DOCSLIB.ORG

Gender Parity at Scale: Examining Correlations of Country-Level Female Participation in Education and Work with Measures of Men’S and Women’S Survival

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Gender Parity at Scale: Examining Correlations of Country-Level Female Participation in Education and Work with Measures of Men’S and Women’S Survival ARTICLE IN PRESS JID: ECLINM [m5G;March 4, 2020;0:13] EClinicalMedicine 000 (2020) 100299 Contents lists available at ScienceDirect EClinicalMedicine journal homepage: https://www.journals.elsevier.com/eclinicalmedicine Research Paper Gender parity at scale: Examining correlations of country-level female participation in education and work with measures of men’s and women’s survival Adva Gadoth*, Jody Heymann WORLD Policy Analysis Center, Fielding School of Public Health, University of California, Los Angeles, 621 Charles E Young Drive South, Los Angeles, CA 90095 ARTICLE INFO ABSTRACT Article History: Background: Past research has demonstrated the relationship between women’s educational levels and other Received 6 December 2019 measures of social development with maternal and child health outcomes. This study examines the relation- Revised 12 February 2020 ship between gender parity in education and work, achieved through greater female participation in both Accepted 14 February 2020 spheres, with survival in both women and men. Available online xxx Methods: Utilizing cross-sectional indicators from United Nations agencies, we constructed global indices of gen- der parity in education and work for international comparison. Multivariable regression was performed to assess relationships between gender parity index scores and national mortality rates or life expectancy indicators. Findings: Gender parity in both arenas was significantly associated with improved health outcomes after con- trolling for country health expenditures and other characteristics. A 10% higher country educational parity index score was associated with 59¢5 fewer maternal deaths per 100 000 live births, a 2¢1-year increase in female life expectancy, and almost a 1-year increase in male life expectancy at birth. Similarly, a 10% higher work parity index score was significantly associated with 14¢6 fewer maternal deaths per 100 000 live births and a 0¢9-year increase in female life expectancy at birth, with no deleterious relationship to male life expectancy. Interpretation: This study extends past research by examining actionable areas of gender equality and their impact on both male and female survival. While longitudinal research is needed to examine both causality and mechanisms, our findings suggest longevity gains for both women and men, and for all children through reduced maternal mortality, where greater parity in school and work is exhibited. Funding: No funding source directly supported the work in this manuscript. We are deeply indebted to the Conrad N Hilton Foundation for its support of Adva Gadoth as a Hilton Scholar. © 2020 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license. (http://creativecommons.org/licenses/by-nc-nd/4.0/) 1. Introduction of school compared with their male peers, and only three in four girls complete their lower secondary education [7,8]. Women are also far ’ While extensive and far-reaching, the impacts of gender on health less represented in the formal labour market, trailing men s participa- can be summarised as operating through two major pathways: directly tion rate by more than 25% [9]. Amongst those able to secure formal to and from the health care system, and indirectly mediated by other employment, women are consistently compensated less for their social, economic, and political determinants of health [1].Examplesof work than men, and frequently relegated to jobs with low potential À direct impacts include influencing health-seeking behaviours and health for promotional growth [10 14]. care received [2]. Indirect impacts may include differential work experi- These figures are concerning considering a large body of literature À ences, with implications for personal income, occupational exposures, linking poor education and work outcomes to poor health [6,15 17]. and other factors affecting health and health care [3À5]. Important research exploring the relationship between various ’ Three of the central social determinants of health—education, measures of women s empowerment and health has shown that work, and income—are shaped by marked gender disparities [6]. higher female educational attainment and improved gender equality Globally, an excess of 5 million girls of primary school age remain out are associated with reduced maternal and infant mortality, as well as increased health service utilisation [18À24]. However, these findings * Corresponding author. have been restricted almost exclusively to low and middle income E-mail address: [email protected] (A. Gadoth). countries (LMIC), and focus heavily on reproductive and child health, https://doi.org/10.1016/j.eclinm.2020.100299 2589-5370/© 2020 Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license. (http://creativecommons.org/licenses/by-nc-nd/4.0/) Please cite this article as: A. Gadoth and J. Heymann, Gender parity at scale: Examining correlations of country-level female participation in education and work with measures of men’s and women’s survival, EClinicalMedicine (2020), https://doi.org/10.1016/j.eclinm.2020.100299 ARTICLE IN PRESS JID: ECLINM [m5G;March 4, 2020;0:13] 2 A. Gadoth and J. Heymann / EClinicalMedicine 00 (2020) 100299 from all geographic regions and income levels. Implications for future Research in Context research and for population health policy are discussed. Evidence before this study 2. Methods Using the final report of the Women and Gender Equity Knowl- edge Network to the WHO Commission on Social Determinants of 2.1. Measures of gender parity Health as a launching point (published Sept. 2007), we conducted targeted searches of the World Bank, ILO, UN agencies, and WHO Our goal for each parity index was to describe concisely both the websites to collect reports on gender equality and its relationship overall proportion of girls or women participating in each social with health, education, and labour. Additionally, we searched sphere out of a total age-eligible population of female participants at PubMed for quantitative analytic articles published between Octo- the national level (absolute participation), and how that proportion ber 2007 and October 2018 with Boolean search terms (‘gender of participants compares with the same measure for boys or men equity’ OR ‘gender inequity’ OR ‘gender equality’ OR ‘gender (relative participation). Absolute measures of participation were inequality’ OR ‘gender parity’)AND(‘index’ OR ‘indices’)AND included to identify distinctions between countries with poor partici- (‘health’ OR ‘mortality’ OR ‘survival’ OR ‘life expectancy’). pation rates for both men and women and countries with high partic- Gender inequality has been consistently linked with poor ipation rates for both, which would otherwise be masked. education and work outcomes, especially for women, and with Participation at higher levels of education and occupation, as well as sex-based health disparities. Empirical studies of gender equal- overall participation, is incorporated into each index. ity have primarily reported negative associations between gen- der equality and maternal mortality in low- and middle- 2.2. Gender parity in education income countries, with a few studies extending this relation- ship to child and infant mortality. However, links between gen- Our measure of gender parity in education captures three aspects der equality and the long-term health and survival of both of women’s and girls’ educational attainment: (1) overall enrolment sexes remains uncertain. rates for girls, (2) how enrolment for girls compares to boys, and (3) whether women and girls are advancing in their education by exam- Added value of this study ining enrolment in primary, secondary, and tertiary education. For To our knowledge, this is the first study to investigate the quanti- each level of education (primary, secondary, and tertiary), we multi- tative relationship between country-level gender parity in educa- ply the gross female enrolment rate by the ratio of female-to-male tion or work and broad measures of longevity for people of both (F:M) enrolment. All female-to-male ratios were capped at a maxi- sexes. We constructed novel, segregated gender parity indices for mum value of 1, the benchmark of equality, to avoid penalisation of school and work that measured the inclusion and advancement countries where female participation rates surpass those of men (the of women in each social sphere. Compiling an international sam- same approach taken by the World Economic Forum’s Gender Gap ple of 97 countries from every region and income level, we found Index) [25]. We then sum these ratios and divide by 3 to create an that gender parity in education was significantly associated with educational parity index score that can be interpreted as the average female and male life expectancy at birth (p<0¢0001 and p =0¢04, product of a country’s F:M enrolment ratios and gross enrolment respectively) and with maternal mortality ratios (p<0¢0001), fol- rates for girls across all three levels of schooling, as follows: lowing control for several national covariates. Furthermore, gen- P 3 ðÞGross girls0 school enrolment à F : M enrolment ratio der parity in work was significantly associated with maternal n¼1 n n ; mortality (p =0¢002) and female life expectancy (p<0¢0001). 3 While occupational gender parity was positively correlated with where n represents the education level (1=primary school, 2=secondary men’s life expectancy in crude analysis (p =0¢04), this relation- school, 3=tertiary school).
Load more

Recommended publications
  • Gender and Education in UIS
    BetweenBetween PromisePromise andand ProgressProgress EducationEducation andand GenderGender UNESCO Institute for Statistics BetweenBetween PromisePromise andand ProgressProgress The World Atlas on Gender Equality in Education comprises more than 120 maps, charts and tables featuring a wide range of sex‐disaggregated indicators produced by the UNESCO Institute for Statistics. It allows readers to visualize the educational pathways of girls and boys and track changes in gender disparities over time. 2 Two‐thirds of countries show gender parity in primary education Gender parity index in primary education 3 Out‐of‐school children, a continuing challenge for girls Percentage of female out‐of‐school children of primary age, by region and worldwide, 1990–2009 4 Boys tend to repeat grades more than girls Percentage of repeaters for selected countries, 2009 or latest year available 5 One‐third of countries have equal proportions of boys and girls enrolled in secondary education … Gender parity index in secondary education 6 … But many adolescent girls remain out of school in sub‐Saharan Africa, South and West Asia and the Arab States Rate of female out‐of‐ school adolescents 7 Women account for the majority of tertiary students in two‐thirds of countries… Gender parity index in tertiary education 8 … But men continue to dominate highest levels of study 56% of PhD graduates and 71% of researchers are men. 9 Women more present in Education, SS, Business and Law Education Eng, Man, Const % Fgraduates allfields Science SS, Bussi, Law 10 % M graduates
    [Show full text]
  • Thresholds of Income Inequality That Mitigate the Role of Gender Inclusive Education in Promoting Gender Economic Inclusion in Sub-Saharan Africa
    Munich Personal RePEc Archive Thresholds of income inequality that mitigate the role of gender inclusive education in promoting gender economic inclusion in Sub-Saharan Africa Asongu, Simplice and Odhiambo, Nicholas January 2019 Online at https://mpra.ub.uni-muenchen.de/102033/ MPRA Paper No. 102033, posted 24 Jul 2020 14:05 UTC A G D I Working Paper WP/19/087 Thresholds of income inequality that mitigate the role of gender inclusive education in promoting gender economic inclusion in Sub-Saharan Africa 1 Forthcoming: Social Responsibility Journal Simplice A. Asongu Department of Economics, University of South Africa. P. O. Box 392, UNISA 0003, Pretoria South Africa. E-mails: [email protected] , [email protected] Nicholas M. Odhiambo Department of Economics, University of South Africa. P. O. Box 392, UNISA 0003, Pretoria South Africa. E-mails: [email protected] , [email protected] 1 This working paper also appears in the Development Bank of Nigeria Working Paper Series. 1 2019 African Governance and Development Institute WP/19/087 Research Department Thresholds of income inequality that mitigate the role of gender inclusive education in promoting gender economic inclusion in Sub-Saharan Africa Simplice A. Asongu & Nicholas M. Odhiambo January 2019 Abstract This study provides thresholds of inequality that should not be exceeded if gender inclusive education is to enhance gender inclusive formal economic participation in sub-Saharan Africa. The empirical evidence is based on the Generalised Method of Moments and data from 42 countries during the period 2004-2014. The following findings are established. First, inclusive tertiary education unconditionally promotes gender economic inclusion while the interaction between tertiary education and inequality is unfavourable to gender economic inclusion.
    [Show full text]
  • Reducing Global Poverty Through Universal Primary and Secondary Education
    Reducing global poverty through universal primary and secondary education POLICY PAPER 32 / Out-of-school children, adolescents FACT SHEET 44 and youth: global status and trends June 2017 FIGURE 1 The eradication of poverty and Global number of out-of-school children, adolescents and youth, 2000-2015 the provision of equitable and Primary age Lower secondary age Upper secondary age inclusive quality education for 400 World in 2000 all are two intricately linked 374.1 million 350 Sustainable Development 92.0 million Goals (SDGs). As this year’s 300 World in 2015 264.3 million High Level Political Forum 250 Female 83.5 million 68.7 million focuses on prosperity and 200 poverty reduction, this paper, 53.4 million Male 150 72.3 million jointly released by the UNESCO 45.1 million Female 29.8 million Institute for Statistics (UIS) 100 57.8 million Male 32.1 million and the Global Education 50 Female 32.4 million Out-of-school children, adolescents and youth 42.4 million Monitoring (GEM) Report, 0 Male 29.0 million shows why education is so 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 central to the achievement of Source: UNESCO Institute for Statistics database. the SDGs and presents the latest estimates on out-of- school children, adolescents The number of children, adolescents and youth who are excluded from education fell steadily in and youth to demonstrate how the decade following 2000, but UIS data show that this progress essentially stopped in recent years; the total number of out-of-school children, adolescents and youth has remained nearly much is at stake.
    [Show full text]
  • Malawi Systematic Country Diagnostic: Breaking the Cycle of Low Growth and Poverty Reduction
    Report No. 132785 Public Disclosure Authorized Malawi Systematic Country Diagnostic: Breaking the Cycle of Low Growth and Slow Poverty Reduction December 2018 Public Disclosure Authorized Public Disclosure Authorized Malawi Country Team Africa Region Public Disclosure Authorized i ABBREVIATION AND ACRONYMS ADMARC Agricultural Development and Marketing Corporation ANS Adjusted Net Savings APES Agricultural Production Estimates System BVIS Bwanje Valley Irrigation Scheme CDSSs Community Day Secondary Schools CBCCs community-based child care centers CPI Comparability of Consumer Price Index CCT Conditional cash transfers CEM Country Economic Memorandum DRM Disaster Risk Management ECD Early Childhood Development EASSy East Africa Submarine System IFPRI Food Policy Research Institute FPE Free Primary Education GPI Gender parity indexes GEI Global Entrepreneurship Index GDP Gross Domestic Product GER Gross enrollment rate GNI Gross national income IPPs Independent Power Producers IFMIS Integrated Financial Management Information System IHPS Integrated Household Panel Survey IHS Integrated Household Survey IRR internal rate of return IMP Investment Plan ECD Mainstream Early Childhood Development MACRA Malawi Communications Regulatory Authority MHRC Malawi Human Rights Commission SCTP Malawi’s Social Cash Transfer Program GNS Malawi's gross national savings MOAIWD Ministry of Agriculture, Irrigation and Water Development MPC Monetary Policy Committee MICS Multiple Indicator Cluster Survey NDRM National Disaster Risk Management NES National Export
    [Show full text]
  • Gender Parity Index: UNESCO
    Gender Parity Index: UNESCO drishtiias.com/printpdf/gender-parity-index-unesco Gender Parity Index in primary, secondary and tertiary education is the ratio of the number of female students enrolled at primary, secondary and tertiary levels of education to the number of male students in each level. In short, GPI at various levels reflect equitable participation of girls in the School system. GPI is released by the United Nations Educational, Scientific and Cultural Organization (UNESCO) as a part of its Global Education Monitoring Report. A GPI of 1 indicates parity between the sexes; a GPI that varies between 0 and 1 typically means a disparity in favour of males; whereas a GPI greater than 1 indicates a disparity in favour of females. India’s GPI for the year 2018-19 at different levels of School Education is as under: Primary Education: 1.03 Upper Primary Education: 1.12 Secondary Education: 1.04 Higher Secondary Education: 1.04 India’s GPI indicates that the number of girls is more than the number of boys at all levels of school Education. In 2018-19, the Ministry of Human Resource Development launched the ‘Samagra Shiksha’ scheme. It is a Centrally Sponsored Scheme. It is an overarching programme for the school education sector extending from pre-school to class XII and aims to ensure inclusive and equitable quality education at all levels of school education. One of its objectives is to bridge social and gender gaps in school education. To provide quality education to girls from disadvantaged groups, Kasturba Gandhi BalikaVidyalayas (KGBVs) have been sanctioned in Educationally Backward Blocks (EBBs) under SamagraShiksha.
    [Show full text]
  • Fact Sheet on Gender Parity in Post-School Education And
    MARCH 2021 FACT SHEET Gender Parity in Post-School Education and Training Opportunities Authors: Mamphokhu Khuluvhe and Vusani Negogogo Department of Higher Education and Training 123 Francis Baard Street Pretoria South Africa Private Bag X174 Pretoria 0001 Tel.: 0800 87 22 22 www.dhet.gov.za © Department of Higher Education and Training The ideas, opinions, conclusions and policy recommendations expressed in this report are strictly those of the authors and do not necessarily represent those of the Department of Higher Education and Training (DHET). The DHET will not be liable for any incorrect data and for errors in conclusions, opinions and interpretations emanating from the information. Khuluvhe, M. and Negogogo, V., (2021). Gender Parity in Post-School Education and Training Opportunities, Department of Higher Education and Training, Pretoria. This Fact Sheet is available on the Department of Higher Education and Training’s website: www.dhet.gov.za Enquiries: Tel.: 012 312 5465/5826 Fax: 086 457 0289 Email: [email protected] and [email protected] Date of publication: March 2021 2 1. Background The consolidation of democracy in our country requires the eradication of social and economic inequalities, especially those that are systemic in nature, which were generated in our history by colonialism, apartheid and patriarchy1. Although significant progress has been made, post-1994, in restructuring and transforming our society and its institutions, systemic inequalities both in terms of race and gender remain deeply embedded in social structures and practices. These conditions undermine the aspirations of South Africa’s constitutional democracy. The basis for progressively redressing and transforming our institutions lies in the Constitution2 which, amongst others, upholds the values of equality and the creation of a non-sexist society where all may flourish.
    [Show full text]
  • Japanese Overseas School) in Belgium: Implications for Developing Multilingual Speakers in Japan
    Language Ideologies on the Language Curriculum and Language Teaching in a Nihonjingakkō (Japanese overseas school) in Belgium: Implications for Developing Multilingual Speakers in Japan Yuta Mogi Thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy UCL-Institute of Education 2020 1 Statement of originality I, Yuta Mogi confirm that the work presented in this thesis is my own. Where confirmation has been derived from other sources, I confirm that this has been indicated in the thesis. Yuta Mogi August, 2020 Signature: ……………………………………………….. Word count (exclusive of list of references, appendices, and Japanese text): 74,982 2 Acknowledgements First and foremost, I would like to express my sincere gratitude to my supervisor, Dr. Siân Preece. Her insights, constant support, encouragement, and unwavering kindness made it possible for me to complete this thesis, which I never believed I could. With her many years of guidance, she has been very influential in my growth as a researcher. Words are inadequate to express my gratitude to participants who generously shared their stories and thoughts with me. I am also indebted to former teachers of the Japanese overseas school, who undertook the roles of mediators between me and the research site. Without their support in the crucial initial stages of my research, completion of this thesis would not have been possible. In addition, I am grateful to friends and colleagues who were willing readers and whose critical, constructive comments helped me at various stages of the research and writing process. Although it is impossible to mention them all, I would like to take this opportunity to offer my special thanks to the following people: Tomomi Ohba, Keiko Yuyama, Takako Yoshida, Will Simpson, Kio Iwai, and Chuanning Huang.
    [Show full text]
  • Extended Abstract
    The Women’s Empowering-Work Index By JOCELYN E. FINLAY* In this paper, I propose the development of an indicator of women’s work in the context of women’s economic empowerment. The Women’s Empowering-Work Index (WEWI) measures the economic empowerment of work for women who are in low- and middle- income countries. The index will be a measure of women’s work situations, her accumulation of resources from working, and her decision-making power over the use of her income. To construct the index, I apply the Multidimensional Poverty Index approach (Sabina Alkire et al., 2013) used for the women’s empowerment in agriculture. This paper documents the development of the WEWI with a theoretical construct of the index and applied to the Living Standards and Measurement Study – Plus in Malawi, Tanzania and Ethiopia for validation. The validity of a parsimonious version will be tested using Demographic and Health Surveys due to this data set’s wide geographic coverage and analytic application. This research will contribute to the international development policies of empowering women, reducing gender inequalities and the creation of decent jobs under the Sustainable Development Goals by creating an empirical measure of decent work that incorporates indicators of empowerment and gender equality. * Finlay: Department of Global Health and Population, Harvard TH Chan School of Public Health, Building 1, 12th Floor, 1206B, 665 Huntington Avenue, Boston, MA 02115, USA. (e-mail: [email protected]). I would like to thank valuable feedback from PAA 2019 participants, ICRW seminar series participants, and the IUSSP Population, Poverty and Inequality 2019 conference participants and Kathleen Beegle for her thoughtful discussion.
    [Show full text]
  • Building Bridges for Gender Equality GLOBAL EDUCATION MONITORING REPORT
    GLOBAL EDUCATION MONITORING REPORT 2019 GENDER REPORT Building bridges for gender equality GLOBAL EDUCATION MONITORING REPORT 2019 Gender report BUILDING BRIDGES FOR GENDER EQUALITY GENDER REPORT GLOBAL EDUCATION MONITORING REPORT 2019 The Global Education Monitoring Report team Director: Manos Antoninis Daniel April, Bilal Barakat, Madeleine Barry, Nicole Bella, Erin Chemery, Anna Cristina D’Addio, Matthias Eck, Francesca Endrizzi, Glen Hertelendy, Priyadarshani Joshi, Katarzyna Kubacka, Milagros Lechleiter, Kate Linkins, Kassiani Lythrangomitis, Alasdair McWilliam, Anissa Mechtar, Claudine Mukizwa, Yuki Murakami, Carlos Alfonso Obregón Melgar, Judith Randrianatoavina, Kate Redman, Maria Rojnov, Anna Ewa Ruszkiewicz, Laura Stipanovic Ortega, Morgan Strecker, Rosa Vidarte and Lema Zekrya. The Global Education Monitoring Report is an independent annual publication. The GEM Report is funded by a group of governments, multilateral agencies and private foundations and facilitated and supported by UNESCO. MINISTÈRE DE L’EUROPE ET DES AFFAIRES ÉTRANGÈRES DÉLÉGATION PERMANENTE DE LA PRINCIPAUTÉ DE MONACO AUPRÈS DE L'UNESCO ii GLOBAL EDUCATION MONITORING REPORT 2019 GENDER REPORT This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) licence (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.org/open-access/ terms-use-ccbysa-en). The present licence applies exclusively to the text content of the publication. For the use of any material not clearly identified as belonging to UNESCO, prior permission shall be requested from: [email protected] or UNESCO Publishing, 7, place de Fontenoy, 75352 Paris 07 SP France.
    [Show full text]
  • Gender Party Index.Cdr
    GENDER PARITY INDEX A TOOLKIT TO EVALUATE GENDER DIVERSITY & EMPOWERMENT OF WOMEN IN THE FORMAL SECTOR IN INDIA Report on Results of the Survey 2017-18 Contents Foreword . 1 About FLO . 3 1. Gender Parity in the Formal Sector - Setting the Context . 4 2. Gender Parity Index 2017-18. 7 Approach & Measurement of Performance on the GPI Rating Scale . 7 3. Results of the Survey . 8 Summary Results . 8 4. Dimension-wise Analysis of Results . 9 Dimension A: Setting the Tone @ the Top. 9 Dimension B: Employment and Career Progression . 12 Dimension C: Workplace Environment . 16 Dimension D: Senior Management & Board Diversity . 19 Dimension E: Women Friendly Policies Including Health & Safety. 21 Dimension F: Gender Sensitisation & Sexual Harassment . 24 Number of Women Employed by Respondent Organisations . 28 Types of Respondent Organisations . 29 Age-wise Analysis of Respondent Organisations . 31 Industry Classiication of Respondents. 32 5. Conclusion . 36 Contents Foreword . 1 About FLO . 3 1. Gender Parity in the Formal Sector - Setting the Context . 4 2. Gender Parity Index 2017-18. 7 Approach & Measurement of Performance on the GPI Rating Scale . 7 3. Results of the Survey . 8 Summary Results . 8 4. Dimension-wise Analysis of Results . 9 Dimension A: Setting the Tone @ the Top. 9 Dimension B: Employment and Career Progression . 12 Dimension C: Workplace Environment . 16 Dimension D: Senior Management & Board Diversity . 19 Dimension E: Women Friendly Policies Including Health & Safety. 21 Dimension F: Gender Sensitisation & Sexual Harassment . 24 Number of Women Employed by Respondent Organisations . 28 Types of Respondent Organisations . 29 Age-wise Analysis of Respondent Organisations . 31 Industry Classiication of Respondents.
    [Show full text]
  • Analysis of Gender Parity for Pakistan: Ensuring Inclusive and Equitable Quality Education
    Munich Personal RePEc Archive Analysis of Gender Parity for Pakistan: Ensuring Inclusive and Equitable Quality Education Umar, Maida and Asghar, Zahid Quaid-i-Azam University Islamabad, Pakistan 29 July 2017 Online at https://mpra.ub.uni-muenchen.de/80482/ MPRA Paper No. 80482, posted 30 Jul 2017 12:23 UTC Analysis of Gender Parity for Pakistan: Ensuring Inclusive and Equitable Quality Education Maida Umar, Zahid Asghar1 Abstract Considering how much progress has been made in education, and how large an effort is needed to meet gender parity in primary education. Education is at the heart of sustainable improvement and the SDGs, a cause of action and hope. Educating girls as well as boys is an achievable goal and attainable in the near term if substantial resources are matched with comprehensive national strategies for education reform that include measures of accountability and a commitment to ensure every girl and boy in school. Additionally, the study signifies that how far away we are from accomplishing these SDGs. This results ought to set off alerts and prompt a noteworthy scale-up of activities to accomplish SDG 4 and ensuring gender parity. Moreover, it underlines the gaps that where the Pakistan stands today in education and where it has to establish reaching by 2030. Projections illustrate that how much additional exertion will be needed to accomplish gender parity. Such a comprehension could go some approach to have the anticipated evaluations in graphics significantly lifted. While challenges still exist, expected distance to achieve gender parity provides us guidance on to make significant progress. Punjab and urban areas have achieved gender parity for primary enrollments while other provinces need to learn lessons.
    [Show full text]
  • Gender Inequality and Economic Growth: Evidence from Industry-Level Data ‡
    Gender Inequality and Economic Growth: Evidence from Industry-Level Data ‡ Ata Can Bertay World Bank Ljubica Dordevic International Monetary Fund Can Sever University of Maryland December 31, 2018 Preliminary and incomplete. Do not circulate without authors’ permission. Abstract We study whether higher gender equality facilitates economic growth by enabling better allocation of a valuable resource: female labor. By allocating female labor to its more productive use, we hypothesize that reducing gender inequality should disproportionately benefit the industries that are typically more female-dominated. Specifically, we exploit within- country variation between industries to test whether the industries that have a larger share of female labor in their total employment grow relatively faster in countries with ex-ante lower gender inequality. To the extent that different industries have different gender compositions, due to, for example, industry-specific relative marginal product of labor (MPL), the test allows us to identify the causal effect of gender inequality on industry growth in value-added and labor productivity. We provide strong empirical support for our hypothesis in a large sample of emerging and developing countries over the period of the 1990s. Our estimates show that there is a positive growth differential of 1.7% in value-added (1.3% in labor productivity), between industries with high and low female share in total employment, when they are located in a low gender inequality country compared to a country with high gender inequality. The results are economically and statistically significant, and unlikely to be driven by outliers, measurement error, omitted variables and reverse causality. Our findings thus suggest that gender inequality has a causal effect on real economic outcomes.
    [Show full text]