Zimbabwean women face cultural and social adversity in their professional lives which impacts their educational attainment, professional development, and advancement. In 2009 the South African Journal of Education found that although the majority of primary school teachers in their random sample size were qualified for advancement to administrative positions, none of them had applied for administrative openings. The women did not see themselves as equals with their male counterparts and believed their role as a wife and mother superseded all other parts of their lives. The women surveyed in this trial were also found to have low self-esteem, a possible correlation to their societal roles and gender stereotypes. In 2016 the FAO found that only 60% of women participated in the economy in some form compared to 74.3% for their male counterparts. Women also made up the majority of low education jobs, such as 70% of the agriculture work force, yet only made up 16.7% and 21% of local authority and managers in the private sector respectively. In the public sector, women comprised 14% of the Zimbabwean House of Assembly and 33% of the Senate, despite the population ratio being 0.95 males per 1 female. To address gender inequality in the economy, the UN supports policies which help increase the number of women in leadership roles, such as heads of schools, with increased funding in line with #3 of the outlined Millennium Development Goals. Through these policies Zimbabwe has made gains in closing the gender gap in school enrolment: 50.5% of males are enrolled in secondary schools compared to 49.5% in females.