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This paper analyses teachers' attitudes, socio-educational values and educational legislation in Greece, using as starting-point the notion of equality. It seeks to investigate how teachers' attitudes toward equality relate to the Greek educational legislation and to socio-educational values. The basic hypothesis to be tested is that there are various conflicts between teachers' attitudes, socio-educational values and educational legislation regarding equality. Teachers try to resolve tensions created within the educational legislation when meeting different pupils' needs in class. This affects in turn the accommodation of socio-educational values into school practice. It is argued that investigating teachers' attitudes within the context of socio-educational values and educational policy can: (i) help the state clarify the aims of education in its legislation; and (ii) help teachers in applying a critical-reflective approach on their work. ; peer-reviewed

The article argues that problem-based learning, through the creative use of simulations, can raise student engagement and enhance student performance. Specifically, it discusses two simulations that were used in a recent European Union Politics course, one involving a Council Simulation of the Chocolate Directive and the other a simulation of the European Parliament. The simulations were assessed through a combination of reflective student essays, pre-post tests and other in-class student work. Adapted from the source document.

Greek women are severely affected by the on-going financial crisis. They deal with the effects of unemployment and they experience a marginalised position in the Greek labour market due to deep-rooted stereotypes which result in inequality of employment opportunities. Greece has ratified the CEDAW Convention 1979 which prohibits discrimination against women in occupation on the basis of gender. Greece has also transposed the EU Directives against the discrimination of women to ensure that several women's rights are protected. Although measures supplemented by national law, provide a framework for equality and protection of women's rights, Greek women, yet face barriers that hinder their participation in the workforce. Against those barriers, Greece should take positive measures to eliminate existing stereotypes and to empower women to participate in the economic life. Measures can be designed in the context of the Social Entrepreneurship Law 2011 with policies that promote female social entrepreneurship and women's employment in social enterprises. The participation of women in social entrepreneurship activities could generate employment opportunities that contribute to the elimination of existing barriers and effectively guarantee the realisation of the right to work for women in Greece.

AbstractThis teaching and learning guide accompanies the article, "Gender In/equality in Worker‐owned Businesses," which reviews existing literature on gender in businesses with employee stock ownership plans, worker cooperatives, and communes. Worker ownership has attracted renewed interest as a possible solution to the social and economic problems confronting our society. In worker‐owned businesses, workers have greater control over what they produce, how they produce it, and how they are compensated. If workers ran things themselves, so the story goes, jobs would be better and workplaces would be more equal. What do we actually know about work in alternative organizations? Do women fare better? Can they offer alternatives or solutions to the gender inequality that permeates working life? This teaching and learning guide provides supplemental information to facilitate the use of this article in the classroom. This includes a list of recommended readings, online resources, a sample syllabus, focus questions, and project suggestions.

Danielle Allen's recent book, Education and Equality, forwards a much-needed perspective for considering the relationship between education and equality in an era in which the value of education seems to be almost unquestionably commensurate with the economic payback it produces in terms of future job earnings. Rather than thinking of education only as a proxy for the transmission of technical know-how and skill that can lead to higher-paying jobs and ultimately improve conditions of economic inequality in our society, Allen took up the intrinsic relationship between education and equality in which the practice of human development, in itself, contributes to "a citizenry ready to participate maximally in our shared project of self-governance." Drawing on the philosophies of John Rawls, Hannah Arendt, and ultimately pragmatism, Allen detailed an account of what she termed the humanistic baseline of education to clear the way for understanding what education is and how it, in itself, contributes to equality.

Women in Nepal have long experienced poverty, social exclusion, and marginalization because of their gender, especially among ethnic minorities and low-caste groups. Between 2002 and 2013, the Asian Development Bank and the Government of Nepal developed and implemented the Gender Equality and Empowerment of Women Project to reduce poverty by empowering rural women and members of other disadvantaged groups through an integrated process of economic, social, legal, and political empowerment. This publication presents the case study of that project which contributed to Nepal's drive to eradicate gender-based inequality.

One manifestation of women's leadership is their representation in politics. Although regulation for their participation is implemented, representation in elected office is lower than anticipated. This article discusses women's representation as leaders in strategic positions, the challenges of affirmative action regulation and the cultural barriers they face in Indonesia and Greece. The study was conducted in Indonesia and Greece, with documentation method as data collection technique such as: affirmative action regulation on women's participation in strategic positions and official statistics of women in office. Mix methods employed for data analysis. The findings show three results. Firstly, there are differences in the representation of women as leaders both in numbers and strategic positions held between the two countries. The number of women representatives in parliament in Indonesia is lower than that of Greece, with 17 % and 20% respectively. However, the most important position obtained by a woman in Indonesia is state leader, whilst in Greece is merely minister. Secondly, both countries have implemented legislation for affirmative action regulating the percentage of women candidates. The challenge is how to ensure a raise of women representation as leaders in strategic positions. Finally, women still face cultural barriers such as stereotyping, marginalization and sub-ordination. Civic education providing skills and gender sensitivity concerning leadership for men and women can outdo the barriers. Concluding, differences of women's leadership in Indonesia and Greece are seen in their number, position, regulation and cultural barriers. This study recommends both countries to conduct regulation concerning women's representation, not candidacy.

Women in Nepal have long experienced poverty, social exclusion, and marginalization because of their gender, especially among ethnic minorities and low-caste groups. Between 2002 and 2013, the Asian Development Bank and the Government of Nepal developed and implemented the Gender Equality and Empowerment of Women Project to reduce poverty by empowering rural women and members of other disadvantaged groups through an integrated process of economic, social, legal, and political empowerment. This publication presents the case study of that project which contributed to Nepal's drive to eradicate gender-based inequality.