goal 3. promote gender equality and empower women
TRANSCRIPT
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Goal 3. Promote gender equality and empower women
3.1. Introduction
The Millennium Declaration acknowledges gender equality and empowering of women as specific targets and
also as fundamental requirements to achieve the Millennium Development Goals. While these issues are cross-
cutting in all Goals, Goal 3 encompasses three official indicators that aim at reflecting the degree of gender
equality in education, employment, and political participation (D. Zapata, 20071).
By acknowledging that equality in each of these areas is a very important vehicle for women to reach their
empowerment and to exert their rights, a number of works have been carried out at ECLAC2. These works show
that the official indicators are not sufficient to grasp all progress and challenges comprehensively in terms of
gender equality and empowerment of women. In consequence, certain additional and supplementary
indicators have been adapted to the regional reality, which relate to the full exercising of women rights to
reproduce, inequalities at household level, and violence.
1 Zapata, Daniela (July 2007). Transversalizando la perspectiva de Género en los Objetivos de Desarrollo del Milenio (Cross-cutting the Gender perspective in the Millennium Development Goals). Serie Estudios Estadísticos y Prospectivos. LC/L.2764-P/E. Santiago. CEPAL 2 a) United Nations (2007). Millennium Development Goals. Report 2006: a perspective on gender equality and empowering of women in LAC. Santiago, CEPAL. b) Zapata, Daniela (July 2007). Transversalizando la perspectiva de Género en los Objetivos de Desarrollo del Milenio (Cross-cutting the Gender perspective in the Millennium Development Goals). Serie Estudios Estadísticos y Prospectivos. LC/L.2764-P/E. Santiago. CEPAL c) Giacometti, Claudia (November 2007). Las metas del Milenio y la igualdad de género. El caso de Uruguay. Serie Mujer y Desarrollo LC/L.2832-P/E. Santiago, CEPAL
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Consolidated list of targets and indicators Goal 3
Type of
indicator N° Indicators name
Target 3.A: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of
education no later than 2015
Official 3.1 Ratios of girls to boys in primary, secondary and tertiary education
Supplementary Women to men ratio of conclusion of primary education according to CINE 1997
Supplementary Gender parity index for literacy rate
Official 3.2 Share of women in wage employment in the non-agricultural sector
Official 3.3 Proportion of seats held by women in national parliament
Supplementary Gender parity index for literacy rate of men and women aged 15 and over
Supplementary Percentage of population employed in low productivity sectors of the labor market , by sex
Supplementary Women and men unemployment rates, population 15 years and over
Supplementary Wage income of women as a proportion of men’s
Supplementary Men and women participation rates in household chores
Supplementary Average daily hours spent in household chores, by sex and according to the length of the working day
Supplementary Unmet need for family planning
Supplementary Percentage of unwanted fertility
Supplementary Percentage of women that are currently or were formerly engaged in a relationship, that have suffered from physical, sexual or psychological violence.
Supplementary Women to men ratio on average wage
3.2. Progress Evaluation on MDG 3 in Latin America and the Caribbean
Target 3.A of MDG 3 intents to achieve gender equality in primary, secondary, and tertiary education as it
considers that by eradicating the differences between genders at all levels of education, it would help
improving the condition of women as well as increasing their capabilities, thus significantly contributing to the
economic development of the countries.
Indicator 3.1 measures equality of education opportunities as a function of school enrolment3. Charts show
that the countries in the region are achieving eradication of gender differences in all levels of education,
particularly women in tertiary education.
According to the gender parity ratio, total national figures do not show major differences with respect to
primary education in the region with the exception of Guatemala and Saint Vincent and the Grenadines where
the ratio between women to men enrolled in primary school did not exceed 0.96 by 2006.
3 This indicator is a rather imperfect measurement of access to education for girls as it does not allow determining whether improvement in the coefficient reflect an increase (desired) of school attendance by children. Also, it is not revealed whether the children enrolled actually complete the corresponding education cycles. Another limitation of the indicator is that the coefficient reflects the gender structure of the population in schooling age.
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Chart 1 (Indicator 3.1)Ratio of girls to boys in primary education
31 Latin American and Caribbean countries 2000, 2006
(net enrolment ratio girls/boys)
0.90
0.92
0.94
0.96
0.98
1.00
1.02
1.04
1.06
1.08
Saint Kitts and Nevis c/
Dom
inica
Surinam
e
Baham
as
Dom
inican Repub
lic
Brazil c/
Hon
duras
Peru
Bolivia
Ecuad
or
Belize
Cuba a/
Paragua
y a/ c/
Aruba
Venezue
la
Jamaica c/
Nicaragua
El S
alvador
British Virg
in Island
s
Urugu
ay
Colom
bia
Trin
idad and Tobag
o c/
Anguila b/
Pan
ama
Barba
dos
Mexico
Argentina a/ c/
Saint Lucia
Guatemala
Saint Vincent and
the Grenadines c/
Granada
(girls/bo
ys)
2000 2006
As for secondary school, information available show that the ratio in net enrolment rates generally favor women
with the exception of Guatemala, Anguilla, and Bolivia where gender parity indices amount to 0.92, 0.92, and
0.98 respectively.
Notes: a/ Data presented for year 2000, pertains to year 2001. b/ Data presented for year 2006, pertains to year 2005. Source: ECLAC on the basis of Institute for Statistics UNESCO, United Nations Education, Science and Culture Organization.
On-line database. Information download: 2008.
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Chart 2 (Indicator 3.1)Ratio of girls to boys in secondary education
30 Latin American and the Caribbean countries 2000, 2006
(net enrolment ratio girls/boys)
0.90
0.95
1.00
1.05
1.10
1.15
1.20
1.25
1.30
1.35
1.40
Surinam
e a/ b/
Saint Lucia b/
Saint Vincent and
the Grenadines b/
Dom
inican Republic
British Virg
in Islands b/
Nicaragua
Ven
ezuela
Colom
bia
Brazil b/
Panam
a
Argen
tina b/
Aruba
Dom
inica
Belize
Parag
uay b/
El S
alvador
Jamaica b/
Trin
idad and Tobag
o b/
Cuba
Ecuador
Bah
amas
Grana
da b/
Barbados
Peru
Mexico
Saint Kitts and Nevis b/
Bolivia a/
Anguila a/ b
/
Guatemala
Netherla
nds Antilles
(girls/boys)
2000 2006
In regard to tertiary education, 18 out of the 20 countries for which information is available, women enrolment
widely exceeds men enrolment, where again the situation is unfavorable for women in Guatemala.
Notes: a/ Data presented for year 2000 pertains to year 2001 b/ Data presented for year 2006 pertains to year 2005 Source: ECLAC on the basis of Institute for Statistics UNESCO, United Nations Education, Science and Culture Organization.
On-line database. Information download: 2008.
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Chart 3 (Indicator 3.1.)Ratio of girls to boys in tertiary education
25 Latin American and theCaribbean countries 2000, 2006
(gross enrolment ratio girls/boys)
0.60
1.10
1.60
2.10
2.60
3.10
3.60
4.10
4.60
5.10
5.60
Saint Lucia
Ang
uilla
British Virg
in Islands a/
Guyan
a
Bolivia
Urugu
ay
Cub
a
Pan
ama
Aruba
Argentina a/
Brazil a/
Trin
idad and Tob
ago a/
Costa Rica a/
El S
alvado
r
Paraguay a/
Colom
bia
Peru
Chile
Mexico
Gua
temala
Barbado
s
Hondu
ras
Jamaica
Netherla
nds Antilles
Ven
ezuela (Bolivarian Rep
.)
(girls/boys)
2000 2006
Nevertheless the favorable situation the countries of the region have in terms of gender parity in education,
such equality is not reflected in the participation of women in the labour market where gender gaps persist in
different areas related to employment, i.e. wages and salaries (United Nations, 20074).
The second indicator of MDG3, Share of women in wage employment in the non-agricultural sector illuminates
the level of openness existing in labor markets for women, in the industrial and services areas.
Between 2000 and 2006, in 4 of the 14 countries for which there is information available, there has been a
decrease in the share of women with wage employment in the non-agricultural sector. While the rest of the
countries have shown favorable trends, which indicates that working women are more integrated in the
monetary economy through their participation in both the formal and informal sectors, labor markets of the
countries in the region are still very segregated (United Nations, 20075).
4 United Nations (2007). Millennium Development Goals. Report 2006: a perspective on gender equality and empowering of women in LAC. Santiago, CEPAL. 5 United Nations (2007), op. cit.
Notes: a/ Data presented for year 2006, pertains to year 2005. Source: ECLAC on the basis of Institute for Statistics UNESCO, United Nations Education, Science and Culture
Organization. On-line database. Information download: 2008.
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Chart 4 (Indicator 3.2 )Share of women in wage employment in the non-
agricultural sectorLatin American and Caribbean countries 2000, 2005
(percentage)
0
10
20
30
40
50
Colom
bia b/
El S
alvador b/
Jamaica a/ b/
Urugu
ay b/
Argentina b/
Cuba b/
Pan
ama b/
Ecuador a/ b/
Venezuela (Bolivarian Rep.) a/ b
/
Costa Rica b/
Puerto Rico
Mexico b/
Chile a/ b/
Peru b/
(%)
2006 2000
This is addressed by the indicator proposed for LAC countries –Percentage of population employed in low
productivity sectors of the labor market- thus showing that productive employment under conditions of liberty,
equality, and human dignity is scarce, and that women have a much greater likelihood than men to be
included in the group of family workers without wage and in the informal sector. Thus obtaining unsafe and less-
valued employment, very often in a part time or temporary basis.
Notes: /a Data for 2000 refers to total employment in the non-agricultural sector. /b Labor Force Survey. Source: ECLAC on the basis of United Nations Statistics Division. Millennium Development Goals Indicators. Information download: August, 2008.
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Chart 5 (Supplementary Indicator)Percentage of population employed in low productivity
sectors of the labor market, by sex15 Latin American countries. Men and women, by 2006.
(percentage)
0
10
20
30
40
50
60
70
80
Chile a/
Honduras
Panam
a
Argentina
Costa Rica
Costa Rica
Dom
inican Republic
Brazil b/
Uruguay
Venezuela c/
Mexico d/
El S
alvador
Ecuador
Paraguay
Bolivia
(%)
Men Women
Data shows that in most of the countries the percentage of working women in this type of employment is
greater than the percentage of men, thus showing a large heterogeneity among countries. Thus it can be
observed that in Honduras, Venezuela, and Dominican Republic the percentage of men employed in labor
sectors with low productivity is higher.
Another aspect associated to the opportunities women have in society is their participation in the public and
political life of the countries, which is measured by seats held in national parliaments.
Taking into account the evolution made from 1990 to 2007, it is possible to state that most of the countries in
the region have shown certain level of progress with regard to their initial situation, whereas important
differences between the countries persist as was the case with previous indicators. In 65% of the countries seats
Notes: a/ Information from national socio-economic surveys (CASEN). b/ Until 1990, the “microenterprises” category included wage earners without an employment contract. In 1993 and from 1996 to 1999, this category Included wage earners in establishments employing up to 5 persons, so that the figures for these years are not comparable with those of previous years. c/ Information from national household income and expenditure surveys (ENIGH). In the 1994 survey, no Information was given on the size of the establishments employing wage or salary earners. Source: ECLAC, Statistics and Economic Projections Division. Social Statistics Unit, on the basis of special tabulations of data from household surveys conducted in relevant countries. Social Panorama of Latin America 2007.
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held by women in national parliaments is not greater than 20% while in countries like Costa Rica, Cuba, and
Argentina this percentage amounts to over 35%. The 2007 Report from United Nations addressing gender
equality indicates that the Latin America and the Caribbean region is one of the regions that has the greater
proportion of women with seats held in national Congress of national parliaments, and is ranked right below
developed regions (United Nations, 2007)
Chart 6 (Indicator 3.3 )Proportion of seats held by women in national parliament
Latin American and Caribbean countries 1990, 2000, 2007
(percentage)
0 5 10 15 20 25 30 35 40
Costa Rica
Cuba
Argentina
Guyana
Peru
Suriname
Ecuador
Honduras
Mexico
Bahamas
Dominican Republic
Nicaragua
Trinidad and Tobago
Saint Vincent and the Grenadines
Venezuela (Bolivariana Repub.)
Bolivia
El Salvador
Chile
Barbados
Dominica
Jamaica
Uruguay
Paraguay
Brazil
Colombia
Guatemala
(%)
2007
2000
1990
Source: ECLAC on the basis of United Nations Statistics Division. Millennium Development Goals Indicators. Information download: August, 2008.
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Finally, the issue of violence against women needs to be considered in order to have a less limited vision of
equality between genders in the countries of the region. By this we refer to violence inflicted by the partner
which is one of the most extreme manifestations of gender inequality and is one of the main obstacles for
empowering women. Thus, in order to achieve this Goal is fundamental to provide visibility to this issue as to be
able to generate effective actions aiming to the eradication of such violence (D. Zapata, 20076).
As is also stated by Zapata (2007), the Inter-American Convention to Prevent, Sanction, and Eradicate Violence
against Women (OAS, 1994) defines gender violence as any act of violence affecting the feminine sex which
has, or might have, as a consequence damages or physical, sexual, or psychological suffering, including
threats such as acts, coercion, or an arbitrary deprivation of freedom, whether it takes place in public or in
private life. The Latin America and the Caribbean region is the only region in the world that has an existing and
specific convention for preventing, sanctioning, and eradicating violence. This convention has also been
ratified by most of the countries in the region. Domestic violence inflicted by the partner in a couple is one of
the most frequent expressions of violence against women, in Latin America where the maximum expression is
the murder of the woman (D. Zapata, 20077).
Charts in Table 1 show the relevance this problem has in some countries in the region where the percentage of
women subject to violence reaches 50%, and where physical violence against women is prominent in women
with very poor or non-existent education background.
6 Zapata, Daniela (July 2007), op. cit. 7 Zapata, Daniela (July 2007), op. cit.
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Table 1 (Supplementary Indicator)
5 Latin American countries
Country Education levelPhysical
violence
Sexual
violence
Emotional
violence
No education 53.8 16.6 53.0
Primary 54.6 16.4 55.5
Secondary 52.5 14.7 54.5
Tertiary 38.6 9.6 44.0
Total 52.3 15.2 53.8
No education 37.7 14.3 71.0
Primary 42.4 13.9 67.2
Secondary 39.5 11.0 65.3
Tertiary 30.6 7.2 62.2
Total 39.0 11.5 65.7
No education 14.2 13.2 81.2
Read and write/primary 19.4 19.1 82.6
Secondary or over 22.5 17.3 89.5
Total 18.2 17.0 84.2
No education 40.5 22.5 65.5
Primary 43.6 16.5 65.7
Secondary 44.7 15.7 72.5
Tertiary 7.1 12.8 65.4
Total 41.2 15.6 68.2
No education 23.7 6.5 66.9
Primary 1-4 grade 23.8 8.6 70.3
Primary 5-8 grade 23.8 8.3 71.5
Secondary 20.9 4.7 66.3
Tertiary 15.9 3.5 58.0
Total 21.7 6.4 67.5
Colombia 2005
Haiti 2000
Peru 2004
Dominican Republic 2002
(percentage of women who suffered violence)
Bolivia 2003
Percentage of women aged 15-49 that have suffered from
physical, sexual or psychological violence inflicted by a
partner as per education level
Source: ECLAC, Gender Statistics, on the basis of: www.measuredhs.com