Gender Equality Index Report - European Institute for Gender ...

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Table 5.4. Gender Equality Index scores for the domain of knowledge Country Knowledge Educational attainment and segregation Educational attainment* Educational segregation* Lifelong learning DK 75.1 66.6 78.5 54.6 84.7 UK 68.8 81.3 97.3 65.4 58.2 FI 67.0 67.4 85.5 49.2 66.6 SE 66.3 68.3 76.3 60.2 64.3 NL 65.5 67.5 80.5 54.5 63.5 LU 61.1 72.2 81.7 62.6 51.8 BE 54.7 78.6 89.0 68.2 38.0 ES 53.5 69.3 81.7 56.9 41.3 EE 53.0 57.3 70.3 44.4 49.0 CY 52.9 73.5 91.6 55.5 38.0 IE 52.8 78.5 90.9 66.1 35.4 SI 51.4 46.2 53.8 38.7 57.1 FR 49.4 64.3 75.4 53.2 38.0 LT 47.4 58.3 67.1 49.5 38.5 AT 44.6 39.5 45.2 33.8 50.2 DE 44.1 49.7 60.4 39.0 39.0 PL 44.0 46.5 52.2 40.9 41.6 LV 38.8 45.7 54.1 37.4 32.9 CZ 37.3 36.1 44.2 28.0 38.5 EL 36.7 50.8 62.0 39.5 26.5 HU 35.1 42.3 49.0 35.7 29.1 SK 35.0 38.0 43.6 32.5 32.1 MT 34.0 35.2 38.5 31.8 32.9 IT 32.1 31.3 36.0 26.6 32.9 BG 32.0 45.2 49.0 41.4 22.7 PT 30.4 29.9 33.4 26.3 30.9 RO 28.8 32.2 36.6 27.9 25.8 EU-27 48.9 57.2 69.0 45.4 41.8 * during the computation of the overall Index, attainment and segregation are aggregated into a single sub-domain, using equal weights, in line with the structure derived from the multivariate analysis. The first sub-domain measures both educational attainment and segregation in tertiary education, since they are very closely associated (r = 0.95), and that this strong relationship is picked up by the statistical structure of the Gender Equality Index. Educational attainment is measured by the percentage of the population that has achieved third-level education, while segregation measures women and men’s participation in selected segregated sectors (here being Education, Health and welfare, Humanities and art). 116 Gender Equality Index – Report
The sub-domain educational attainment and segregation presents scores that vary from 29.9 for Portugal to 81.3 for the United Kingdom. The EU-27 average registers the value 57.2, with 13 countries that are below halfway towards gender equality (see Table 5.4.). The contribution of gender indicators on educational attainment and segregation is asserted by the strong correlation between them and the domain of knowledge (r = 0.84), as shown in Figure 5.5. This illustrates that an improvement in this sub-domain has direct implications on the increase of the gender scores of knowledge. In terms of educational attainment, there is a large degree of gender equality in the majority of Member States, with an average score of 69.0 at EU level. However, although some countries are close to the equality point, for example the United Kingdom with a value of 97.3, others remain far away. A third of Member States (PT, IT, RO, MT, CZ, SK, AT, HU and BG) remain below halfway towards gender equality. Relatively high levels of gender equality in educational attainment, where they occur, are mitigated by lower scores in terms of educational segregation, with an EU average of 45.4, showing that high levels of gender segregation prevail. Scores extend from very low gender equality in educational segregation in Portugal (26.3) and Italy (26.6), to relatively higher scores in the United Kingdom (65.4), Ireland (66.1) and Belgium (68.2). Figure 5.5. Relationship between the domain of knowledge and educational attainment and segregation R2 = 0.70798 80 DK Domain of knowledge 70 60 50 40 30 PT IT MT RO CZ SK AT HU SI PL LV BG DE EL EE EU-27 LT FR FI NL SE ES LU CY BE IE UK 20 20 30 40 50 60 70 80 90 Educational attainment and segregation Source: EIGE’s calculations The second sub-domain focuses on measuring gender equality in lifelong learning participation. Its scores show that the EU remains quite far from gender equality in terms of lifelong learning, with an average score of 41.8. Moreover, throughout Member States, only eight are above halfway towards gender equality, although the maximum score extends to 84.7. In contrast, gender equality scores remain very low in a significant number of Member States, not exceeding 30.0 in Bulgaria, Romania, Greece and Hungary. The sub-domain of lifelong learning is another strong contributor to the domain of knowledge, displaying a strong positive association (r = 0.89). An improvement in this subdomain implies a similar increase in the gender scores of knowledge. Gender Equality Index – Report 117
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Gender Equality Index Report Report
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Halfway towards equality Equality b
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Contents Acknowledgements 2 1. Intr
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Finally, the report concludes with
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The measures range from getting mor
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Table 1.1. Existing gender indices
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The Gender Equality Index ensures t
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The gender framework developed by F
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equal work and work of equal value;
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Figure 2.1. Domains of the Gender E
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The second sub-domain examines gend
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Another important source of income,
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learning remains segregated in term
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The topic of power in decision-maki
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Figure 2.7. Domain of health and it
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complexity of the inequalities that
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disadvantage in terms of accessing
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3.1. Indicators and measures During
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This yields values where 1 stands f
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age, as there is only one missing v
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Workers caring for and educating th
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Additionally, several variables wer
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Domain Conceptual framework Measure
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3.2. Computing the Index The Gender
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The arithmetic mean allows full com
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Table 3.8. Mean experts’ weights
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Table 3.10. Pearson’s correlation
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Gender Equality Index - Report 55
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Table 4.1. Measurement framework fo
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4.1.2. Duration of working life The
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Figure 4.5. Employment in the Educa
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The overall gender gap, for the per
Page 65 and 66: 4.1.6. Training at work The final i
Page 67 and 68: Table 4.2. Measurement framework fo
Page 69 and 70: 4.2.2. Mean equivalised income In a
Page 71 and 72: 4.2.3. Not-at-risk-of-poverty The f
Page 73 and 74: Figure 4.19. Income distribution (S
Page 75 and 76: 4.3.1. Tertiary education The gende
Page 77 and 78: On the contrary, at EU level in 201
Page 79 and 80: 4.3.3. Formal and non-formal educat
Page 81 and 82: Table 4.5. Measurement framework of
Page 83 and 84: 4.4.2. Cooking and housework Wide d
Page 85 and 86: Figure 4.32. Involvement in sportin
Page 87 and 88: Figure 4.35. Gender gap in involvem
Page 89 and 90: Figure 4.36. Ministers by sex in EU
Page 91 and 92: Figure 4.38. Members of regional as
Page 93 and 94: 4.5.6. Summary Women, compared with
Page 95 and 96: Figure 4.41. Good or very good self
Page 97 and 98: Figure 4.44. Life expectancy by gen
Page 99 and 100: The issue of unmet medical needs is
Page 101 and 102: Figure 4.50. Individuals without un
Page 103 and 104: Figure 4.51. Employment rates for p
Page 105 and 106: 4.7.3. Employment for lone parents/
Page 107 and 108: 4.8.1. Direct violence The first su
Page 109 and 110: Table 5.1. Scores of the Gender Equ
Page 111 and 112: Participation is measured by focusi
Page 113 and 114: 5.2.2. Money matters The domain of
Page 115: Figure 5.4. Relationship between th
Page 119 and 120: Table 5.5. Gender Equality Index sc
Page 121 and 122: In conclusion, gender equality in t
Page 123 and 124: Figure 5.10. Relationship between t
Page 127 and 128: Country Intersecting inequalities F
Page 129 and 130: Table 5.10. Gender Equality Index s
Page 131 and 132: The domain of violence, due to a la
Page 137 and 138: methodology based on sound statisti
Page 139 and 140: is an important area of gender equa
Page 141 and 142: Women remain less likely to partici
Page 143 and 144: Sex-disaggregated indicators to mea
Page 145 and 146: 7. Annexes Annex 1: Domains of the
Page 147 and 148: Table 1.3. Domains of the Index in
Page 149 and 150: Table 1.5. Domains of the Index cov
Page 151 and 152: Women and the Economy (F) F1. Emplo
Page 153 and 154: G15. The proportion and number of w
Page 155 and 156: Annex 3: Correlation matrix of the
Page 157 and 158: Domain Money Money Financial resour
Page 159 and 160: 2.5 Screeplot: Time 2.0 1.5 1.0 0.5
Page 161 and 162: Annex 5: Indicators correspondence
Page 163 and 164: Table 6.2 . Percentage of women (15
Page 165 and 166: Annex 8: Scores of the Gender Equal
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Annex 10: Scores of the Gender Equa
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Annex 12: Scores of the Gender Equa
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8. References Anker, R. (1998), Gen
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Cueva, B. H. (2006), ‘What is Mis
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European Commission (2010), Communi
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Hakim, C. (1996), Key Issues in wom
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Rubery, J. (2002),’Gender mainstr
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European Institute for Gender Equal
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