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This research paper assesses the extent of female participation in Entoto Technical and Vocational Education and Training Poly Technic College TVET College by examining and identifying the socio and cultural factors that affect their involvement in the selected [technical and vocational education and training] TVET college. The main objective of this study is to improve the partaking of female in male-dominated TVET courses and to enhance the role of women in national development. The researcher used mixed research (qualitative and quantitative) approach to achieve the research purpose. The participants in the study were 100 students/trainees, 30 trainers, the Dean of the college and Counseling and Guidance officer. A questionnaire and interview for collecting the data was employed from the selected respondents.

The outcome of this study generally revealed that female participation in most of the departments in this college is low. This was caused due to several factors such as: college related factors, trainers related factors, parents related factors and socio-cultural related factors. The participation of females in TVET can be developed by focusing on tutorial program by improving the system for enrollment of females according to their individual interest and by creating role model female trainers as well. Based on the major findings, the following recommendations are made: The Federal TVET Agency which is responsible for professional development of rules and procedures for occupational assessment had better to look into the quality of Entoto Technical and Vocational Education and Training Poly Technic College TVET College trainers. It should also improve their competence either through short-term training or summer in-service training in collaboration with the institution. TVET institutions should expand the field of studies based on the needs of students and the labor market demand.

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The under-representation of women in science has been explored in-depth and there are numerous organisations and initiatives striving to improve gender diversity in science, technology, engineering and mathematics (STEM) study and careers. However, despite this attention, currently only 13 per cent of all STEM jobs in the UK are occupied by women. The loss of women at later stages of a career pathway is often referred to as ‘the leaky pipeline’. It has been estimated that ‘it will take 50 or 80 years before we get gender equality if we just keep doing the same thing, hoping that the pipeline will produce more women’ scientists.

The Science and Technology Committee is appointed by the House of Commons to examine the expenditure, administration and policy of the Government Office for Science and associated public bodies. With the intention of complementing the work of the Business, Innovation and Skills (BIS) Committee published in its 2013 report ‘Women in the workplace’, this inquiry on women in STEM careers, focusing on the retention of women in academic STEM careers, was launched on 25 June 2013. The inquiry sought written submissions on the following questions: Why do numbers of women in STEM academic careers decline further up the career ladder? When women leave academia, what careers do they transition into? What are the consequences of scientifically trained women applying their skills in different employment sectors? What should universities and the higher education sector do to retain women graduates and [doctorate of philosophy] PhD students in academic careers? Are there examples of good practice? What role should the government have in encouraging the retention of women in academic STEM careers?

The inquiry received over 90 written submissions and took oral evidence from 13 witnesses including academic researchers, diversity and equality groups, universities, research and funding councils and the government. This report concentrates on STEM careers but also highlights the need for a holistic approach to tackle gender diversity, which includes STEM education. The report outlines why gender diversity in science matters, explores how gender perceptions affect the retention of women in STEM careers, and covers the practicalities of an academic research career. Recommendations are made under the topics of: business case for retention of women in science; the role of government; women in academia; the nature and funding of research careers; and management of research careers by higher education institutions.

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Purpose: The function of early childhood education (ECE) has shifted from mothering to nurturing child development in Hong Kong. Teaching in kindergartens seems to be more attractive to men nowadays. The purpose of this paper is to explore the issues of male participation in ECE through a case study of a local kindergarten. Design/methodology/approach: A case study methodology was used in the research design and the data were collected through semi-structured interviews. The interviewees all came from a single, case study school, and included the kindergarten principal, head teacher, teachers, both Chinese and foreign nationals, and parents.

wFindings: The findings of the study indicated that most of the school staff support hiring male teachers in kindergartens and perceive that male teachers play an important role in educating young children. On the other hand, the views of parents who participated in the study were divided. This reflects gender bias on the part of parents. Originality/value: Minimal research on male participation in kindergartens has been conducted in Hong Kong. The findings of the study shed some light on the issues of male participation in ECE in a Chinese context. It is argued that overcoming the low participation of male teachers in ECE will require changes in deeply rooted institutional and management practices. From a wider perspective, providing better career prospects and improving the professional status of kindergarten teachers will attract more men to teach in kindergartens.

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Governments continue to spend considerable amounts of funding to support increased numbers of women and girls studying in what are considered to be non-traditional trades. Often such funding is targeted at increasing the awareness of career opportunities for girls including through Skillsone TV, try-a-trade projects, and helping to establish networks to support women and girls during their studies and in their jobs. Current networks include Women in Mining and Resources, Women in Horticulture, Women in Automotive and Tradeswomen in Building and Construction.

Despite these programs, the number of women and girls in non-traditional trades has remained relatively static. [The authors'] study looks at increasing the number of female trades teachers providing further role models for women and girls, and career opportunities. [The authors] survey two TAFE Institutes in [New South Wales] NSW, Women NSW, [Australian Workforce and Productivity Agency] AWPA, the Industry Skills Councils and NSW [industry training advisory bodies] ITABs, Group Training Australia and a range of women's networks. [The authors] ask the questions: What numbers of female trades teachers are there? In what ways would these teachers have a positive impact on increasing numbers of women and girls in non-traditional trades? What strategies do you suggest to attract female trades teachers?

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Despite Australian young women out performing their male peers in many of the key achievement indicators in secondary school, there are far fewer young women than young men entering employment in many of the in-demand and high-income occupations. This report explores current models of career exploration for young women, with a focus on science, technology, engineering and mathematics (STEM) and non-traditional occupations and industries and outlines new models that may lead to greater success. The report identifies the following constraints to effective career exploration for young women: gendered stereotypes and perceptions around certain career options for young women are still reinforced within schools and create barriers to widening young women's participation in STEM and non-traditional areas; career exploration activities are not successful when they fail to respond to existing interests and capabilities of young women; and negative experiences and/or perceptions of workplace cultures in industries and occupations with low female participation discourage young women's participation in associated study pathways in both STEM and non-traditional careers.

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The purpose of this desktop research into gender diversity in the Western Australian and national oil and gas industry is to suggest actions that key stakeholders could consider to increase gender diversity. The research aims to establish a baseline data set for women's participation in the industry, against which the success of strategies for increasing women's representation could potentially be measured. The research described in this report provides a desktop overview of information relevant to women's participation in the oil and gas industry in Australia and internationally. [The authors] collated a summary of sources of information on women's participation rates in the industry allowing [the authors] to benchmark Australian statistics against global rates. [The authors] examined statistics relating to the status and position of women in the Australian and Western Australian mining and oil and gas sector including: age and other relevant demographic factors; geographic dispersion; occupational distribution; and occupational group distribution. [The] research also included a search of relevant literature and electronic media to identify the barriers to women's participation and strategies and policies to improve it, sourcing relevant information from local and international sources.

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The construction industry remains the most male dominated sector in Australia. Despite three decades of formal gender equity initiatives by government and business, there is little understanding of why there has been little change to the hierarchical and numerical underrepresentation of women. Using a 'new institutionalist' perspective, more specifically Lowndes and Wilson's (2003) concepts of robustness and revisability, the nature and intent of formal gender equity initiatives, policies and practices are analysed through a single case study of a multinational construction firm. Through in-depth interviews with senior management and a documentary analysis of formal equity and diversity policies it is concluded that the robustness and revisability of policies, initiatives and practices are critical to achieving lasting change in gender equity in the construction industry, as is a focus on men as well as women and gendered practices in policy design.

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In 2013, the New South Wales (NSW) Skills Board's predecessor, the Board of Vocational Education and Training (BVET), commissioned Quay Connection to undertake work on women in non-traditional trades. The aim of the research was to gain insights into why women are under-represented in trade apprenticeships. This included identifying positive and negative factors that impact on the attraction, recruitment, training and retention of women in traditional trades; exploring differences in the employment and training experience between male and female apprentices; and identifying opportunities to address negative factors and improve the attraction and retention of women in non-traditional trades.

The recommendations to improve retention focus on the workplace experience for female apprentices and the challenges of culture change, through action on three issues: (1) workplace behaviour (including sexual harassment and bullying); (2) cultural change (targeting TAFE teachers, apprentice supervisors, managers); and (3) advisers and trade networks (for female apprentices).

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