Whether or not sexual minorities in the Philippines higher education system are socially acceptable is not clear. This article specifically investigates the acceptance of gay and lesbian university students in the Philippines and implications for international gay or lesbian students’ sociocultural transition. We sampled opinions of both local and international students in all the academic departments of a private university in the province of Cavite. The participants were selected using a proportionate stratified convenience sampling technique according to which they were grouped by academic department and chosen based on their availability, proximity, and convenience. We administered surveys to 368 registered students in 2011. Of the 368 questionnaires distributed, 358 responses were received, which constitutes a 97.3% response rate. Using transition theory, the article argues that the attitude toward sexual orientation had some negative implications for gay and lesbian international students transitioning into the sociocultural environment of the Philippines.

This article offers insights into the concepts of lifelong learning and human capital development (HCD). It highlights HCD as the core of career advancement and lifelong learning for women as an important mechanism for progressing to senior management positions. The two concepts are considered in relation to women’s career choices and their professional advancement in South Africa. This approach is premised on the understanding that access to learning is critical to HCD. Methodologically, quantitative research methods was used. Questionnaires were administered to 133 junior workers at a mobile telecommunications network in South Africa. The findings show that continuous learning may offer a defence against gender discrimination and may create pathways for women to build their careers. The authors argue that HCD and lifelong learning are critical in creating opportunities for women to become leaders in the workplace and society. However, for this to happen, there must be supportive leadership, a conducive organizational culture and management integrity.

This article examines the economic integration caused by globalization and effect of capital market in Nigeria context. It establishes the type of relationship and level of significance of globalization and capital market on the economic development. Globalization concept is framed as import plus export divided by growth ratio. The capital market was determined in terms of proxy (by GDP) by price index. The growth ratio assessed the level of development using econometric model. The results suggest that sound economic reform and financial policies are necessary to achieve sustainable development in Nigeria. However, there is need to increase exports, reduce imports and control exchange rate for Nigeria to achieve sustainable economic development.

The post-apartheid government that came to power in 1994 inherited an inequitable and unjust higher education system whose expression included preferential access to higher education for whites and limited higher educa- tion opportunities for the black majority. As a result, one of the priorities of the new government was to redress the inequalities of apartheid by adopting policies that would widen access to higher education for all South Africans and, simultaneously, ensure their success. This article analyses the progress made in the implementation of equity policies by posing the following ques- tion: ‘What progress has been made in the pursuit of a policy of equity of access and of success since 1997?’ We have examined government-related documents and institutional practices to answer this question. We link ac- cess with success to explain the impact of the transformation agenda on the outcomes of higher education. Using social inclusion and justice theory, we contest neoliberal ideologies of access (Gidlye et al. 2010) as merely increasing participation rates and relying on the economic role of higher education, without paying attention to the factors that should facilitate success in higher education. Methodologically, the paper relies on the documentary analysis of secondary data, on social theory, and on primary data obtained from official government policies and reports.

One of the more frequently cited cultural dimensions within the field of cultural research is that of cultural strength (Cameron & Ettington, 1998). Early published works on organisational culture argue that there is an absolute need for a "strong" culture for organisations to be effective. This study has examined the contradiction between the strong school culture and academic performance in Mpumalanga Province under the Bantu Education (DET) school system. The aim of the research was to examine the dynamics of school culture strength (measured as values and norms); leadership; and the organisational performance of schools. A quantitative research approach was used. A total of 1130 questionnaires were completed by principals, School Management Team (SMT) members and educators. The findings show that the schools in Mpumalanga had a strong organisational culture, yet their performance was the lowest of all the provinces in South Africa. The paper argues: Mpumalanga schools should deconstruct their original organisational culture paradigms which evolved out of the DET system of education and that they should reconstruct their organisational cultures with renewed energy and enthusiasm for a better educated generation in the future.