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For generations, higher education in much of Sub-Saharan Africa has been disengaged from the problems of local communities largely due to the design of colonial education and the later thinking of industrial models of education where knowledge was received from experts at the top of the knowledge ladder. But new knowledge economics, the possibility of building collective learning frameworks and the need to solve globally linked problems that involve local communities is changing this thinking. Globally linked problems such as disease, environment, social and political stability and globalisation manifest locally and create challenges locally in various ways. This chapter explores the leadership of Zambia’s flagship university in serving the needs of local communities’ sustainable development with research and service resources of its graduate education system and its network. Understanding that knowledge is now formed both by collectives of people at the community level that is linked through major networks, it is particularly important that universities take a leadership role in building linkages to local communities. Specifically, leadership in the following community linkage areas are examined: community service schemes, consultancy services, research and project partnerships, community field tours and capacity development.

The purpose of this paper is to explore the challenges facing the higher education system in Egypt particularly in the area of education quality. It builds upon several existing studies conducted in Egypt to make the case for improving education outcomes while analyzing the social, political, and economic ramifications of the current higher education system.

Samples were drawn from existing studies conducted in Egypt by experts in the education field.

Results suggest that the higher education admissions process should become more competitive thereby limiting the number of enrollments. More resources should be devoted towards higher education with a particular emphasis on workforce development and Egypt should seek the help of donor agencies and experts to advise and reform the system.

The findings were based on existing literature and were not conducted in Egypt which somewhat limited qualitative analysis.

A contribution is made to the literature as the research reinforces the view that the lack of quality in the higher education system fails to prepare graduates to the workforce and impacts on the social stability of Egypt. By questioning aspects of the current higher education system and calling for more freedom of research and expression, the research raises interesting questions about the impact of closed societies on education systems.

This case study aims to expect the following learning outcomes. A better understanding of the nature of a psychological contract being developed by employees in non-profit organizations, especially working in the areas of social development and the impact of this contract on employee commitment. Enhanced understanding of conflict of interest (personal versus public) in social development organizations and its implications. Identification of issues of task conflict versus interpersonal conflict and its impact on organizational functions. Identification of dynamics of exclusion of internal stakeholders from organizational strategic decision-making process along with its impact on organizational performance and sustainability. Devising a mechanism to avoid such conflicts in social development organizations, in particular, and organizations in general.

This case highlights five issues as follows: it identifies and discusses conflict of interest between privileged class possessing decision-making positions in the board of directors and implementers working at the grassroots level at ANMOL (a non-governmental organization working for poor girls education in Baluchistan-hub of China–Pakistan Economic Corridor); it discusses the basis for formulation of psychological contracts and impact of its violation on stakeholder’s commitment and motivation; it discusses the implications of difference of opinion of both stakeholders regarding organizational vision and possible drawbacks of converting task conflict into interpersonal conflict on individuals, organization and end-users; it explores implications of exclusion of key stakeholders from organizational decision-making and its impact on organizational smooth working and sustainability; and it suggests a mechanism to avoid conversion of task conflict into interpersonal conflict and smooth functioning of an organization. Hence, this case discusses theories of conflict of interest between top-leadership and workforce, psychological contract and implications of its breach on employee motivation and organizational sustainability in the context of social development organizations.

This case provides sufficient material to be discussed at master level courses (management sciences – master of business administration (MBA) level) such as human resource management (dynamics of psychological contract and conflict resolution), leadership and change management in social development organizations (social enterprises).

Teaching Notes are available for educators only.

CSS 7: Management Science.

The purpose of this exploratory paper is to explore and categorize the impediments which surround the remote women entrepreneurs and limit their growth opportunities to be successful entrepreneurs in Pakistan.

The paper is based on the primary data collected through interviews and focus group discussions with the remote women entrepreneurs from selected cities across four provinces of Pakistan.

Social and gender discrimination, lack of access and control over resources, limited educational opportunities, weaker family support, absence of self‐actualization, and little entrepreneurial orientation are few impediments classified as barriers to the growth of remote women entrepreneurs in Pakistan.

Research findings will help the future researchers understand the characteristics of remote women entrepreneurs residing in Pakistan, moreover, the findings of this paper also provide a panoramic view about the social and working conditions prevailing in Pakistan for women entrepreneurs.

The findings of this paper will provide the baseline information to the government and strategists to develop a policy framework to boost the entrepreneurial culture for women in Pakistan.

This paper intends to identify the hazards, which restrain growth opportunities for women dwelling in remote parts of Pakistan. It may be termed as an exploratory survey for the future researchers to further probe the issue of women entrepreneurship in Pakistan and evolve a suitable model for development of marginalized women entrepreneurs to grow into mature entrepreneurs.

The purpose of this study is twofold. Firstly, the study has investigated the changing scenario of gender bias in households' education expenditure and the socioeconomic factors responsible for it. Secondly, the study has estimated the inequality in education expenditure for the male and female students and determined the significance of socioeconomic variables in gender discrimination.

To address the above-mentioned issues, this paper has used the unit-level data of NSSO 52nd, 64th, 71st and 75th rounds from 1995–1996 to 2017–2018. The log linear regression model is applied to estimate factor impending average education expenditure dynamics. The Oaxaca–Blinder Decomposition method has been employed to measure gender discrimination, and the Lorenz curve and Gini coefficient are used to assess inequality among girls experiencing prejudice.

The study has discovered an gender bias in education expenditure against females during the study period in India. Further, it has been found that gender discrimination against girl students is decreasing. Moreover, the factors such as age, religion, castes, MPCE (income quantile), type of institution, present enrolment and type of education are responsible for this gender differences.

This paper uses 20 years of household-level data for study and suggests that discriminatory behaviour of households and credit constraints of the underdeveloped countries prevent investment in girl's education. Therefore, the state must pay for education of girls by offering scholarships and free or heavily subsidized education. In addition to this, awareness programs for gender equality should also be implemented by the government, especially in rural areas.

The peer-review history for this article is available at: https://publons.com/publon/10.1108/IJSE-08-2022-0537.

When the one year ‘off‐the‐job’ integrated course for first‐year engineering apprentices was established, it was hoped that every effort would be made to see that wherever it was held, and however it was organized, arrangements would be made to ensure that the industrial training and further education elements would progress hand in hand throughout the period of the course. In other words ‘training’ and ‘education’ taken together, and suitably inter‐linked, were to form an essential part of a boy's — or girl's — continuing education on leaving school, carried out in accordance with sound educational principles. At the same time, the whole would be an appropriate introduction to the world of work. He would not be asked to practise a basic skill, or to use a machine tool, unless he was also concurrent with it, learning about and beginning to understand the theoretical aspects of these matters. This is, we now realize, an ideal state to which all concerned with the courses should strive but it is unfortunately, one which, for various reasons, is extremely difficult to reach. The main reasons why full integration cannot be achieved at present can be summarized as follows.

The increasing rate at which individuals, especially, females in Ghana are seeking higher education calls for an estimation of the returns to schooling and education in Ghana.

The study employs the Mincer equation to a representative cross-sectional micro-data from Ghana using OLS and instrumental variable (IV) methodologies. The paper uses spouse's education as instruments in the IV estimation.

Return to schooling was found to be higher for females than males, likewise, membership of an old student associations and location of the household. Returns to education increases as the level of education rises whilst the rate of returns initially increases but fall as labour market experience rises. The study also found that the rates of return to education were higher for Christian, followed by Muslim and believers of other lesser-known religion in Ghana.

Return to schooling was found to be higher for females than males. Likewise, individuals who are members of an old student association and are in urban areas were found to have a higher return to schooling than individuals who are not members of an old student association and are in rural areas. Returns to education increases as the level of education rises whilst the rate of returns initially increases but fall as labour market experience rises. The study also found that the rates of return to education were higher for Christian, followed by Muslim and believers of other lesser-known religion in Ghana.

Wage determination process is different for males and females, across religion and residency. The higher returns to schooling for females imply education is a good investment for women and girls and should be a development priority.

The higher returns to schooling for females imply an investment in girl's education should be a development priority.

The paper extends the existing literature by focussing on the role of religion, old student's association (alma mater) and gender on the differential earning returns to schooling.

For decades, researchers studying female genital cutting have sought to understand why the practice continues amidst abundant evidence indicating that serious health consequences can result from the more aggressive forms of cutting. Behavioral ecology theory is applied to data collected among Ghana’s Kassena-Nankana to highlight the gendered cultural forces that keep FGC practice in place through successful reproductive outcomes. With its strong association to marriageability, and thus women’s status and access to resources through marriage, circumcision has long been obligatory. However, the social transformation that is currently underway in this rural population is bringing a new perspective to the value of education, which is replacing circumcision as the resource access currency.

Girls’ access to education has improved in many of the world's developing countries. These countries are striving to meet the United Nations Millennium Development Goals (MDGs) requiring them to provide gender equality, promote the empowerment of women, and establish universal primary education (UPE) by 2015. The success of UPE in achieving gender equality in enrollment in those countries able to institute it is encouraging. Where previously girls trailed boys in their ability to access education due to parent inability or reluctance to pay the costs, they are now entering primary schools in comparable numbers (UNESCO, 1999, 2006).

The purpose of this paper is to analyze the demand side determinants of schooling of Pakistani urban children and the factors affecting boys and girls' schooling separately.

This is an empirical study using the non‐linear maximum likelihood probability (probit) function on primary data.

Besides other variables it has been observed that the poverty remains an important determinant of school participation. Poor households keep their children out of school due to their inability to afford the cost of schooling.

On the basis of this study a socio‐economic policy can be formulated for a developing country like Pakistan.

A development policy can be formulated on the basis of this research for the enhancement of human resource development for a developing and an orthodox economy like Pakistan.

The paper is beneficial to the researchers, policy makers, and social scientists for the enhancement of the level of social welfare through its findings.