Making gender parity an accountability of everyone in a secondary schooling sector: a South African perspective

The paper evaluates whether making gender parity an accountability of everyone in a secondary school-ing sector will not lead to a noticeable mileage in the equalisation of the two genders. The paper is both conceptual and empirical in nature within the qualitative research paradigm. The question guiding the paper is: how can the secondary schooling sector be made a beacon of hope as regards evincing progress with the envisaged gender parity project? Document study and interviewing techniques were employed to collect data. The population comprised nine secondary schools from one district in Limpopo Province, South Africa of which three secondary schools were conveniently sampled. In each sampled secondary school. a male and a female learners became research participants. Research findings reveal that firstly, there is failure to confront patriarchy in schooling. Secondly, there is missing initiative to confront gender stereotyping in secondary schooling. Thirdly, there is the dilemma of the societal bias against females. Fourthly, there is the entrenched practice of females sabotaging each other in secondary schooling. Fifthly, there is the challenge of the inability to prevent drop-out of females in schooling. As part of the conclusion, the researcher recommends for the promotion of the concerted efforts as regards pushing back male gender dominance for gender parity in the secondary schooling sector to occur. In addition, the researcher recommends for the equitable treatment and trust of both genders at the secondary schooling environments for the sustainable development of the country and the continent of Africa.