The recent interest in women returning to, orincreasing their, labour market participation haslargely ignored the skills and aspirations of womenthemselves. This article…
The recent interest in women returning to, or increasing their, labour market participation has largely ignored the skills and aspirations of women themselves. This article is based on a survey of mothers of young children in a fairly prosperous part of the South East of the UK. Research findings indicate that women lack confidence about their ability to return to economic activity, have a high demand for training, and expect to be frustrated in their career aspirations if training is not available. Childcare provision, flexible working hours and training would enable them to increase their participation in work. Constraints operate on the level of entry to the labour market and prevent women achieving their full potential. The discussion considers the forces which can facilitate or impede the full participation and development of women at work: occupational segregation, employer attitudes, the gender bias within organisations, Training and Enterprise Councils (TECs), trade unions and changing labour market demands. The findings indicate important policy directions for employers, trade unions and TECs to utilise this human resource more effectively.
Our purpose in this paper is to report on findings of an independent study done in collaboration with the National Union of Teachers on career progression and change. Our concern is to understand by the use of a large survey the impact of change upon teachers and to identify any gender related factors. We shall focus on three key aspects of teachers' employment: pay, professionalism and satisfaction.
This is the title of an article by Sheila Rothwell in Vol. 91 No. 1 of the European Business Review. The developments in working trends, problems, legislation, and research in the context of equal opportunities in employment in the 1980s are examined. Attempted policy changes are detailed in the following areas: education, training, employment, trade unions, and social policy. There is discussion of three themes which have been the subject of debate: conforming to the male career model; obtaining greater recognition for “female” qualities, skills and attributes; and emphasis on a common humanity and maximising choices for both women and men. The likelihood of the success of each is discussed, and the third approach is supported. The implications for management development specialists are examined.