In terms of women's activities outside the home, a steady trend of expansion has existed in both quantitative and qualitative respects over the last decade. Evidence justifies encouraging girls to pursue longer vocationally-oriented studies in a wider range of occupational areas, since evidence points to the possibility that from one-in-three to one-in-five girls sitting in today's classrooms throughout the world will either wish to, or have to, work in adulthood (whether married or single). The evidence does not justify using outdated concepts of innate psychological or physiological sex difference as a basis for continuing to designate sectors or specific employment or home tasks as "male" or "female." Hence, sex segregation of vocational preparation is equally unjustified. The questions raised for educators by this changing and constantly developing social and economic pattern affect not only the structure but the content of educational preparation of girls and boys for work, home, and civil life. Strong arguments exist for educators of each nation, in direct collaboration with their colleagues responsible for family law reform, social services, and welfare, to look at the educational preparation of their people for employment and for work of an unpaid nature that is, nonetheless, civically and economically important. The strong impression given by the collective educational, social, and economic evidence is that there is a mismatch of educational objectives and demands of the labor market that might be in danger of widening, not narrowing, the sex gap, if not corrected. (KC)