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Although the use of online technology has generated excitement over its potential to increase access to education, most existing research has focused on comparing online and in-person student performance. This study provides empirical evidence that semiprivate space at the family level affects students' access to online education.

Students from 1,565 low-income households in China were surveyed, and a multivariate logistic regression analysis was conducted on the hypothesized factors that affect access to online education at home.

The results show that the absence of computers, smartphones and broadband networks at home severely hinders children's access to online education, and even leads to their exclusion from it. Children with their fathers or paternal grandfathers as guardians have a lower probability of receiving online education at home. It was also found that the higher the education level of the head of the household, the more likely it is that children will receive online education at home.

This study is one of the first to examine online accessibility at the family level. It also demonstrates that the semiprivate space at the family level may limit opportunities for students who would otherwise pursue online education at home.

Millennials are considered the best group to intervene in terms of homeownership education as they are of working age and can earn monthly income. However, there is a concern about the affordability of millennials to purchase a house that will influence their decision in terms of purchasing a house. Further understanding of the home-buying process allows millennials to avoid dishonest and irresponsible sellers, as purchasing a house involves a large sum of money. The purpose of this study is to suggest a suitable delivery mechanism to increase awareness of the home-buying process among millennials in Kuala Lumpur.

This study adopts a quantitative method to analyse sets of questionnaire survey that were distributed at purposive random sampling in Kuala Lumpur. This study approached respondents with pre-set criteria, which include the respondents to be between 18 and 38 years old, interested to purchase a house and to have at least an initiatory understanding of the home-buying process.

The findings suggested that there is considerably low awareness of the home-buying process among millennials. However, it is important to note that among the home-buying process, millennials are most aware in the preliminary phase, which is information gathering. Based on these findings, the best delivery mechanism to increase awareness is through online games and training courses, followed by home counselling at a local housing agency.

This study contributes to government agencies and policymakers to interact with society, as education is one of the best methods. It will further enhance their efforts to ensure that the society is well equipped with useful knowledge to avoid the rueful decision of purchasing their first house.

This paper highlights homeownership education by tackling the issue of extensive knowledge of the home-buying process. This is crucial to the foundation of homeownership education, as it reflects the efforts of government agencies and policymakers to ensure homebuyers’ rights are protected in the housing market. This paper will benefit not only policymakers and decision-makers but also first time homebuyers.

The purpose of this paper is to examine and report on the impact of technology and culture on home economics and nutrition science education in developing countries with a focus on Nigeria.

Globally and most especially in developing countries, the advent of information and communication technologies has meant great changes in the manner of thinking and doing things both at home and in business, in education establishments and in society. For higher education institutions especially in developing countries, there has been the introduction of various types of information systems and the implementation of policies to facilitate the integration of new technologies in teaching and administration of new curricula. This paper examines some of these systems and the process of knowledge engineering management of nutrition science and home economics studies at the Delta State University in Nigeria. A study is undertaken of students' level of technological attainments and study approaches.

The present study reveals that special requirements for applications are important for successful establishment and use of information systems in higher education. Students need to have adequate expertise in technology to become active learners are reported. This will enhance their ability to solve problems and address system requirements. This must be identified at the knowledge engineering stages during curriculum development and be effectively managed.

The current investigation focuses on the impact of technology and culture on two subject areas and in one country. Future work intends to extend this to other disciplines and investigate ways of enhancing education provision to meet the diverse needs of learners of mixed technological abilities and from diverse cultures as applied to other comparative countries.

The paper draws on results obtained from students studying approaches to propose that it is important to design and implement a curriculum that actively promotes the use of systems and technologies that develops such skills as teamwork, communications, project management and lifelong learning.

This work investigates students present technology attainment levels and considers the different learning and studying approaches adopted by students involved in the study of home economic and nutrition science. The learners' attitudes towards engagement with their programmes are examined as well as the impact of technology on learning. Some of the major challenges arising from institutional and individual experiences of the digital divide that permeates all people in developing countries are highlighted.

Wherever elderly individuals with diabetes reside, whether at home, in a residential home or in a nursing home, they deserve to have good‐quality, structured care provided by carers who have the relevant knowledge and skills. In order to achieve this carers need ongoing education and training. The evidence suggests that diabetes care in residential and nursing homes is varied and standards need to be improved. The literature points to education and training for care home staff as a central tenet to increasing the quality of diabetes care. This article reports the outcome of a collaborative approach to diabetes education and demonstrates that increased awareness in diabetes care is actively sought by staff working in residential and nursing homes. The teaching sessions reported were positively evaluated and demonstrated an increase in the knowledge of the participants. It is envisaged that this will be reflected in improved quality of diabetes care for elderly people. The author discusses the need to ensure that education and training is ongoing and recommends that policy makers, both at a national and local level, embrace the evidence and facilitate this process.

Contemporary scholarship has enabled a deeper analysis of the dynamics that gave rise to professional home science and a greater understanding of the obstacles women encountered and the strategies they employed to gain legitimacy as the field developed in the twentieth century. This paper examines how home science moved from its origins as ‘glorified housekeeping’ to encompass the ‘professional and ‘scientific’ dimensions of women’s lives. It goes beyond judgments about whether home science ‘helped’ or ‘hurt’ women, and asks instead, what we can learn from a study of the professional lives of women working in the highly gendered domains of academia, the professions and education? The article documents the scientific and professional lives of two women, E. Neige Todhunter and Emere Makere Waiwaha Kaa Mountain who completed qualifications at the Faculty of Home Science, Otago University in the 1920s and 1930s as a way of offering new insights into the professionalisation of women and a rethinking of the relationship between women and household science in the twentieth century.

This chapter reviews the interaction between local authority services and Gypsy, Roma and Traveller (GRT) community with a primary focus on Elective Home Education (EHE). A small-scale case study is presented, based around semi-structured interviews with members of the GRT community and educational professionals in order to identify factors influencing the uptake of EHE within the GRT community. Analysis of the primary qualitative and secondary quantitative data suggests that Learning Mentors have had some impact upon the uptake of education and there appears to have been fewer referrals to the Children Missing Education (CME) team. However, the GRT community seems entrenched in its view of not accepting formal school education as appropriate for its teenage members, particularly young women. The GRT community is considered a patriarchal society, with women having culturally defined roles from an early age. The cultural value placed upon education often limits access to educational opportunities for most secondary aged GRT young people and this historical attitude is likely to continue through future generations.

This study indicates the need for further research in several areas; alternative educational provision for GRT young people, the need for a more flexible approach to education by schools, the inclusion of GRT parents in their children's education and the involvement of more agencies to offer support to the GRT community.

There are approximately 24 million children living in conflict areas across the globe who are not enrolled in school. The reasons vary greatly; while some have access to a school, many do not attend. School safety is a primary concern, in the form of bullying and racism, school attacks, and sexual abuse. Other refugee children are required to find employment during normal school hours to help their family. In addition, host governments struggle to find qualified teachers and administrators in many of these conflict-strewn nations. Over the next 10 years, these unschooled refugees will reach adulthood, lacking the tools necessary to build successful lives, either abroad or back in their devastated homelands.

The modern homeschooling movement presents an opportunity to address these challenges. Key technological enablers – fast microprocessors, high-speed internet, cloud computing, etc. – are becoming ubiquitous and cheap. Online, free curriculum, combined with translation software, presents a new paradigm. Even caregivers with limited education themselves can facilitate a learning environment in the home, wherever that home may be. While homeschooling will not work in every situation, it could quickly become an option that positively affects the future of tens of thousands of refugees.

Households suffering from poverty often rely on parental migration and/or paid child labour for survival. The purpose of this paper is to investigate the effects of parental migration on paid child labour and human capital formation in a dynamic context, explicitly taking the effects of parental migration on child’s school and home education into account.

The author utilises a mathematical method. In particular, an overlapping-generations model is built, with agents who have a two-period life. The amount of paid child labour is determined as a solution of the utility maximisation problem.

Contrary to intuition, parental migration possibilities do not necessarily reduce paid child labour. In addition, parental migration possibilities do not necessarily raise human capital. Moreover, a trade-off might exist between alleviating paid child labour and raising human capital under parental migration possibilities.

Migration possibilities are given exogenously evenly among potential migrants by the foreign country. However, in general, they depend on potential migrants’ human capital so that migration possibilities differ across agents.

Migration is usually considered effective in alleviating poverty. However, since it does not necessarily reduce paid child labour and raise human capital, migration should be regulated in some cases as a means to escape from poverty.

This paper deals with parental migration and paid child labour in an identical dynamic model. This paper assumes that human capital is built not only by school education but also home education, the amount of which changes with the duration of parental migration.

This article examines the national and international connections made by women graduates of the School of Home Science in their efforts to develop the scholarly expertise and professional capacity that would enable them to pursue academic careers and to improve the position of women in universities. It argues that despite the obstacles, many women were able to pursue academic pathways and to establish their own authority. By undertaking a transnational analysis, this article examines webs of influence that linked women scholars in New Zealand, Australia, Canada and the United States as well as those in the so called “centre” (Europe and the United Kingdom). It explores the networks formed by a select number of middle class women ‐ scholars such as Ann Gilchrist Strong, Elizabeth Gregory and Neige Todhunter ‐ as they attempted to expand the range of their scholarly work beyond national borders. It considers the influence of appointments of women academics from the United States and the United Kingdom on; the significance of post graduate study opportunities for home science graduates; and the role of scholarships and awards that enabled two way travel between the southern and northern hemispheres. A number of tensions are evident in the way women scholars located their work in new and emerging fields of academic knowledge within the university. This article explores interrelationships between women academics and graduates from the School of Home Science at the University of Otago and academic women in the United Kingdom and the United States. The final section of the paper examines the academic and scholarly life of Catherine Landreth who exemplifies the experience of a select group of women who gained personally, culturally and professionally from their international opportunities, experiences and networks. It considers Landreth’s transnational travels in search of scholarly expertise, the influence of her personal and professional networks, the significance of her pioneering work in the emerging field of early childhood education and the constraints experienced in a highly gendered academic enclave. To begin however it gives a brief overview of the introduction of Home Science at the University of New Zealand and the influence of initial international appointments on the expansion of women’s academic work at the University of Otago.

The present study aims to examine how a group of young leaders in Indonesia developed their leadership throughout their early and later years. In particular, the study examined focused motivation (“undeterred, intentional perseverance”), which is a common trait found in high-achieving individuals (Paik, 2013, p. 106). The study further investigated the nurturance of focused motivation through key support networks in home and school environments.

Using the productive giftedness model (Paik, 2013, 2015) as its theoretical framework, the study used a mixed-method design comprising a structured interview and survey. The final sample included 38 high-achieving Indonesian leaders.

Findings from the study demonstrate that focused motivation can be cultivated through a combination of opportunities, support and resources. More specifically, the home and school are integral in the development of characteristics contributing to focused motivation, such as resilience and mastery-orientation. In the study, positive characteristics and support networks of young leaders enabled them to overcome a variety of personal and professional challenges, including overcoming social barriers experienced by some of the leaders.

Findings from the study can inform practice and policy efforts in creating nurturing home and school environments that will help children and young adults achieve their leadership potential, especially in developing countries where access to education and resources is often limited.

The study highlights the sociocultural context in Indonesia to discuss the opportunities and barriers in talent and leader development.