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Outlines the background of Nigeria, politically, citing particularly the British influence on the education system. Offers a framework that traces the historical background of inequality in education and shows how this is linked to the global internal workings of Nigeria’s education system. Argues that most women are aware of their right to equality, but there is a need for the state to acknowledge their obligation to encourage development in areas of educational inequality.

The purpose of this paper is to analyse the role of women in the small island economy by focussing on the education sector and labour market access. First, we analyse the educational path of women in Mauritius and second we examine the labour market opportunities available to them. We link the two sectors by adopting a gender perspective. Third, we investigate whether the same opportunities are made available to both men and women and whether or not there exist a gender gap in economic participation in the country.

The author used data from the World Bank Development Indicators (2012) for a comparative analysis of the gender situation in Mauritius relative to other African countries. Gender statistics were also made available from the statistical office: statistics, Mauritius. The Global Gender Gap Report (2012) and the SADC Gender Protocol Barometer 2012 were used as secondary data.

The analysis reveals that though girls’ outperform boys at all education levels, starting from primary, secondary and tertiary level, their access to job opportunities are reduced. Female unemployment rate is higher than that of male unemployment and even for those women who manage to enter the labour market, they remain in the low-occupation jobs. This puzzling relationship between good educational performance and female unemployment or low-occupation may first be explained by the wrong choice of subjects at secondary and tertiary levels. Mauritian women are more likely to obtain a degree in education and humanities which are the traditional areas rather than moving to the non-traditional spheres of science and engineering. Hence, not only is it difficult for them to penetrate the labour market which is already saturated in these traditional disciplines but jobs in these fields may not be in the high wage range. Consequently, these subject choices have repercussions for the occupations they choose and the wages they earn. Significant and persistent gaps remain in the fields of study that women and men choose as part of their formal education. These gaps translate henceforth into gender differences in employment and ultimately into differences in productivity and earnings.

No study has focused on the puzzling link between good education performance of girls and their inability to access the labour market in Mauritius.

In Australia as elsewhere, kindergarten or pre-school teachers’ work has almost escaped historians’ attention. The purpose of this paper is to investigate the lives and work of approximately 60 women who graduated from the Adelaide Kindergarten Training College (KTC) between 1908 and 1917, which is during the leadership of its foundation principal, Lillian de Lissa.

The paper is a feminist analysis and uses conventional archival sources.

The KTC was a site of higher education that offered middle class women an intellectual as well as practical education, focusing on liberal arts, progressive pedagogies and social reform. More than half of the graduates initially worked as teachers, their destinations reflecting the fragmented field of early childhood education. Whether married or single, many remained connected with progressive education and social reform, exercising their pedagogical and administrative skills in their workplaces, homes and civic activities. In so doing, they were not only leaders of children but also makers of society.

The paper highlights the links between the kindergarten movement and reforms in girls’ secondary and higher education, and repositions the KTC as site of intellectual education for women. In turn, KTC graduates committed to progressive education and social reform in the interwar years.

Innovation differs among individuals and societies and changes over time. The question is whether female entrepreneurs in China are becoming more prominent in innovation? Are women entrepreneurs' participation, education, competence, opportunity-motivation and innovativeness increasing in China, perhaps faster than elsewhere around the world? The paper aims to discuss these issues.

These questions are addressed by analyzing the data from Global Entrepreneurship Monitor on nascent entrepreneurs in the countries surveyed in at least two years since 2001 with at least five years between first and most recent survey. The sample is 129,465 nascent entrepreneurs in 58 countries, including 4,433 entrepreneurs starting an enterprise in China. These entrepreneurs reported on their innovativeness, comprising newness of technology used in production, absence of competitors producing the same products, and three newness of the product to customers. The data are analyzed by multivariate statistics, especially regressions and hierarchical models.

First, among the entrepreneurs starting enterprises in China, the proportion of women has increased dramatically over the years, approaching equality with the men. Second, women entrepreneurs compared to male entrepreneurs in China have increased in education, competences, opportunity motive and innovativeness. The increasing prominence of women in innovation in China is unsurpassed by any other country in the sample and thus seems unique in the world.

This study is valuable by exploring the changing participation of women in entrepreneurship and especially in the entrepreneurship that is innovative.

This paper argues that business and management schools continue to operate a gender blind approach (or at best gender neutral) to management education, management research and the development of management theory. This echoes a pattern repeated in the practice of management, which closes down and inhibits opportunities for management to be “done differently” and for organisations to be different. Reflecting on the author's experiences within two business schools and on their empirical research carried out over six years, the paper provides substantive arguments for the authors' position relating to the masculine nature of management, the place of academic women in management, the male dominated processes of management education and management research and the need to place gender on the agenda in management education. The paper concludes with a call for an “unlearning” and a “rethinking” of gender blind management education and provides some examples of how this might be achieved.

The purpose of this paper is to investigate the progress in the United Arab Emirates towards achievement of Millennium Development Goal (3), “gender equality”, by the target date of 2015.

Demographic, social, and labor force statistics are collected from United Arab Emirates' government reports, the World Economic Forum, and UNESCO. Analysis is conducted to investigate current trends of gender equality in education and employment.

Results for the education of women have been at a consistently high level for some years. Two themes are found for such progress: a government strategy to increase women's access to education; societal acceptance of educated women. Gender equality in employment is slow due to three themes: study choice dictates employment potential; recruitment within a narrow range of occupations; employment more likely within public sector employment. The future of gender equality in the United Arab Emirates will continue to be more positive for women in education than for employment.

A limitation is the paucity of academic study about gender equality in education and employment in the United Arab Emirates. Reliability and validity of the study is somewhat limited by unverified, non‐specific, and older data on education and employment.

Improved strategies to increase study choice are required to enlarge the scope of women's careers. Management of the talent pool of educated females can increase women's share of paid employment in the future.

A faster rate of change is required towards societal acceptance of women in employment to match female educational attainment.

The research is important for two reasons relevant for achievement of MDG (3) by 2015. Remarkable progress has been made on gender equality in education, and awareness is raised on limitations in the future for the employment of women.

The purpose of this paper is to estimate the impacts of women's education on the mean age of women at first birth (denoting the timing of fertility) and total fertility rate (TFR, denoting the level of fertility) using cross-country panel data.

The estimations proceed in two steps: first, the timing and level of fertility regressions are separately estimated, and second, two regressions are estimated at the same time as a form of a system equation to accommodate the correlations between error terms.

It is found that a higher women's education tends to delay of child birth or family formation. In addition, there exists a negative relationship between the female secondary school enrollment ratio and TFR, meaning that the opportunity costs of childbearing and rearing increases when the level of women's education enhances. However, the authors have also found that the impacts of women's higher education on TFR is statistically insignificant in a few cases of estimations without sample selections.

Fertility decline is a shift of childbearing to older ages. The delay of child birth or family formation is the major cause of the recent fertility decline, because a late women's age at first birth reduces the chances of having any further children. This implies that the timing and level of fertility are highly correlated to each other. In particular, many studies showed that women's education and employment have been identified as major parameters for the increase in women's age at first birth. Nonetheless, little attention has been paid to an empirical analysis of the relationship between women's education and the timing of fertility. Therefore, this paper is an extension of previous studies, estimating the relationship between women's education and the timing and level of fertility at the same time.

The purpose of this paper is to examine the relationship between education and health amongst Australian women.

This study uses the Household, Income and Labour Dynamics in Australia data set. Spouse’s education is employed as an instrument to solve the potential endogeneity of educational attainment.

The results indicate that an additional year of schooling can lead to an increase in self-reported health, physical health, mental health and a reduced likelihood of having long-term health conditions. Women who are not in the labour force are likely to enjoy higher benefits of education compared to their employed counterparts. The findings also suggest that the relationship between education and health can be explained by the extent of positive health behaviours and social capital as mediators.

The conclusion from the results might be different in the case of men, reducing the generalisability of the results. Several objective health variables should be used to provide further aspects of health on which education has an impact.

As the positive effect of education on women’s health is empirically found, investment in women’s education should be seriously considered and reevaluated.

This paper focuses on Australian women which not only reduces the heterogeneity between genders but also adds to the rare number of studies on this topic in Australia. This paper also employs a formal mediation analysis to examine what are the mechanisms explaining the relationship between education and health.

Based on the extensive literature review and the research published in the context of Western countries, this study proposes that the entrepreneurship education, participation in entrepreneurial seminars at the universities and their involvement in the activities of innovation and incubation center of the universities may foster entrepreneurial intentions (EIs) among Emirati female graduating students.

To test the study’s hypothesized model, survey data are collected from 283 female graduating students of 19 public and private universities in the United Arab Emirates (UAE). The analysis of the data relies upon multiple hierarchical regression and moderation analysis in SPSS.

The results suggest that all three types of educational activities positively influence the women's EIs in the UAE. However, formal entrepreneurship courses are more effective than the participation in seminars and involvement in the activities of innovation/incubation center. The authors also found that perceived social support does not moderate the impact of education on EIs, which means that entrepreneurship education is equally effective in fostering EIs, no matter female students perceive low or high social support. On the other hand, results demonstrate that the level of gender stereotypes negatively moderates the impact of education on it. This implies that if a female student believes in a high gender stereotype, the impact of education on her EIs will be low and vice versa.

This study specifically focuses on women entrepreneurship and for the UAE only. However, the results can be generalized for female entrepreneurship, specifically for countries where governments are taking initiatives to foster female entrepreneurship. The study provides specific implications for the UAE public policy government.

As the Government of the UAE is keenly interested to boost up the women entrepreneurial behavior, the findings of the study support that in addition to entrepreneurship education, the government should also encourage the universities to arrange entrepreneurship seminars as these seminars also increase the EIs of women. In addition, the government and the universities should also focus on the involvement of women in the incubation centers/innovation park because the incubation centers can provide the practical exposure to the women in the new business start-ups.

This research is among the first, which benchmarks women EIs in the UAE.

The purpose of this paper is to concentrate on investigating the role of gender on educational leadership in the context of two differing cultures. The focus will be on exploring whether gender appears to impact on the leadership roles in education by examining the extent of female participation in leadership across educational levels in Greece and the UK, highlighting differences and similarities between them.

This paper examines secondary data on a number of issues, like the proportion of women in lower and higher ranking teaching posts across education sectors. Such data are retrieved from official national and international statistics, such as UNESCO, Eurostat, the Office of National Statistics UK and the Higher Education Statistics Agency, UK, as well as previous academic studies.

The results of the analysis reveal that in both countries, fewer women than men reach top rank positions in education, particularly in secondary and higher education.

The investigation will rely on the use of secondary data collected from a number of diverse national and international sources as well as from existing literature. The choice of secondary data is judged to bae appropriate on the basis of this paper and its research aim. Examination of women's presence across educational sectors in the two selected countries required obtaining information about actual and not representative, overall numbers or percentages of women in educational posts. Such information can only be positively retrieved by national or international, official statistics, while even these, the investigation revealed, can show variations between them.

The paper should raise awareness to women's under‐representation in leadership positions in education, especially at the secondary and the tertiary education levels.

Leadership has been acknowledged as a decisive component in education namely due to the improvements it brings in many areas. The complexity and diversity surrounding leadership has turned attention to the effect of a number of factors on the practice of leadership educational context, such as gender and culture. Therefore, the present paper concentrates on an exploration of the effect of gender in leadership in education. Also, the cross‐cultural investigation between Greece and the UK, allows for constructive comparisons to take place where appropriate.