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.     

教育公平的价值取向及其实现

教育是实现社会公平的“最伟大的工具”。教育公平的价值体现在教育起点的公平、教育过程的公平、教育评价的公平等方面。以法律制度建设为基础,理顺各教育关系主体之间的关系,规范各教育关系主体的行为,是实现教育公平的根本途径。     

城乡二元结构下的高等教育机会公平:体制性障碍及改革路径探索

通过城乡二元结构体制下高等教育机会公平的体制性障碍分析,挖掘城乡体制性教育不公平的原因,并针对性地给出对策建议,对促进高等教育机会公平的实现,完善高等教育公平理论具有重大意义。     

Some sources for the history of technical education in England —Part two

Abstract

This paper argues that some educational policy slogans, particularly compound slogans, are inherently paradoxical, and that while this may have a strong motivational effect, in appealing to a wide range of ideals and aspirations, it renders both the implementation and the evaluation of certain policies problematic. The example is given of equal opportunities in relation to gender and subject choice.     

浅谈师幼互动中的教育机会均等

本文从互动对象、互动内容、互动时间、互动性质四个方面探讨了师幼互动中的教育机会不均等现象,认为师幼互动中的教育机会不均等主要是由教师对幼儿的认识偏差、对幼儿的期望不同以及教师的社会背景、专业素养,还有幼儿的家庭背景引起的。     

差异机会平等——解决民生问题的政策价值取向

解决民生问题的关键在于政府在做出各种政策的时候要充分考虑到差异机会平等。差异机会平等在增加社会物质财富、维护社会公平与正义、激发社会创造活力以及维护社会稳定等方面发挥重要作用,对于民生问题的解决、和谐社会的构建具有重要意义。当前,差异机会平等理念应成为现时代政府解决民生问题的政策价值取向。     

Student enrolment in Malaysian higher education: is there gender disparity and what can we learn from the disparity?

Access into higher education has traditionally been dominated by males. However, the current situation in Malaysia as well as in many developed and developing nations is that females have outnumbered males in higher education. By comparing gender enrolment, this paper illustrates the extent of gender disparity in Malaysian higher education across different higher education institutions, levels of study and fields of study. The disparity across the three dimensions can be summarised as a trend in which there is over-representation of females in public universities, in all disciplines except engineering, manufacturing and construction, and at all levels except the doctorate. Importantly, although set in Malaysia, this paper has wider implications where the trend of gender disparity underlined two areas of concern, namely an overly emphasised academic admission for transition from schools into higher education and the differentiated willingness of households to spend on higher education for their sons and daughters.     

“高考移民”现象与教育平等权问题的法学思考

“高考移民”的出现是多种因素综合的产物,并折射出一系列的社会。本文主要从教育平等权、教育机会平等权、教育权的司法保护三个角度来思考“高考移民”现象,认为应从教育平等权的角度制定相关的《考试法》、《高考法》等,切实维护广大考生的切身利益,尤其是“高考移民”的利益。     

高等教育大众化背景下的教育公平

经过几年的扩招,我国高等教育于2002年进入大众化阶段,与此同时,高等教育的教育公平问题也日益突出,成为社会各界广泛关注的热点问题。当前应主要通过相关制度来保障教育公平,如制定合理的高校收费制度、消除教育政策的城市取向、改革录取制度、建立完善的资助体系等。     

论西方平等思想的发展轨迹

西方平等思想经历了一个漫长的发展过程,在人类历史当中对于平等思想的阐述的思想家也不胜枚举,从古希腊的普罗泰戈拉到上个世纪一些思想家都对平等问题作了不同的阐述。在人类发展的不同历史阶段上平等也包含着不同的内涵,它已经成为西方政治文化的一部分,是人类永恒的追求。     

试论美国对华外交中的门户开放政策

门户开放政策是19世纪末20世纪初美国针对中国的特殊政策,也是美国在孤立主义外交方针指导下,协调列强在远东国际关系,谋求对外扩张,争取远东国际事务首席发言权的早期外交政策,这一政策在远东国际关系史上曾发挥了重要作用。     

Pioneer women in engineering studies: what can we learn from their experiences?

ABSTRACT

Women's access to higher education in Spain began in the last third of the nineteenth century. However, the full incorporation of women into technical studies did not occur until a century later. This article presents the results of research into the access of the first women to do technical studies in Catalonia (northeast Spain). Data have been collected from 11 technical schools belonging to the Universitat Politècnica de Catalunya (UPC) with the aim of understanding the dynamics of the incorporation of women into these schools between 1851 (foundation of the first engineering school in Catalonia) and 1980. Interviews were conducted with 21 pioneer women who completed their technical studies. Their experiences show how technical schools had to adapt, both physically and culturally, to female students. Finally, the current status of female engineers in Catalonia is compared with the situation in other Western countries. Similarities are found that show the relevance of gender as a social structuring force.     

Methodologies for the inclusive education of students with severe visual impairment or blindness / Metodologías que garantizan la inclusión educativa de estudiantes con discapacidad visual grave o ceguera

The aim of this paper is to present the educational experiences that have been implemented in the community of Madrid (Spain) with students with severe visual impairment or blindness. We highlight why and how the new educational policies being implemented have achieved the genuine inclusion of these students in line with European educational objectives. The study was carried out during the academic years 2010–11 to 2015–16. We conclude that the educational inclusion of students with visual impairment becomes a reality upon the effective participation of two specialized teams, namely, the educational psychologists for young children (divided in stages from zero to three years and from four to 12 years of age) and the educational specialists in visually impaired children. This constitutes a prime example that can be extended to other contexts and other disabilities. It becomes evident that, to be effective, inclusive education requires a joint and coordinated response from all professionals involved in the education process.     

客运专线纵连板式无碴轨道施工技术

纵连板式无碴轨道是一种适用于客运专线的新型轨道结构,它具有高平顺性、高稳定性、刚度均匀性好、结构耐久性强和少维修的特点。介绍路基上纵连板式无碴轨道结构施工方法、施工工艺流程以及质量控制和施工注意事项。为今后类似工程的施工提供借鉴和参考。     

Differing expectations: an account of home and school factors affecting EAL learners from Arabic-speaking backgrounds

This article considers research from a preliminary study of Libyan children's accounts of their experience learning English as an additional language (EAL) within mainstream schools in the LJK. The analysis of interviews and classroom observations suggests that for equal opportunity to take place, local education authorities need to place greater emphasis on language and educational provision for newcomers to UK primary schools. In addition, there is still a communication barrier as well as a language barrier between home and school which needs to be addressed in order for children to adjust to and meet school requirements. In a similar way, parents of newly arrived children need to have clear expectations. The implications of this piece of research are extremely relevant for additional language acquisition in British schools and, in particular, for the education of newcomers whose circumstances are similar to those of the children in this study. This research also enables the voice of Arab children, as learners of the English language, to reach educators and policy makers, and empower them further in the research processes which inform British education policy.     

教育信息资源\"区域共建共享\"开发应用模式研究

本文针对现行“校校建库”的弊端,提出“政府主导、企业开发、学校应用”的数字化教育信息资源“区域共建共享”开发应用模式及相应的运行机制。从理论上证明该模式将实现教育信息资源的商业化有序开发,可以增强经济效益,提高教育信息资源质量,扩大区域教育信息资源库的容量,有效防止低水平重复建设。     

日本二战后的教育公平保障

为了保障国民的受教育权利,实现"教育机会均等"和"教育无差别"的原则,日本政府在《日本国宪法》和《教育基本法》的指导下,制定了相关的配套法规,明确了各级政府的职责,细化了各项指标和标准,逐步构建起了教育公平的保障体系。目前,日本政府在实践教育法所倡导的理念方面也面临着这样或那样的问题,但在如何保障教育公平方面,还是有很多地方值得我们去学习和借鉴:即要统一认识、加强立法、出台相关措施、规范运作。     

农村学校布局调整的十年走势与政策议题

近十年来,中国农村经历了历史上力度最大的学校布局调整。从宏观背景上看,教育管理体制变革为农村学校布局调整提供了制度空间,教育由普及向提高转型为农村学校布局调整提供了政策语境,农村城镇化发展为农村学校布局调整提供了战略预期,农村生源总量减少为农村学校布局调整提供了客观依据。从演进趋势上看,学校数与在校生数减少不同步,学校减幅远远大于在校生减幅;学校规模和班级规模同步扩大,县镇大规模学校和大班额问题突出;教育城镇化发展与村庄学校消失并行,学生上学距离变远且寄宿低龄化。农村学校的撤并引发了程序正义、学校规模与机会公平等政策议题。     

Diversity and inclusivity at university: a survey of the experiences of lesbian,gay, bisexual and trans (LGBT) students in the UK

The extent to which UK universities are ‘gay friendly’ has received some attention in the press. Whilst there are a number of published studies exploring campus climate for lesbian, gay, bisexual and trans (LGBT) students and/or staff, these are primarily localised studies undertaken in State Universities and Baccalaureate Colleges in the US. The present study is a nationwide UK study of campus climate, based on survey data collected from a sample of 291 LGBT students from 42 universities across the UK. The findings show that despite the increased implementation of an equality agenda (e.g. equal access; widening participation) in UK Higher Education, homophobia on campus is still a significant problem and therefore universities are not perceived nor experienced by LGBT students as ‘safe spaces’ in which to be open about sexual orientation/gender identity. The implications of the findings for university policy and practice in relation to LGBT (and indeed all) students is also explored.