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The question of women has always attracted audiences from various religions, societies or civilizations. As a complete way of life, Islam has given special attention and position to women who will never find it in any system of belief and civilization. This paper discusses gender equity and equality from Islamic perspective and specifically looks it within Malaysian context. It also traces the historical involvement of Muslim women in nation building since Malaysia achieved her independence in 1957. This is important to show that the government of Malaysia has given special attention to women, especially Muslim women to play significant role and contribute positively to the society and nation building. This is in accordance to the government focus on positioning the wasatiyyah approach in line with the role of the state in preserving Shariah according to the maqasid al-shariah. The protection of women rights is therefore under the responsibilities of the government.

16 p. ; Equality and Equity, prime principles of justice in creation and distribution of income and assets, have plural, circular and retroactive relationships with globalization, growth and poverty. The objective of this paper is to establish a notion that which of these principles is to be followed and by which institutions in order to tackle the despicable stigma of poverty. In this aim, the first section of paper presents critical evaluation of equity vs. equality debate, specifically focusing on the processes of creation and distribution of outcomes and opportunities. The second section draws on the relative significance of institutions, principally government and IFIs, in these processes in order to spur growth, equality and wellbeing. This follows to the third section exhibiting some policy implications and recommendations. The paper concludes that no particular form of institution or principle of justice is "panacea" to social and economic objectives, including reducing wide inequalities.

16 p. ; Equality and Equity, prime principles of justice in creation and distribution of income and assets, have plural, circular and retroactive relationships with globalization, growth and poverty. The objective of this paper is to establish a notion that which of these principles is to be followed and by which institutions in order to tackle the despicable stigma of poverty. In this aim, the first section of paper presents critical evaluation of equity vs. equality debate, specifically focusing on the processes of creation and distribution of outcomes and opportunities. The second section draws on the relative significance of institutions, principally government and IFIs, in these processes in order to spur growth, equality and wellbeing. This follows to the third section exhibiting some policy implications and recommendations. The paper concludes that no particular form of institution or principle of justice is "panacea" to social and economic objectives, including reducing wide inequalities.

Differences in the workplace, also known as workforce diversity, evoke varied approaches in different countries. These include equity, equal opportunities, affirmative action and managing diversity. This paper compares methods in the US, Canada, UK, India, and South Africa. The system in each country is described and compared using several parameters. These are: the emphasis on sameness or difference; focus on individuals versus groups, classes or categories; voluntary action versus compulsory requirements; and remedies available. All are examined within the context of the national background and culture. The paper concludes that each system has both benefits and drawbacks, and gives lie to the assumption that there is any perfect legislative or voluntary approach to workplace diversity. ; As diferenças em ambiente de trabalho, também conhecidas por diversidade laboral, evocam várias designações em países diferentes. Estas incluem equidade, igualdade de oportunidades, acção afirmativa, e gestão da diversidade. Este artigo compara os métodos usados nos EUA, Canada, Reino Unido, Índia e África do Sul. O artigo descreve e compara o sistema em cada país, utilizando vários parâmetros. Estes incluem: ênfase na semelhança ou diferença; foco em indivíduos versus grupos, classes ou categorias; acção voluntária versus requisitos obrigatórios; e soluções existentes. Todos estes aspectos são examinados no contexto nacional e cultural de cada país. O artigo conclui que cada sistema tem benefícios e desvantagens, e nega o pressuposto de que existe uma forma ideal legislativa ou voluntária para estudar a diversidade laboral.

Does the Nordic model of education still stand by its original principles and safeguard education for all? This Open Access volume is a carefully crafted collection of chapters that investigate the different aspects of equity, equality and diversity across the education systems in the Nordic countries. Based on data from various national and international large-scale assessments, the volume provides a better understanding of both the functions and foundations of the Nordic model, along with how the concepts mentioned above are enacted in practice. Across the chapters, data from different national and international large-scale assessment studies are used for cross- and single-country analyses on a variety of issues related to equity, equality and inequality in diverse educational settings. The investigations address different subject domains (i.e., mathematics, science, reading), age and grade groups, but also issues related to teachers and the schools themselves. In addition to these empirical chapters, the book addresses the theoretical and methodological underpinnings of the ideas and tools embedded in the phenomena of equity and equality and how they have met in the Nordic model of education.

This work aims to conceptualize formal equality and substantial (material) equality as the guiding principles for the formulation of affirmative action policies -- Quota Law (n. 12.711/2012). It differentiates between two types of equalities: formal and substantial, taking into account that the differences serve to the understanding of Quota Law's matter, allowing to assert that substantial equality is the one that best assures equity, the strengthening of human rights and the admission of a population historically excluded from public higher education in Brazil. In what concerns affirmative action, its political disposition and temporary character expose the foundations of Compensatory and Distributive Theories and the Principles of Legal Pluralism and Human Dignity. Accordingly, from an interdisciplinary perspective, the text points that today's quotas, despite a series of criticisms and oppositions, have mainly allowed the admission of black and indigenous students in federal institutions of higher education.

American school boards, parent teacher associations, and other school forums are crucial sites for participatory and deliberative democracy, yet they often involve debilitating inequities of power among school officials and parents, adults and students, and parents from more and less privileged backgrounds. In this interview, John Landesman, a Senior Associate at Everyday Democracy, discusses how he addresses power differences in dialogues aimed at improving parental participation and student learning in a diverse school district outside Washington, DC. Landesman argues that developing a robust equity strategy from the start is the only way to meet the aims of dialogue that strives to include a variety of perspectives. Landesman also shares insights into how to practice equity at each stage of organizing a dialogue, from inclusive recruitment and retention of participants, to forum design and facilitation, to evaluating and implementing the group's plans. Like many contributors to this issue, he argues that specific equity strategies should flow from the goals of a particular dialogue. He also discusses how Everyday Democracy has employed affinity group discussions, which create safe places for members of non-dominant groups to speak with each other as one stage of a community-wide dialogue.