Human Development Report 2013 - UNDP

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FIGURE 1.6Most regions show declining inequality in health and education and rising inequality in incomeHealthEducationIncomeLoss due to inequality (%) Loss due to inequality (%) Loss due to inequality (%)606060505050404040303030202020101010001990 1995 2000 2005 2010 1990 1995 2000 2005 2010019901995200020052010Arab StatesEast Asia andthe PacificEurope andCentral AsiaLatin America andthe CaribbeanSouth AsiaSub-Saharan AfricaDevelopedcountriesNote: Based on a population-weighted balanced panel of 182 countries for loss due to health inequality, 144 countries for loss due to education inequality and 66 countries for loss due to income inequality. Data onincome inequality from Milanović (2010) are available through 2005.Source: HDRO calculations using health data from United Nations Department of Economic and Social Affairs life tables, education data from Barro and Lee (2010) and income inequality data from Milanović (2010).parliamentary representation. Italy, for example,managed to increase female representationmore than 50%, but women still occupyonly around a fifth of all seats (20.7%). InIreland, female parliamentary representation isstill below 20% while in Rwanda, women outnumbermen in parliamentary representation(52% compared with 48%).Though many countries in Sub-SaharanAfrica showed improvement in their GII valuebetween 2000 and 2012, they still performworse than countries in other regions, mainlybecause of higher maternal mortality ratiosand adolescent fertility rates and huge gaps ineducational attainment.One of the most disturbing trends concernsthe sex ratio at birth, which is deterioratingin some fast-growing countries. Thenatural ratio for children ages 0–4 is 1.05 (or105 boys to 100 girls). But in the 175 countriesfor which 2012 data are available, theaverage was 1.07, and 13 countries had aratio of 1.08–1.18. 37In some countries, sex-selective abortion andinfanticide are artificially altering the demographiclandscape, leading to a shortage ofgirls and women. This is not just a concern forgender justice and equality; it also has majorimplications for democracy and could lead tosocial violence.The high male sex ratio at birth reflects women’sstatus in society, entrenched patriarchalmores and prejudices, which are an aspect ofdeep-rooted sociocultural beliefs, the changingaspirations of urban and rural societies, and thedowry system in some countries. 38 In recent32 | HUMAN DEVELOPMENT REPORT 2013
years, the problem has been exacerbated by BOX 1.6the spread and misuse of ultrasound technologiesthat enable parents to exercise age-oldpreferences for boys. The key driver, however,is the combination of patriarchal mores andgreater economic value of boys in the presenceof a dowry system. In absence of the latter—forinstance, in African countries—patriarchal prejudicesalone do not manifest in high male sexratio at birth.Redressing this imbalance will involve changingmany social norms, including those thataffect the economic incentives of the householdto have boys rather than girls. This wouldinclude effectively ending the exploitativedowry system, 39 generating greater economicopportunities for women, creating conditionsfor women to have greater control over theirlives and enhancing their political participationand decisionmaking within households.It has often been argued that improvingeducation for women helps raise their levelsof health and nutrition and reduces fertilityrates. 40 Thus, in addition to its intrinsic valuein expanding women’s choices, educationalso has an instrumental value in enhancinghealth and fertility outcomes of women andchildren. In this respect, low and mediumHDI countries still have some way to go.There was also a gender imbalance among theuneducated population in high and very highHDI countries in 1970–2010, although therewas substantially more gender balance at alleducation levels in these countries for girlsand young women currently of school attendanceage.Important as education and job creationfor women are, they are not enough. Standardpolicies to enhance women’s income do nottake into account gender differences withinhouseholds, women’s greater burden ofunpaid work and gender division of workas per cultural norms. Policies based on economictheory that does not take these factorsinto account may have adverse impacts onwomen, even though they create economicprosperity. 41 Key to improving gender equityare political and social reforms that enhancewomen’s human rights, including freedom,dignity, participation, autonomy and collectiveagency. 42Education quality: achievement on the Programme for International StudentAssessmentThe education component of the Human Development Index has two measures: mean yearsof schooling and expected years of schooling. But even more than years of schooling, qualityof education is a key factor in expanding human capabilities (see figure).The Organisation for Economic Co-operation and Development’s Programme for InternationalStudent Assessment (PISA) collects internationally compatible data on the educationalattainment of students and allows for cross-country comparison of average learning scores,share of low-performing schools and consistency of quality outcomes. For example, the advantagesof a highly educated labour force, which countries such as the United States havetraditionally had, appear to be eroding as young cohorts in other countries (such as Ireland,Japan and the Republic of Korea) reach and surpass the qualifications found in the UnitedStates.In the most recent PISA, conducted in 63 countries and territories in 2009, many countriesshowed impressive strides in quality of learning outcomes. Students from Shanghai,China, outperformed students from 62 countries in reading, mathematics and science skills.They were followed by students from the Republic of Korea, Finland and Hong Kong, China(SAR) in reading; Singapore, Hong Kong, China (SAR) and the Republic of Korea in mathematics;and Finland, Hong Kong, China (SAR) and Singapore in science. The United Statesperformed below average in mathematics, sharing 29th place with Ireland and Portugal;slightly above average in science, in 21st place; and above average in reading, sharing 15thplace with Iceland and Poland. Brazil, Chile, Indonesia and Peru have seen impressive gains,catching up from very low levels of performance. Investments by some countries in educationquality will likely bring future payoffs in a more knowledge-driven globalized world.Programme for International Student Assessment scores in reading positivelycorrelate with HDI valuesReading score, 20096005004003002000.6 0.7 0.8 0.9Non-OECDSource: HDI values, HDRO calculations; Programme for International Student Assessment scores, OECD (2010b).HDI, 2012OECDChapter 1 The state of human development | 33
Page 1 and 2: WNSEHuman DevelopmentReport 2013The
Page 3 and 4: Human Development Report 2013The Ri
Page 5 and 6: Human Development Report 2013 TeamD
Page 7 and 8: Finally, the Report also calls for
Page 9 and 10: Heather Simpson, Ben Slay, Mounir T
Page 11 and 12: 3.6 India’s Supreme Court issues
Page 13 and 14: OverviewOne of the most heartening
Page 15 and 16: and sustainability are fully incorp
Page 17 and 18: Without investment in people, retur
Page 19 and 20: opportunity to reap the full benefi
Page 21 and 22: Woods institutions, the United Nati
Page 23 and 24: IntroductionWhen developed economie
Page 25 and 26: leading economies—Brazil, China a
Page 27 and 28: comparable access to information, e
Page 29 and 30: mobile phones: cellular banking is
Page 32 and 33: “The political problem ofmankind
Page 34 and 35: BOX 1.1Fairness, macroeconomics and
Page 36 and 37: BOX 1.3Amartya Sen, Nobel Laureate
Page 38 and 39: FIGURE 1.1Income per capita is risi
Page 40 and 41: BOX 1.4Subjective indicators of wel
Page 42 and 43: FIGURE 1.4There is notable variatio
Page 46 and 47: Progress in humandevelopment achiev
Page 48 and 49: BOX 1.7Social competencies: human d
Page 50 and 51: TABLE 1.3Inequality and satisfactio
Page 52 and 53: Not all countries havethe precondit
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Page 56 and 57: BOX 2.1The South’s integration wi
Page 58 and 59: FIGURE 2.1As a share of world merch
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Page 62 and 63: FIGURE 2.3Between 2000 and 2010, In
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Page 68 and 69: Instead of having a centreof indust
Page 70 and 71: FIGURE 2.6Emerging market economies
Page 72 and 73: Developing countriestrade more amon
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Page 76 and 77: TABLE 3.1Selected developing countr
Page 78 and 79: A common featureof countries thatha
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Page 82 and 83: BOX 3.5Eastern Europe and Central A
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Page 88 and 89: Having weathered theAsian financial
Page 90 and 91: Providing publicservices that contr
Page 92 and 93: Advancing health requiresmore than
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Universal public healthand educatio
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• China. The Minimum Livelihood G
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“Each generation will reap whatth
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concerns will make for a complex en
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A greater emphasison education cans
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FIGURE 4.1Under the fast track scen
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Around the worldpeople are calling
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FIGURE 4.4Different environmental s
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FIGURE 4.5Education policies can al
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BOX 4.2China and Ghana: who benefit
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FIGURE 4.8countries thus converge t
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“Let us join hands to try tocreat
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Areas of globalinternational concer
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Addressing climatechange requires t
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International governanceis increasi
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BOX 5.2Jo Leinen, Member of the Eur
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facilitates reserve investments and
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Responsible sovereigntytakes the lo
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FIGURE 5.1Under the accelerated pro
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Good policymakingrequires greater f
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A fair and less unequalworld requir
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NotesOverview1 Atsmon and others 20
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25 Blinder 2006.26 UNIDO 2009.27 UN
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which is 61.7 deaths per 1,000 live
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ReferencesAbdurazakov, A., A. Minsa
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urban_world_cities_and_the_rise_of_
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Kamau, P., D. McCormick, and N. Pin
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Labor Administration. Geneva: Inter
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Human Development Report 2013The Ri
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Statistical acknowledgementsThe Rep
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Key to HDI countries and ranks, 201
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Statistical referencesADB (Asian De
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Core features of the model pertinen
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Countries and HDI ranks in 2012 and
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