Contents	6
	Foreword from the editors	8
	Oliver Holz and Fiona Shelton	9
	Gender-fair education in Austria	10
	Renate Seebauer and Johann Göttel, Europahaus Burgenland, Austria	10
	1. On the historical development of gender-fair education 1.1 The long struggle against discrimination of girls	10
	1.2 Gender in curricula, gender-reflected vs. gender-unreflected coeducation	13
	2. Tasks, objectives and contents of gender-fair behaviour in and out of school 2.1 On the objectives of the educational principle “ Education for equality between women and men”	17
	2.2 The National Action Plan “ equality between women and men in the labour market”	18
	3. Pedagogy for girls, pedagogy for boys, coeducation between the conflicting priorities of theory and practice	18
	3.1 Gender equality in teaching materials	19
	3.2 Gender sensitivity and gender mainstreaming in the natural sciences	20
	3.3 Gender-sensitive violence prevention	21
	3.4 Gender and migration	22
	References	23
	Suggestions for further independent study of the topic	24
	Gender: a never-ending story	26
	Luk Bosman, vzw Leer-Kracht Antwerp, Belgium	26
	1. Gender in Flanders	26
	2. Education policy and gender	29
	3. Theory, research data and practice	30
	4. Oh My Gods – a case	34
	5. The need for education that develops identity	35
	References	35
	Suggestions for further independent study of the topic	36
	The past, the present and the future situation of gender specific education in the Czech Republic	38
	Otakar Fleischmann, University of Ústí nad Labem, Czech Republic	38
	1. Historical development	38
	2. Gender specific education and formation 2.1 Girls’ education in the “ Czech regions”	40
	2.2 The current context	42
	2.3 The purpose and intention of gender-specific education	42
	3. Education and formation through single or co-education?	43
	References	46
	Suggestions for further independent study of the topic	47
	Gender mainstreaming in Germany	48
	Bernd Drägestein, mannigfaltig-Institut für Jungen- und Männerarbeit, Olaf Schwarze, Münchner Waisenhaus, Germany	48
	1. The historical development of gender specific education in Germany	48
	2. The purpose, intentions and content of gender-equitable behaviour in and out of school and other educational institutions 2.1 In school	52
	2.2 Outside school	54
	3. The field of tension between theory and practice 3.1 Gender- sensitive approaches and intercultural education	56
	3.2 Gender specific education	56
	3.3 Problem areas of gender-sensitive work	59
	References	59
	Suggestions for further independent study of the topic	62
	Gender research in Estonia against the background of traditional education	64
	Meeli Väljaots, University of Tartu, Estonia	64
	1. Schools in Estonia – a historical outline	64
	2. Objectives and content of gender-specific action 2.1 Objectives in the school curriculum	67
	2.2 Child and Youth Organisations	68
	3. Gender research in Estonia 2012	69
	4. Developmental tendencies	72
	References	73
	Suggestions for further independent study of the topic	73
	Education for gender equity in Spain, a socio-cultural and historical analysis	76
	Víctor Pérez-Samaniego, University of Valencia, Spain Carmen Santamaría- García, University of Alcalá, Spain	76
	1. Socio-cultural and historical perspective of gender education in Spain	76
	2. Tasks, objectives and contents of gender-equity in and outside school	81
	3. Seeking solutions to gender equity	82
	References	84
	Suggestions for further independent study of the topic	85
	Gender-equitable education and training in Hungary	86
	Erika Grossmann, University of Szeged, Hungary	86
	1. Milestones on the way to equality for girls and boys 1.1 The Habsburg era	86
	1.2 Education of girls and women in the puzzling context of social expectations of the 18th and 19th centuries	87
	2. Tasks, objectives and content of gender-equitable education 2.1 Education policy in the context of gender- equitable action after the political transformation ( 1990 onwards)	88
	2.2 Projects outside school: “ Gender mainstreaming at government level”	89
	3. The puzzling context of theory and practice in further and higher education 3.1 Gender Studies as part of teacher training in Hungary	89
	3.2 Objectives and content of gender-equitable education in the tertiary field of education	90
	3.3 A gender-equitable curriculum in teacher training	91
	References	91
	Suggestions for further independent study of the topic	93
	Girls ignite education	94
	Kristof De Witte, University of Maastricht, Netherlands Ferry Haan, University of Amsterdam, Netherlands	94
	1. Historical development of same-sex education	94
	2. Tasks, objectives and content of same-sex education in and outside schools	99
	3. All girls education, all boys education and mixed education: between theory and practice.	100
	4. Future developments: excellence	101
	References	101
	Suggestions for further independent study of the topic	102
	“ Gender equality is no longer the big issue ...”	104
	Gender specific education in Norway Herbert Zoglowek, University College Finnmark, Norway	104
	1. Introduction	104
	2. On the history of schools and formation	105
	2.1 Unity = Equality?	107
	2.2 Equality Act	108
	2.3 Gender equality in the curriculum	108
	2.4 What is the goal of gender equality duty in school?	109
	3. Action plan “Equality in School”	110
	4. Physical education: ‘Nature and Open Air Life’ (Friluftsliv)	113
	5. Bullying	115
	6. Individual-adapted education (needs education)	115
	References (Internet sources accessed February 2012)	117
	Suggestions for further independent study of the topic	118
	From history to the present – faces of gender in Poland	120
	Malgorzata Jarecka-Zyluk and Justyna Ratkowska-Pasikowska Akademia Pomorska w, Slupsku, Poland	120
	1. Introduction	120
	2. Historical development of gender-equitable education in Poland until the end of the 19th century	121
	2.1 Education in Poland in the 19th century and at the beginning of the 20th century	122
	2.2 Education of women at university level	124
	2.3 Post-war and contemporary education	126
	3. Girls’ education, boys’ education and co-educational education	127
	4. Tasks and aims of gender-equity in and outside school	129
	4.1 The education system in Poland – some basic information	130
	4.2 Male and female students in various types of schools	130
	4.3 Examinations and research	131
	4.4 Findings	132
	4.5 Core curriculum reform versus gender equality	133
	4.6 Organisations of extracurricular activity diversified on the grounds of gender	135
	References	135
	Remarks	137
	Suggestions for further independent study of the topic	137
	Gender and education in Turkey	138
	Nesrin Oruç Ertürk, University of Economics, Izmir, Turkey	138
	1. The Historical development of gender education in Turkey	138
	2. Girl-Boy education and co-education	140
	3. Results and conclusion	143
	References	144
	Suggestions for further independent study of the topic	145
	Upsetting the apple cart: Overachieving girls, underachieving boys	146
	Fiona Shelton, University of Derby, United Kingdom	146
	1. How the past informs the present	146
	2. The complex debate around gender 2.1 In school	150
	2.2 Beyond School	152
	3. How theory is reflected in practice	154
	References	156
	Suggestions for further independent study of the topic	158
	Gender specific education in 12 European countries – a comparison	160
	Kristof De Witte, University of Maastricht, Netherlands Oliver Holz, University College Brussels, Belgium	160
	1. Introduction and aim of the analysis	160
	2. Description of the sample and nations	161
	2.1 Pupils’ survey	162
	2.2 Teachers’ survey	163
	3. Results of pupils’ survey 3.1 National groups	164
	3.2 Comparison boys – girls	165
	3.3 Results of the regression analysis	168
	4. Results of the teachers’ survey 4.1 Cross national comparison	171
	4.2 What motivates boys and girls	173
	5. Conclusions	174
	Authors	176