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This thesis examines the question of training for local "Third World" populations in community organization so that they may spearhead the community-based development process. In particular, it explores the issues of what training themes and activities can best prepare community organizers to participate in the development process. The research constitutes an actual 6-week training program for young rural Guatemalan women studying to become community leaders. As the field practice of the training, the students undertook a week-long community survey with women in four rural communities of Huehuetenango province. This thesis recounts the training and community survey experience and analyses it in order to consider implications for further research and application in community development training.

Female participation in all spheres of society is crucial in the development of a nation. One way of increasing this participation is through education in the formal system because it provides more opportunities in a modernizing society. This study presents the situation of women in education in the context of Tanzania, which has developed policies geared towards equality at all levels of society. Tanzanian educational policies have attempted to equalize opportunities for everyone regardless of race, gender and social class. A few of those policies have succeeded in reducing gender imbalances without however changing attitudes towards women's potential in the development of the nation. This study attempts to demonstrate that educational policies affect female participation in a positive manner but essentially in quantity. In the context of Tanzania, quality in education had not been a priority as much as the commitment to mass education. Therefore, female education has evolved at a lower quality than male education, thus affecting outcome in terms of opportunity. Quality education and opportunity for women will only be possible if the school, family, community and all societal institutions join in a comprehensive effort to break barriers which now prevent their full participation.

Thesis (Ph. D.)--University of Hawaii at Manoa, 1995. / Includes bibliographical references (leaves 180-199). / Microfiche. / xii, 199 leaves, bound ill. 29 cm

Thesis (Ph. D.)--Columbia University, 1933. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 566. Bibliography: p. 203-211.

Thesis (doctoral)--Universität Jena, 1911. / Vita. Includes bibliographical references (p. [5]-6).

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M.Ed. (Tertiary and Adult Education) / Please refer to full text to view abstract

This study seeks to identify and examine the challenges that female principals experience. Women are slowly climbing the promotional ladder within education, yet they experience many challenges. The fact that society has the perception that women are mothers and caregivers does not make the advancement of females easy. Although the GETT report (1996) made recommendations to ensure equality in education females are still vastly under-represented in managerial positions in education. The study was conducted from a feminine perspective. It is a qualitative case study and individual interviews, a focus group interview, observation and field notes were used to collect data. A total of three females were included in the study. Participants were purposefully selected. Two of the participants are from disadvantaged schools while the third one is an ex-Model C principal. A consent form was sent to all the participants, covering all ethical issues of voluntary participation, confidentiality and anonymity. The main question was the challenges faced by female managers in education. Having spent time with each of the principals the data in the form of field notes and transcripts were analysed. It was found that the three principals experienced similar challenges. Their responses did not always reflect what the literature said regarding the challenges. All three principals felt that more formal support structures from the DoE is needed. They mentioned that the following could be implemented to ensure that they are more effective and better prepared to face these challenges: Workshops; Mentoring and Networking; Financial Assistance; and, Capacity Building.

A series of three projective cues, designed to measure fear of success, were administered to fifty women with coeducational backgrounds (twenty-eight from grade 11 and twenty-two from first year university) and forty-eight women from single-sex schools (thirty from grade 11 and eighteen from first year university). The groups were matched for socioeconomic status and intellectual ability. Following the administration of the verbal cues, subjects were tested in competitive and non-competitive conditions on two performance tasks, before which they were asked to estimate their performance. They also completed a Sex-Role Differentiation (SRD) questionnaire and a general information sheet. The results indicated that the level of fear of success was the same for public and private school women in Grade 11 but increased significantly for private school women in university. Women evidencing high fear of success gave lower expectancy estimates of their performance while those low in fear of success made significantly more accurate estimates of their performance on the tasks. Women with high fear of success also held more traditional views of male and female roles as evidence by their higher scores on the SRD scales. However, no significant relationship between fear of success and performance was revealed. The implications of a private school environment for the future education of women were discussed. / Arts, Faculty of / Psychology, Department of / Graduate