with families, lack of professional training and opportunities as well as social and cultural constraints are amongst the most common problems facing women in the media.

The Equal Opportunity for Women in the Workplace Agency (2008b) believes that the way a radio makes decisions about hiring, promotion and payment of female radio workers is strongly influenced by its culture and the gender stereotypes that underlie it. These assumptions and biases can result in radio managers overlooking talented women and limiting their access to the talent pool. This assertion is supported by Palermo (2004), who noted that attitudes towards women leaders are shaped by the organizational culture and the prevailing culture in most organizations is one that places less value on women’s contributions than men’s. According to Palermo (2004), hurdles to women’s advancement in leadership are encountered in recruitment and hiring processes and in job assignment, training and promotion activities, and adding hidden barriers to women’s progress. And that the under representation of women at the highest levels of organization is well documented and the processes are in place to ensure that the status quo is maintained.

Another female key informant from Capital FM draws a general comment:

 When employees see their co-workers being promoted, they become more aware of their own career opportunities. However, nepotism in hiring and promotion of relatives is common in radios; they have nepotism policies (04/2/13).

The above statement implies that radio employees have been demoralized by the way opportunities for promotion are handled by radio managers.  Radio managers promote people who are related to them. This means that suitable employees can be left out. Research findings indicated that the majority of radio managers were less concerned about women’s and men’s advancement.

Many radio processes in Uganda, particularly those related to promotion, advancement and reward suffer from a lack of transparency; often processes are insufficiently documented or formalized. This is common in radios where proprietors are more interested in maximizing proceeds rather than promoting social, political and economic empowerment of their employees especially women. This leaves room for interpretation by individual managers, inconsistent application and emergence of ingrained biases. Opportunities for development and experiences that prepare radio workers for leadership roles are often hidden. A Lack of transparency around processes and assumptions regarding female and male radio workers career ambitions and gender bias in the perception of women as leaders, lead to unequal access to development opportunities that are essential preparation for high level leadership roles.

According to interview findings, some women said that they had done everything possible to see that they move from one level to a higher level but to no success. For instance some have gone back to school as one CBS presenter claims: I have done everything; I have upgraded my education, I am always on time, I sit in for others but nothing has ever happened (11/2/13).

 It is often assumed that education is a way of getting to good jobs; better-educated workers tend to be more productive and able to perform functionally more sophisticated jobs than less skilled workers. But even when women advance in education, men receive more promotions in case they happen to be there. Longwe (2000) reminds us that even women who have education face the glass ceiling which prevents them from climbing to the top. In addition to Longwe, men seem to advance to higher levels because they are favored in promotional practices and women cannot advance even if they choose to do so (Estler 1975).

The majority of respondents indicated that qualification alone is not a sure deal for one to occupy a senior position in radios such as CBS and Radio One and those who are able to go for further studies do so in the hope that if an opportunity presents itself either within or outside the radio, they can be prepared to go for it. In addition, women are mostly affected in that they are perceived by their managers as less competent and are less likely to be promoted or are promoted at a slower rate than men with the same qualifications. It is therefore important for radio managers to be aware of how systems for promotion and advancement may result into obstacles for career progression.

4.3 Women and Radio Leadership

4.3.1 Can Women be Good Leaders in Ugandan Radios?

In this study, I have adopted Chemers’ (1997) definition of leadership as a process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task in radio production. Successful leaders can be identified easily because they have the abilities, personality traits and interests that are different from those who are not effective leaders. The qualities of a good leader I used in this study include: intellective qualities such as decisiveness, intelligence, knowledge and judgment; personality qualities such as self-confidence; social characteristics such as cooperativeness and sociability; task-related such as initiative, achievement drive and persistence; and demographic characteristics such as education and age. Other qualities considered in this study include resourcefulness, friendliness, sensitivity, straight forwardness and composure. In the table below I explored respondents’ views on women and men’s leadership abilities in the three radios studied.

Table: 3 Women and Men’s leadership qualities

Leadership traits Gender Freq %
Intelligent Women 38 73.07
Men 14 26.93
Total 52 100
Faithful Women 42 72.41
Men 16 27.59
Total 58 100
Emotional Women 34 77.27
Men 10 22.73
Total 44 100
Rational Women 18 39.13
Men 28 60.87
Total 46 100
Transparent Women 23 58.98
Men 16 41.02
Total 39 100
Ambitious Women 12 22.22
Men 42 77.78
Total 54 100
 
Aggressive Women 28 37.33
Men 47 62.67
Total 75 100
Decisiveness Women 44 57.14
Men 33 42.86
Total 77 100

Source: Field

 

Findings show that the majority of respondents indicated that women can be good as leaders in the management of radios in Uganda. Respondents indicated that women 73.07% not men 26.93% are the more intelligent sex. Seventy two point forty one percent 72.41% respondents emphasized that women are more faithful than men 27.59% and that gender balance would be the best, based on merit and competence among others.

Also, 57.14% respondents showed that women are more decisive than men 42.86%. Some female and male respondents explained that women are straight forward and that if they make decisions, they stick to them, and therefore they can be as good leaders as men. Respondents further argued that women make good decisions when competing interests such as building interpersonal relations are at stake. The female and male respondents who supported having more women in radio management also stressed that women 58.99% are more transparent than men 41.02%.

More so, 77.27% respondents indicated that women are more emotional than men 22.73% and some said that because they are emotional they cannot handle the challenges associated with leadership.

On the other hand, findings showed that men make better leaders than women because they are aggressive, ambitious and rational. Sixty two point sixty seven percent of respondents argued that men make better leaders in radio management because of their aggressive nature compared to women 37.33%.  They continued to indicate that men are more rational 60.87% than women 39.13%.  Other respondents stressed that men are more ambitious 77.78% than women 22.22%.

More so, some female and male radio workers indicated that men make better leaders. They noted that for a leader to be effective, they must have qualities like aggressiveness, tough, rational and willing to take risks. And that those are the qualities found effective leaders as one male respondent from CBS said: Men are independent minded, aggressive and tough as compared to women who are emotional, soft and indecisive (11/01/13).

Another female respondent from CBS FM said:

 Men are men and will always be men because they make firm decisions. That is why they constitute the majority of leaders in companies and organizations. Men cannot be intimidated (11/02/13).

The interpretation of the above statements shows that some respondents’ minds are shaped by their own personal experiences. The experience of living in society that is full of male leaders and the workplace experience all combined made some of them to think that a leader has to be tough, rational and aggressive. Some women and men in CBS have grown up seeing men in most positions of power. To them, men are the only gender or sex that can handle leadership matters. Their minds have been veiled by the belief that leadership walks hand in hand with qualities like aggressiveness, ambitious, rational and being tough.

However, some respondents thought that female attributes of nurturing, being sensitive, empathetic, intuitive, caring, cooperative and accommodative are also increasingly being associated with effective administration. This is supported by Deemer and Fredericks (2003) who suggest that feminine traits and leadership styles are just as effective as the masculine style. They indicated that women can also be good leaders like men if they are given opportunities to participate in leadership based on merit. Proof of this lies in one male key informant from Capital FM. He talked about his general manager, who is a female:

 Her approach always makes you feel a sense of ownership to your work and as such, this brings the best out of you and ultimately, the radio succeeds (04/02/13).

One sports journalist from Radio One had this to say about Maria Kiwanuka, the general manager and proprietor of Radio One FM 90:

 The first thing I learnt about her was her awareness of what was happening in the industry she had come into. She was not only focused but very knowledgeable. She did not settle for second best and that is why she went out there hiring people she believed were good. Kiwanuka is result –oriented; she speaks to her staff with a parent-like approach and is always advising them in case they go wrong (18/02/13).

Women are socialized into being accommodating and not wanting to offend or embarrass people. Most of them are kindhearted. The existence of successful female leaders in Capital FM and Radio One is a clear indication that some women are very good. They have the ability of seeing things; they are very steady and not boastful and they network and ask for help if they have a problem. Some women can hold their positions smoothly, peacefully and successfully.

The way in which these few female leaders in radios have managed to be successful in their leadership style makes it possible to challenge Piterman’s view in which she suggests that women should adopt the male leadership style.   In order for women to be successful, they are required to fit the prevailing male norm of leadership, that because women are naturally non-violent by nature, they cannot make good leaders (Piterman 2008). Women’s non-violent nature therefore renders them not liable for management positions. This theory unfortunately is equally held by some women. It is claimed that since women do not possess the necessary ‘violent nature’ within them, they cannot handle challenges of radios.

Furthermore, it was also revealed that many women in the radios studied are committed to their work responsibilities. In this case, most women argue that their presence in management positions in radios can help in better decision making by being prepared for the management meetings. CBS chief accountant and the only female in a senior position attested to this:

  I remember going to a board meeting full of men. I was the only female there. They made it clear to me that they wanted the internal auditor (a man) to enter and explain to them. I proved my capability through my delivery of work to a point where they trusted me and I became part of the team (11/2/13).

Asked how she reached the position of a chief accountant, she said she was appointed after the resignation of the chief accountant who was also a lady. The belief that most women are faithful and transparent may be the reason why women in some radios are appointed to fill the position of the chief accountant.

The presence of a small number of women appears to intensify scrutiny of their performance and potential rather than mark their natural assimilation into leadership ranks. This cultural dynamic sees women as visible and therefore vulnerable to attack, particularly once they reach senior management level. Professor Kyomuhendo Bantebya of the school of women and gender studies Makerere University said that women who work in male-dominated fields face certain challenges, which affect their performance, retention and career success (New Vision Thursday, 1 may 2014). However, some women have managed to gain respect and acceptance by delivering better quality product.

Again another presenter from Radio one was overwhelmed by Maria Kiwanuka leadership:

 She has a non-discriminative nature. She has no stereotypes. She never judges people on the basis of religion, age difference, and tribe or skin color. To her, it is about your performance and to me that is a good trait in a leader (18/02/13).

Patience, success, courage, determination, persistence and being democratic are what respondents said about women managers. This is supported by Stone in Lott (1987:12):

                       The written literature and oral traditions of large numbers of cultures, spanning the continents, reveal differently. Women were once viewed as heroines, as strong, determined, wise, courageous, powerful, adventurous and able to surmount difficult obstacles to achieve set goals.

The meaning of the above statement leaves one puzzled as to why they are the minority sex in senior positions.  The answer to that puzzle is that the held cultural beliefs deliberately exclude women from public opportunities, certain kinds of professionals as well as decision making processes. The exclusion in turn renders women unable to demonstrate their capabilities and the whole society loses out in the process. Such an assumption is still part of the dominant ideology of our culture. So, culture makes women reject hierarchies because it favors men and also makes them feel that it is not their place to be in authority. Whereas it makes men and women accept that men are superior in leadership and management.

However, some female and male respondents in interviews said that women are the worst in management positions. They mentioned the names of some women who are very rude and non-sympathetic to their fellow workers especially those below them.  For example one female respondent from CBS declared:

 If … (name of person withheld)… was the human resources manager, we would be in trouble. You cannot tell her that I came late because my child is sick. Or she cannot listen when you are experiencing menstrual pains. She looks at it as part of you and that you should move on with whichever problem.  Men are sympathetic to those situations (11/2/13).

This reveals that some women in management positions focus on work alone. They make sure their subordinates perform as expected regardless of personal problems. And such kinds of attitude characterize a person but not women as a category. Sinclair (2007) argues that conceptions of leadership remain masculine and as a result women find that in order to be successful they are required to fit the prevailing norm of leadership (piterman 2008). Individuals over all continue to think of leadership as male oriented. For women characteristics associated with femininity are still not seen as positively affiliated with leadership characteristics.

According to table 3, generally it shows that the majority of female and male respondents believed that most women can be good leaders as their male counterparts. Margaret Kigozi, President Women in business, stressed that most women in business and professions are as able as any other (Daily Monitor Thursday, 12 December 2013). Women represent a resource that is still greatly underutilized. Their presence in top positions results in better quality decisions and consequently, the better financial performance of the firms (Fondas (2000). In addition to that better financial performance results as women have different experiences from the working and non-working life than men have (Smith et al (2003).

Inequality is societal loss as it hampers the growth and prosperity of the family and society, thereby crippling full development and potentialities of women. Such a state of affairs denies women to service their communities and country well Byrne (1978). Women have become a growing share of the talent available for leadership and they have distinct perspectives to contribute. So, in order to perform effectively in an increasingly competitive and multi-cultural environment, radios need individuals with diverse backgrounds, experiences and styles of leadership.

One can hold the view that leadership behavior is not related to gender. It has nothing to do with genitals or sexual organs either women or men can have good or bad leadership traits. So women should not be discriminated against on the basis of their sex but they must be given a chance to hold senior positions and opportunities to prove their worth. If a woman qualifies, she deserves a position whether one is a female or a male. It can be concluded that not all women make good managers. That holds equally true for men. With an open-minded perspective, a non-judgmental view of others is created, which results in a healthy working environment with a positive work culture.

4.3.2 Do Women in Radio production have Decision making abilities?

Who is good at decision making; women or men?

In the table below I explored respondents’ views about women and men’s decision making abilities

 

 

 

 

 

 

 

 

 

 

Respondents who indicated that female make better decisions than men cited qualities like resourcefulness, friendliness, sensitivity, straight forwardness and composure as characteristics women possess and use to make decisions compared to those who noted aggressiveness, intelligent, self confident, tough and inspirational as the qualities that make men  better at decision making.

In Radio One, 81.8% female respondents showed that female make better decisions than men. 33.3% male respondent chose women to be better decision makers and another 18.2% female respondents also noted men to be good decision makers 66.7%.

In Capital 70.0% female and 40.0% male showed that women are good decision makers. 40.0% male emphasized that men in radios are better at decision making. No female respondents showed that men are good decision makers.

The interpretation of data from table 5 is that female and male radio workers in Radio One and Capital FM believe women to have good decision making abilities. This is because these radio employees have been exposed to women as their managers. They have seen women practicing decision making and they have come to appreciate women’s leadership.

In CBS FM, the majority of female 65.5 % believed men are better decision makers. While 52.4 % male respondents maintained that female are better off in decision making than men. 13.8% female indicated that women make good decisions while executing their duties in the management and leadership of radios and 42.9% male emphasized that men make better decisions. In contrast to the above, 20.7 % of female respondents and 4.8 % of male respondents in CBS held that both men and women are equally good decision makers.

The majority of female respondents from CBS suggested that men are better decision makers than women. This is because they have limited exposure and experience in seeing women managers. So their minds have been masked to believe that it is men who can make better decisions for the smooth running of the radio. However, a gender specialist cannot accept the notion that some women accept that men are superior and decide not to compete with them. This cannot be concluded as “women’s weakness, lack of confidence and inferiority complex”, but needs to be understood in the context of traditional beliefs and cultural stereotypes.

Traditionally such views were and are still held by people in our societies (the private sector) where women were not allowed to stand and say something in the village meetings. A woman could not speak in the presence of men. Even in the homes, a woman was despised; she could not make any decision. If women are rare in the management of CBS, it means that CBS employees lack exposure to female managers and may end up thinking that it is men who are good decision makers. Women find themselves not having a say in the decision making processes where they are outnumbered by men. Gender roles commonly performed at home are reproduced in radios. Women’s roles are that of being subordinate to their male counterparts and male remain superior. Some women succumb to decisions and situations that are not beneficial to them and the way women were brought up makes them conform to the situation.  This discourages women. The saying that one sex is inherently better than the other at corporate decision making is exactly the kind of thinking that is keeping women in CBS in lower positions.

The Beijing Platform for Action (1995), considered the inequality between women and men in the sharing of power and decision making at all levels as one of the critical areas of concern for empowerment of women that, women’s equal participation in decision-making is not only a demand for simple justice or democracy but can also be seen as a necessary condition for women’s interests to be taken into account. Without the active participation of women and the incorporation of women’s perspective at all level of decision-making, the goals of equality, development and peace cannot be achieved. It is equally necessary to point out that despite the gender inequality in the radios and beliefs held by some respondents, there are successful women managers. Therefore, decision making is a skill which can be learned by practice. Other women in radios need to be encouraged and provided the required opportunity to make decisions for themselves and others. Women and men are good decision makers provided they are given equal opportunities. The barriers that prevent female radio workers from making effective decisions are examined in the lines below.

4.4 Barriers for Women and men’s Progression to Senior Management Positions

Several factors were presented by both female and male respondents as the major barriers to women and men’s progression to leadership in Ugandan radios. According to this study, results showed that, 11.1% and 24.1% female and male respondents from CBS respectively stressed that sexual harassment within the work place prevents women from accessing management positions. This was also emphasized by 42.9% female and 33.3% male from Radio One and 50% female and 40% male from Capital FM. Findings from In-depth interviews revealed that there are substantial numbers of female radio workers who have faced a sexual behavior from their male managers that they did not welcome. This has come to the level of threatening their job security as reported by one of the female respondents from Capital FM:

 I was a news anchor at a certain radio but one day, my supervisor (a male) came at night as I was preparing to go on air he wanted to rape me. I fought him. After sometime, the News Editor passed on; the position had to be filled. I was the only one who had applied. My colleagues also seconded me since I was more experienced and qualified than any of them. My supervisor did not recommend me. A male employee was brought from another radio. He constantly kept threatening to sack me until I left (13/5/13).

This implies that female radio workers especially those who perform night duties are at the risk of being sexually harassed by male superiors. Female who do not accept to be exploited may not be given an opportunity to advance even when they have the necessary job requirements.

The above scenario of sexual harassment takes the form of hostile environment. The term “hostile environment” harassment stands for situations which occur from unwanted conduct, resulting in an uncomfortable and hostile working environment. Such behavior might be of physical, verbal or nonverbal kind. It might include touching, hugging or sexual remarks about a person´s clothing or body, sexual stories or the display of sexually explicit materials in the workplace (Sexual Harassment). In another incident of sexual harassment, one presenter remarks:

  I did an interview and passed it and I got a job. However, the male staff told me that the second interview was coming. Surprisingly, one of the male managers started to invite me for outings and the rest is history. I cannot say anything, especially when we are having staff meetings because he is financing me. Women should use what they have to get what they do not have (06/5/13).

The interpretation of the above statement means that poor pay may make some female radio workers accept sexual demands from their male bosses. Women experience sexual harassment in radios than their male counterparts. They are ‘blind folded’ by the sexual gifts’ like money from the harasser, so they cannot think of working towards self advancement. The harasser veils them to act as their financial solver and not a career promoter. This kind of sexual harassment is the “quid pro quo” harassment. It occurs when the harasser offers some benefits in exchange for sexual favors. These benefits might include a promotion, a pay raise and a good performance appraisal or avoidance of some less desirable outcomes such as termination or demotion. Most of the time, it is exercised by someone in a position of power over another.

Sexual harassment in this case is seen as a ‘two- edged sword’. Women who do not acquiesce to sexual advances from male superiors typically do not get promoted or they are frustrated out of the work force and female junior employees who have sexual relationships with senior managers, hesitate to forward women’s concerns to the management when there is staff meeting. This is a tactical move such managers use to silence some women who want to aspire for senior management positions within the leadership of the radio. It is also done with the existing belief that women belong below men and that they are merely sexual objects.  According to Hadjifotiou 1983:2, sexual harassment reinforces a view of women as playthings and sex objects, creatures which neither the employer nor male worker takes seriously. Hadjifotiou pointed out that unless these attitudes change demand from women for better pay, equal opportunities and positive action programs may fall on deaf ears.

Liberal feminists call for an end to sexual harassment as it has to do with removing obstacles to women achieving an equal level with men.

Also, 16.7% female and 34.5% male from CBS Radio argued that one of the internal factors responsible for women’s inferior positioning in radio leadership is the lack of self-confidence. Also, 16.7% female and 34.5% male from Radio One indicated that women lack self-confidence while aspiring for top leadership positions. In Capital FM, 11.1% and 24.1% female and male respondents respectively stressed that lack of self-confidence was also a barrier for women’s advancement. It should be noted that some women lack confidence to confront their male bosses for promotions. This was reported by one of the key female informants (office assistant) from Radio One: When one is tired of working for this radio, she will start to ask for promotion and pay increment (20/5/13).

This is a clear indication that some women cannot negotiate effectively for what they want or need with the hope of attaining it within their current employment. So, they remain passive and wait for their bosses to decide for them.  Research findings showed that more women suffered from a lack of self confidence than men. This means that confidence can hamper women’s career progression in radios in different ways.  A male anchor from CBS states:

 For six years of working for CBS, I had upgraded and I am still getting the same salary. During the appraisal exercise, I used that opportunity and put my managers to task to explain why they were not giving me a promotion or a pay increment because I was and still performing well. I said all that in the presence of the chief news editor (06/2/13).

Male radio workers appear to be more assertive when it comes to pay increment or promotion. Female radio workers, on the other hand, were less likely than men to make speculative job applications for posts for which they do not consider themselves fully qualified. Some women lack self value because they have been repeatedly told and trained to become inferior to men and ultimately, they do not only accept but also adopt, believe and propagate that indeed, they do not possess leadership skills. This is partly attributed to cultural prohibition on women’s efforts to cling to the top leadership in radio management.  Popplestone (1993: 102) had this to say about women’s reluctance to aspire for higher positions:

 Some women are reluctant to apply for senior positions because of stress. Their say being ignored, undermined, put down and devalued is stressful. We cannot deny the fact that management positions are stressful and demanding but the belief that women cannot cope undermines their ability and capability. The question is; why can they not cope if men do? And that the other challenge that efforts of ensuring gender equality face is the manner in which women perceive themselves, or rather, are made by society to perceive themselves and their gender roles.

Therefore, the lack of confidence, competitiveness, fear and failure are internal contributory causative barriers that prevent women from taking on leadership positions. Women who lack confidence are likely to opt out of potential leadership positions.

Respondents stressed that family responsibility and other domestic roles such as child and elderly care block women as they aspire to take up senior management positions. In Radio One, domestic roles such as family responsibilities were cited by 46.2% female and 46.7% male to have acted as a road block to women from accessing senior management positions. In CBS radio, the majority of female 56.2% and 54.2% male emphasized that domestic roles such as family responsibilities reduce promotional opportunities for women in the radio leadership. More so, in Capital Radio, 45.9% female stressed that women are regarded as home makers. 10.8% male emphasized that women have domestic roles as wives which prevent them from accessing top leadership positions.

The existence of domestic factors undermines public ideas about women’s access to and participation in senior management positions of leadership in Ugandan radios. Parents have concerns over their school going children and what arrangements they had made for their children during and after school hours. This may lead may cause job disruptions, distractions, errors and negative attitudes about promotion opportunities and lower job satisfaction. A female switchboard operator in Capital Radio was facing a lot of hardship to leave her desk in order to fulfill her home duties.  She contends:

 Time came when I was supposed to operate the switch board even at night. Working day and night, yet I had young ones to take care of presented a difficult time for me (13/5/13).

A common belief is that domestic roles are naturally and inextricably linked and that they are naturally performed by one person. As long as family issues are seen as problems for women, potential solutions are likely to receive inadequate attention in leadership cycles. The gender imbalance in family roles reinforces gender inequalities in career development. Women with demanding work and family commitments often lack time for networking and mentoring activities that are necessary for career advancement.  The domestic and parental responsibilities of working women have been proved as another obstacle for the entrance of women in all professions (Creedon and Cramer, 2007; Ross and Byerly, 2004). In the media industries, however, the problem is more acute since many of its professionals require around the clock availability part of the professional ideology of media workers is that news happens 24 hours a day, therefore, a journalist’s work_ like a mother’s -is never done (Creedon, 1993;53). Reporters are expected to be mobile and to travel anywhere on short notice.

It has been documented that a number of media establishments try to evade statutory responsibilities towards female employees such as night transport or dormitory facilities by excusing women from the night shift or using the problem of night duty to justify not hiring women (Ross and Byerly, 2004: 136).

This is explained by the factor of double standards in domestic roles. The domestic roles are deeply rooted in cultural attitudes and workplace practices. Working mothers are held to higher standards than working fathers. Working mothers are often criticized for being insufficiently committed either as parents or professionals. Those who seem willing to sacrifice family needs for work place demands appear lacking as mothers. Those who take extended leaves or reduced schedules appear lacking as leaders. Neither public attitudes nor work place practices support reversal of the traditional allocation of domestic roles.  . The fact that caretaking is still considered primarily an individual rather than a social responsibility adds to women’s work in the home and limits their opportunities in the radio. A study of women in middle management reveals that the majority of women turned down promotion offers due to their family commitments (Crawford, 1977 cited in Marvin 2000).

In addition to home duties, other female workers raised the issue of pregnancy as posing a challenge to them. Women’s biological roles and responsibilities are also an obstacle to female radio workers elevation to top positions in radios. Men feel that women may not serve well when they are engaged in child bearing. Therefore, few women are appointed to hold positions of leadership because it is argued that they may get pregnant. To make matters worse, even those who get pregnant do not get recommendable maternity leave. For example, in the three radios, maternity leave is only 21 days instead of 60 days and men are allowed to take four days paternity leave according to the law but they did not implement it to help their wives during the post natal periods because of work pressure and ignorance of the existing law.

Some young female who work at night sometimes lose their jobs when they get married or pregnant. One of the female respondents from CBS FM had this to say:

 My colleague got married and became pregnant. She had been working at night for more than 8 years. Due to her marital status, she asked for a change of shift from night to day. The program manager told her to look for some where she could fit that for him he had nowhere else to fix her. At the end of it she left work to save her marriage (06/5/13).

The above quotation is a clear indication that women’s issues are not taken into consideration and the radio has not come up with clear policy to protect pregnant workers and keep them at work. Working at night means a lot to pregnant women. It is not easy to get what to eat; the vulnerable state exposes them to sicknesses as a result of air conditioners. The mosquitoes bite them, which is very dangerous. They get malaria that can lead to pregnancy related complications like miscarriages and death.  Therefore, those who work at night have to consider the impact of having children (should they want any) on their careers. The stress, inflexibility and unmanageable time demands that result from workplace norms play a major role in women’s decisions to advance in their careers.

Interview findings also revealed that most of the radios are understaffed and this explains why many radio workers experience heavy workloads in their work. Some workers were supposed to be in the field collecting news stories and back to the station to read them.  Others keep around the station to read announcements from 05.00 am to 06.00 pm.   Occupants of front desks report to work at 08.00am to 10.00pm. The administrative assistants wait for their managers who usually leave offices late at 11.00pm. Switch board operators operate the telephone 12 hours inclusive of weekends. A male producer from Capital FM said:

 We were two producers; the other one left. Now, the work I do can be done by three people. These machines can really antagonize someone’s brain (13/2/13).

One cashier from CBS found herself in a fix and expressed her concerns:

 We were two cashiers; ever since my colleague left she has never been replaced. Now I am working alone. I have two sick children. I take one to Mulago Heart Institute and another one at Coshu, Kisubi. Yet, at the same time, I am supposed to be at work. Right now I am crazy (06/5/13).

A female a receptionist at Radio One also attests to this:

 I complained about being at the front desk while at the same time I was supposed to be at a health centre to have my child immunized. When I asked for permission from my immediate supervisor, I was told to find a person to sit in for me, something which was not possible (20/5/13).

It was not possible due to the fact that each employee is assigned a particular role to perform. Her supervisor knew she was not going to be helped simply because the workers are few compared to the many assignments they have to undertake. A front desk occupant is needed to take guests (those who talk on radios) to the studios, direct and organize appointments for clients, among other roles.  So, that person is supposed to be at her desk all the time.

The burden of understaffing in many Ugandan radios is felt by both female and male media workers.  They are overwhelmed by the heavy work in their radio stations. The respondents maintained that they cannot abandon work or find employment in other radio stations simply because there is little or no difference from what they are experiencing in their current radio stations.  They are working longer days and putting in longer hours.

However, the work load has some negative impact on women’s horizontal mobility; it impacts the time they have to invest on leadership or even time to relax. The dual burden of responsibilities in the work place and home was resulting in high levels of pressure. As a result of the dual work-family roles, the majority of women in radios either gets excluded or exclude themselves from key roles, projects and opportunities due to the work structure that influences the model of the ideal employee. An ideal employee is one who is always available to work long hours and make personal sacrifices for the organization and a culture that does not accommodate their needs. Some female radio workers were interested in attaining higher level management positions but the interactions between work and life outside of work, informed by expectations of women’s roles and behaviors in these domains, made it very difficult for women in radios to achieve leadership roles as they would like to. This is in line with what Powell (1999) mentioned, The typical executive job has enormous responsibilities, time demands and pressures, which eventually calls for considerable sacrifices in personal life.

Furthermore, another barrier that was cited by respondents was that of unfavorable traditional beliefs. 56.2% female and 54.2% male respondents from CBS emphasized that unfavorable traditional and cultural beliefs block women from getting to management positions in the hierarchy of radio leadership. In Radio One, 46.2% female and 46.7 male mentioned highlighted that cultural beliefs also hinder women’s progression into senior management positions. 62.5% female and 40.0% male in Capital Radio also maintained that cultural beliefs, including the belief that leadership is for men, severely curtail the opportunity for women to be leaders.

Female and male respondents from the three studied radios noted that the traditional beliefs and cultural attitudes regarding the role and status of women in society are still prevalent and many women are part of this system. And in these radios, men argue that leadership positions require hard work and long hours that are stressful for women. As one of the male respondents in Capital said:

 Take an example of one being a news reporter who travels extensively and sometimes they may spend the nights away from home. And for women, society (men in particular) sees it as a way of women meeting men (13/05/13).

It means that some female radio workers are denied the opportunity to utilize their talents in the name that they are women. The views of their managers and other radio workers are shaped by the perceived belief that women are a weaker sex. Ammu (2004:137) reports that the long, late and irregular hours and erratic, unpredictable work schedules that characterize the profession, and the mobility it often requires exacerbate the situation for women from conservative families or communities and those who cannot afford to hire full time domestic help (Creedon, 1989:187). The continuing controversy over women and night work exemplifies the dilemma of women who opt for non- traditional career in what remains a tradition-bound society for all but relatively small percentage of the urban elite.

Margaret Sentamu Masagazi reported that women who have broken the norm in Africa working as journalists traditionally seen as male job, have been labeled as “the impossible”, “rebels” and sometimes even as “prostitutes” (UMWA 1998).

Participation by women in radio production is also an issue. Radio broadcasting in Africa is still dominated by men. Female media workers’ access to leadership positions has been hindered by discrimination and stereotyping. Social norms, upbringing and values consciously and unconsciously influence and affect women’s behavior, attitude and expectations. That is, female were raised to be good, feminine girls. As girls, female were encouraged to co-operate and not compete.  In many places, there are still cultural impediments to women fulfilling the role of a radio journalist particularly, in relation to travelling away from home, evening work and covering issues like politics and sport which are felt to be masculine preserves. This view is supported by Williams (2000) in Still (2006), who put it that “Just as the institution of motherhood makes extraordinary demands on women, the institution of work makes similar demands. The  ideal worker is one who works 40 years straight,  relocates on demand, travels whenever the company needs him or her, works long hours (often 50 or  more a week) and needs no time off for personal issues or  illness.” Page 163.

In Uganda, women have been deeply involved in liberation struggles even if their presence has largely been undocumented. There are so many women in various sectors that have proved that they can deal with hostile and demanding situations. A case in point is Betty Atuku Bigombe, who risked her life to meet the Lord’s Resistance Army (LRA) boss Joseph Kony for peace talks. Captain Oliver Zizinga and Gertrude Norah Nanyunja Njuba among others played a significant role in the bush war of 1980’s of the National Resistance Army, now National Resistance Movement (NRM).

The misconception about women plays a significant role in decisions taken during promotion. The leadership structure in most Ugandan radios is designed on male norms and definitions. Society contends that it is strong masculine people who are imbued with strategies to cope with overly demanding conditions. But working in such environment that is masculine imposes various pressures on women in some radios and in turn leads to their reluctance to try harder.  The environment that is conceived and constructed thus, impacts on perceptions held about women. In addition, Sadie (2005) advanced the argument that at the bottom of the constraints that women face is the patriarchal system where decision making powers are in the hands of male.

The liberal feminists noted that to discriminate against women is to violate the principle of equality of rights and respect for human rights and dignity and that it is an obstacle to the participation of women on equal terms with men. Equal terms need to be sought even in the radios in which women participate. Therefore, they oppose the cultural beliefs that discriminate against female radio workers.

The interpretation of the findings of the overall barriers that affect radio workers to aspire to leadership positions is largely attributed to culture. Culture assigns women the values of hard work, proper behavior and focused more on women’s role as daughters, mothers and wives. Home duties are relegated to women whereas men are considered the bread winners; so culture relieves them of house hold chores. Child birth, breast feeding, teaching children and caring for husbands and elderly are all done by women.  Women perform most of the unremunerated domestic tasks such as shopping, washing, cleaning, cooking and child care and thus sleep shorter hours and enjoy less leisure than men. These feminine roles are praised and socialized through mass media, schools and families and establish “the model of ideal woman” which guides women’s lives. Women themselves internalize the oppression. Internalized oppression is the cumulative impact of male oppression of women in their psyche, conditioning them to act against themselves and to take this as normal and so try to stop any attempts to change this situation.

4.4.1 Coping Strategies

Some married radio workers noted that they have managed to come up with some solutions to their challenges in managing home duties with work. Some said that they were able to set priorities and managing time effectively, by making time for relationships both personal and professional, by getting up early to prevent starting the day in a rush, set out their work items and clothes for the next day, and take time to plan meals, chores and activities, since their work was flexible. For example, female marketers, presenters, news anchors. They can regulate their time. A presenter was allowed to go on air 15 minutes before the program in order to prepare for the show. With the rest of the time, they can remain at home and perform their marital duties.  The marketers and news correspondents can use their time to fulfill marital responsibilities without any interference from their managers as they can appear to be in the field, searching for business and news respectively.

Those whose programs are conducted in the morning hours said that they improvised by taking their children to boarding schools. Others were in a position of setting alarms and reminders in order to beat the time at work.  Time management is a critical leadership skill for radio business. The product the radio sells is its airwaves; its air is controlled by time. Any minute that is wasted means a very huge loss to the radio and its managers are held accountable for that loss. Keeping time becomes vital for any radio worker who may aspire for a promotion. No employer can think of appointing an employee who is not time conscious. One female announcements’ reader at CBS FM states: I decided to take my three year old child to a boarding school because I would wake up at 4 am and go back at 3pm (06/5/13).

Although some female radio workers had very hectic schedules with long hours, they were very passionate about their jobs. They wanted to utilize their considerable skills, so, they had to find ways of balancing family life and their careers. They are becoming more like men in their career aspirations and are more willing to see themselves as having qualities associated with authority. Yet, traditional gender stereotypes still leave many women with a double standard. Men continue to be rated higher than women by radio owners on most of the qualities associated with radio leadership as  shown in table 4.3 which depicts that men outnumber women in  positions of radio leadership.

 In the interview findings, other female respondents had the support of their partners like helping them to make decisions about how to they (women) can balance work and family. This justifies liberal feminists’ view that support marriage as an equal partnership and calls more male involvement in child care. For example on holding discussions together on what to do for their children, reaching a decision to get house helpers and fetching their wives to and from work.  CBS FM Chief Accountant and the only woman who sits on management, draws from personal experience:

 My husband picks me up if I am to work overtime. At times, I am pressurized to leave work late in order to accomplish some tasks (06/5/13).

Sometimes the office is too busy, so, senior managers can be forced to work overtime. It was found out that few men/ husbands are willing to subordinate their own careers to cooperate with their wives. However, with the cooperation of their husbands, women in radios can be able to devote time and effort on the performance of their work more efficiently and effectively.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary of findings

This chapter presents the summary of findings and conclusions of the study on gender and leadership in the Ugandan FM radio stations.  The FM radio stations that were selected are; Central Broadcasting Service (CBS), Capital FM and Radio One. The chapter concludes the issues for consideration in form of recommendations. The study was comprised of a series of semi-structured interviews and an analysis of the proportion of women managers and non _executive directors and CEO’ s in FM radio stations in Kampala district. Liberal feminist theory was used to provide potential explanations for the persistent exclusion of women from FM radio top positions. The theory explains that male managers as the dominant group on FM radio boards may tend to give opportunities to men discriminating women. The theory further adds that women as the underprivileged group may internalize negative perceptions. The main objective of this study was to examine the gender representation in the leadership of Ugandan FM radio stations.

5.2 To investigate the factors responsible for positioning of different genders in radio leadership.

The majority of respondents revealed that work and life balance challenges can impact women’s advancement. As long as they are women, regardless of where they are working from, women (female radio workers inclusive are believed to be the primary caregivers for their children and the elderly. Assumptions are often made by radio employers regarding women’s availability to do their jobs without interference from family responsibilities. Having children brings a lot of responsibilities to a family life and for this reason; most radio employers hesitate to promote women because they are afraid that women will choose their families first. It is easier to quit a job than to quit being a mother (Stil 2006).  This means that balancing work and family responsibilities, particularly the responsibilities of child care, remains issues for female media workers and they have found themselves subsequently overlooked for promotion.  Professor Kyomuhendo Bantebya of the school of women and gender studies Makerere University noted that some women take on the mothering role; taking on the mothering role erodes women of their powers and responsibilities (New Vision Thursday, 1 may 2014).

In short, the common concerns about balancing family and work involve relationships, time and energy. This balance is very difficult to achieve because radio business has specific time and job requirements that must be met. Sacrifices are often made in the areas of home and family with public work taking too much time away from private work. While caretaking is not simply a women’s issue, most female radio workers have paid the highest price for their failure to address many domestic issues.  This is inline with the literature arguments which indicated that whereas women still carry out a nurturing role in the family and society, organizational structures and career progression standards are still based on a traditional linear male career model (Marvin, 2001). This model ignores women’s life experiences such as pregnancy and motherhood and is based on a full time career.

5.3 To investigate whether Ugandan FM radio managers have put in place gender sensitive practices for promotion.

Respondents indicated that no attempt even a single one to promote, encourage and mentor qualified aspiring women. When there are vacancies, radio managers do not approach women’s appointment files for appropriate women. Radio managers do not ask females to put their name forward so that they can at least be interviewed.

The study found out that radio managers have not done enough education and training to its staff and even themselves (they have not fully been enlightened on issues of gender). Education and training can work best along a strong proactive strategy to preventing and removing barriers to equal participation and effective policies and procedures for addressing program radio policies and procedures.

Radio managers have not been able to identify and address systematic discrimination in their policies, practices and decision making. Systems have not been designed to include all radio workers. Formal and informal systems have not been structured and so, they have not met the needs of all radio employees. Policies, practices and decision making processes that do not take into account the realities of all radio workers may lead to exclusion and result in systematic discrimination.

It was also found out that decision making process regarding recruitment and selection is not uniform and workers do not know the proper procedure for their recruitment.  It is inconsistent, not transparent, unfair, biased, not comprehensive and not objective. The fact that employees entered the radio through various channels means that radio employers do not advertise the jobs using diverse means. The use of informal processes tends to exclude potential women and men. That is why radio employers end up having women and men without the required educational levels and the majority of men in senior management positions and the majority of women in lower radio echelons.

It was found out that most respondents believe it is mainly a negative cultural thought responsible for the inequalities. They say it is the culture of the Ugandan society that determines the trend that we see where a huge number of men are leaders not women. The negative attitude towards women is instituted, promoted and sustained by the FM radio managers. The composed culture is then used as an instrument to maintain the status quo. The cultural barriers that prevent female radio workers from making effective decisions are; resistance and acceptance from their male counterparts, stigma attached to women as emotional beings and not logical thinkers, protecting them from getting exposed to decision making situations (male radio workers deciding on female radio workers behalf). Women in most radios in Uganda are perceived as possessions and known to be wives/mothers/caretakers and Uganda being one of a patriarchal society, men are dominant in decision making. Women who strive to take part in radio leadership are ridiculed as wanting to be men, money minded, ambitious, immoral and unruly. Women are shy, lack confidence and have a low self esteem.

Other barriers cited by respondents included limited social networks (formal and informal) for women such as membership in radio associations, resulting in a lack of recognition that leads to advancement unlike male employees who do network on an informal basis with their male colleagues from other radio stations.  Women with mentors are more likely to achieve career success, receive more promotions and advance at a faster rate. Mentoring programs provide access to high level people who can assist in getting women into the influential social networks that exist in the radios. This is important for female radio workers as they are less likely to have access to mentors through informal arrangements. Mentors may also encourage female radio workers to be more proactive about seeking new position and can assist managers with career planning for their staff and feed into succession planning for radios. However, the scarcity of women in senior positions means that any networks which are formed are unlikely to be as effective as those of men.

 

5.4 To analyze the benefits of having a gender balanced management in radio FM leadership.

The respondents indicated that women are able to create a good atmosphere in the board rooms which facilitates openness and generosity among the board members. Literature indicates that the presence of women on boards not only improves corporate governance but also changes the board room environment (Huse and Solberg, 2006: Rosener, 2005). This finding therefore means that women must be integrated in development plans and have a say in policy design and implementation (Parpart, 2000).

5.5 Recommendations

Several mitigation mechanisms are suggested to unblock the barriers female radio workers face in climbing to top leadership positions.  All responses were put under the following recommendations.

 Female leaders and female employees in FM radios

Women leaders in FM radios need to take an active role and stand up to inspire young female about human and women’s rights. They must be aware of what is going on. They must be empowered in such a way that they develop an eagerness to become future leaders.

Also women leaders in radios should provide mentoring relationships to their fellow women. Women with mentors are more likely to achieve career success, receive more promotions and advance at a faster rate. In addition, mentoring programs like sponsorship, coaching and counseling provide access to high-level people that can assist in getting women into the influential social networks that exist in the work place. Mentors may encourage women to be more proactive about seeking new positions.

Building self- confidence further enables women to unblock the barriers that they face as they aspire to take up top management positions in radio leadership.  It is therefore worthy noting that confident female media workers can help themselves make firm decisions and speak outright about matters affecting woman and the ways in which to solve such challenges.

Government.

According to results, sensitization was suggested to unblock barriers that women face as they are aspiring to take up top leadership positions in radio management. By sensitizing both female and male media workers and radio managers, it helps to embrace gender issues and making gender an integral part of all media activities. All stake holders including radio proprietors, managers and staff should be made gender aware. Government should take a lead by providing related guidelines for private radios to create a gender balanced workforce. To change the culture requires moving away from treating everyone equally to treating all differences equally. Gender equity should be taught and supported in radios so that the impact of traditional model on women’s orientation on their career and lives can be changed. Address entrenched bias and prejudice that deny women equal status through widespread grassroots initiatives. There is an English saying that “Charity begins at home”, so there is a serious need to give the girl child a re-orientation and a thorough brain washing to unveil her mind the environmental socio-cultural intimidation that inhibits and limits her worth, self assertion and actualization.

In addition to that, there should be a campaign to encourage a more equitable sharing of domestic tasks within the home between women and men. There is need for cultural and structural shift that would provide support for women (and men) with family and home responsibilities, freeing up more of their time and energies to devote to their work as leaders. At the same time, changes would also be necessary in the work environment to create a culture that recognizes the validity and importance of employees’ family responsibilities.

To socialize child care and domestic tasks, both women and men must share equally in house tasks and child care, whatever their social responsibilities and whatever the nature of their jobs. The role conflicts women face and their extraordinary efforts to cope with them must be widely recognized by the society.

As respondents stressed, creating women positions, better job descriptions and transparency among others would also unclog barriers women face in aspiring for top leadership positions. Strict rules governing staff would minimize barriers women face as they aspire to taking up leadership positions in radio management.

Women-only positions in the media institutions enhance women’s representation in decision making positions, thereby increasing the number of women in top positions and creating an opportunity for women to raise their issues and concerns.

Better job description, strict rules and transparency makes the terms and conditions of employment clear and thus reduce cases of sexual harassment and gender based discrimination in recruitment, selection and promotion of radio workers particularly in positions of power.

For transparency in the management of radios, gender based affirmative action should be harnessed by government to allow creation of women-only positions in media leadership. There is a need to interrogate patterns of administration and rule from a feminist perspective and insist on accountability to women as a serious issue in the management of media institutions such as radios.

Concerted efforts are also needed to introduce processes of articulating and aggregating women’s interests in important arenas like labor unions and in journalists’ associations. Iris Marion Young proposes that marginalized groups should have special representation; she calls it qualitative representation. For example, engage women in making policies.

 Radio owners and managers.

 Seasonal nurseries should be provided, located in the areas where women work. Medical care, meals and clean clothes should also be provided for in such places so that women are more confident to pursue their professional roles and can be better represented in an organizational hierarchy.

Radio owners and their managers should take into consideration the policies and programs which would advance gender equality, including leadership positions, giving female radio workers full and equal share in decision-making. Women in many radios continue to be underrepresented in decision making and leadership in several areas. The consequence of this gender gap is that female radio workers do not participate fully in decisions that shape their lives and radios are not capitalizing on the full potential of women. Women’s active participation in decision-making is essential in order to ensure that women can promote and defend their specific needs and interests. They can be prime actors in promoting gender sensitive policies in radios that address the interests of both women and men.

Training programs need to be done in ways of enabling female radio workers themselves to decide what their gender interests are and how to bring about change. Continuous and relevant capacity building trainings of women in all positions should be taken into account. This can be done through scholarships or through internal workshops and training. There is need for gender equality in distribution of opportunities and benefits. Training opportunities should be offered to all regardless of one’s position in the radio. Women should also be made aware of the promotional opportunities in order to have a vertical job segregation that is associated with an increase in pay due to promotion and more fringe benefits instead of horizontal job segregation that leaves women with a peanut salary and without any benefit attached to lower positions women occupy in radios.

Equal promotion and hiring of both men and women in radios management are greatly emphasized. Recruitment and appointment process should be publicized for radios to offer more opportunities for women to make their choice and competitive capacity. This could pave the way for a more competitive selection process.

Radio owners and managers need to consider the instruments that were put in place to accelerate equality. First, the Uganda constitution stresses gender equality and equality for all. The United Nations Report (2001) recommends institutional changes to establish gender equality in basic rights. The legal framework CEDAW, to which Uganda is a member through article 7 (a) and (b) and strategic objective (g) of the Beijing platform of action, all is geared towards effective participation of women.

5.6 Conclusion.

“Culture is changing slowly; female leaders have come to symbolize new types of leadership that connote greater effectiveness and synergy than leadership of the past” (Adler 1999).

In line with the quotation above, it was found out that many female possessed the necessary characteristics to be very effective radio leaders. This is because women’s characteristics have changed. They have shifted more of their time from domestic to paid labor (women managers delegate the house work and child rearing responsibilities to the full time employed maids). Women’s increased human capital investments, women’s psychological attributes and related behaviors have changed and the value that women place on job attributes such as freedom, prestige and power have enabled women to become more like men in their career aspirations and achievements and are more willing to see themselves as having qualities associated with authority. The two female managers of Radio One and Capital FM have proved to be successful radio entrepreneurs.  Therefore, the dismal number of women in the Ugandan radio leadership provides an indication that the number of women

 

 

 

 

 

 

 

 

 

 

 

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Special_Issue_on_Recent_Research_Scenario_2016

In this special edition of Recent Research Academy and International Journal of Research, titled on “Recent Research Scenario” more focus is given to the Recent Researches from social sciences, which are considered as the need of the hour.

Table of Contents

Research Articles

S. ANTHONY RAHUL GOLDEN
1-2
S. Bulomine Regi
3-13
V. Darling Selvi
14-21
M. Mary Anbunathy
22-32
V. Aruna, N. Rajalingam
33-41
Auxilia Antony S.
42-56
N. Sumathi, Mrs. M. Elampirai
57-65
N. Ramakrishnan, Mrs. J.Johnsi Priya
66-75
H. Rasi
76-85

Special_Issue_on_Recent_Research_Scenario_November_2016

In this special edition of Recent Research Academy and International Journal of Research, titled on “Current Research Scenario” more focus is given to the Current Researches from social sciences, which are considered as the need of the hour.  Altogether this issue has six standard research articles contributed by academicians and enthusiastic research scholars.

Table of Contents

Research Articles

S. Bulomine Regi
1
S. Anthony Rahul Golden
2-10
S. Punithavathi
11-23
N. Ramakrishnan, J. Johnsi Priya
24-35
M. Anand
36-40
Prasamita Mohanty
41-53
M. Sindhu.
53-63

Call for Papers 

Our journal reaching new achievement levels… Now add more value to research and get published in International Journal of Research

http://journals.indexcopernicus.com/International+Journal+of+Research,p24780943,3.html
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Call for Papers (Publication in Index Copernicus Journal of ICV 100)

“International Journal for Research”, ISSN 2348-6848 is peer-reviewed,  open access print and online journal providing a publication vehicle for complete coverage of all topics of interest to those involved in the engineering and technology areas.The audience includes researchers, students, manager of IT companies as well as scientists around the world. The Editorial Board will consider any material related to computer science areas for publication that is of interest to those groups. The journal publishes high-quality, refereed articles. It emphasizes a balanced coverage of both theory and practice. It fully acknowledges and vividly promotes a breadth of the discipline of Computer Sciences.
The primary purpose of the journal is to publish original and complete papers covering a specific topic or project in fields of Computer Science in sufficient detail and depth to be of practical use to interested readers. The readers should benefit from the novel solutions and analyses presented in the papers. Enhanced, extended versions of quality papers presented at conferences or workshops can be submitted to our journal for review.

Benefits to Authors:

Easy and Transparent paper publication process.
IJR provides Soft copy of Certificates of Publications
IJR provides Paper Hard Copy free of cost(Only Special Issues).
A global list of prestigious reviewers team around the world
Liberal copyright policy.

To maintain a high-quality journal, manuscripts that appear in the IJR Articles section have been subjected to a strict three stage review process. This includes reviews by one or more members of the review board, followed by a detailed review by the IJR editors. “IJR” is steered by a prestigious Board of Editors and is supported by an international review board committee consisting of individuals representing many well-known universities, colleges, and corporations in the India, United and many more countries.The topics covered by the journal but not limited to these are, Communication Network Architectures, Communication Network Protocols, Network Services and Applications, Network Security and Privacy, Complexity theory, Algorithmic Complexity, Parallel & distributed computing, Computer networks, Neural networks, Computational learning theory, Database theory & practice, Database, Operating Systems, Wireless Sensor Networks, Theory of algorithm, Formal languages, Automata theory, Cloud Computing, Grid Computing, Distributed Computing, Data Compression & Security, Data Structures and Algorithms Data Mining, Data Retrieval, Decision making, Open Source Tools, Bioinformatics, Software Engineering, Artificial Intelligence  , Compiler Design, Computer Graphics and many more.

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How to Publish a research paper

“ This article will help you to write and publish your research paper. For Research Scholars doing Phd it is mandatory to publish their research papers at international level academic Journals or scholarly (Peer Reviewed) journals. And Many of the students who will apply for further studies in technical courses will discover that relevant published research papers help during admission process.So here I am trying to post some guidelines that you can follow … ”

1. Preliminary
The first activity for publishing a technical paper is to figure out your technical area of interest. Make sure the you had carried out enough studies on basics of that topic. Then you have you to update yourself with the ongoing technical happenings in your chosen field. You can do this by
1) Reading and googling a lot of technical papers. There are a lot of journals and IEEE papers floating around in net.
2) Go to one or more conferences, listen carefully to the best talks, and find out what people are thinking about.

Once you are done with the above mentioned steps, then you are eligible for writing a paper

  1. Read existing Papers
    Read everything that might be relevant gives you different perspective of the focus topic. But be selective too, for not getting to much deviated from you topic of interest. Getting used to simulation software is much useful for simulating your work. You can find a lot of time during the days and utilize those holidays & free days.

3. A jump start
When you first start reading up on a new field, ask your fellow researcher what the most useful journals and conference proceedings are in your field, and ask for a list of important papers that you should read. This activity will give you a jump start.

  1. Crack the jargons and terms
    One of among the tough nuts to crack is to understand the paper published by others. The easiest way is to is by reading it many times. The more times you read the more will be revealed to you. Keep the Internet handy so that you can crack the jargons and terms, which you may find strange.
  2. Write down your studies
    Write down speculations, interesting problems, possible solutions, random ideas, references to look up, notes on papers you’ve read, outlines of papers to write, and interesting quotes. Read back through it periodically. Keeping a journal of your research activities and ideas is very useful.

  3. Bits and pieces together
    Now you can identify important open problems in your research field and also you will be very much aware of what you are doing and what you have to do. The more you go, you’ll notice that the bits of random thoughts start to come together and form a pattern, which may be a bright enough for a good paper.

  4. Simulation softwares easies
    Please don’t pick overly ambitious topics; instead identify a realistic size problem. Gather the Matlab files available in the Internet that is related to your topic and simulate it for the claimed results. Please don’t expect the Mfiles readily available for a solution published in a paper. But you can make it of your own by modifying and adding. Believe me, Matlab is a very easy tool! Once you are able to get the simulated outputs of your solution, you can carry on for making a paper out of it.

  5. Essence of your work
    The essence of your work can be diagnosed by analyzing below listed points. We can increase the maturity of the paper by improving these.
    Significance: Why was this work done? Did you solve an important problem of current interest or is it an obscure or obsolete problem?
    Originality/Novelty: Is your approach novel or is it tried-and-true? Did you need to develop new tools, either analytical or physical?
    Completeness: Have you tested a wide range of scenarios, or is this just a simple proof-of-concept?
    Correct: Is your solution technically sound or are there errors? [3]
    Consider improving the same.

10. Anatomy of Paper
Generally a paper has seven sections and a maximum of four pages. They are
1. Abstract,
2. Introduction,
3. Existing techniques,
4. Your contribution,
5. Results and
6. Conclusion.

11. The procedure
As a part of your paper publication, you can start documenting the ‘existing techniques’ from the scrap journal you did during the studies. Here you have to extract what all are the techniques existing as a solution for the particular problem and the pros and cons of those.
Next, document the ‘introduction’ about what is the topic and what you are going to do. Better to keep it short. Follows your contribution and the simulated results.
1. Describe the problem
2. State your contributions

“Abstract” is one section you can work on in the last, as it has to cover the all the sections very briefly. Please note that Abstract makes the committee members to decide whether or not to read your paper. Generally four lines are sufficient for this.
1. State the problem
2. Say why it’s an interesting problem
3. Say what your solution achieves
4. Say what follows from your solution

  1. Section by section

The divide-and-conquer strategy works on a day-to-day level as well. Instead of writing an entire paper, focus on the goal of writing a section, or outline. Remember, every task you complete gets you closer to finishing your paper.

  1. Get a pre-review

Now your paper is ready. You can ask your peers or professors to review your paper. Next is to find the right place to publish it. You can start of with national level conferences, which often gets conducted in many universities. Then once you gain a level of confidence, you can proceed to international conferences and journals.

  1. Read the reviews carefully

This is really, really, really hard. Only a small proportion, 5 to 10 percent, are accepted the first time they are submitted, and usually they are only accepted subject to revision. In fact, anything aside from simply “reject,” Neal-Barnett reminds, is a positive review. These include:
* Accept: “Which almost nobody gets,” she says.
* Accept with revision: “Just make some minor changes.”
* Revise and resubmit: “They’re still interested in you!”
* Reject and resubmit: Though not as good as revise and resubmit, “they still want the paper!”[2]
Read every criticism as a positive suggestion for something you could explain more clearly

  1. Don’t panic
    After reading the review the first time, put it aside. Come back to it later, reading the paper closely to decide whether the criticisms were valid and how you can address them. You will often find that reviewers make criticisms that are off-target because they misinterpreted some aspect of your paper. If so, don’t let it get to you — just rewrite that part of your paper more clearly so that the same misunderstanding won’t happen again.
    It’s frustrating to have a paper rejected because of a misunderstanding, but at least it’s something you can fix. On the other hand, criticisms of the content of the paper may require more substantial revisions — rethinking your ideas, running more tests, or redoing an analysis.
  2. Rejected? Be Positive

If your paper is rejected, keep trying! Take the reviews to heart and try to rewrite the paper, addressing the reviewer’s comments. “Remember, to get a lot of publications, you also will need to get lots of rejections,” says Edward Diener, PhD, editor of APA’s Journal of Personality and Social Psychology: Personality Processes and Individual Differences.

  1. Common mistakes

Wrong sequence in Figure and Table numbering
Misalignment of columns
Usage of figures from another paper without credit and permission
18. Where to publish
Generally, there are three main choices:

  • National Conference: A conference is the right place for beginner scholars, since the level of scrutiny is minimal. The conferences will accept papers which details about the comparison of existing technologies, mathematically proven but practically unproven proposals, etc.
  • International Conference: A conference is the good play ground for Intermediated scholars. This mostly same as National Conference but the securitization will be more.

  • Conferences offer rapid time-to-publish, plus you will often get feedback on your work when you present it.

    Page lengths and acceptance standards vary widely from conference to conference, but generally conference papers are shorter than full journal papers. [3]

    • Journal: Journal papers are generally the Alfa and Omega of publishing papers and they are considered as more prestigious than conferences.

    Send papers for review to   editor@edupediapublications.com For conference papers Send query to conference@edupediapublications.org For Books and Thesis Publications Write to us at contact@edupediapublications.org

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