Red Crescent Societies conducted a case study to determine how to best implement effective policy to address issues such as gender violence and implementation of equality laws. It was found that sex and gender based violence against women and girls was increasing in areas that had experienced disasters (floods, drought, disease) but could not quantify the extent of the increase. Some of the obstacles in combating these issues are that there are economic barriers to declaring sex and gender based violence to be unacceptable as well as social barriers. Additionally, governmental services which were installed to help educate the populace about these issues as well as provide services to victims are underfunded and unable to carry out their duties. The UN also provided economic incentive to adopt policies which would discourage these practices which negatively impacted women in Zimbabwe. Women are often seen as inferior, treated as objects, and viewed in subordinate roles in history and philosophy. Ubuntu, an African philosophy's spiritual aspect, instills the belief that boys should be more valued than girls as boys pass on lineage, and the belief system places high value in respecting one's ancestors. A common expression used in court, "vakadzi ngavanyarare", translates to "women should keep quiet," and as a result women are not consulted in decision-making; they must implement the men's wishes. The subordination of women in Zimbabwe, and the cultural forces which dictate what they must be, have led to deaths and the sacrifice of professional advancement in order for them to fulfill their roles as wives, mothers, and subordinates. Women are taught that they must never refuse their husband's sexual advances, even if they know they are infected with HIV from being unfaithful. As a result of this practice, Zimbabwean women aged 15–49 have an HIV prevalence rate of 16.1% and make up 62% of the total population infected with HIV in that age group. Zimbabwean women face cultural and social adversity in their professional lives which affects 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.