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Family matters (Melbourne, Vic.)
AI
Greater gender equality remains a critical issue globally, as disparities in economic outcomes persist despite progress in educational attainment among women. The OECD Gender Initiative has been instrumental in analyzing barriers to gender equality in the realms of education, employment, and entrepreneurship. While educational advancements have seen girls outperforming boys in various areas, these gains have not fully translated into equal labor market opportunities. Particularly in high-demand fields such as STEM, women's participation remains comparatively low. This paper explores the relationship between family policy and gender equality, arguing that supportive family policies can enhance participation in both paid and unpaid work, thus fostering a more equitable society.
3 FOREWORD After decades of attention to gender matters in the EU, there are important achievements. Across European schools and universities there is much greater awareness of gender equality as an educational issue than there was in the past. Women have greatly increased their levels of attainment in education, surpassing men in their rates of attainment in public examinations in many countries. In addition, women's participation and achievements in traditionally male-defined subjects have been significantly enhanced.
International Journal of Educational Development, 2012
2002
UNRISD welcomes such applications. The designations employed in UNRISD publications, which are in conformity with United Nations practice, and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of UNRISD concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The responsibility for opinions expressed rests solely with the author(s), and publication does not constitute endorsement by UNRISD.
Higher Education in the World 7: Humanities and Higher Education: Synergies between Science, Technology and Humanities, 2019
This paper investigates whether Gender Studies can transcend boundaries and become part of the basic foundational body of knowledge in any given education institution. The answer is far more complex than merely stating that it can, because the issue is not as linear as one might assume. A trans-disciplinary approach to Gender Studies is indeed possible but is neither sustainable nor realistic unless it is embedded into the socio-economic and political context that shapes our education systems.
2011
In this paper we examine several dimensions of gender disparity for a sample of 40 countries using micro-level data. We start by documenting the reversal of the gender education gap and ranking countries by the year in which it reversed. Then we turn to an analysis of the state of other gaps facing women: we compare men and women's labor force participation (the labor force participation gap), married and single women's labor force participation (the marriage gap), and mothers' and non-mother's labor force participation (the motherhood gap). We show that gaps still exist in these spheres in many countries, though there is significant heterogeneity among countries in terms of the size of and the speed at which these gaps are changing. We also show the relationship between the gaps and ask how much the participation gap would be reduced if the gaps in other spheres were eliminated. In general, we show that while there seems to be a relationship between the decline of the education gap and the reduction of the other gaps, the link is rather weak and highly heterogeneous across countries.
Resistance to a positive change brings no change in a society unless its members do not work for it. In many parts of Pakistan female employment is a sensitive cultural issue. In this country the female population is more than 90 million, and quarter of it is youth, but majority of female youth are not master of their own soul because of the low female literacy rate in the country. This study presents an in-depth outlook of female education, unemployment and its consequences for female gender. A detailed description of the factors and forces which are resisting a positive change in the society has also been presented. This paper presents practicable solutions to make female youth economically active, productive and more independent in male dominant society.
Towards gender equality in education: the case of Ethiopia Women have multiple roles. At any given time they can be mothers, leaders, students, decision-makers, farmers, workers, voters and much more. In each of these roles, the ability to be educated and healthy, to have voice and influence, and to enjoy opportunities and choices are critical to the attainment of the Goals. Gender equality and women's empowerment are central to achieving the MDGs because without these capabilities and opportunities, women are less able to reach their full potential, live a life of dignity, and be productive citizens. Gender equality helps accelerate achievement of each goal. In addition, there is solid evidence that progress in gender equality in one goal often contributes simultaneously towards progress on a number of other development goals. For example, gender equality in education also makes significant contributions to a nation's economic growth and poverty reduction as well as to reduced malnutrition, fertility, and child mortality. Ethiopia is one of the countries known for gender inequality. The statistical figures of DHS 2005 clearly show this difference. For instance, regarding literacy, sharp disparity is indicated among women and men even though it is low for both sexes. The proportion of illiterate women (who cannot read a whole sentence) was as high as 76.8 % where as for men it was 53.3 %. By contrast men are more than twice as likely to be literate compared to women, 45.1 % and 21.5 % for men and women, respectively. The difference is found to be statistically significant. With regard to educational attainment similar significant inequality is indicated. Educational attainment of women is by far lower than that of men according to the data. The majority of women (65.9%) and 42.9 % of men had no education. During the same year, 19.8 % of men had attained secondary and higher level of education. The percentage was, however, only 11.9% for women. Again the gap is found to be significant. (Ethiopian society of population study, 2005) Education Significant progress has been made in school enrollment, though gender disparities persist. The greatest progress has been made in access to primary education: net primary enrollment rates for girls doubled from 1995 to 2005, from 21 percent to 42 percent. It is notable that efforts to promote higher and more equal access to primary education have benefited lower income
2014
This review reveals a number of challenges in interventions to improve girls’ education and gender equality. For example targeted cash transfers may improve the chances of getting more girls into school and promote keeping them in school but increases in enrolment may have an adverse effect on learning achievement. Similarly girls’ only targeted scholarships to attend school may have adverse effects in terms of isolating the selected girls from their friends and raising feelings of the lack of fairness to disadvantaged boys. There is also insufficient evidence that the provision of toilets although beneficial on their own can improves enrolment progression or achievement. Employment of female teachers per se although essential is not enough but teacher training for higher levels of subject knowledge and gender sensitivity is vitally important for girls’ learning improvement. And extra-curricular clubs which focus on gender equality issues are an important space where girls and boys ...
Asia Pacific Journal of Social and Behavioral Sciences, 2017
This study explored the parity in educational attainment and economic participation and opportunities among genders through data mining, a process used to uncover characteristics of phenomena and the relationship between them. The Economic Forum's Global Gender Gap Index of 2015 was used to draw the pattern of gender parity across the globe. The findings based on the patterns generated reveal no relationship between the equality in educational attainment and economic participation and opportunities among men and women. The result indicates that educational completion and success of women do not automatically mean higher economic status or greater political participation. It is deduced further that equality in both genders in education could co-exist with disparities outside the educational domain such as in economic and political participation and opportunities. The factors of disparity include gender stereotyping in the labor market, discriminatory practices in the workplace, and cultural, ethnic, and religious norms that draw attention to gender complementarity rather than gender equality.
International Journal of Adolescence and Youth, 2013
Young women, and not young men, acquire the privileged diplomas offered by the educational system, and it is they who obtain the more promising career prospects. In this paper, we seek to identify factors that account for the declining school performance of boys and young men. After reviewing and analysing the international literature on gender and education, we integrate various
2018
Gender gap in education. Employment. Employment and fertility. Inputting policies to output equality.
Sida Gender Toolbox Brief, 2017
Gender often influences whether or not children attend or remain in school. Across the world, girls are more likely than boys to be out of school, and the poorest girls/women from the most disadvantaged rural areas tend to have the lowest educational attainment levels. The reasons why girls are more likely than boys to be out of school relate to social power structures and socially-constructed norms that define the roles that boys/men and girls/women should play. These gender roles affect their rights, responsibilities, opportunities and capabilities , including their access to and treatment in school. While educational exclusion based on gender disproportionately affects girls/women, it also affects boys/men. This brief provides an overview of the relationship between gender and educational attainment and suggests ways of mainstreaming gender to improve school access and retention.
Research Papers in Economics, 2014
Christelle Hamel, Wilfried Rault (coord.) and INED's Demography, Gender and Societies* research unit Recent decades have seen major advances in gender equality. Are men and women now truly equal? The research conducted by INED's Demography, Gender and Societies research unit confirms that much has been accomplished, but that the road ahead remains long. A demographic perspective on gender inequality Reasons for discrimination: HIV status, skin colour and sexual orientation In education, remarkable progress in gender equality has been achieved since the 1970s in France. Among the younger generations, women are now more highly qualified than men. In 2009-2011, 31% of women left the educational system with a qualification equivalent to three or more years in higher education, versus 24% of men. [1] Yet, like other contexts of child socialization, schools still generate gender inequality. Boys still form a large majority in the most prestigious academic courses that offer better future career prospects, even though they perform less well at school than girls. This paradoxical situation is explained by the gender stereotypes encountered throughout the educational trajectory: parents' and teachers' expectations, studentteacher interactions and peer relationships are all still coloured by gender representations that lead to different academic pathways for boys and girls and which narrow the range of opportunity, for girls especially. [2] Likewise, the representations in school textbooks perpetuate and lend continued legitimacy to an inegalitarian gender order. They reflect neither the reality nor the ideal of parity and equality (Box 1). At work and in the family: persistent inequality Thanks to their academic success at all levels of education, and their higher levels of qualification, women are now massively present on the labour market, and the labour force participation rate is practically equivalent for both sexes: according to Box 1. Gender stereotypes in school textbooks * Members of the Demography, Gender and Societies research unit of the Institut national d'études démographiques:
IZA Journal of Development and Migration
Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries, we characterize the evolution of gender gaps in low- and middle-income countries between 1960 and 2010. We document five facts. First, women are more educated today than 50 years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys attain high levels of education. Most countries with large, current gender gaps in educational attainment have low levels of male educational attainment, and many also perform poorly on other measures of development such as life expectancy and GDP per capita. Fifth, in the youngest cohorts, women have more education th...
Handbook on Promoting Social Justice in Education, 2020
Zeus made a great evil for men, a sweet and lovely thing to look upon, in the likeness of a shy maiden, and all the gods gave her gifts, silvery raiment and a broidered veil, a wonder to behold, and bright garlands of blooming flowers and a crown of gold great beauty shone out from it. Because of what they gave her they called her Pandora, which means "the gift of all." When this beautiful disaster had been made, Zeus brought her out and wonder took hold of gods and men when they beheld her. From her, the first woman, comes the race of women, who are an evil to men, with a nature to do evil. (Hamilton, 1969, p. 88) Gender equality is more than a goal in itself. It is a precondition for meeting the challenges for reducing poverty, promoting sustainable development and building good governance.
1995
The European Forum, set up in 1992 by the High Council, is a Centre for Advanced Studies at the European University Institute in Florence. Its aim is to bring together in a given academic year high-level experts on a particular theme, giv ing prominence to international, comparative and interdisci plinary aspects o f the subject. It furthers the coordination and comparison o f research in seminars, round-tables and confer ences attended by Forum members and invited experts, as well as teachers and researchers o f the Institute. Its research proceedings are published through articles in specialist jour nals, a thematic yearbook and EUI Working Papers. This Working Paper has been written in the context o f the 1994/5 European Forum programme on 'Gender and the Use o f Tim e', directed by Professor Olwen Hufton and Professor Yota Kravaritou.
International Labour Review, 2013
The educational gender gap has closed or reversed in many countries. But what of gendered labour market inequalities? Using micro-level census data for some 40 countries, the authors examine the labour force participation gap between men and women, the "marriage gap" between married and single women's participation, and the "motherhood gap" between mothers' and nonmothers' participation. They find significant heterogeneity among countries in terms of the size of these gaps, the speed at which they are changing, and the relationships between them and the educational gap. But counterfactual regression analysis shows that the labour force participation gap remains largely unexplained by the other gaps. E liminating differences in education between men and women has been a priority of development organizations and the international community for many years. Pursued by institutions like the United Nations and the World Bank, the third Millennium Development Goal (MDG) aims to "eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015". 1 Equality of educational opportunities between men and women has also been acknowledged in the Universal Declaration of Human Rights of 1948 and in the 1979 United
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