Search results

The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community.

The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed.

This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting.

This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.

This chapter examines World Bank publications, including publicized reports and widely disseminated policy statements like the World Development Reports, as well as the plans and appraisals of two specific operations in Indonesia. Based on this examination, the author suggests that characterizations which emphasize the Bank's intransigence or celebrate its responsiveness fail to provide a satisfactory description of country-level education policy evolution. The chapter begins with two of the major theoretical frameworks that have been used to study the Bank's work in education. This is followed by a summary of the evolution of the Bank's involvement in education at the international level. The third part of this chapter analyzes two educational reforms that the World Bank has promoted in Indonesia in the last 10 years – programs advancing vocational education and decentralization – and examines how these priorities have been affected by local context and demands and shifts in the global discourse on education. The author concludes that the World Bank's role in the diffusion of education reform is best understood from a world culture perspective but that its interests – and the interests of its primary shareholders – are advanced in particularly opportune moments like democratic transitions.

Educational management's main task is to achieve learning quality outcomes in acquiring knowledge, scientific skills and social values. This study aims to provide a background on Egyptian thought development in educational management from 1990 to 2020.

In this study, we used the descriptive method to collect and interpret data. This method aims to describe an object of phenomena after data collection, analyze it, identify the conditions and relationships between variables and monitor the challenges arising from Egypt's educational system's problems.

The results showed the following: (1) the trend toward decentralization of educational management is not fulfill during that period and (2) the district and directorate administration continued to receive administrative instructions from the managerial ladder's highest authorities. The Ministry of Education was in control of policy decision-making processes and administrative and financial responsibilities. Many decisions and laws hinder decentralization, such as centralizing examinations, curricula and teachers' recruitment and transfer.

The challenges of developing educational management are related to the shortage of modern management methods in administrative leadership, organizational behavior and decision-making, such as human relations and decentralized administration. Also, the insufficient material resources, managerial competencies and educational, intellectual stagnation among many leaders and administrators.

The purpose of this paper is to take a snapshot of corporate social responsibility (CSR) practices in Turkey by exploring the role of the economy, state and societal culture. It aims to focus on the impact of cultural values on the role stakeholders play in driving corporate behaviour.

The paper is based on a review of existing research into cultural dimensions and attitudes, surveys of corporate disclosures, interviews and cumulative knowledge of economic and social development.

External factors have been major factors driving the emergence of the “CSR” discourse in emerging markets. In the case of Turkey, for example, economic fundamentals and cultural dimensions do not reflect a strong societal influence on corporate behaviour. Drivers for CSR in Turkey will be exogenous and institutional rather than endogenous and cultural.

The paper recommends a stronger role for regulations and law‐enforcement in driving corporate accountability and social performance, also highlighting the importance of international influences.

The originality of the paper is in exhibiting the role of societal culture in shaping business expectations and in arguing for a stronger role for public enforcement and international monitoring. The paper has relevance for regulators and international agencies.

An attempt is made to illustrate the multi‐faceted and multifarious nature of human resource development worldwide, following a definition of it and a description of how it operates in a number of countries throughout the world, including the US, the EEC countries, India, Singapore, Japan, Australia and New Zealand. The roles and functions of HRD practitioners are examined, and the competences required listed. A short history of the International Federation of Training and Development Organisations is offered and a list of conferences described.

The purpose of this article is to document the extent of girls' under‐representation in nontraditional high school career and technical education courses, examine the role of sex discrimination in these disparities, and identify legal remedies for addressing the problem.

This article uses high school CTE enrollment data from 12 states to document female students' under‐representation in nontraditional courses and uses wage data to show the negative implications for girls' future earnings. Drawing on the experiences of female students, this study explains how sex discrimination contributes to their low rates of participation in nontraditional training. The study then discusses how laws and regulations at the federal and state levels may provide means to address such discrimination.

Finds high levels of sex segregation in CTE course enrollment, with female students making up on average 15 percent of students in nontraditional courses and 87 percent in traditionally female fields. Substantial evidence of sex discrimination in CTE makes a strong case for its role in contributing to girls' low enrollment in nontraditional courses. Varied state laws can be utilized to address this underlying cause.

While much research has looked at girls in math and science, less attention has been paid to their participation in nontraditional CTE. This paper offers quantitative evidence of girls' under‐representation in such courses and qualitative evidence of the role sex discrimination plays. Offers a unique solution by showing how state laws can be used to address such discrimination and increase girls' participation in nontraditional training.

This study seeks to ascertain whether there are regional gender differences in vocational education in Bulgaria at the upper secondary level and to shed more light on the main factors for the (non-)emergence of these differences. The research has drawn on data from the National Statistical Institute and the Centre for Information in Education in Bulgaria as well as a nationally representative school-leavers survey (2014); it has applied descriptive statistics and multilevel modelling for the data analysis. Overall, the present study demonstrates that the regional dimension is indispensable for understanding the development of vocational education and gender differentiation in education. The analysis provides evidence that the mechanism by which the education system contributes to regional gender segregation in vocational education is its opportunity structures at the regional level, which are related to vocational education offers. In addition, we found a positive association between industrial development and the share of women in engineering at the regional level.

Results from international large-scale assessments, such as PISA surveys, suggest that boys do better in math and science, whereas girls do better in reading. How do gender gaps vary across subjects, when estimated simultaneously? Building on the work of Tsai, Smith, and Hauser (2017), we answer this question by applying a multilevel-MIMIC model that enables us to estimate gender gaps in two ways: gender differences in the effects of observed family and school factors on math, science, and reading scores; and the “adjusted” gender gaps in test scores across all three subjects after controlling for observables. We apply the model to 2012 PISA data of students aged 15–16 and enrolled in 9th or 10th grade in three East Asian (Japan, South Korea, and Taiwan) and three Western countries (USA, Germany, and the Czech Republic) that represent both similar and different types of school systems. Our findings indicate that the gender gap in math or science achievement in Western countries, favoring boys, does not necessarily apply to the East Asian countries examined here, while all three East Asian countries exhibit similar features of gender reading gaps in the 10th grade. There is evidence indicating that observed background and school factors impact boys’ and girls’ achievement in a similar way in USA, Japan, Korea, Taiwan, and the Czech Republic, but not in Germany. Overall, gender differences in family and school influences do not account for gender differences in academic achievement in any of the six countries.