Taking action: achieving gender equality and empowering women

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Preface At the Millennium Summit in 2000 the 189 member states of the United Nations made a commitment in the Millennium Declaration to achieve eight goals, now referred to as the Millennium Development Goals (see Goals on p. xvi). Goal 3 is to promote gender equality and empower women. In setting this goal, the UN member states recognized the contributions that women make to economic development and the costs to societies of the multiple disadvantages that women face in nearly every country. To accelerate progress toward achievement of the Millennium Development Goals, UN Secretary-General Kofi Annan and United Nations Development Programme (UNDP) Administrator Mark Malloch Brown launched the UN Millennium Project, a three-year effort to identify the best strategies for meeting the Millennium Development Goals, including identification of priorities, strategies, organizational means, and costs of meeting the Goals. The project’s ultimate objective is to help ensure that all developing countries meet the Goals. Most of the project’s analytical work has been carried out by 10 task forces whose members represent the UN system, academia, civil society organizations, and other private and public sector groups. Membership of the Task Force on Education and Gender Equality, which produced this report (and the companion report on Goal 2 for primary education), is diverse and includes presidents and directors of nongovernmental organizations in India, Nigeria, Kenya, the United States, and Zambia; leaders of activist groups in the Dominican Republic and Kenya; academic scholars in Luxembourg, the United Kingdom, and the United States; parliamentary and government officials in Brazil, Nigeria, and Uganda; and directors at the UNDP, United Nations Children’s Fund, United Nations Development Fund for Women, United Nations Educational, Scientific and Cultural Organization, Inter-American Development
xiv Preface Bank, International Labour Organization, UN Division for the Advancement of Women, World Bank, and World Food Programme; and sectoral experts from other agencies. Because the task force members recognize the importance of giving adequate attention to both the gender and education goals, the work was divided into those two areas, with members focusing on one or both of the goals, depending on their backgrounds and interests. The result is two reports—this one on gender equality and women’s empowerment, and a companion report on universal primary education (UN Millennium Project 2005c). Although distinct in focus, the reports are complementary in perspective and recommendations. The main audience for this report is the United Nations system and donor development agencies, policymakers at the national level, and women’s advocacy organizations.
Page 2 and 3: The UN Millennium Project is an ind
Page 4 and 5: Task Force on Hunger Halving hunger
Page 6 and 7: Foreword The world has an unprecede
Page 8 and 9: Contents Foreword iii Task force me
Page 10 and 11: Contents vii Chapter 12 Making it h
Page 12 and 13: Contents ix 4.1 HIV prevalence rate
Page 14 and 15: Task force members Task force coord
Page 18 and 19: Acknowledgments The authors would l
Page 20 and 21: Abbreviations AGI CEDAW CRC DALY DD
Page 22: Millennium Development Goals xix
Page 25 and 26: 2 Executive summary Achieving Goal
Page 27 and 28: 4 Executive summary Gender inequali
Page 29 and 30: 6 Executive summary Sexual and repr
Page 31 and 32: 8 Executive summary The time spent
Page 33 and 34: 10 Executive summary Several types
Page 35 and 36: 12 Executive summary Employmentenha
Page 37 and 38: 14 Executive summary Gender quotas
Page 39 and 40: 16 Executive summary Infrastructure
Page 41 and 42: 18 Executive summary Box 1 Proposed
Page 43 and 44: 20 Executive summary A transformati
Page 45 and 46: 22 Executive summary Women’s orga
Page 47 and 48: 24 Executive summary The internatio
Page 49 and 50: 26 Executive summary The next 10 ye
Page 51 and 52: 28 Chapter 1 Genuine equality means
Page 53 and 54: Chapter 2 Task force perspective on
Page 55 and 56: 32 Chapter 2 Box 2.2 Achieving the
Page 57 and 58: 34 Chapter 2 The task force believe
Page 59 and 60: Chapter 3 Strengthen opportunities
Page 61 and 62: 38 Chapter 3 Higher levels of educa
Page 63 and 64: 40 Chapter 3 Female education can r
Page 65 and 66: 42 Chapter 3 All regions except Sou
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44 Chapter 3 Table 3.4 Primary scho
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46 Chapter 3 Table 3.7 Enrollment r
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48 Chapter 3 Scholarship programs h
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50 Chapter 3 Decreasing the distanc
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52 Chapter 3 Support to literacy pr
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54 Chapter 4 Sexual and reproductiv
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56 Chapter 4 At the end of 2004 abo
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58 Chapter 4 Figure 4.1 Rates of ea
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60 Chapter 4 Interventions to impro
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62 Chapter 4 A critical priority is
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64 Chapter 4 Schools can provide li
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Chapter 5 Invest in infrastructure
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68 Chapter 5 Figure 5.2 Women are t
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70 Chapter 5 Taking women’s perce
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72 Chapter 5 Cost is often a constr
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74 Chapter 5 and Elson 1995). If us
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76 Chapter 6 Effective land rights
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78 Chapter 6 Gathering systematic e
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80 Chapter 6 In Sub-Saharan Africa
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82 Chapter 6 Land markets have been
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84 Chapter 6 and recording women’
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86 Chapter 6 At the international l
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Chapter 7 Reduce gender inequality
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90 Chapter 7 In only 17 of 110 coun
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92 Chapter 7 Table 7.3 Female share
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94 Chapter 7 Gender gaps in earning
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96 Chapter 7 An important strategy
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98 Chapter 7 For poor women, public
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100 Chapter 7 Many developed and de
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102 Chapter 7 Decent, productive wo
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Chapter 8 Increase women’s repres
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106 Chapter 8 Only 14 countries hav
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108 Chapter 8 Experience offers fou
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Chapter 9 Combat violence against w
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112 Chapter 9 Surveys often find th
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114 Chapter 9 The economic, social,
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116 Chapter 9 Interventions for com
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118 Chapter 9 Communities play an i
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120 Chapter 9 Box 9.1 Mainstreaming
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Chapter 10 Data and indicators for
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124 Chapter 10 Box 10.1 Proposed in
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126 Chapter 10 The task force recom
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128 Chapter 10 Improving countries
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Chapter 11 The financial costs of i
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132 Chapter 11 A gender needs asses
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134 Chapter 11 empower women. For e
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136 Chapter 11 costs of setting up
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Chapter 12 Making it happen Althoug
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140 Chapter 12 Gender analysis invo
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142 Chapter 12 Through legislation,
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144 Chapter 12 The reporting obliga
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146 Chapter 12 Box 12.2 Cambodia: t
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148 Chapter 12 Box 12.3 Chile: the
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150 Chapter 12 Box 12.5 South Afric
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152 Chapter 12 Poverty reduction st
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154 Chapter 12 The next 10 years pr
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156 Appendix 1 illiterate, while th
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158 Appendix 1 Box A1.1 Regional cl
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160 Appendix 1 Table A1.3 Country p
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162 Appendix 1 are likely to fall b
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164 Appendix 1 Table A1.7 Female an
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174 Appendix 1 Table A1.10 Adult fe
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176 Appendix 1 Table A1.10 Adult fe
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Appendix 2 Reproductive health stat
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Appendix 3 Employment statistics Ta
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182 Appendix 3 Table A3.2 Maternity
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184 Appendix 3 Table A3.2 Maternity
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186 Appendix 3 Table A3.3 Women’s
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188 Appendix 3 Table A3.3 Women’s
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190 Appendix 4 Table A4.1 Share of
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192 Appendix 4 Table A4.3 Results o
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Appendix 6 Summary of e-discussion
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200 Appendix 6 caveats to be consid
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202 Appendix 6 political opportunit
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204 Appendix 6 investment in infras
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206 Appendix 6 does not lower women
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208 Appendix 6 • Conduct public a
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210 Appendix 6 women—hardly a gen
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212 Appendix 6 commented on gender-
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214 Appendix 6 clear is the extent
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216 Notes from many different count
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218 Notes 5. A condition of such ow
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220 Notes 14. The pension is paid o
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222 Notes Chapter 11 1. Using data
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References Aboim, M. 2002. “Brazi
Page 249 and 250:
226 References Aromolaran, A. 2002.
Page 251 and 252:
228 References Bid, P., R. Nanavaty
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230 References Case, A., and A. Dea
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232 References ———. 2001. Emp
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234 References Floro, M. 1995. “E
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236 References Harding, S. 1996.
Page 261 and 262:
238 References ———. 2000. “
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240 References Kaufmann, D., A. Kra
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242 References son-Kuhn, and J. Haa
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244 References Mladjenvoic, L., and
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246 References Ostro, B. J., M. San
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248 References Rehn, E., and E. Joh
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250 References Global Technical Con
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252 References UNAIDS. 2003a. Acces
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254 References United Nations Secre
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256 References ———. 1999. “
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Taking action: achieving gender equality and empowering women

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