Gender segregation in the employment of higher education graduates

This article examines the employment and placement in the working life of Finnish higher education graduates (i.e. graduates from universities and polytechnics), focusing on gender equality. It reports a study on gender segregation in higher education and working life, considered in relation to Nordic gender equality policies. The data were gathered via a questionnaire administered to graduates in business and administration (n?=?1067) and in technology (n?=?1087), three years after their graduation. The results showed that men were able to secure permanent and full-time employment more often than women, and men achieved better correspondence between their degree and their employment. However, gender divergence manifested differently in polytechnics and universities; thus a higher (Master’s) university degree seemed to have a compensating influence on the effect of gender. Despite Nordic equality policies, female and male graduates were placed in the labour market according to tendences of gender segregation.     

Democratising the curriculum or training the children of the poor: school‐based vocational training in Australia

This article examines the views of staff employed in UK higher education institutions (HEIs) about how those institutions are dealing with the impact of recent UK equality legislation and related European employment directives. Assumptions underlying current approaches to equality in UK HEIs are examined, particularly the notion of meritocracy, which advocates job selection and promotion based on normatively and culturally neutral measures of merit. The article is based on a project funded by the Higher Education Funding Council for England, using qualitative case studies of six English, Welsh and Scottish HEIs. The project data suggest that equality policies for staff and students are in tension with each other, that staff policies may clash with other institutional policies, for example on research excellence or enhancing the student experience, and that the rhetoric of equality policies is not always matched by the day‐to‐day experience of staff. The article suggests that the case study UK HEIs, with their continued focus on meritocracy and excellence, have not yet adapted to the new climate of employee equality legislation and perhaps need to consider a different approach than the meritocratic one.     

我国现行社会女性就业困难问题探析

我国现行社会女性就业存在的性别歧视、性别隔离及劳动年龄的性别差异等问题,是不可回避的现实矛盾。这对于劳动力资源配置、性别平等、人的自由发展以及社会进步都是不利的。发展生产力、完善政策法规、构建先进的性别文化是促进女性就业的现实路径。     

社会性别主流化:中国妇女就业立法新阶段

随着“社会性别”在主流理论中的认同,社会性别主流化在操作层面也进行了有益的探索。妇女平等就业权是实现男女平等,提高妇女地位的先决条件。用社会性别视角分析中国妇女就业立法现状,对深入了解社会性别主流化进程以及国家对男女平等就业权的法律保护具有重大意义。     

宏观经济策略视角下大学毕业生就业难现象剖析

宏观经济政策与大学生就业具有显著的相关性。一些政策制度的不完善、不科学在一定程度上加剧了就业难。垄断性行业收入畸高,刺激了大学生的攀比心态;收入的地区差异偏大,加速了大学生向主要劳动力市场集聚就业;中小企业在经济刺激政策中受益不多,导致＂无就业增长＂;产业结构不合理,导致结构性失业等。促进大学生就业,就要厘清就业与经济增长的关系,确立＂就业优先＂的战略目标;调整收入分配差距,消除劳动力市场分割;积极扶持中小企业,加快中小企业技术创新;优化产业结构,大力发展第三产业;积极调控房价,完善住房社会保障体系。     

欧盟反歧视法立法概论

欧盟反歧视法是在欧洲一体化进程中发展起来的,经过半个世纪的努力,现在已成为世界上反歧视法律体系最为发达的地区。其保护体系从最初的性别发展到涵盖了性别、种族、宗教或信仰、残疾、年龄、性倾向、国籍等类型,从最初的待遇平等到全面的就业平等再到现在的公共服务等社会领域的普遍平等。为各成员国的反歧视构筑了一个完备的整体框架。     

大众化视域下的我国高等教育公平政策分析综述

随着大众化进程的加快,我国政府通过出台相应的政策解决目益凸显的高等教育公平问题.但是,结合高等教育起点公平、过程公平和结果公平分析,以及借鉴发展中国家和发达国家的经验和教训看,我国既需要完善已有的高等教育公平政策,更需要制定新的政策保障高等教育公平.     

现阶段我国大学生就业难问题的解析及对策

大学生就业问题一直倍受重视。在金融危机的影响还未完全消除的背景下,就业结构矛盾,就业政策不完善,使得高校在学生就业问题上处于消极被动状态。在分析现阶段大学生就业形势的基础上,对大学生就业难的主要原因进行了阐述,提出了解决大学生就业难问题的主要措施。     

The Trouble with Equal Opportunities: The case of women academics

Women's position in the academic labour market remains a largely marginal one, despite equality legislation in the 1970s and subsequent initiatives at national and local level. This paper examines the development of equal opportunities at just one university, Bristol (UK), in the context of contemporary gender divisions in higher education and more general experience with equal opportunity policies in other sectors of employment. In discussing the possibilities but also limitations of equal opportunities, it raises a number of key questions about both the way in which issues of gender equality are often handled, and the terms on which women's place in the academic profession is understood. We argue for more rigorous empirical data on promotion chances, for tighter arguments on discrimination, and for full recognition of the complex cultural and other institutional barriers to equality.     

Windows of opportunities: Nordic perspectives on sexual diversity in education

The Nordic countries have often been depicted as progressive societies regarding sexual diversity and gender equality. These progressive changes in sexual minority issues, however, have not brought about radical changes in educational policies in addressing gender and sexual equality in schools. Both compulsory and upper secondary education often lack coherent protection of queer students. The same applies to specific policies on queer issues within the education system; they are hidden in the depths of many national curricula. In fact, a discrepancy exists in broader social policies supporting equality based on sexual orientation in the educational context. The main objective of this article is to investigate this discrepancy and justify it. In doing so, we will discuss in detail the educational policies and practices on sexualities currently operating in the Nordic area, particularly in Finland and Iceland. We analyse curricula documents, legislation, research reports, and other data from our own research projects, including ethnographic interviews, observation data, survey data, and written material.     

A study of the scientific interests of dwellers in small towns and in the country

Congress's role in defining and promoting equality of educational opportunity has evolved over the past 55 years since Brown v. Board of Education. Most recently, all three branches of the federal government have focused more on equality of educational opportunity for individual students rather than for protected classes. In this article, the authors combine two different frameworks to assess Congress's evolving role in ensuring equality of educational opportunity for all students—particularly given the new political and economic realities facing the nation. The first is federalism; the second is policy instruments for advancing varied goals in education, which the authors use to examine specific policy domains where Congress might increase its impact on equality of educational opportunity. These domains are concerned with “incentivizing equity” through competitive grants designed to reduce racial and socioeconomic inequality, improving existing categorical grant programs to make them more targeted and efficient, and strengthening enforcement of existing policies and programs. Throughout, the authors consider how recent research about equality of best be brought to bear on congressional priorities. In conclusion, they discuss the political realities facing Congress in 2012 and beyond, including partisanship and the prospect of cuts to pre-K-12 education spending.     

我国反就业性别歧视之立法研究

反就业性别歧视之根本目的在于实现男女工作权利的实质平等,对禁止就业性别歧视进行立法符合平等、正义等法的基本价值和精神。通过分析我国就业性别歧视禁止的必要性和可能性,明确反歧视的立法价值与理念,在此基础上对性别歧视的概念、范围以及认定和救济展开系统研究,从而为我国今后的反就业性别歧视立法和制度的体系化构建寻求可行性思路。     

Examining massification policies and their consequences for equality in Chinese higher education: A cultural perspective

This study extends the theoretical perspectives in policy studies on the issue of educational equality by analyzing the influence of cultural values on policies and policy processes. The present paper first teases out the key cultural values regarding education and equality, and then explores how these values shape the institution and policy making in the Chinese context. The policies of expansion, reform in governance and finance, differentiation of provision, and their consequences on equality in Chinese higher education are examined through the lens of culture. The context of close family bonds and strong commitment to education in the Chinese society has bolstered the policies of cost-sharing, privatization and concentrating resources in selected universities. Confucian bureaucracy and hierarchy shaped the strong state and top-down policy process; collectivism and elitism coupled with utilitarianism legitimized the paramount goal of development and strengthened the hierarchy of the higher education system; meritocratic tradition mediated the public demands and state’s policies on provision, and buffered the debates about inequality. The idea of minben (people are essence of a nation) in Chinese tradition served as a counter force to balance the pursuit of development and equality.     

完善企业职工生育保险制度的思考

生育保险作为一项重要的社会保险制度,它是女性获得平等就业权的关键,也是全社会关注的重点。但生育保险制度在实施过程中仍存在诸多困境与不足。正视我国目前生育保险制度在实行过程中遇到的困境,并开展相应的对策研究,对于完善生育保险制度,有效地平衡企业负担,保障女性公平就业,两性平等、和谐发展具有重要的现实意义。     

Educational equality in China: analysing educational policies for migrant children in Beijing

This paper focuses on the education of migrant children in Beijing. As of the late 1990s, the Chinese Government has developed several policies to address educational issues among migrant children. The present study analyses data from interviews with key education personnel in Beijing to explore the outcomes of the implementation of such migrant children’s education (MCE) policies and the reasons for variation from policy design. The data suggest that there is poorer equality in terms of education among migrant vs. local children than the government has reported. Migrant children are faced with numerous strict admission procedures for public schools. The Chinese Government has not prioritised educational equality, despite professing to do so. The capability and motivation of local institutions for policy implementation are less adequate than might be expected. Using Honig’s model of policy implementation, this research shows that the outcomes of the MCE policies are a product of interaction between policy design, participants and implementation context.     

Gender issues in vocational education and training and workplace achievement of 14–19 year olds: an EOC perspective

ABSTRACT

The role of education and training historically was to prepare men and women for different roles beyond schooling. Despite equality legislation in 1975, designed to secure wider opportunities for women in society and in the workplace, progress towards achieving equality in employment–with the exception of entry into the lower levels of some professions–has been slow and traditional patterns of occu‐ pational segregation remain. Traditional attitudes and expectations have proved diffi‐ cult to change. This is reflected in the participation rates of men and women in vocational education and training programmes currently on offer to young people.

The compulsory education system has seen the removal of structural barriers to equality and access to all subjects has provided girls with the opportunity to achieve well and outperform boys even in non‐traditional subjects such as maths, science and technology. Disappointingly, however, academic gains have not been marked by wider vocational choice within and beyond schooling where stereotyping in option, subject, training and employment decisions is still overt.

In this article, we use the examples of Part 1 GNVQs, further education, Modern Apprenticeships and National Traineeships to illustrate the current extent of stereo‐ typing and segregation in vocational education and training. We argue that it is of par‐ ticular concern that these recent policy initiatives reinforce rather than challenge stereotyping and that 25 years after the Sex Discrimination Act (SDA), vocational education and training provide young people with narrow and segregated routeways while delivering to industry limited and gender‐based pools of talent. We recognize that young people, women particularly, are disadvantaged as a result, and their poten‐ tial for career development and economic independence is reduced.

We argue that gender stereotyping is a barrier to equality which should be addressed in all new education and training policy development, such as the review of the National Curriculum, and should be included in government policy direction to vocational education and training providers. We use the example of TVEI to show how good practice can be promoted in education and training in schools and we identify and recommend the use of good practice strategies in vocational education and training, particularly the positive action provisions of the SDA.     

高考录取公平：在理想与现实之间

高校扩招以来,高考录取的公平问题成为社会争论的焦点之一。高考录取是一个涉及经济、政治、文化、人口、就业等因素的复杂问题,在基于现实矛盾的利弊权衡过程中,对录取公平的追求只能以相对公平为现实出发点,不断向理想中的绝对公平努力。因此,高考录取改革要循序渐进,并通过统筹规划减缓区域教育与社会发展不平衡的状况,为更高层次的高考公平的实现积极创造条件。     

日本和美国大学生就业促进政策及其启示

日本和美国在采取市场就业模式解决大学生就业问题的同时积极发挥政府的作用,在需求、供给及供求匹配等方面出台干预政策全面促进大学生就业,取得了较好的政策效果,这些政策对我国制定大学生就业促进政策具有一定的借鉴意义。     

我国民族法制建设中的民族平等原则

民族平等原则,是马克思主义解决民族问题的基本观点和基本原则,也是社会主义国家民族政策最基本的原则,还是社会主义国家的一项宪法原则和宪法权利。民族平等原则是平等权中的应有之义,经历了由观念到法定的嬗变。在我国坚持民族平等原则有其重要的理论价值和现实意义。我国从宪法、法律到行政法规再到自治法规都无一例外地贯彻落实了民族平等原则,从而形成了一整套维护民族平等权利的民族法制体系。     

当代美国联邦政府教育平等政策的发展及其启示

20世纪90年代以来,为提高美国教育质量和兑现教育平等,美国联邦政府在教育改革中实施了一系列的政策和措施,主要有提高学生学业标准、提供择校机会和弱势群体的教育补偿政策。对教育平等的追求从机会平等转向过程平等和结果平等;对弱势群体的教育补偿发展到经济补偿和提供额外教育辅助并行的补偿政策。