No description available.

No description available.

This study identified and analyzed factors which affect the participation of rural women in nonformal education programs. These factors were linked to the national program for rural women. Document analysis and unstructured interviews of policy personnel were used to describe national policies for educational programs for women, the status of women's participation in those programs, and issues that influence women's education. Participant observation and unstructured interviews were employed to obtain data in the field study of Baan Kha Klang village. Forty-two women in the village, 21 who had participated and 21 who had not participated in nonformal education programs within the past year, were randomly selected as subjects.

Submitted in partial fulfillment of the requirements for the degree of Masters of Technology in Public Management, Durban University of Technology, Durban, South Africa, 2015. / This study aimed to investigate the factors influencing the career progression of women in higher education in general and South Africa in particular, using the case study of the Durban University of Technology. Recent research has shown that even though women have made some progress as compared to where they were twenty years ago, the progress of women has proven to be resistant to change in terms of higher level and rewarding positions (Turner 2012; Hofmeyr and Mzobe 2012; Botool and Sajid 2013; Mouley, 2013). According to Boushey and Farrell (2013:6), this lack of progress results from a lack of flexibility and unpredictable scheduling at the workplace. Others argue that career interruption for childbirth and rearing; domestic responsibilities; gender parities at the work place; organizational structures; and policies that do not meet the needs of female employees affect career progress (Wallace and Smith 2011:3 and Tsoka 2010:6). The purpose of the study was, therefore, to examine the nature of the progress of women in higher education, and to identify factors influencing their progress. The study was conducted at the Durban University of Technology with a sample of 250 women from academic and administrative units the stratified random sampling technique was used, in which the target population at the DUT was grouped into different strata, and then the sample elements were selected from each of the groups. The study used both quantitative and qualitative research designs (mixed method), whereby self-administered questionnaires were used to collect the data. The questionnaire consisted of open-ended and closed ended questions. The closed- ended questions were quantitative, while the open ended questions were qualitative. The closed-ended responses were then analysed using SPSS, while the open ended responses used the inductive approach to highlight the factors influencing the career progression of women in higher education, thereby leading to recommendations on policies which would enhance career progression of women in higher education. The findings of the research revealed that women are still underrepresented in higher. It was recommended that management should improve working conditions for women and ensure that the effective monitoring and evaluation of the various policies in place.

Thesis (PhD)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: Impressions and perceptions about Islām, particularly in a world where much of what is known about Islām has emerged from after the tragic devastation of the Twin Towers in New York, are creating huge challenges for Muslims wherever they may find themselves. Women as the more visible believers in Islām are, what I believe, at the forefront of the growing skepticism surrounding Islām. And central to the modern day debates and suspicious regard meted out to Muslim women today is her hijāb (head-scarf). Ironically, it would appear that the same amount of detail and attention that Islamic scholars have devoted to the role of women in Islām and how they are expected to conduct themselves is now at the centre of the modern day debates and suspicious regard. Yet, the debates seldom move beyond what is obviously visible, and so little is known about what has given shape to Muslim women’s being, and how their understanding of Islām has led them to practise their religion in a particular way. This dissertation is premised on the assertion that in order to understand the role of Muslim women in a cosmopolitan society, you need to understand Islām and Islamic education. It sets out to examine and explore as to whether there is commensurability or not between Muslim women and the notion of cosmopolitanism, and what then the implications would be for democratic citizenship education and Islamic education. One of the main findings of the dissertation is that the intent to understand Muslim women’s education and the rationales of their educational contexts and practices opens itself to a plurality of interpretations that reflects the pluralism of understanding constitutive of the practices of Islam both within and outside of cosmopolitanism. Another is that inasmusch as Muslim women have been influenced by living and interacting in a cosmopolitan society, cosmopolitanism has been shaped and shifted by Muslim women. By examining the concepts of knowledge and education in Islām, and exploring the gaps between interpretations of Islam and Qur’anic exegesis, I hope to demystify many of the (mis)perceptions associated with Muslim women, and ultimately with Islām. And finally, by examining how Islamic education can inform a renewed cosmopolitanism, and by looking at how democratic citizenship education can shape a renewed Islamic education, the eventual purpose of this dissertation is to find a way towards peaceful co-existence.

Access to abstract restricted until May 2015 / Access to thesis restricted until May 2015 / Department of History

The aim of this thesis is to examine women's educational attainment and social mobility in contemporary South Korea. This study seeks to answer to the following key research questions: 1) how much parents' characteristics such as occupational status and educational attainment, are important to their children's education and class; 2) the roles of educational qualification to occupational attainment in contemporary South Korea; 3) whether South Korea has become a more equal society with improved mobility chances for people of different social origins; and, 4) if there is a general pattern of social mobility and social fluidity in South Korea, how it is related to the change in the occupational positions of women. This research uses the Korean Labour and Income Panel Study (KLIPS) from 1998 to look at the changing relationship between social origin, education, and destination and what it indicates the role of education in the social mobility in Korea. The following tools are used for the analysis: I adopt Goldthorpe's class schema and CASMIN scales of educational qualifications. I then separately look at the association for men and women separately. Various statistical methods are subsequently employed to explore the substantive research questions: I use descriptive analysis for changes of Korea's educational attainment and look at absolute rates of mobility. Disparity ratios and odds ratios are used for describing the relative patterns and chances of educational attainment and mobility and regression model are used for analysing the impact of a range of factors on educational attainment and class destination. Finally, I draw on log-linear and log-multiplicative analysis for the trends in relative mobility and social fluidity. I find that access to education is still influenced by social background. Although the disparities between men and women become narrower across cohort, class and gender differentials in general educational attainment still apply to South Korea. Regarding the relative mobility rates, the results from disparity ratios show that the social class and gender differentials in class mobility still exist and the results of odds ratios confirm that social origin has a significant effect on children's social class destination. Looking at the origin-education (OE) association, class differences are still considerable and the relationship between class origins and educational attainment remains. Turning to the association between educational attainment and occupational destination (ED), qualifications continue to play a critical role in entry into the labour market remains, but there is no evidence that the association between education and destination has strengthened over time. Looking at the direct association between origins and destination (OD), the evidence shows the continuing association of origins on destinations. Regression analysis shows that the origin class effects upon educational attainment and occupational destinations were not dramatically decreased, but there were significant changes for women but not for men. The findings from the log-linear and log-multiplicative analysis suggest that there is trendless fluctuation and a stronger link between education and destination for women than for men.

Ethnicity, religion, class, and gender are important elements in determining the cultural texture of society. This study examines these components at an important junction in the history of the Pacific Northwest through the lives of students enrolled in two girls’ schools established by the Sisters of Notre Dame de Namur (SNDN) in the Willamette Valley in the 1840s. These girls, predominantly métis daughters of fur-trade settlers and their Indian wives, along with their Irish and Anglo-American classmates, represent the socioeconomic and cultural transformation of the region as the mixing that gave rise to the unique intermediary culture referred to as “fur-trade society” succumbed to American political and social domination. The primary interest of this study is the process of acculturation facilitated by the Sisters of Notre Dame de Namur and the effect of this acculturation on the métis students. By using a sample of students drawn from the 1850 United States Federal Census of the Oregon Territory, documents relating to the fur trade, Catholic Missions, and early settlement, and standard genealogical and biographical sources, this study compares the two SNDN schools through an analysis of their academic and cultural purposes and ethnic lineage, socioeconomic class, and religious affiliation of other students. Furthermore, as a test of the success of their religious training and acculturation, this study examines the socioeconomic and ethnic characteristics of marriage partners and the students’ religious affiliation as adults, and looks for evidence of métis ethic identity. The resulting analysis uncovers a two-tier system of education that mirrored the bipartite social structure of fur trade: the SNDN tailored the educational offerings at the two schools to serve the different needs of their discrete populations of settlers. Subsequent to their schooling, servant class métis girls most often retained paternal religious and ethnic ties, while officer class daughters show less attachments to their Catholic religious roots and chose more ethnically diverse spouses. Finally, the exogamous martial patterns of both groups discount the presence of strong métis ethic identity.

The emergence of higher education opportunities in rural areas of Mexico such as throughout the state of Oaxaca has opened new opportunities for young women's professional development and new individual and community identities. I explore tensions between the collective imaginary of rural Mexico and rural women's emerging sense of independence and self-determination in light of higher education's expanding opportunities. Educational opportunities lead to community formation around commonality of experience in addition to ascribed community relationships and roles. I situate this analysis within the context of the Universidad Tecnológica de los Valles Centrales de Oaxaca (UT), a small university in San Pablo Huixtepec, Oaxaca, Mexico. Through interviews and participant observation, I answer the following questions: (1) How is rural women's identity produced through policy, geography, and social influences? (2) In what ways do college women experience change in terms of family relationships and professional trajectories? and (3) How do changes in rural women's collective identity through professional development contribute to social movements for gender equality? This thesis provides a broader examination of the implications of shifts in family trajectory for belonging and women's identity in Mexico, contributing to larger discussions regarding higher education in rural areas, women's experiences and interactions within institutions, and women's collectives as venues for societal transformation. In conclusion, I offer recommendations for educational policy that supports women's identity development, promotes gender equality, and encourages women's leadership.

本研究之主要目的在探討臺灣地區婦女之教育、就業、生育及人口流動與 離婚率的關係，並預測未來五年之離婚率。 本研究以臺灣地區廿三縣 市為樣本，資料來源為「中華民國統計年鑑」及「中華民國臺閩地區人口 統計」。以皮爾遜積差相關係數、單因子變異數分析及多元迴歸探討婦女 教育、就業、生育及人口流動與離婚率之關係；並以自我迴歸整合移動平 均模式來分析預測未來五年之離婚率。本研究的主要發現為：１．在婦女 教育方面：高中及大學教育女性比例愈高的縣市，其離婚率也愈高；而國 中畢女性比例、小學畢女性比例及婦女識字率，則與離婚率無關。２．在 婦女就業方面：婦女整體就業率與離婚率無關。但若從行業別而言，從事 第三類行業的婦女愈多，離婚率愈高。若就職業而言，從事監督、佐理工 作之婦女愈多，離婚率愈高；而從事農、林、漁、牧、狩獵工作之婦女愈 多，離婚率則愈低。３．在生育率方面：一般生育率愈高，離婚率愈低； 並且，大專以上畢業婦女生育率也與離婚率成反比。４．在人口流動方面 ：人口總移動率與離婚率成反比。５．在迴歸分析方面：大學畢女性比例 、高中畢女性比例、監督佐理人員女性比例、農林漁牧工作人員女性比例 、一般生育率、大專畢業育齡婦女生育率、及人口總移動率等七個指標均 對離婚率有顯著影響。６．未來五年之離婚率，呈逐年上升趨勢。