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This article empirically examines whether and to what extent gender equality in education, economic activity, and employment affects the financial and economic well-being of African and Asian countries. Based on data collected from ILOSTAT and World Bank, we perform Pooled Ordinary Least Square, Fixed Effect, and Random-effect regressions on a sample of thirty-four countries over the period spanning from 2000 to 2019. Overall, our evidence reveals a relationship between gender equality and financial and economic well-being. Gender parity in education, economic activity, and employment appears to have a positive effect on the overall health of the countries analysed, considerably increasing their economic growth measured by the Gross Domestic Product (GDP) and financial growth measured by the level of Foreign Direct Investment (FDI). The finding of this study provides further support to the United Nations Sustainable Development Goals 2030 (SDGs) aimed at empowering women and achieving gender equality by acting on education and employment. [ABSTRACT FROM AUTHOR]

Early childhood education and care (ECEC) centres have historically been overlooked and undervalued globally. However, recent economic investments and numerous changes have significantly impacted the role of ECEC centre leaders and their requirements. Moreover, recent research on educational leadership highlights its importance for both child development and employee well-being, as well as for maintaining pedagogical quality. Despite this recognition, ECEC centre leaders still lack systematic leadership education and adequate working structures. This study aimed to review research evidence to understand how Finnish ECEC centre leaders position themselves within the realm of leadership as a profession. Specifically, the focus was on identifying the key components of leader competence. We conducted a narrative structural analysis, following the framework developed by using data from 20 short writings by ECEC centre leaders. Four types of narrative were constructed to capture the essence of ECEC centre leaders' competence. Subsequently, these narrative types were analysed using levels of narrative positioning to gain insights into how these different narratives relate to leadership as a profession. Through this two-step narrative analysis, we identified four types of narratives among ECEC centre leaders: professional leader, contextual leader, teacher leader, and leader persona. The findings underscore the importance of pedagogical understanding and competence as central themes in the narratives of ECEC centre leaders. However, a comprehensive understanding of general leadership competence as a learnable practice was not consistently evident across the narrative types. The reflection on these findings suggests that ECEC leadership as a profession is still an emerging phenomenon. Moving forward, there is a need for systematic leadership education and the development of functional leadership structures to clarify the concept of leadership as a shared practice and to ensure its effective implementation in ECEC centres. [ABSTRACT FROM AUTHOR]

Trainees or medical residents' experiences of hospital rotations and training have not been sufficiently studied. More empirical holistic studies of experiences of General Practice/Family Medicine (GP/FM) residents in Sweden are needed. The purpose of this study was to describe experiences of hospital rotation during residency. Empirical-holistic study. GP/FM residents were invited by email to participate in the study. They could describe their experiences anonymously by answering two questions via an esMaker internet survey. Analyses of the responses were carried out with content analysis as the analytical methodology. Both manifest and latent responses were analyzed. Fifty-nine GP/FM residents participated in the study. The results identified four main topics: structure, resources, effects, and constructive supervision. GP/FM residents experienced hospital rotations as effective when there was a structured schedule and adequate time allotted for introduction and meeting patients. Hospital rotations that lacked, or had unstructured, supervision caused uncertainty and insecurity, which led to rotations being experienced as less beneficial, which was, from a GP/FM perspective, not constructive. The study suggests that family medicine residents required a structured and planned schedule during hospital rotations. This study may contribute to increased quality of hospital rotations during residency as a family physician. Swedish family medicine residents' experiences of hospital rotations have not been sufficiently studied. Hospital rotations with a structured schedule, which included introduction, supervision and feedback, were considered the most beneficial according to residents. However, family medicine residents were often treated as part of the clinic's work force without sufficiently structured supervision or feedback. This experience could have led to uncertainty and insecurity during hospital rotations. [ABSTRACT FROM AUTHOR]