rural-urban dynamics_report.pdf - Khazar University

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MDG 3 Promote gender equality and empower women Women make important contributions to economic and social development. Expanding opportunities for them in the public and private sectors is a core development strategy. Education is the starting point. By enrolling and staying in school, girls gain the skills they need to enter the labor market, care for families, and make decisions for themselves. Achieving gender equity in education is an important demonstration that young women are full, contributing members of society. Girls have made substantial gains in primary and secondary school enrollment. In 1990, the primary school enrollment rate of girls in developing countries was only 86 percent that of boys. By 2011, the average was 97 percent. 1 Similar improvements have been made in secondary schooling, where girls’ enrollments have risen from 78 percent to 96 percent of that of boys. Progress has been greatest in richer countries. In countries classified by the World Bank as upper-middle-income, girls’ enrollments in primary and secondary schools now exceed those of FIGURE 3a Gender parity in primary, secondary, and tertiary education by region, 2011 East Asia & Pacific Europe & Central Asia Latin America & the Caribbean Middle East & North Africa South Asia Sub-Saharan Africa 0 30 60 90 120 150 Ratio of female to male enrollment Primary Secondary Tertiary Source: UNESCO Institute of Statistics and World Development Indicators database. boys. But averages can obscure large differences between countries: overenrollment of girls in one country does not counterbalance underenrollment in another. At the end of the 2011 school year, 31 upper-middle-income countries and 23 lower-middle-income countries had reached or exceeded equal enrollment of girls in primary and secondary education, but only 9 low-income countries had done so. Two regions lag behind: South Asia and Sub-Saharan Africa. The differences are also notable for urban-rural areas. For several African countries, the gap between male and female enrollment remains large, especially for secondary enrollment. Only a few countries in Sub-Saharan Africa have higher enrollment rates for girls (Niger, Rwanda, and Senegal in urban areas). However, most of the countries included in figure 3b show that boys have higher enrollment rates compared with girls. More women are participating in public life at the highest levels. The proportion of parliamentary seats held by women continues to increase. The Latin America and Caribbean region, where women now hold 23 percent of all parliamentary seats, remains in the lead. The most impressive gains have been made in South Asia, where the number of seats held by women more than tripled between 1999 and 2010. In Nepal, women held one-third of parliamentary seats in 2011. In Sub-Saharan Africa, Rwanda leads the way: since 2008, 56 percent of its parliamentary seats have been held by women. The Middle East and North Africa lag far behind. Full economic empowerment of women remains a distant goal. While many women work long hours and make important contributions to their families’ welfare, they often work in the informal sector, typically as unpaid family workers. Women’s share in paid employment in the nonagricultural sector has risen marginally but remains less than 20 percent in South Asia and in the Middle East and North Africa. The largest proportion of working women is found in Europe and Central Asia, where in recent years, 47–48 percent of nonagricultural wage employees were women. 1. The ratio between the enrollment rate of girls and boys (gender parity ratio) increased from 91 in 1999 to 97 in 2010 for the developing regions as a whole—falling within the plus-or-minus 3-point margin of 100 percent that is the accepted measure for parity. 30
GLOBAL MONITORING REPORT 2012 OVERVIEW 31 FIGURE 3b Gap in male-female enrollment ratios 30 25 20 15 10 5 0 –5 –10 Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Rural Urban Ethiopia 2004 Niger 2007 Burkina Faso 2010 Mozambique 2008 São Tomé & Príncipe 2010 Senegal 2005 Uganda 2010 Ghana 2005 Sierra Leone 2003 Côte d’Iviore 2008 Rwanda 2010 Cameroon 2007 Zambia 2010 Kenya 2005 Nigeria 2004 Primary Senior secondary Source: World Development Indicators database. 31
Page 3: Global Monitoring Report 2013 Rural
Page 6 and 7: © 2013 International Bank for Reco
Page 8 and 9: vi CONTENTS GLOBAL MONITORING REPOR
Page 10 and 11: viii CONTENTS GLOBAL MONITORING REP
Page 13 and 14: Foreword Global Monitoring Report (
Page 15 and 16: Acknowledgments This report has bee
Page 17: Abbreviations and Acronyms ADB Asia
Page 20 and 21: GMR 2013 Rural-Urban Dynamics and t
Page 22 and 23: 4 OVERVIEW GLOBAL MONITORING REPORT
Page 28 and 29: 10 OVERVIEW GLOBAL MONITORING REPOR
Page 38 and 39: Goals and Targets from the Millenni
Page 40 and 41: Progress toward the MDGs Only two y
Page 42 and 43: primary completion, and access to s
Page 44 and 45: FIGURE 1a Poverty rates (living on
Page 46 and 47: MDG 2 Achieve universal primary edu
Page 50 and 51: MDG 4 Reduce child mortality In mos
Page 52 and 53: MDG 5 Reduce maternal mortality MDG
Page 54 and 55: MDG 6 Combat HIV/AIDS, malaria, and
Page 56 and 57: FIGURE 6e Children under age 5 who
Page 58 and 59: FIGURE 7b Access to sanitation by r
Page 60 and 61: Improving the measurement of develo
Page 63 and 64: 1 Macroeconomic, Trade, and Aid Dev
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GLOBAL MONITORING REPORT 2013 MACRO
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2 Rural-Urban Disparities and Dynam
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GLOBAL MONITORING REPORT 2013 RURAL
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3 How Can Urbanization Accelerate P
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Appendix Table A1.1 Classification
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ECO-AUDIT Environmental Benefits St
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