Causes of Child Marriages in Zimbabwe: A Case of Mashonaland Province in Zimbabwe

Dzimiri, Cynthia; Chikunda, Plaxedes; Ingwani, Viola

doi:10.21013/jmss.v7.n1.p9

Cited by 8 publications

(13 citation statements)

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“…Like in most other parts of Africa, Zimbabwe also has a high prevalence of girl child marriage throughout its 10 provinces, despite the awareness campaigns held in the past few decades [ 7 ]. For instance, recent data from the Multiple Indicators Survey [ 8 ] estimates that the country’s child marriage rate is 33%, slightly higher than the global average of 29%.…”

Section: Introductionmentioning

confidence: 99%

“…Child marriage robs young girls of their childhood and is a significant setback for development [ 12 ]. It hinders their full participation in society as well as efforts to achieve gender equality broadly [ 7 , 21 ]. Early marriage also confers risks to sexually transmitted diseases (STIs), including HIV and AIDS, early childbearing and the associated health hazards [ 27 ].…”

Section: Introductionmentioning

confidence: 99%

“…To put Zimbabwe into context, studies on child marriage, in general, are limited. Where these have been done, the focus has been on determinants or prevalence [ 7 , 25 , 32 , 33 ], legal and development focused efforts to end the practice [ 9 , 34 ] or the association with reproductive health [ 19 , 35 ]. Moreover, most of these studies on child marriage have been small scale, based on -non-probability sampling and limited to geographic areas, with population-based studies [ 32 ] being undertaken infrequently.…”

Section: Introductionmentioning

confidence: 99%

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The impact of girl child marriage on the completion of the first cycle of secondary education in Zimbabwe: A propensity score analysis

2021

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Background The association between girl child marriage and education is widely acknowledged; however, there is no large body of demographic studies from Zimbabwe that have addressed this aspect. This study aimed to examine the extent to which child marriage affects one academic milestone, i.e. completion of the Ordinary Level, the first cycle of high school, which is also the most critical indicator of educational achievement in Zimbabwe. Methods We used the 2015 Zimbabwe Demographic and Health Survey and extracted 2380 cases of ever-married women aged between 20–29 years. We applied a propensity score-based method, which allowed us to mimic a hypothetical experiment and estimate outcomes between treated and untreated subjects. Results Our results suggest that child age at first marriage is concentrated between the ages of 15–22, with the typical age at first marriage being 18 years. Both logistic regression and PSM models revealed that early marriage decreased the chances of completing the first cycle of high school. Regression adjustment produced an estimate of prevalence ratio (PR) of 0.446 (95% CI: 0.374–0.532), while PSM resulted in an estimate (PR = 0.381; 95% CI: 0.298–0.488). Conclusion These results have implications for Zimbabwe’s development policy and suggest that girl-child marriage is a significant barrier to educational attainment. If not addressed, the country will most likely fail to meet sustainable development Goal 4.2 and 5.3. Social change interventions that target adults and counter beliefs about adolescent sexuality and prepubescent marriage should be put in place. Moreover, interventions that keep teenage girls in school beyond the first cycle of high school should be prioritised.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The impact of girl child marriage on the completion of the first cycle of secondary education in Zimbabwe: A propensity score analysis

2021

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“…Research has shown that on average, girls devote less time to their studies compared to boys since they participate in more household chores compared to boys (Dzimiri et al, 2017 [9] ; Gordon, 1998 [12] ).…”

Section: Overview Of Zimbabwe Education Systemmentioning

confidence: 99%

Rights-Based Education Programming: A Complimentary Approach for Addressing Poverty, Education Inequality, and Development in Zimbabwe

Chitiyo

Pietrantoni

2022

j. of int. educ. and pract.

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The United Nations Millennium Development Goals (MDGs) of 2015 sought to eradicate major problems facing the globe. Member states ratifying these goals were tasked to formulate and institute policies aimed at addressing the global economic, political, social, and environmental challenges. Three major goals sought to address fundamental issues on poverty, universal education, and gender equality. The MDGs were succeeded by the Sustainable Development Goals which are targeted to be achieved by 2030. The intersectionality of the development goals and Education cannot be underestimated. Education has been identified as a key strategy for addressing poverty, hunger, and gender equality. Although several countries ratified the MDGs, most did not achieve the goals by 2015. A shift in policy is necessary to close the achievement gap and to help the efforts for achieving the 2030 SDGs. This paper addresses Zimbabwe’s progress towards the SDGs. Progress on key indicators of quality education, poverty, and inequality of opportunities is presented. Finally, the paper suggests a rights-based education programming framework to help accelerate achievement of the SDGs.

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“…Therefore, although there is a growing body of literature on the youth's aspirations in the Global South (see Mkwananzi 2019;DeJaeghere 2018;Leavy and Smith 2010), there is minimal focus on the collective aspirations, or at least a minimal focus on the collective desire for political voice, in our context. In Zimbabwe, several youth studies have recently dwelt on issues such as human rights (Gwirayi and Shumba 2011), youth health (Musizvingoza and Wekwete 2018) and child marriages (Dzimiri, Chikunda, and Ingwani 2017). Amid this increased youth-focussed research, a gap nonetheless remains in the aspirations literature.…”

Section: Youth Aspirations In the Global Southmentioning

confidence: 99%

Participatory art for navigating political capabilities and aspirations among rural youth in Zimbabwe

Mkwananzi

Cin

Marovah

2021

Third World Quarterly

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While exploring the everyday experiences of Tonga youth, this paper draws on a participatory graffiti-on-board project in Binga, a rural community in Zimbabwe. Focus is placed on what shapes and drives youth aspirations in precarious contexts marked by unemployment and poverty. Using graffiti to create participatory and artistic engagements, the research aims to stretch the limited boundaries of social and political space available to the youth for discussing issues that concern their development pathways and livelihoods. The article presents everyday narratives that impact on Tonga youths' aspirations, endeavouring to create a space where they can visualise their prospective futures. Additionally, exhibition spaces are seen as sites for the construction of a collective voice and political capabilities for the youth. We argue that aspirations among disadvantaged youth evidence the broader geopolitical conflict that exists in marginalised communities in Southern Africa. A lack of spaces to construct political voice among the youth curtails their capabilities and agency to choose from existing development opportunities in an uncertain future. We discuss the potential role of participatory art in relation to this in providing spaces for political voice, unsettling established power dynamics and developing a collective, unified voice that might influence governance processes in fragile contexts.

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Causes of Child Marriages in Zimbabwe: A Case of Mashonaland Province in Zimbabwe

Abstract: Increasing concerns on the welfare of a girl child world wide is observed and yet ( Palmer and Quinn, 2003 in Chinomona and Tam, 2013

Cited by 8 publications

References 1 publication

The impact of girl child marriage on the completion of the first cycle of secondary education in Zimbabwe: A propensity score analysis

The impact of girl child marriage on the completion of the first cycle of secondary education in Zimbabwe: A propensity score analysis

Rights-Based Education Programming: A Complimentary Approach for Addressing Poverty, Education Inequality, and Development in Zimbabwe

Participatory art for navigating political capabilities and aspirations among rural youth in Zimbabwe

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