University qualifications just got more valuable than ever, with the annual payoff rising about $3000, while overall salaries stood still.

Abstract
Through a feminist approach this paper illustrates how humour is used as a resource and strategy for status among Finnish school boys and in constructing culturally accepted masculinity in the field of informal school. Based on interview and observation material collected in three schools, the results suggest that although humour is often affiliative and positive in nature, exclusive, violent humour is also used as a resource and strategy, which might have serious consequences on targeted students' lives.

An aim of this policy paper is to ensure that a gender inclusive vocational education and training system is achieved. The background research aimed to: analyse the gendered nature of government's economic stimulus programs; consider their impact on women and VET provision; and recommend strategies for making VET more gender inclusive.

This monograph reviews the ways that girls are treated in general, and the nature of mathematics education, in today’s school, in order to identify ways to increase both their interest and achievement in mathematics.

As progress is made towards the Education for All and Millennium Development goals,
including universal primary education and gender parity at all levels of education, increasing
attention is being given to those children who are still out of school, are particularly hard to
reach and are at risk of being excluded, marginalised or otherwise disadvantaged in relation to
education.

International consensus on education priorities accords an important place to achieving gender justice in the educational sphere. Both the Dakar ‘Education for All’ goals and the Millennium Development goals emphasise two goals, in this regard. These two goals are distinguished as gender parity goals [achieving equal participation of girls and boys in all forms of education based on their proportion in the relevant age-groups in the population] and gender equality goals [ensuring educational equality between boys and girls].

Using an approach that takes into account the relations and interaction between males and females (also known as gender dynamics), the Gender Equality Framework addresses four dimensions of equality in education. These are: equality of access, equality in the learning process, equality of educational outcomes, and equality of external results.

This paper suggests that the term 'gender equity' is nearing the end of its usefulness as a strategy for promoting social change, precisely because of the ways in which it is currently being mobilized. The authors demonstrate that gender equity in current parlance can be seen to operate in an endless reiterative binary logic, based on the idea of a finite amount of opportunity that must be dealt out turn by turn to students as consumers.