Taking action: achieving gender equality and empowering women

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Education projections and country level education data 157 such a model, however, limits us to this simpler approach. A second problem with the linear predictions for gross enrollment rates is that any increase over 100 signals a problem rather than an achievement because it means that students (boys or girls) are repeating grades. Despite these limitations, results stemming from the projections of gender parity in enrollment rates provide valuable clues on countries’ progress. These predictions also help pin down the countries and regions that are faring the worst and hence can provide guidance on where efforts and resources should be directed in the hard work to achieve gender parity in education. Projection results Most of the results are reported at the regional level using the UNDP (2002) country classification 2 (box A1.1) and supplemented by country-level statistics. The classification includes 188 countries. Country prospects for meeting the primary education target As discussed in chapter 3, gender gaps in primary gross enrollment ratios closed rapidly during 1990–2000. In all regions except South Asia and Sub-Saharan Africa the gender parity ratio for primary enrollment exceeded 0.90. The gap also narrowed in South Asia, moving from 0.77 to 0.89, and in Sub-Saharan Africa, moving from 0.80 to 0.86. In Sub-Saharan Africa in 35 of 40 countries with data for 2000, the gross enrollment ratio of girls’ to boys’ enrollment rates was below 1.0. Of these 35 countries 19 had gender parity ratios below 0.90 (Angola, Benin, Burkina Faso, Burundi, Cameroon, Central African Republic, Chad, Comoros, Côte d’Ivoire, Eritrea, Ethiopia, Guinea, Guinea-Bissau, Liberia, Mali, Mozambique, Niger, Senegal, and Togo). In South Asia four of six countries had gender parity ratios below 1.0 (India, Islamic Republic of Iran, Nepal, and Pakistan). If present trends continue, 46 of 133 countries with available data are expected to achieve gender parity or a reverse gender gap by 2005 (table A1.1). Sixty-eight countries are in the 0.90–0.99 interval. No countries are in the off-track category. Nineteen countries have a projected gender parity ratio of 0.70–0.89, which indicates that they are falling behind. Four of these countries are in the Middle East and North Africa (Djibouti, Iraq, Sudan, Yemen), 14 are in Sub-Saharan Africa (Benin, Burkina Faso, Burundi, Cameroon, Central African Republic, Chad, Côte d’Ivoire, Eritrea, Ethiopia, Guinea, Mali, Mozambique, Niger, Togo) and one is in South Asia (India). Convergence toward parity can be achieved in several ways: declines in male enrollment rates with female rates remaining constant, declines in both female and male rates with male rates declining faster, or increases in both female and male rates, with female rates increasing faster. Parity is only meaningful if it is attained through genuine increases in female enrollment rates.
158 Appendix 1 Box A1.1 Regional classifications Developed countries Australia, Austria, Belgium, Canada, Denmark, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Japan, Luxembourg, Netherlands, New Zealand, Norway, Portugal, Spain, Sweden, Switzerland, United Kingdom, United States East Asia and Pacific Brunei Darussalam, Cambodia, China, Democratic People’s Republic of Korea, Fiji, Hong Kong (China), Indonesia, Kiribati, Lao People’s Democratic Republic, Malaysia, Marshall Islands, Federated States of Micronesia, Mongolia, Myanmar, Nauru, Palau, Papua New Guinea, Philippines, Republic of Korea, Samoa, Singapore, Solomon Islands, Thailand, Timor-Leste, Tonga, Tuvalu, Vanuatu, Viet Nam Europe and Central Asia Albania, Armenia, Azerbaijan, Belarus, Bosnia and Herzegovina, Bulgaria, Croatia, Cyprus, Czech Republic, Estonia, Georgia, Hungary, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Poland, Republic of Moldova, Romania, Russian Federation, Serbia and Montenegro, Slovakia, Slovenia, Macedonia TFYR, Tajikistan, Turkey, Turkmenistan, Ukraine, Uzbekistan Latin America and the Caribbean Antigua and Barbuda, Argentina, Bahamas, Barbados, Belize, Bolivia, Brazil, Chile, Colombia, Costa Rica, Cuba, Dominica, Dominican Republic, Ecuador, El Salvador, Grenada, Guatemala, Guyana, Haiti, Honduras, Jamaica, Mexico, Nicaragua, Panama, Paraguay, Peru, Saint Kitts and Nevis, Saint Lucia, Saint Vincent and the Grenadines, Suriname, Trinidad and Tobago, Uruguay, Venezuela Middle East and North Africa Algeria, Bahrain, Djibouti, Egypt, Iraq, Israel, Jordan, Kuwait, Lebanon, Libyan Arab Jamahiriya, Morocco, Oman, Palestinian Autonomous Territories, Qatar, Saudi Arabia, Sudan, Syrian Arab Republic, Tunisia, United Arab Emirates, Yemen South Asia Afghanistan, Bangladesh, Bhutan, India, Islamic Republic of Iran, Maldives, Nepal, Pakistan, Sri Lanka Sub-Saharan Africa Angola, Benin, Botswana, Burkina Faso, Burundi, Cameroon, Cape Verde, Central African Republic, Chad, Comoros, Congo, Côte d’Ivoire, Democratic Rep. of the Congo, Equatorial Guinea, Eritrea, Ethiopia, Gabon, Gambia, Ghana, Guinea, Guinea-Bissau, Kenya, Lesotho Liberia, Madagascar, Malawi, Mali, Mauritania, Mauritius, Mozambique, Namibia, Niger, Nigeria, Rwanda, São Tomé and Principe, Senegal, Seychelles, Sierra Leone, Somalia, South Africa, Swaziland, United Republic of Tanzania, Togo, Uganda, Zambia, Zimbabwe Of the 14 countries that have not yet achieved but are projected to achieve gender parity or a reverse gender gap in primary enrollments by 2005, only 12 will do so through increases in female enrollment rates: Bolivia, Gambia, Kenya, Kuwait, Lithuania, Malawi, Mauritania, Mexico, Peru, Portugal, Rwanda, and Vanuatu. 3 Another two countries are expected to achieve a ratio of one or greater because of declines in both female and male rates, with male enrollment rates declining faster: Myanmar and Saudi Arabia.
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The UN Millennium Project is an ind
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Task Force on Hunger Halving hunger
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Foreword The world has an unprecede
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Contents Foreword iii Task force me
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Contents vii Chapter 12 Making it h
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Contents ix 4.1 HIV prevalence rate
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Task force members Task force coord
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Preface At the Millennium Summit in
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Acknowledgments The authors would l
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Abbreviations AGI CEDAW CRC DALY DD
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Millennium Development Goals xix
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2 Executive summary Achieving Goal
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4 Executive summary Gender inequali
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6 Executive summary Sexual and repr
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8 Executive summary The time spent
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10 Executive summary Several types
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12 Executive summary Employmentenha
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14 Executive summary Gender quotas
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16 Executive summary Infrastructure
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18 Executive summary Box 1 Proposed
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20 Executive summary A transformati
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22 Executive summary Women’s orga
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24 Executive summary The internatio
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26 Executive summary The next 10 ye
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28 Chapter 1 Genuine equality means
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Chapter 2 Task force perspective on
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32 Chapter 2 Box 2.2 Achieving the
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34 Chapter 2 The task force believe
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Chapter 3 Strengthen opportunities
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38 Chapter 3 Higher levels of educa
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40 Chapter 3 Female education can r
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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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Page 131 and 132: 108 Chapter 8 Experience offers fou
Page 133 and 134: Chapter 9 Combat violence against w
Page 135 and 136: 112 Chapter 9 Surveys often find th
Page 137 and 138: 114 Chapter 9 The economic, social,
Page 139 and 140: 116 Chapter 9 Interventions for com
Page 141 and 142: 118 Chapter 9 Communities play an i
Page 143 and 144: 120 Chapter 9 Box 9.1 Mainstreaming
Page 145 and 146: Chapter 10 Data and indicators for
Page 147 and 148: 124 Chapter 10 Box 10.1 Proposed in
Page 149 and 150: 126 Chapter 10 The task force recom
Page 151 and 152: 128 Chapter 10 Improving countries
Page 153 and 154: Chapter 11 The financial costs of i
Page 155 and 156: 132 Chapter 11 A gender needs asses
Page 157 and 158: 134 Chapter 11 empower women. For e
Page 159 and 160: 136 Chapter 11 costs of setting up
Page 161 and 162: Chapter 12 Making it happen Althoug
Page 163 and 164: 140 Chapter 12 Gender analysis invo
Page 165 and 166: 142 Chapter 12 Through legislation,
Page 167 and 168: 144 Chapter 12 The reporting obliga
Page 169 and 170: 146 Chapter 12 Box 12.2 Cambodia: t
Page 171 and 172: 148 Chapter 12 Box 12.3 Chile: the
Page 173 and 174: 150 Chapter 12 Box 12.5 South Afric
Page 175 and 176: 152 Chapter 12 Poverty reduction st
Page 177 and 178: 154 Chapter 12 The next 10 years pr
Page 179: 156 Appendix 1 illiterate, while th
Page 183 and 184: 160 Appendix 1 Table A1.3 Country p
Page 185 and 186: 162 Appendix 1 are likely to fall b
Page 187 and 188: 164 Appendix 1 Table A1.7 Female an
Page 197 and 198: 174 Appendix 1 Table A1.10 Adult fe
Page 199 and 200: 176 Appendix 1 Table A1.10 Adult fe
Page 201 and 202: Appendix 2 Reproductive health stat
Page 203 and 204: Appendix 3 Employment statistics Ta
Page 205 and 206: 182 Appendix 3 Table A3.2 Maternity
Page 207 and 208: 184 Appendix 3 Table A3.2 Maternity
Page 209 and 210: 186 Appendix 3 Table A3.3 Women’s
Page 211 and 212: 188 Appendix 3 Table A3.3 Women’s
Page 213 and 214: 190 Appendix 4 Table A4.1 Share of
Page 215 and 216: 192 Appendix 4 Table A4.3 Results o
Page 221 and 222: Appendix 6 Summary of e-discussion
Page 223 and 224: 200 Appendix 6 caveats to be consid
Page 225 and 226: 202 Appendix 6 political opportunit
Page 227 and 228: 204 Appendix 6 investment in infras
Page 229 and 230: 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
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226 References Aromolaran, A. 2002.
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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.
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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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