Gendered Perspectives in Capacity Development and Financial Literacy in the Mining Industry in Mpumalanga Province

Abstract

Financial literacy is not just an individual skill but a crucial enabler for sustainable development and gender equality, particularly in historically male-dominated sectors like mining. Despite progress in financial inclusion, women in Mpumalanga’s mining industry continue to face systemic barriers rooted in traditional gender norms, socio-cultural expectations, and a lack of workplace support, limiting their economic participation. Mining, especially in rural areas, often intensifies existing inequalities, making financial empowerment for women even more challenging. This study explores the efficacy of gender-sensitive financial literacy and capacity development programs tailored to women in Mpumalanga’s mining sector. Using in-depth interviews with 12 female employees, the study employed thematic analysis to identify patterns and extract meaning from the participants lived experiences. The research identifies key barriers, including the need for accommodation in the workplace, the impact of cultural norms, and the need for financial literacy. The theorising is made possible through a twin theoretical framework consisting of the capability approach and intersectional feminism, which results in greater understanding about how intersecting identities influence women’s financial empowerment. The evidence underscores the potential of focused, comprehensive financial literacy programs to empower women to overcome these barriers, facilitating individual and community development. In general, the study underlines the critical role of financial literacy in realising gender equality and sustainable development in the mining industry. The research calls for policies and programs to address systemic issues, advancing women’s economic empowerment and creating a more equitable sector.

1. Introduction

The South African mineral sector, in Mpumalanga Province in particular, reflects the broader gender inequalities in economic participation. Historically, A. E. Hilson (2025) document that the industry has been characterised by male dominance and structural barriers, hindering access to capability development and financial education for women. The structural barriers are rooted in traditional gender norms, occupational hierarchies, and the socio-cultural expectation of unequal access to opportunities and career advancement. Redressing such disparities is necessary not only for fairness but also for constructing sustainable economic development and gender equality in the area (Van Niekerk, 2020). The mining sector is structurally more at risk of continuing gender discrimination because it possesses an entrenched patriarchal culture, physically demanding job conditions commonly viewed as unsuitable for women, and a historical disenfranchisement of women from decision-making roles (Kellner & Share, 2019). Such structural features make it more difficult for women to receive training, advancement, and financial autonomy compared to other sectors. Financial literacy is a crucial skill for financial empowerment, enabling individuals to have effective control of personal and professional finance (Andriamahery & Qamruzzaman, 2022). However, women working in the mining industry typically face unique challenges that hinder them from gaining financial literacy and economic participation. Choudhary and Jain (2023) reveal that the obstacles include limited access to development programs, workplace discrimination, and a lack of tailored financial development programs. Hence, lacking necessary financial awareness and finances, women are underrepresented in leadership roles and will be less capable of leveraging the economic prospects presented by the mining sector (Kansake et al., 2021). While existing studies have covered gender disparities in mining or financial inclusion in general, this paper fills both gaps by examining specifically the intersection of gender financial literacy and sector-level structural disparities within mining, a topic still under-researched in the literature. Therefore, capacity development, if approached with a gender-insensitive lens, can overcome these barriers and create an inclusive mining industry

By establishing programs that address the specific needs of women miners, such as training in financial literacy and mentorship programs, stakeholders can empower women to overcome systemic constraints and thrive in their careers. In this paper, the intersection of capacity development and financial literacy is explored to illustrate the ways in which strategically designed interventions can transform workplaces in the mining industry into gender-equal environments empowering women economically.

2. Theoretical Framework

To comprehend the intricacies inherent in gendered perceptions of capacity development and financial literacy, this research leans on a multidimensional theoretical framework. The consolidation of numerous theories provides a more nuanced, more humanised perspective upon which the intersecting realities among women in the mining sector may be examined. Figure 1 below offers a comprehensive perspective of the consolidation of the theories delineated.

2.1. Capability Approach

The Capability Approach, developed by Amartya Sen and expanded by Martha Nussbaum, provides a robust framework for understanding money management skills as a pathway to empowerment. Sen (2020) argues that development should focus on expanding individuals’ real freedoms or capabilities, enabling them to lead lives they value. Nondwangu (2022) further states that in the mining industry, financial capability transcends being a mere skill; it is a critical enabler of agency, particularly for women who face systemic barriers such as institutional hierarchies and socio-cultural biases. Furthermore, Ndlovu (2024) elaborates on central capabilities like practical reason, control over one’s environment, and affiliation, highlighting how exclusion from financial education diminishes these freedoms for women in male-dominated industries. Thus, financial literacy becomes more than a technical skill; it becomes a form of freedom and self-determination, deeply linked to one’s dignity, voice, and future opportunities.

2.2. Intersectionality

Kappler and Lemay-Hébert (2021) states that Kimberlé Crenshaw’s 1991 framework of intersectionality complements the Capability Approach by addressing how overlapping identities such as gender, socio-economic status, and geographic location shape women’s experiences in the mining sector. In Mpumalanga, Lekwadu (2020) reveals that women miners often contend with compounded disadvantages due to their roles within the mine, limited access to training, and the socio-cultural norms of rural communities. These intersecting factors create unique challenges that financial competence programs must address to ensure equitable outcomes. For instance, a uniform financial education campaign may neglect the unique linguistic, technological, and cultural needs of rural women, thereby limiting its impact (Fortson et al., 2016). Recognising the layered realities of women’s lives ensures that interventions speak to real-world needs rather than abstract ideals.

2.3. Feminist Economics

Feminist economics offers a critical lens for examining the structural inequalities that financial education programs often overlook (Kabeer, 2020). Akala (2019) emphasised the importance of recognising informal labour and caregiving responsibilities, which disproportionately burden women. Without addressing these structural realities, financial literacy initiatives risk reinforcing existing gender biases by failing to account for the broader socio-economic context in which women operate (Abiodun et al., 2021). While this study focuses on Mpumalanga, comparative research in other mining regions, such as Ghana, provides valuable insights. Beoku-Betts and M’Cormack-Hale (2022) highlight the need for more theoretical frameworks to understand women’s movements within the mining industry. By examining parallels and differences between Mpumalanga and Ghana, this study contributes to a broader understanding of how gendered barriers manifest across different socio-economic and cultural contexts (Magida, 2023). This approach makes visible the economic value of women’s unpaid and informal contributions and questions the neutrality of systems that exclude their realities.

The integration of these frameworks underscores the necessity of designing financial literacy programs that address structural and institutional barriers. Fox and Romero (2017) argue that capacity development must go beyond skill-building to challenge the systemic inequities that limit women’s economic participation. This study aligns with such arguments, advocating for gender-sensitive programs that not only enhance financial knowledge but also foster meaningful empowerment by addressing the socio-cultural and economic realities faced by women miners (Rimmer, 2023). This study brings attention to the lived experiences of women who navigate not just the mines but also layered systems of exclusion and resilience. By synthesising the Capability Approach, intersectionality, and feminist economics, this study offers a multidimensional perspective on the role of financial literacy in empowering women in the mining industry. The theoretical foundation informs the research design, ensuring a holistic understanding of the structural and personal dynamics that shape women’s experiences in Mpumalanga’s mining sector. Through this approach, the study aims to provide actionable insights for transforming mining workplaces into sites of gender equity and economic empowerment.

3. Materials and Methods

3.1. Research Design and Methodology

This study employed a qualitative research design grounded in interpretivist philosophy to explore gendered experiences of financial literacy and capacity development among women in Mpumalanga’s mining industry. Interpretivism emphasises understanding social realities through individuals’ subjective experiences (Pervin & Mokhtar, 2022), making it suitable for examining the complex socio-cultural dynamics that shape women’s financial behaviours. This philosophical approach aligns with feminist and capability theories, as it prioritises lived experiences, contextual nuances, and marginalised voices, particularly those of women navigating systemic inequality in male-dominated industries (Mako Robinson, 2024). As Muzari et al. (2022) highlight, qualitative research prioritises how people experience phenomena, allowing for rich, in-depth insights. This approach enabled the researcher to capture nuanced narratives related to financial empowerment and workplace barriers in a male-dominated sector.

Data were gathered through semi-structured interviews with 12 purposively selected female employees across three major mines in Mpumalanga. Participants represented diverse roles ranging from logistics and safety to operations and administration and met inclusion criteria for having at least one year of industry experience. The selection of these three large mines was based on their economic significance in the province, the presence of gender mainstreaming initiatives, and their operational diversity, which provided a broader understanding of varied workplace cultures and policies impacting women. Interviews, conducted in English or local languages, focused on financial literacy access, cultural influences, digital inclusion, and aspirations. Interviews were transcribed and thematically analysed using Braun and Clarke’s (2006) six-step method, supported by the NVivo software. The themes were reviewed through the lens of the Capability Approach and intersectional feminism to highlight both structural and personal dimensions of financial empowerment.

3.2. Ethical Considerations

The study was conducted in accordance with the ethical standards of the Tshwane University of Technology, which granted approval under protocol code RECRef2023=12=0130. All participants received detailed information about the study’s purpose, methods, risks, and benefits. Written informed consent was obtained prior to participation. Confidentiality was maintained by anonymising transcripts and storing all digital files on encrypted drives. Participants were assured of their right to withdraw from the study at any time without any repercussions.

3.3. Data Availability

All non-identifiable data supporting this study’s findings, including anonymised transcripts, interview guides, and the thematic coding framework, will be made available upon reasonable request to the corresponding author. This transparency is intended to support replication, secondary analysis, and academic collaboration while preserving participant confidentiality.

4. Results

The data collected through interviews in the mining industry revealed five major themes: (1) access to financial literacy programs, (2) workplace gender norms and cultural expectations, (3) peer-led learning and informal support, (4) digital financial inclusion and barriers, and (5) perceived empowerment and agency development. Each theme is discussed below, reflecting the unique realities faced by women in the mining sector.

Table 1. Summary of the key themes and their interconnections.

Theme	Description	Relationship with Other Themes
Limited access to financial literacy opportunities	Many participants reported inadequate access to financial education, especially early in their careers.	Influences digital exclusion and decision-making; linked to low levels of financial confidence.
Gendered barriers in workplace culture	Patriarchal norms and male-dominated leadership structures restrict women’s advancement and financial autonomy.	Shapes experiences in all other themes; exacerbates inequality and limits training access.
Cultural and social expectations on women’s financial roles	Traditional norms expect women to prioritise household duties and caregiving over personal economic development.	Limits their ability to invest in their own capacity development or pursue advanced roles.
Digital exclusion in financial tools and platforms	Participants expressed difficulties in accessing digital financial platforms due to language barriers and limited ICT training.	Reinforces financial illiteracy and reflects structural inequalities.
Aspirations for economic independence and leadership	Despite challenges, most women articulated strong goals for financial empowerment and leadership in the mining sector.	Motivates resistance to barriers; highlights the transformative potential of targeted programs.

Source: Compiled by the author based on thematic analysis of interview data.

below summarises the five key themes that emerged from the data, depicting their interconnected influence on women’s experiences of financial literacy and capacity development in the mining sector. The prominence of each theme reflects its relative emphasis in the narratives, as drawn from the thematic analysis.

4.1. Access to Financial Literacy Programs

Participants emphasised disparities in accessing financial literacy initiatives within the mining industry. While some departments had employer-led programs, access was often hindered by logistical issues, such as scheduling conflicts or lack of institutional communication. Others relied on informal advice from colleagues or family members due to the absence of structured financial education.

One participant shared,

“We hear about financial workshops, but they are not well-publicised, and no one ensures we can attend”.

(Participant 4)

Another stated,

“I learned about budgeting from a colleague who attended a program, but nothing is offered in our department”.

(Participant 8)

These findings align with MacKenzie and Chiang’s (2023) concept of conversion factors, which posits that the mere existence of opportunities is insufficient if structural barriers prevent individuals from utilising them. Similarly, Minow (2021) argues that equitable access requires addressing practical obstacles such as institutional neglect and time constraints. This underscores the need for mining companies to implement department-specific, flexible financial literacy programs tailored to the unique challenges faced by women in different roles.

4.2. Gender Norms and Cultural Expectations: Negotiating Authority

Workplace gender norms significantly influenced women’s financial decision-making and participation in the mining industry. Many participants reported that traditional expectations around gender roles limited their ability to apply financial knowledge or pursue economic opportunities. One participant noted,

“Even if I manage my finances well, my family expects me to consult my husband before making any major decisions”.

(Participant 7)

Another shared,

“I wanted to invest in a small business, but my supervisor said it’s not appropriate for women in mining to take such risks”.

(Participant 11)

Younger participants expressed resistance to these norms, emphasising the empowering impact of financial literacy.

“We are learning to challenge these expectations. Financial knowledge gives us the confidence to make our own decisions”.

(Participant 2)

These findings resonate with feminist economic theory, which critiques how patriarchal structures marginalise women economically (Lamberg, 2025). From a capability perspective, such norms restrict women’s agency and their ability to translate financial knowledge into meaningful economic participation (Dejaeghere, 2020). Addressing these cultural barriers is essential for fostering an inclusive environment where women can thrive economically (Chikwe et al., 2024). Moreover, Sultana (2020) reveals that the intersectionality of gender with other social markers, such as class, education, and geographic location, compounds the financial exclusion experienced by women in emerging economies. Hence, rural women, for instance, often face limited access to digital banking infrastructure, credit facilities, and financial training (Melubo & Musau, 2020). This layered disadvantage calls for targeted policy interventions that go beyond surface-level financial inclusion efforts. Instead, Ebirim et al. (2024) notes initiatives should be tailored to address the specific needs of marginalised groups, ensuring that financial literacy programs are accessible, contextually relevant, and sustainable over time.

In addition, empowering women through participatory financial capacity initiatives can enhance their decision-making and resilience. As a result, community-based training, peer-to-peer learning models, and mentorship programs have proven effective in not only improving knowledge but also in building confidence and social capital among women (Gower et al., 2022). These initiatives shift the narrative from women as passive recipients of aid to active agents of economic change. Therefore, when women are supported to navigate and challenge the socio-economic constraints they face, they are better positioned to contribute meaningfully to household welfare, local economies, and broader national development (Jabeen et al., 2020).

4.3. Community-Based Learning and Peer Support: A Collective Response

Where there were no formal financial literacy programs in place, the majority of participants highlighted the desire for peer-to-peer learning and informal peer networks of support. Women from various departments created informal groups where they shared budgeting tips, savings options, and investment plans.

Two participants described,

“We started a savings group for women in our department. It’s small, but it keeps us in check”.

(Participant 3)

We share breaks together talking about bonuses to work or how to prepare our children for education”.

(Participant 9)

These peer networks were a familiar place of learning and support.

“When we discuss with each other, we feel comfortable asking and sharing struggles. It’s not formal training”.

(Participant 4)

This collective approach reflects Rojas et al.’s (2022) capability of affiliation, which highlights the role of social connections in fostering confidence and solidarity among women. Ryan (2024) notes peer-led models promote a sense of belonging and mutual support, offering a sustainable alternative to conventional top-down financial training methods. These models enable women to learn from shared experiences and build practical skills in familiar, trusted environments. In the mining industry, such approaches have the potential to transform informal knowledge exchange into structured capacity-building initiatives (G. Hilson et al., 2022). Kumari (2020) argues that peer education empowers participants while reinforcing group cohesion. When women train and support one another, they cultivate both individual competence and collective strength (Bandura, 2023). The findings suggest that mining companies should formalise these initiatives, offering resources and recognition. Doing so would not only boost effectiveness but also promote inclusive economic growth within the sector.

4.4. Digital Financial Inclusion and Technological Disparities

While the proliferation of smartphones has increased the potential for digital financial inclusion, deeper challenges continue to hinder women’s effective use of financial technologies in the mining sector (Ahmad et al., 2020). Instead of assumptions that access equals inclusion, most participants indicated that owning a smartphone does not always imply assured, consistent, and empowered use of digital financial tools. The issue, therefore, is not simply one of availability but of the nature of access, the usability of digital platforms, and the supporting systems facilitating productive engagement with digital financial services. Several women indicated that though they own smartphones, they are incapacitated by struggling with money apps due to poor user interfaces, digital illiteracy, or the fear of making costly mistakes. One participant reflected,

“Yes, I have a phone, but I get nervous when I try to use those apps. If I press the wrong button, what if I lose my money?”.

(Participant 5)

This anxiety reflects what Helsper (2021) describe as a skills gap, where ownership of digital tools does not equate to empowerment unless individuals have the confidence and competence to use them effectively. Moreover, participants highlighted the gendered dimensions of digital literacy, where male colleagues or family members are often seen as more “tech-savvy,” reinforcing dependency and further undermining women’s autonomy in financial matters. One participant noted,

“When there’s a new app, I have to ask my son or husband to show me. They think I’m slow, so I stop asking”.

(Participant 6)

This illustrates the interplay between technological access and gendered social norms, as described by Tang et al. (2025), who argues that digital gender gaps are rooted not just in infrastructure, but in systemic inequalities in education, confidence-building, and digital training. In addition, the cost of data remains a major barrier, particularly for women in lower-level positions who receive limited remuneration. As another participant remarked,

“The apps need data all the time, and I can’t afford to keep buying bundles just to check my balance or track spending”.

(Participant 10)

This echoes Gillwald et al.’s (2023) evidence of the structural nature of digital exclusion among low-income groups, where concerns regarding affordability actually dissuade regular use of online resources. One must also consider how digital platforms themselves are not necessarily designed with the specific needs of women in focus. Financial apps also assume a certain amount of prior knowledge, literacy, or technical jargon familiarity as a given that many users, and especially those from historically marginalised groups, do not possess. A lack of contextual, gender-sensitive digital content inadvertently excludes potential users. As emphasised by Cortesi et al. (2020), digital inclusion must be understood not merely as access to tools but as the ability to use them meaningfully to expand one’s agency and capabilities.

These findings complicate the simplistic narrative that smartphone ownership is empowerment. They call for a more nuanced conceptualisation of digital financial inclusion that accommodates the emotional, educational, and cultural dimensions of technology uptake. Mining companies must not only invest in infrastructure and device distribution but implement ongoing, hands-on digital literacy training that is tailored to women’s contexts and daily lives (Choi et al., 2020). Additionally, apps and platforms should be co-designed with input from female users to ensure relevance, clarity, and usability. Ultimately, Helsper (2021) states addressing digital disparities requires a holistic approach, one that situates technology within the broader context of gender, economic status, education, and institutional support. Without this, the promise of digital financial inclusion risks remaining out of reach for many women in the mining industry, reinforcing rather than reducing existing inequalities.

4.5. Perceived Empowerment and Development of Agency

Participants reported a notable shift in their sense of control over personal finances, decision-making, and future planning because of increased financial literacy. Women who engaged in peer groups or participated in employer-supported programs described a stronger ability to plan for expenses, manage savings, and support others within their families and communities. One participant stated,

“Now I can budget for my family and save for my children’s education. I feel more in control”.

(Participant 2)

Another noted,

“I helped my sister start a small business with the savings tips I learned. It’s changing how we think about money”.

(Participant 12)

This shift in perspective transcended the individual. The interviews generated evidence that improved economic power increased the status of women in home as well as workplace environments. As one woman explained,

“Since I started managing finances more appropriately, my husband pays more respect to my opinion. We both decide now”.

(Participants 3)

Such accounts illustrate De Haas’s (2021) concept of functioning, where individuals transition from having access to resources to actively converting those resources into meaningful outcomes. These findings also support Kabeer (2021)’s assertion that economic education can disrupt structural power imbalances by enabling women to exert greater agency. When financial capability is reimagined through the lived lives of women working in the extractive industry, it holds the potential to become a force for transformation, a process of empowerment not just capable of empowering the individual but reshaping household dynamics and wider community norms.

To maximise this impact, mining companies must move beyond generic training programs and instead design financial education initiatives that acknowledge women’s intersecting roles as workers, caregivers, and community members (Smith & Sinkford, 2022). Programs should be continuous, interactive, and contextually grounded. Doing so will not only enhance women’s financial capabilities but also deepen their agency, confidence, and economic participation. In sum, the data underscore the transformative potential of financial literacy when it is tailored to women’s real-world challenges. By adopting a holistic, inclusive approach, one that addresses structural barriers, cultural expectations, peer dynamics, digital divides, and personal empowerment, mining companies can play a pivotal role in promoting gender equity and capacity development in male-dominated industries.

5. Discussion

This study reaffirms that while financial literacy programs are increasingly recognised within the mining sector, women, particularly in Mpumalanga, continue to face structural and socio-cultural barriers that limit their access and participation. Although employer-led initiatives exist, disparities in availability, departmental communication, and scheduling hinder engagement. These gaps reflect Amartya Sen’s 1999 concept of conversion factors, which stress that access to opportunities alone is insufficient without the means to convert them into meaningful outcomes. Akala (2019) argue that development programs must contend with harsh realities that impede utilisation. In mining, economic education must therefore be department-sensitive, flexible, and language specific to address the varied realities of women in the field.

Workplace hierarchies and gender norms then served as powerful impediments to women’s economic autonomy. A few of the respondents characterised the economic circumstances in their households and workplaces as being subject to strict approval or critique, limiting the actualisation of agency despite financial expertise. These insights align with Folbre’s work on household-level patriarchy and Kumari’s (2020) assertion that empowerment requires both cognitive and structural shifts. Financial literacy, while foundational, must be paired with gender-transformative strategies that challenge entrenched norms within mining communities and workplaces.

Peer led initiatives surfaced as a particularly effective form of informal capacity development. Women created grassroots savings groups and shared financial strategies during breaks or informal gatherings. These networks provided not only financial skills but also emotional support and confidence-building. This reflects Rojas et al.’s (2022) capability of affiliation, emphasising the value of communal learning, and supports Lamberg’s (2025) findings that collective approaches can catalyse broader social resilience. The study suggests that mining companies should invest in institutionalising such peer models to amplify their reach and sustainability.

The digital divide represents a growing but under-addressed challenge in financial inclusion. While mobile technology holds potential, unequal digital literacy, shaped by age, gender, and economic position, continues to marginalise many women. Participants reported fear of using financial apps, dependency on male relatives for assistance, and financial constraints such as data costs. These experiences reinforce the theory of intersectionality, which highlights how overlapping identities exacerbate exclusion. As also shown by Gillwald et al. (2023), digital financial tools must be accompanied by inclusive digital training, low-cost infrastructure, and user-friendly interfaces designed with women’s needs in mind.

Most compellingly, women reported a transformative shift in self-efficacy through financial education. Stories of budgeting, saving, and supporting family initiatives point to an expanded sense of economic agency. These developments view that empowerment is marked by the expansion of valued capabilities and that strategic decision-making marks a transition from disempowerment to agency. In Mpumalanga’s mining communities, financial literacy has the potential not just to inform, but to radically transform household dynamics and long-term aspirations. This study contributes to feminist and capability theory by foregrounding how gendered financial exclusion cannot be fully understood without accounting for structural and cultural conversion factors and relational capabilities like affiliation (Arya & Rathore, 2021). While the existing capability literature recognises agency and access as critical, this research challenges the assumption that financial knowledge alone is sufficient, emphasising the importance of peer networks, digital inclusion, and gendered power dynamics as conditions for real empowerment in mining contexts (Ramella & Manzo, 2020).

In sum, financial literacy in the mining sector must evolve beyond technical instruction. It must actively dismantle the gendered, structural, and digital barriers that women face. A multi-pronged approach combining formal training, peer support, digital empowerment, and socio-cultural transformation is essential to ensure that financial education translates into meaningful, equitable empowerment.

6. Conclusions

This study demonstrates that gender-sensitive financial literacy programs tailored to women’s lived experiences are essential for promoting economic agency and gender equity within the mining sector. The integration of the Capability Approach (Sen, 2020) and intersectional feminist frameworks (Kappler & Lemay-Hébert, 2021) underscores the need for department-specific, flexible financial literacy initiatives that address socio-cultural, technological, and structural barriers. Mining companies should co-design programs with women miners, invest in participatory digital literacy training, and incorporate continuous, interactive capacity development. Such interventions have the potential to transform not only individual economic trajectories but also household dynamics and broader community norms, contributing to inclusive and sustainable development in Mpumalanga’s mining industry. However, this study is limited in its cross-sectional scope and focuses on a single province. Longitudinal research could explore how financial empowerment evolves over time, while comparative studies across different mining regions would help uncover geographic and organisational variations in gendered financial inclusion (Kumari, 2020). Further studies are also recommended to study how intersectional strategies evolve in online capacity-building, particularly in rural mining communities.

The implications of the study have significant practical implications for policymakers and mining companies. Institutionalisation of participatory money management programs co-designed with female miners needs to be conducted. Peer learning models and social networks must be supported by funding and recognition, as they have proved successful for capacity building. Program design needs to acknowledge language needs, literacy levels, and digital inclusion to foster inclusiveness. Interventions need to be periodically monitored and evaluated, with mechanisms for feedback that reflect the voices of women beneficiaries (Rojas et al., 2022). Policy frameworks need to be aligned with the national gender equality agenda and the Financial Sector Code so that private-sector efforts in mining enhance broader financial inclusion and empowerment agendas.