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Purpose: This study aims to explore the key factors contributing to girls' school dropout rates in Malawi and its impacts on national development. It seeks to identify the root causes, understand the socio-economic implications, and propose potential solutions that could mitigate the issue. Methods and Materials: The study utilizes secondary data from various sources, including United Nations reports, Malawian statistical data, newspaper articles, and conference proceedings related to female education in Malawi. Data were systematically collected and synthesized to provide a comprehensive view of the causes and consequences of female dropout rates in both primary and secondary education. Findings: The findings indicate that the primary causes of school dropout among girls in Malawi are poverty, early marriage, long distances to school, teenage pregnancy, domestic responsibilities, and gender-based violence. These factors significantly contribute to the disproportionate dropout rates between girls and boys. The study highlights that the high dropout rates among girls negatively affect national development by limiting women's participation in leadership roles and the economy. Conclusion: Girls' dropout from school presents a critical challenge to Malawi's socio-economic development. While policies have been implemented, such as the National Education Sector Plan and readmission policies for school-aged mothers, more targeted interventions are necessary. The study recommends improving school infrastructure, providing scholarships, and initiating nationwide awareness campaigns to encourage female education. [ABSTRACT FROM AUTHOR]

The emergence of modern schools marked a significant transformation in women's education in Korea from the late nineteenth to the early twentieth centuries. For Western missionaries, building schools for girls was instrumental in their pursuit of evangelical objectives. The inception of Ewha Haktang (Ewha Girls' School) in 1886 and Chŏngsin Yŏhakkyo (Chŏngsin Girls' School) in 1887 aimed to mold Korean women into both devout Christians and adept homemakers. Gradually, the educational scope of mission schools expanded, encompassing a diverse array of scientific subjects, providing opportunities for women to pursue careers beyond the domestic realm. This study delves into the intricate construction of science education from 1886 until 1910 and highlights the pivotal role played by American female missionaries in shaping science as essential knowledge for women within their evangelical framework. Specifically, the article focuses on the development of physiology as a core subject that nurtured students' interest in learning systematic theories of nature and the human body based on observation. While tracing how physiology became integral to science education for girls, this study argues that American female missionaries were the first to shape the initial encounter with modern science by mediating, translating, and educating physiology for women. [ABSTRACT FROM AUTHOR]

The research aimed to determine the reality of school work environment quality in general education schools (girls) in Medina. It was demonstrated that there are statistically significant differences at the significance level (α ≤ 0.05) between the averages of the study sample’s responses regarding the reality of the quality of the school work environment among female teachers in public education schools in Medina, attributed to the variables: academic level, years of experience, type of school building, and the number of female students inside. the school. The research followed the descriptive approach, and used the questionnaire as a tool for collecting data. It was applied to a stratified random sample of (540) female teachers in government schools affiliated with the Medina Education Department. The search results reached: The reality of the quality of the school work environment in public education schools in Medina was at a high level, and there were no statistically significant differences at the significance level (0.05) between the averages of the responses of the study sample members regarding the reality of the quality of the school work environment due to the variables: academic level and years of experience, While there are statistically significant differences at the significance level (0.05) between the averages of the responses of the study sample members regarding the reality of the quality of the school work environment according to the variable type of school building; For the benefit of government buildings, and according to the variable number of female students in the school; For the benefit of the group (more than 600 female students). [ABSTRACT FROM AUTHOR]

This article delves into the historical context of the second girls’ school committee in late-nineteenth-century Sweden, exploring aspects of gendered content and conduct in its formation and operations. Firstly, the study investigates the media representation of the committee’s inclusion of women and how it was framed for the public. Secondly, it examines the committee’s use of statistics in its 1888 report to advocate for a particular type of education for girls, based on notions of their “female nature.” By adopting a feminist approach to historical writing, the article aims to shed light on the committee’s significance in terms of breaking the male-dominated pattern of state decision-making. As a result, this article contributes to the field of gender and history of education by examining the groundbreaking inclusion of women in the girls’ school committee and the utilisation of statistics to shape educational policies in a society grappling with conflicting notions of female nature and women’s expanding roles in education and the workforce.

This paper makes a major intervention in the historiography of elites through analysis of the experience of women occupational elites born in post-war Britain. The paper draws on a new set of oral history interviews recently conducted with women born in the post-war decades with an entry in Who's Who which is the leading biographical dictionary of 'noteworthy and influential' people in the UK. The women we interviewed were all highly occupationally successful and those analysed here also attended one of twelve elite girls' schools. This article argues that our interviewees can be separated into two distinct post-war cohorts: one born between early 1940s and mid-1950s and the other born late 1950s to late 1960s. The shape and structure of the cohort's trajectories were different, their relationship to their careers were different, and, even though both groups faced sexual discrimination and unequal divisions of labour, the nature of these gendered inequalities changed too. By foregrounding elite women within this shifting historical context, this article illuminates broader trends in both classed and gendered experience and how this related to the changing nature of the economy in recent history. [ABSTRACT FROM AUTHOR]

The change in the education system of the Reza Shah’s era under the discourse of the modern national government and as a result the growth and expansion of women's education with the aim of educating new Iranian women and mothers led to significant employment of women in the education system, especially as teachers. Valuable research has been conducted on the necessity of women's education, the development, of literacy, the development of girls' schools and teacher education during the time of Reza Shah, but less attention has been paid to the employment status of women teachers and the challenges they faced during this period. The main topic of this article is the employment status of female teachers during the era of Reza Shah. The answer to this question emerges from the quantitative and qualitative study of the training of female teachers, the increase and decrease of their numbers in schools, the employment conditions, their limitations and difficulties, the status of their rights, as well as gender differences and discrimination in this profession, relying on documents and some publications. This period has taken place.​ The findings of the research are based on the analysis of statistics and tables and show that the education of women was less important compared to men. This problem presents girls' schools and female teachers with the constant problem of lack of funds, low wages and gender discrimination in employment law. People's poverty and lack of financial ability to pay the small tuition fees of girls' national schools, especially in the states, and as a result, low salaries and a lot of work, along with the combination of employment outside the home with women's responsibilities at home, were other problems of female teachers, which sometimes led to their resignation.

This article examines the historical backdrop to the involvement of teaching Sisters in convent schooling for girls in India and the Islamic Republic of Pakistan, since the late nineteenth century. It then explores how, as a consequence of a range of social changes, leadership in convent schools has changed in both countries, across the twentieth century. The Irish Sisters who founded and established these schools commenced "passing the baton" of convent school leadership to Indian and Pakistani women. The article draws on interviews to examine ways in which successive generations of women in the study refer to the legacy of the past, and the issue of women in education leadership. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Modern Turkish History Studies / Cumhuriyet Tarihi Araştırmaları Dergisi (CTAD) is the property of Ataturk Institute for Modern Turkish History and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The education of girls in the Ottoman Empire was carried out in traditional primary schools until the Tanzimat period. There were no above-primary schools for girls. During the Tanzimat Period, the first girls' rüşdiye school (advanced primary) above primary schools was opened in Istanbul in 1859. With the Maârif-i Umûmiye Nizâmnâmesi (Regulation on General Education) dated 1869, the education of girls was redesigned, and it was decided to open primary and rüşdiye schools for girls outside of Istanbul. The newly designed primary schools would have a different structure from the traditional ones. In this study, the establishment and development of the schools opened for the education of girls in the province of Thessaloniki, the interest of the people of Thessaloniki in these institutions, and the problems encountered were evaluated. The study also reveals what kind of development took place in girls’ education outside the capital Istanbul during the Ottoman modernization process. [ABSTRACT FROM AUTHOR]

This article discusses women's education in Modern Korea (1876–1945) by focusing on Cho Dong-Sik (趙東植, 1887–1969), the founder of Tongwŏn Girls' School (Tongwŏnŭisuk, 東媛義塾) in 1908. When this school merged with Tongdŏk Girls' School (Tongdŏkyŏhakgyo, 同德女學校) in the following year, he took over the latter's management and devoted himself to women's education until his death. Cho Dong-Sik devoted his life to women's education with a firm belief in education and striving to do what he believed to be the best of his capacity. His concept of women's education reflected the concept of innate gender equality rather than the gendered hierarchal view of Confucianism in the traditional era. His early ideas on women's education reflected a Confucian notion of 'Wise Mother, Good Wife', but they gradually evolved into a more nationalistic version of the idea. [ABSTRACT FROM AUTHOR]

Private schools have long played a crucial role in male elite formation but their importance to women's trajectories is less clear. In this paper, we explore the relationship between girls' private schools and elite recruitment in Britain over the past 120 years – drawing on the historical database of Who's Who, a unique catalogue of the elite. We find that alumni of elite girls schools have been around 20 times more likely than other women to reach elite positions. They are also more likely to follow particular channels of elite recruitment, via the universities of Oxford and Cambridge, private members clubs and elite spouses. Yet such schools have also consistently been less propulsive than their male-only counterparts. We argue this is rooted in the ambivalent aims of girls elite education, where there has been a longstanding tension between promoting academic achievement and upholding traditional processes of gendered social reproduction. [ABSTRACT FROM AUTHOR]

Reza Shah's era is the beginning of the modern era and the creation of fundamental changes in the social sphere of Iran. The Women's Awareness Project in this period affected their social life in various ways, especially women of middle and upper-class in urban areas. The formation of a new education system and the extension of the right to education in new public schools to girls were among the government's gender policies that greatly affected the social and personal lives of urban women and girls. The author of the present article did not seek to study the educational policies of Reza Shah's government in the field of women, but while explaining the development of the new concept of motherhood, sought to answer the question of how this concept made women's education necessary and this education in terms of Quantitatively and qualitatively, how was the new mother idea influenced. Research data collected through statistical libraries based on statistics and publications show the new maternal idea and the need to change the traditional patterns of women, primarily by changing the definition of the female uterus from a biological organ to the location of the next generation. And in the next step, with the emergence of the idea of mother-coach, or the education of an educated housewife, the quantitative expansion of women's public education expanded. Of course, in terms of quality, the educational program for women in public schools shows that their education was very different from that of men and was developed with an ideological approach, with the aim of raising a new Iranian wife and mother; For this reason, it has not contributed much to professional life and the formation of an independent female identity.

Educational outcomes of female students are limited by persistent gender inequalities and the lack of non-patriarchal support structures in schools in Nepal. Role model theory suggests that female teachers provide a range of benefits for female students. We explored if the same-sex teacher as students has nexus with students' performance in standardized exit examinations among 549 eighth-grade Nepali students to understand the contributions of female teachers on the academic performance of female students. The Mann-Whitney U-test compared eighth-grade male and female students' test scores based on teachers' sexual backgrounds. Overall, results showed that students taught by female teachers achieved significantly higher scores in science and the Nepali language than those taught by male teachers, indicating a clear advantage of female teachers. Findings imply that efforts to increase female teachers and invest in their professional development are essential to boost the academic success of girls and to achieve a more equitable education system in Nepal. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Near Architecture is the property of Journal of Near East Architecture and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Farahnaz Irandegani,1 Azizollah Arbabisarjou,1 Fereshteh Ghaljaei,1 Ali Navidian,2 Mansour Karajibani2 1Community Nursing Research Center, Zahedan University of Medical Sciences, Zahedan, Iran; 2Zahedan University of Medical Sciences, Zahedan, IranCorrespondence: Fereshteh GhaljaeiCommunity Nursing Research Center, Zahedan University of Medical Sciences, Zahedan, IranEmail ghaljaei_f@yahoo.comAim: Iron deficiency anemia (IDA) is one of the most common nutritional problems in students. The best and most cost-effective ways to prevent IDA are changes in people’s dietary habits and their nutrition education. The purpose of this study was to determine the effect of nutritional program based on dates consumption on IDA in primary schoolgirls.Materials and methods: This was a semi-experimental study. The study population consisted of primary school girl students of Zahedan, Iran, during the academic year of 2018–2019. The sampling method was a combination of stratified sampling and multi-stage cluster sampling. Then, 31 female primary school children with IDA were fed with dates for 2 months. Before the intervention and after 2 months of date consumption, hemoglobin, hematocrit, and ferritin blood parameters were measured. Both paired t-test and chi-square test were used to analyze the data using SPSS version 21.Results: The results were meaningful. The hemoglobin levels at the beginning and the end of the study were 11.19 ± 0.38 and 12.05 ± 0.81 g/dL, respectively (P = 0.001), the hematocrit levels were 34.24 ± 0.41% and 37.17 ±2.36%, respectively, P = 0.001, and the ferritin levels were 47.07 ± 21.89 μg/dL and 53.98 ± 19.77 μg/dL, respectively, P= 0.001.Conclusion: The consumption of date fruit increased hemoglobin, hematocrit, and serum ferritin levels in primary school girl students with IDA; therefore, it is recommended to give dates to school girls.Keywords: iron deficiency anemia, IDA, dates, girls’ schools, nutrition

This article explores the phenomenon of country houses repurposed as private schools. It investigates the population of English schools within the Headmasters and Headmistresses Conference and the Girls' Schools Association and finds that some 55 of these schools are partially housed within former country houses, with 19 in Grade I listed buildings and 17 in Grade II* listed buildings. The vast majority are boarding schools, with an equal number of schools that were originally designed to be single-sex schools for boys or girls. These schools and the houses they occupy are discussed within five time periods from the eighteenth century to the present. [ABSTRACT FROM AUTHOR]

During this pandemic, the Religious of the Assumption, familiarly known as the Assumption Sisters, have been celebrating 100 years of life in the United States. From their beginnings in France in 1839, they have embraced the charism of education. For the first half of their American century, beginning with their arrival in 1919, that meant founding and running two small but excellent schools for girls. In the second half, their deep commitment to education did not change, but the manner and breadth of that education did. Now, as they begin their next hundred years, they are coming to understand and appreciate how deeply their American experience has educated them. This is the story of how they got to where they are today. [ABSTRACT FROM AUTHOR]

After the First World War, the second generation of headmistresses were working in a Britain in which the secondary education of girls was generally accepted. In 1920, Phyllis Monk, a former Blackheath student and Roedean teacher, was appointed to take charge of Chorleywood College, a new secondary school for girls with a vision impairment. She became a pioneer in special education for girls, but triangulating personal with school and national records demonstrates the challenges Phyllis faced in ensuring Chorleywood's survival. She had to deal not only with the financial difficulties and technological limitations of the interwar years, but also with societal constraints, which illustrate the nexus of class, gender and disability. As a head, she was a pioneer and wrote her own book about her school, creating discussion of her presentation of her own role. [ABSTRACT FROM AUTHOR]

The study focuses on the development of the Bulgarian girls’ education in the historical-geographical region of Macedonia during the Revival, as an important stage in the emancipation of the female sex. It can be noted that the first girls’ schools in the district had a short life due to a number of difficulties in their functioning. It should not be forgotten that in the ethnically diverse Macedonian provinces of the Ottoman Empire, their opening was more an expression of local patriotism and an attempt to overcome Greek influence in cities with a rather mixed population. From the second half of the 19th century Bulgarian girls’ schools were organized in the larger cities largely thanks to the tireless work of the teachers from Sopot Nedelya Petkova and her daughter Stanislava Karaivanova. Although timid at this early stage, the issue of girls’ education involved many women and raised the issue of the women’s movement among Bulgarians in Macedonia. [ABSTRACT FROM AUTHOR]

The fact that the vast majority of apt men were mobilised on the front led to a growing disorganisation in the industrial, agrarian and military areas, which in turn caused an acute lack of labour force in these sectors. A number of issues concerning the women who remained at home and the occupations that they learned during the belligerent years in order to support themselves and the rest of the family were revealed from the analysis of the period's press. The growing interest demonstrated during this period for the establishment and re-establishment of girls' schools is worthy of note, particularly as these schools were meant to provide a future for young Romanian girls. The importance of educating these girls beginning with primary classes represented a constant preoccupation of women's reunions ever since they were founded and they continued to pursue this goal during these troublesome times. Alongside women's reunions, the church played a central role in educating and shaping the character of little girls, the future Romanian mothers. This presentation is based on the analysis of three contemporary periodicals, namely Transilvania (Transylvania), Biserica și Școala (Church and School) and Unirea (The Union), all of them abounding in information about the establishment of schools, boarding houses and even orphanages. [ABSTRACT FROM AUTHOR]

In old Moravian records there are references to 'Mile End'. This article investigates what was meant by that term. At the end of 1743 the still very new Moravian congregation in London rented two houses in Mile End Old Town with large grounds. From 1744 the leadership of the London congregation congregated there. They understood themselves as a pilgrim congregation, shared the accommodation as married couples and single people, held meetings and liturgical assemblies, and gave accommodation to many sisters and brothers who were travelling through Mile End. At the end of 1746 the girls' school, which had until then been at Broad Oak Manor, was transferred to Mile End. Although only scattered individual references remain, an overall picture of the interaction between the London congregation and this girls' boarding school emerges. The investigation shows that a further house must have been built in 1748/49. It was probably intended for Zinzendorf and his Pilgrim Congregation, when the Count settled in London from 3 January 1749. References to 'Mile End' as 'Dove's Rest' raise questions about the spiritual significance of the houses. Although the three houses in Mile End served as a house for the congregation, as a school and as a guesthouse for Moravians who were passing through, this group of houses was experienced as a place of protection and strengthening in faith. In 1754 the girls' school was transferred to Chelsea, where the aristocratic seat 'Lindsey House' had been purchased. From 1751 the land behind it was developed into a settlement for the Moravian Church. It was for this reason that the girls' school moved to Chelsea. After 1754 two of the three houses in Mile End were taken over by a dissenting academy. Research has not revealed the reason why in the Moravian Church 'Mile End' came almost to be forgotten [ABSTRACT FROM AUTHOR]

Copyright of Ataturk Yolu Journal / Atatürk Yolu Dergisi is the property of Ataturk Yolu Journal / Ataturk Yolu Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores the impact of career guidance in preparing Emirati female students for the job market in Dubai. We explore the extent to which public schools are preparing students, highlight some of the challenges in the quality of services for career selection, and the role of the school social worker in the preparation phase. School Social workers have an important role to play in ensuring that students are well equipped with the right knowledge, skills and competencies to select a career path. Findings and recommendations are based on the feedback from the school social worker and students with the intention of improving career guidance in girls' schools. Implications include recommendations in adopting a structured and coherent curriculum, providing tailor made career guidance sessions in addition to motivating and encouraging the recruitment of more female career guidance officers. The findings highlight the need to improve collaborative efforts between the Ministry of Education and schools in order to redesign career guidance programs at the higher education level to address the shortage of career guidance officers in schools, in addition to raising awareness amongst parents, which would mean encouraging more enrolments to higher education specializing in career guidance. Strategies such as shadow work, work experience placements will give students exposure to work in real life work environments and creating web-portals to provide online career guidance services. Such implications are important as they may contribute to the preparation of Emirati girls' for the job market and to successfully serve their country. [ABSTRACT FROM AUTHOR]

This article takes two exemplars of Christian missionaries in early colonial Singapore, Penang and Melaka--the London Missionary Society (LMS) (from 1815) and the Infant Jesus Sisters (IJS) (from 1854)--to examine the complex entanglements of missionaries and empire. I argue that they had a wider impact than evangelism and can be usefully conceptualized as faith-based development organizations. The LMS operated the first printing presses in the region and whilst its purpose was evangelical, its translations, technical innovations and printing activities extended its impact. The IJS established schools for girls, an orphanage and a women's refuge, operating as a faith-based organization focused on the education of girls, reduction in child mortality and the empowerment of women. By viewing these early missionaries within a broader context and through the lens of development, their roles as nascent development organizations become more visible. [ABSTRACT FROM AUTHOR]

The article examines the representation of gender in a Post-Edwardian British girls' school exercise book, bringing two neglected fields of research, the writing of ordinary people and the materiality of schooling. Topics discussed include significance of using a working-class exercise book to study ordinary writing, and first major attempt to compile a volume on the benefits of using school exercise books to understand education in the 19th and 20th centuries.

Copyright of Časopis za Zgodovino in Narodopisje is the property of University of Maribor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In 1897, four French Franciscan sisters arrived in Ethiopia, having been summoned there by the Capuchin missionaries. In 1925, they ran an orphanage, a dispensary, a leper colony and 10 schools with 350 girl students. The students were freed slaves, orphans and upper-class Ethiopian and European girls. After providing a brief background to the relations between the Ethiopian government and the missionaries, this article describes the general activities of the Sisters, the importance they dedicated to education, and their religious and political motives. In the second part, it analyses the sociological backgrounds of the female students and the way in which education intersected with gender, class and race. Third, it reconstructs the multiple power relations within which the Sisters' educational work was embedded. Finally, it demonstrates how schooling girls in a classbased manner - in conformity with the Franciscan Sisters' perceptions about what lower-class and upper-class women should be - enabled them to secure relations with Ethiopian political elites. These relations both benefited the Ethiopian elites and furthered the cause of French imperialism. [ABSTRACT FROM AUTHOR]

The purpose of this study is to compare perceptions of girls' vocational high school students about vocational proficiency and entrepreneurship with respect to attendance to practical training. This study utilizes relational screening model. The universe of the study consists of the students of Uşak Central Anatolian Vocational and Girls' Vocational Schools in 2014-15 school year. No sampling was done for the study as the scale was applied to all of the students studying at child development, beauty and hair care, and textile technologies departments. 98 Twelfth graders who have attended to practical training and 70 ninth graders who have not attended have been classified separately. Data has been collected by using two different scales. One of these scales is vocational proficiency scale developed by Bozgeyikli. The other scale used, entrepreneurship scale, is a five level Likert-type scale developed by Yılmaz & Sümbül. It has been found out that there is a significant difference about vocational proficiency perceptions between the students who have attended practical training and those who have not attended. It was revealed that the students who have attended practical training have more positive perceptions towards vocational proficiency (with respect to those who have not attended. When compared to the students who have not attended, the students who have attended to practical training had significant difference in their perception of entrepreneurship. The attending students of practical training have a higher tendency towards entrepreneurship with respect to those who have not attended. The students' opinions also reveal that there is a high and significant relationship between tendency towards entrepreneurship and perception of vocational proficiency. [ABSTRACT FROM AUTHOR]

This paper focuses on the Friends Girls School (FGS) in Ramallah as a site of interaction between Americans and Palestinians during the British Mandate between 1920 and 1947. It draws on extensive archival records as well as Palestinian students' writings and oral accounts to trace how Quakers' education and the nationalist discourse in the country influenced the students' personal and national identities. Palestinian students utilized Quaker education as a springboard for the subversion of gendered religious, political and Orientalist discourses which were prevalent during this time period. [ABSTRACT FROM AUTHOR]

Science teachers are often charged with providing discipline-specific literacy instruction. However, little is known about the reading and writing genres, or text types, typically found in these classrooms. In particular, there is a lack of knowledge about what opportunities adolescents have to engage with the genres privileged in science to learn the discipline's specialized ways of making meaning and communicating knowledge. This article reports on a case study of the reading and writing genres found within four middle-grade science classrooms in one small all-female school. Results suggest that although a variety of text genres were present, there was little discussion of how and why science content was presented in particular ways. Notably, students also had far more opportunities to read than write extended nonfiction. Teachers can cultivate a more reciprocal relation between reading and writing in science by using genres that students read as models for their writing. [ABSTRACT FROM AUTHOR]

Single sex education is still present in Spain's school panorama within a predominantly co-educational environment. Although there are some pieces of research from English- speaking countries on the reasons for promoting or maintaining this model of schooling, there are no studies from Spain. The proposed objective of this research is to examine in depth the reasons and motivations --pedagogical and otherwise-- for creating or maintaining separation by sexes in single-sex schools in Spain and --in the principal's perceptions--discover the good practices used in these schools and their outcomes. This work is based on qualitative analysis of twelve in-depth interviews with principals of these schools, which were recorded, transcribed, and processed using the Atlas. ti program. The analysis of the results enabled us to reach a variety of conclusions: separation is viewed as a practice that favours the objectives of individualised education; single-sex schooling, within an appropriate educational plan, delivers advantages in areas such as gender equality or academic excellence; it makes it possible to meet a wish of the families; the inclusion of training plans for equality in these schools is a general practice. It is also apparent that the educational importance of teaching staff as gender role models to achieve greater equality of opportunities is valued. [ABSTRACT FROM AUTHOR]

As the Muslim women's question was articulated by men in the 'reform' movement (as in other communities), the participation of women was also by their (male) design; many times, women's reform activities were seen as evidence of their own (male) progress. This paper examines the role of women initiated in the reform movement and the 'role model' they were expected to play, especially if educated and wedded to one active in 'reform.' The paper takes up the study of Wahid Jahan in reform, wife of Sheikh Abdullah, a pioneer in Muslim women's education at Aligarh in the early twentieth century. Initiated in reform by her husband, and expected to follow his guidelines in all-important matters like being a 'good wife', her life would still be worthwhile to explore if the wife's commitment and initiatives moved beyond the expectations or dictates of her husband. The paper thus, through biographical writings on Wahid Jahan, seeks to examine the larger question of reform normative and wife's agency; whether it was possible for a wife as subordinate partner in reform and agent at home, to extend spaces for women both in the family and the school, or to separate herself from her roles. [ABSTRACT FROM AUTHOR]