Horse shoes. It‘s a wonderful game, horse shoes. There was a time when I did not let young ladies play horse shoes; I used to think it was unladylike, but I pride myself on being devoted to equality. Before long the Grade 5 girls will have their own families. They‘ll be married; they‘ll have a babe under one arm and a bucket full of washing to do in the other. We need to build up strong muscle, so I now let girls play horse shoes (Zeegers, 2011). This is part of a transcript from one of the classes given to groups of Grade 4 and Grade 5 children, who come from all over the country for a unique pedagogical experienced based on costumed drama, at the Sovereign Hill Museum Schools in Ballarat, Victoria, Australia.

Burundi is a republic in East Africa. It has an essentially rural and agricultural economy. From the cultural viewpoint, Burundi is basically a monolingual nation, Kirundi, the national language, being supplemented by French as the language of administration and teaching at intermediate and higher levels. It achieved independence in 1962 after 40 years of Belgian colonial rule.

This paper reports part of the data collected through a questionnaire regarding gender issues in education. The data suggest that Greek teachers still hold sexist attitudes towards children and each other. However, there seems to be a tendency to break away from sexist attitudes towards children and to a lesser extent towards women. It is part of a larger study on gender in organized by the Faculty of Education, Department of Primary Teachers Education/ Centre of the Study of History of Education and Teaching Profession University of Crete, Greece (C.S.R.H.E.T.P.).

In relevant Hungarian literature one encounters several definitions of the concept of gender. According to one, gender “refers to the social determination acquired and imprinted during socialization, due to which we behave as women and men” (Hadas, 1994:46). That is, the concept embraces all the norms and requirements created by society that are in connection with gender.

In this study, we will show that child-care and education professionals in Japan receive lower salaries based on their genders, even after they improve their educational qualifications, and that circumstances make it difficult for them to balance having both a career and children. We will also note the possibility that child-care and education professionals who have ‘internalised a gender consciousness’ have gender-based prejudices about children.

The primary concern of the study is gender disparity in Lesotho primary schools. The main reason for looking at the gender disparity is to determine its nature of (boys in relation to girls, and men with women) in the primary school system. Considering the issue in question, some gender studies such as Mosetse, (2006) and Morojele, (2011) have concluded that there are more women than men in Lesotho. Specifically, Mosetse, (2006:25) has indicated that “women in Lesotho constitute more than 50% of the entire population of the country.”

The major assumption underlying this study is that gender refers to the cultural construction of sexual differences. Culture is understood as a set of meanings or interiorised symbolic shapes and mental structures that produce and reproduce social identities when exteriorized (Gimenez, 2000). This notion of gender does not dissociate culture from the social subjects who produce it, use it or consume it.

The major assumption underlying this study is that gender refers to the cultural construction of sexual differences. Culture is understood as a set of meanings or interiorised symbolic shapes and mental structures that produce and reproduce social identities when exteriorized (Gimenez, 2000). This notion of gender does not dissociate culture from the social subjects who produce it, use it or consume it.

Since the mid-1990s, teacher education, professional development and practice has been at the foreground of policy debates about the quality and effectiveness of schooling and the role of education for economic development and competitiveness (Pasias & Roussakis, 2013: 40). The place of the teaching profession within the education project, in the frame of the education project’s increasingly pivotal role in society, assumes ever growing importance.

The interest in the promotion of Education necessarily includes offering teachers equal chances of learning and joining the different fields of Higher Education. But the expectations of both the families of students and the teachers may limit joining students in special fields, as these expectations may affect the certainty and the confidence of each learner in his abilities and what he can achieve for his society.