CIS and West Balcans
Albania
Armenia
Azerbaijan
Bosnia & Herzegovina
Georgia
Kosovo
Kyrgyzstan
Macedonia
Moldova
Serbia
Tajikistan
Ukraine
Uzbekistan
Albania
Social Watch’s Gender Equity Index (GEI) [1]
- In 2009 [2],
- In 2009,
- This reveals a very slight regression from 2008, when
|
Gender Equity Index Indicators |
2009 |
|
Education Literacy gap between men and women; male and female enrolment rates in primary, secondary and tertiary education |
96.3 |
|
Economic activity % of women & men in paid jobs, excluding agriculture; income ratio of men to women |
61.9 |
|
Empowerment % of women in professional, technical, managerial and administrative jobs; number of seats women have in parliament, and in decision-making ministerial posts |
6.6 |
|
GEI value |
55 |
Source: Social Watch http://www.socialwatch.org/node/11760
Millennium Development Goal (MDG) 3 [3]
Goal: Promote gender equality and empower women
Target: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015
Indicators: Ü Ratios of girls to boys in primary, secondary and tertiary education
Ü Share of women in wage employment in the non-agricultural sector
Ü Proportion of seats held by women in national parliament
|
MDG 3 Indicators |
1990 |
1997 |
1999 |
2000 |
2001 |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
|
Gender parity index in primary level enrolment |
--- |
--- |
0.98 |
0.99 |
1.00 |
0.97 |
0.98 |
0.99 |
--- |
--- |
--- |
--- |
--- |
--- |
|
Gender parity index in secondary level enrolment |
--- |
--- |
0.98 |
0.99 |
1.00 |
0.93 |
0.98 |
0.96 |
--- |
--- |
--- |
--- |
--- |
--- |
|
Gender parity index in tertiary level enrolment |
--- |
--- |
1.43 |
1.43 |
1.52 |
1.57 |
1.60 |
1.60 |
--- |
--- |
--- |
--- |
--- |
--- |
|
Share of women in wage employment in the non-agricultural sector (%) |
--- |
--- |
29.2 |
28.9 |
26.9 |
31.6 |
33.0 |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
|
Seats held by women in national parliament (%) |
28.8 |
12.1 |
|
5.2 |
5.2 |
5.7 |
5.7 |
5.7 |
6.4 |
7.1 |
7.1 |
7.1 |
7.1 |
16.4 |
Source: United Nations Statistics Division, Millennium Development Goals Indicators website: http://mdgs.un.org/unsd/mdg/Data.aspx Data last updated on 4 February 2011. [4]
The Convention on the Elimination of All Forms of Discrimination against Women [5]
·
· It acceded to the Optional Protocol in June 2003.
·
|
CEDAW Country Report |
Key Improvements* |
Key Challenges* |
|
Education |
The Albanian Constitution guarantees everyone the right to education regardless of sex. Gender parity measures have been enacted in current legislation and national strategies. These include specific acts on behalf of females in minority groups, and with disabilities. The ‘strategy on gender parity and violence in family’ for 2007-2013 aims to: improve female participation in teaching, education planning and management and strengthen institutional capacity to integrate gender parity in education. The rate of boys to girls in mandatory education institutions is almost equal. Females comprise 55.6% of students in higher education. |
The attendance of girls in compulsory education is sometimes limited by socio-cultural attitudes on girls’ contribution to the family economy and early marriage. Poverty is also a key factor (especially in rural areas), as are concerns about travelling long distances between school and home. There is a low level of female enrolment in professional secondary education. Women are discriminated against in certain branches of higher education, including engineering and sports. Men occupy the vast majority of management positions in higher learning institutions. |
|
Economic activity |
Article 9(1) of |
There is a noticeable feminisation of unemployment. Women are mostly employed in service-based professions and in the informal labour market in part-time and domestic work. Men get promoted more than women to higher paid positions. More possibilities for female access to capital, credit and property ownership are needed. |
|
Empowerment |
Legislation enacted in 2008 and reinforces the law on gender equality, including the establishment of new independent mechanisms, such as the Office of the Commissioner for the Protection against Discrimination. In the 2009 parliamentary elections, new Electoral Code gender quotas led to increased female representation in Parliament. |
In 2009, the percentage of female Members of Parliament increased to 15%, far from the legally required 30% minimum gender representation. Some Albanian laws still require revision and implementation, particularly with regards to land inheritance, trafficking and prostitution, women in rural areas and reproductive rights. Some of these shortcomings are due to prevailing stereotypes, as well as inadequate measures taken by the government and civil society. There is particularly strong discrimination against women in the Roma minority. |
* Information about other issues relevant for the SDC-country portfolio can be downloaded from the CEDAW site, according to the needs of the respective user.
Download this information on a factsheet: Factsheet_Albania.pdf
[1] The GEI measures the gap between women and men with regards to education, economic participation and empowerment, based on internationally available comparable data. By comparing the most recent statistics with those of five years ago, the GEI is able to highlight recent trends in bridging these gender gaps and track progress towards gender equality. The GEI value is an average of the values obtained in the three dimensions. It ranges from 0 to 100, with lower values indicating greater gender inequality. A value of 100 would indicate no gender gap at all in each of the three dimensions.
[2] 2009 is the latest year for which GEI figures are available.
[3] The MDGs are a set of eight goals, with 18 targets to be measured by 48 quantifiable social, economic and environmental indicators – to be achieved by 2015, reflecting the world’s main development challenges. Goal 3 focuses on gender equality and women’s empowerment. The MDGs have been viewed by some gender advocates as a distraction, and by others as a strategic entry point for promoting gender equality.
[4] Blank boxes in the MDG chart indicate an absence of statistics on the UNSD website.
[5] Countries that have ratified or acceded to the convention are legally bound to put its provisions into practice. They are also committed to submit national reports, at least every four years, on measures they have taken to comply with their treaty obligations.
[6] Accession has the same legal effect as ratification. It is the act by which a state accepts the offer or the opportunity to become party to a treaty, after the treaty has entered into force - http://unifem-eseasia.org/projects/Cedaw/cedawglossary.html
[6] 46th CEDAW Committee session reports for
Social Watch’s Gender Equity Index (GEI) [1]
- In 2009,[2
- In 2009,
- This reveals no change since 2007 when
|
Gender Equity Index Indicators |
2009 |
|
Education Literacy gap between men and women; male and female enrolment rates in primary, secondary and tertiary education |
97.1 |
|
Economic activity % of women and men in paid jobs, excluding agriculture; income ratio of men to women |
72.2 |
|
Empowerment % of women in professional, technical, managerial and administrative jobs; number of seats women have in parliament and in decision-making ministerial posts |
4.6 |
|
GEI value |
58 |
Source: Social Watch http://www.socialwatch.org/node/11760
Millennium Development Goal (MDG) 3 [3]
Goal: Promote gender equality and empower women
Target: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015
Indicators: Ü Ratios of girls to boys in primary, secondary and tertiary education
Ü Ratio of literate women to men, 15-24 years old
Ü Share of women in wage employment in the non-agricultural sector
Ü Proportion of seats held by women in national parliament
|
MDG 3 Indicators |
2000 |
2001 |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
|
Gender parity index in primary level enrolment |
--- |
1.01 |
1.02 |
1.02 |
1.03 |
1.04 |
1.04 |
1.03 |
1.02 |
--- |
--- |
|
Gender parity index in secondary level enrolment |
--- |
1.01 |
1.02 |
1.02 |
1.03 |
1.04 |
1.04 |
1.03 |
1.02 |
--- |
--- |
|
Gender parity index in tertiary level enrolment |
1.09 |
1.14 |
1.11 |
1.12 |
1.21 |
1.22 |
1.18 |
1.20 |
--- |
--- |
--- |
Share of women in wage employment in the non-agricultural sector (%) |
52.1 |
51.1 |
49.5 |
47.4 |
50.1 |
44.1 |
45.7 |
44.8 |
--- |
--- |
--- |
|
Seats held by women in national parliament (%) |
3.1 |
3.1 |
3.1 |
3.1 |
4.6 |
5.3 |
5.3 |
5.3 |
9.2 |
8.4 |
9.2 |
Source: United Nations Statistics Division, Millennium Development Goals Indicators website: http://mdgs.un.org/unsd/mdg/Data.aspx. Data last updated on
The Convention on the Elimination of All Forms of Discrimination against Women [5]
·
· The most recent CEDAW report examination (the combined third and fourth periodic reports) was at the 43rd session in 2009. [7
·
· The country’s next report (combined fifth and sixth periodic reports) is due to be submitted in 2013.
|
CEDAW Country Report |
Key Improvements* |
Key Challenges* |
|
Education |
- The subject of human rights has been required in Armenian general educational institutions since 2001. A special section of its textbook is devoted to women’s rights and gender equality. - - Girls account for roughly half of students enrolled in primary and higher education. |
- There is a relatively high dropout rate among female students, especially rural girls of ethnic minorities. -According to - Women continue to be concentrated in traditional female subjects. - There are low numbers of female professors, senior lecturers, researchers, and decision makers in education. |
|
Economic activity |
- The new Labour Code (2004) established equal employment rights and opportunities and prohibited violence against workers. |
- There is persistent gender segregation (both vertical and horizontal) within the labour market. |
|
Empowerment |
- In 2005, - The Election Code establishes a 15% quota for women, and a minimum of one woman out of every 10 candidates. - In 2006-2007, the Ministry of Labour and Social Affairs, together with the National Statistical Service and public organisations, conducted social surveys regarding violence against women in the home and the workplace. - In 2003, the Armenian National Assembly established the institution of the human rights defender (ombudsman). - In 2002, the Department of Women’s, Family and Children’s Issues was established. |
- Armenian women have very low levels of participation in political and public life – the government, National Assembly, judiciary, diplomatic services, regional and local municipalities. - The principle of equality between women and men has not been expressly articulated in - There is no explicit and comprehensive definition of discrimination against women, nor comprehensive legal provisions prohibiting it. - - Statistics on the various forms of violence against women have not been reported. However, the Committee found that domestic violence continues to be a significant problem in - Human trafficking is a growing phenomenon. |
· These lists are exemplary; information about other issues relevant for the SDC-country portfolio can be downloaded from the CEDAW-site, according to the needs of the respective user.
[1] The GEI measures the gap between women and men with regards to education, economic participation and empowerment, based on internationally available comparable data. By comparing the most recent statistics with those of five years ago, the GEI is able to highlight recent trends in bridging these gender gaps and track progress towards gender equality. The GEI value is an average of the values obtained in the three dimensions. It ranges from 0 to 100, with lower values indicating greater gender inequality. A value of 100 would indicate no gender gap at all in each of the three dimensions.
[2] 2009 is the latest year for which GEI figures are available.
[3] The MDGs are a set of eight goals, with 18 targets to be measured by 48 quantifiable social, economic and environmental indicators – to be achieved by 2015, reflecting the world’s main development challenges. Goal 3 focuses on gender equality and women’s empowerment. The MDGs have been viewed by some gender advocates as a distraction, and by others as a strategic entry point for promoting gender equality.
[4] Blank boxes in the MDG chart indicate an absence of statistics on the UNSD website.
[5] Countries that have ratified or acceded to the Convention are legally bound to put its provisions into practice. They are also committed to submit national reports, at least every four years, on measures they have taken to comply with their treaty obligations.
[6] Accession has the same legal effect as ratification. It is the act by which a state accepts the offer or the opportunity to become party to a treaty, after the treaty has entered into force - http://unifem-eseasia.org/projects/Cedaw/cedawglossary.html
[7] Armenian reports considered by the CEDAW Committee at its 43rd session are available at: http://www2.ohchr.org/english/bodies/cedaw/cedaws43.htm.
[8] Reports for the exceptional CEDAW session in 2002 are available at: http://www2.ohchr.org/english/bodies/cedaw/cedaws_exceptional.htm
Social Watch’s Gender Equity Index (GEI) [1]
- In 2009, [2]
- In 2009,
- This reveals a slight regression since 2008 when
|
Gender Equity Index Indicators |
2009 |
|
Education Literacy gap between men and women; male and female enrolment rates in primary, secondary and tertiary education |
91.1 |
|
Economic activity % of women and men in paid jobs, excluding agriculture; income ratio of men to women |
73.3 |
|
Empowerment % of women in professional, technical, managerial and administrative jobs; number of seats women have in parliament, and in decision-making ministerial posts |
15.3 |
|
GEI value |
60 |
Source: Social Watch http://www.socialwatch.org/node/11760
Millennium Development Goal (MDG) 3 [3]
Goal: Promote gender equality and empower women
Target: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015
Indicators: Ü Ratios of girls to boys in primary, secondary and tertiary education
Ü Ratio of literate women to men, 15-24 years old
Ü Share of women in wage employment in the non-agricultural sector
Ü Proportion of seats held by women in national parliament
|
MDG 3 Indicators |
2000 |
2001 |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
|
Gender parity index in primary level enrolment |
1.01 |
1.01 |
0.98 |
0.99 |
0.97 |
0.98 |
0.97 |
0.99 |
0.99 |
--- |
--- |
|
Gender parity index in secondary level enrolment |
1.00 |
0.96 |
0.97 |
0.96 |
0.96 |
0.96 |
0.96 |
0.96 |
0.98 |
--- |
--- |
|
Gender parity index in tertiary level enrolment |
0.66 |
0.71 |
0.81 |
0.83 |
0.88 |
0.91 |
0.94 |
0.88 |
0.83 |
--- |
--- |
Share of women in wage employment in the non-agricultural sector (%) |
47.6 |
47.0 |
46.6 |
46.2 |
44.9 |
46.5 |
46.1 |
44.0 |
43.6 |
--- |
--- |
|
Seats held by women in national parliament (%) |
12.0 |
--- |
10.5 |
10.5 |
10.5 |
10.5 |
12.0 |
11.3 |
11.4 |
11.4 |
11.4 |
Source: United Nations Statistics Division, Millennium Development Goals Indicators website: http://mdgs.un.org/unsd/mdg/Data.aspx. Data last updated on
The Convention on the Elimination of All Forms of Discrimination against Women [5]
·
· The CEDAW Committee most recently examined
· The country’s fifth periodic report is due to be submitted by
|
CEDAW Country Report |
Key Improvements* |
Key Challenges* |
|
Education |
- Significant improvements have been made regarding women and girls’ access to education. - Conscious attempts are made to ensure that textbooks do not include gender stereotypes or bias against either sex. - The percentage of girls graduating from higher educational institutions in 2007-2008 was 45.4%. |
- Women continue to be concentrated in traditional female subjects. - There are low numbers of female professors, senior lecturers, researchers, and decision-makers in education. |
|
Economic activity |
- The Employment Strategy (2008-2015) includes measures to promote gender equality in the labour market. - 47% of women deal with agriculture. The government has abolished all taxes in agriculture excluding land tax. |
- The female unemployment rate is 65.4%. - Persistent problems include vertical and horizontal gender segregation within the labour market, as well as the concentration of women in lower-paying sectors and the informal sector. - The Labour Code and in the Gender Equality Act of 2006 do not comply with the principle of equal pay for equal work as set out in article 11 (d) of the Convention. |
|
Empowerment |
- Meetings and seminars have aimed at improving the participation of women in politics. |
- Women in - Rural women comprise 48.2% of the country’s female population. They experience precarious living conditions and lack of access to justice, health care, education, credit facilities and community services. |
· These lists are exemplary; information about other issues relevant for the SDC-country portfolio can be downloaded from the CEDAW-site, according to the needs of the respective user.
[1] The GEI measures the gap between women and men with regards to education, economic participation and empowerment, based on internationally available comparable data. By comparing the most recent statistics with those of five years ago, the GEI is able to highlight recent trends in bridging these gender gaps and track progress towards gender equality. The GEI value is an average of the values obtained in the three dimensions. It ranges from 0 to 100, with lower values indicating greater gender inequality. A value of 100 would indicate no gender gap at all in each of the three dimensions.
[2] 2009 is the latest year for which GEI figures are available.
[3] The MDGs are a set of eight goals, with 18 targets to be measured by 48 quantifiable social, economic and environmental indicators – to be achieved by 2015, reflecting the world’s main development challenges. Goal 3 focuses on gender equality and women’s empowerment. The MDGs have been viewed by some gender advocates as a distraction, and by others as a strategic entry point for promoting gender equality.
[4] Blank boxes in the MDG chart indicate an absence of statistics on the UNSD website.
[5] Countries that have ratified or acceded to the Convention are legally bound to put its provisions into practice. They are also committed to submit national reports, at least every four years, on measures they have taken to comply with their treaty obligations.
[6] Accession has the same legal effect as ratification. It is the act by which a state accepts the offer or the opportunity to become party to a treaty, after the treaty has entered into force - http://unifem-eseasia.org/projects/Cedaw/cedawglossary.html
[7] CEDAW Committee reports for
[8] CEDAW Committee reports for
Social Watch’s Gender Equity Index (GEI) [1]
- In 2009, [2] the GEI value for
- In 2009,
- This was the first GEI ranking for
|
Gender Equity Index Indicators |
2009 |
|
Education Literacy gap between men and women; male and female enrolment rates in primary, secondary and tertiary education |
93.3 |
|
Economic activity % of women and men in paid jobs, excluding agriculture; income ratio of men to women |
76.0 |
|
Empowerment % of women in professional, technical, managerial and administrative jobs; number of seats women have in parliament, and in decision-making ministerial posts |
13.0 |
|
GEI value |
61 |
Source: Social Watch http://www.socialwatch.org/node/11760
Millennium Development Goal (MDG) 3 [3]
Goal: Promote gender equality and empower women
Target: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015
Indicators: Ü Ratios of girls to boys in primary, secondary and tertiary education
Ü Ratio of literate women to men, 15-24 years old
Ü Share of women in wage employment in the non-agricultural sector
Ü Proportion of seats held by women in national parliament
|
MDG 3 Indicators |
2000 |
2001 |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
|
Gender parity index in primary level enrolment |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
0.94 |
1.01 |
--- |
--- |
|
Gender parity index in secondary level enrolment |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
1.03 |
1.02 |
--- |
--- |
|
Gender parity index in tertiary level enrolment |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
--- |
|
Share of women in wage employment in the non-agricultural sector (%) |
--- |
--- |
--- |
--- |
--- |
--- |
35.2 |
34.7 |
35.7 |
--- |
--- |
|
Seats held by women in national parliament (%) |
28.6 |
--- |
7.1 |
16.7 |
16.7 |
16.7 |
16.7 |
14.3 |
11.9 |
11.9 |
19.0 |
Source: United Nations Statistics Division, Millennium Development Goals Indicators website: http://mdgs.un.org/unsd/mdg/Data.aspx. Data last updated on 6 February 2011. [4]
The Convention on the Elimination of All Forms of Discrimination against Women [5]
·
· It signed the Optional Protocol on the 7th of September 2000 and ratified the Protocol on 4th September 2002.
· The most recent CEDAW report (the combined initial, second and third periodic reports) was examined in 2006. [7]
· The combined fourth and fifth periodic report was due to be submitted in October 2010. [8]
|
CEDAW Country Report |
Key Improvements* |
Key Challenges* |
|
Education |
-Projects and programmes for the advancement of women include: analysing textbooks for gender stereotyping in education; promoting gender sensitivity in the media. |
-Persistent areas of discrimination and challenges include: the under-representation of women in educational institutions; early drop-out rates of girls in rural areas, especially Roma girls; the segregation of girls and boys in secondary education, in disciplines in higher education and the consequences for women’s professional opportunities; and the high rate of illiteracy among elderly women and particularly among Roma women and girls. |
|
Economic activity |
-Gender training of relevant working groups within the Economic Policy Planning Unit, which is responsible for the development of the midterm development strategy. |
-Stronger measures are needed to improve the economic situation of women and raise awareness to eliminate vulnerability to traffickers. There also needs to be enhanced social support, rehabilitation and reintegration measures for women and girls who have been victims of trafficking. |
|
Empowerment |
-The establishment of the Gender Equality Agency as the national machinery for the advancement of women. -The creation of Gender Centres in both entities (the Federation of Bosnia and -Enactment of the Law on Gender Equality (2003) in Bosnia and Herzegovina that prohibits direct and indirect discrimination in the private and public domain in all sectors of society. -Developments with respect to the protection of women against violence, in particular the enactment of the law on protection against family violence in both entities. |
-Women’s human rights have been negatively affected by the lack of a gender analysis of the consequences of the armed conflict and the lack of gender analyses of the peace, reconstruction & transformation processes. -The persistence of deep-rooted, traditional patriarchal stereotypes on the role and responsibilities of women and men in the family and in society is reflected in women’s educational choices, their situation in the labour market and low levels of participation in political and public life. -Efforts are being made to address violence against women, but legal texts in both entities may allow for differing judicial interpretations and inconsistent application of penalties. Implementation is hampered by the lack of bylaws and structures. Statistical data on domestic violence against women is absent as it is viewed as private. |
* Information about other issues relevant for the SDC-country portfolio can be downloaded from the CEDAW-site, according to the needs of the respective user.
Download this information on a factsheet: Factsheet_Bosnia and Herzegovina.pdf
[1] The GEI measures the gap between women and men with regards to education, economic participation and empowerment, based on internationally available comparable data. By comparing the most recent statistics with that of five years ago, the GEI is able to highlight recent trends in bridging these gender gaps and track progress towards gender equality. The GEI value is an average of the values obtained in the three dimensions. It ranges from 0 to 100, with lower values indicating greater gender inequality. A value of 100 would indicate no gender gap at all in each of the three dimensions.
[2] 2009 is the latest year for which GEI figures are available.
[3] The MDGs are a set of eight goals, with 18 targets to be measured by 48 quantifiable social, economic and environmental indicators – to be achieved by 2015, reflecting the world’s main development challenges. Goal 3 focuses on gender equality and women’s empowerment. The MDGs have been viewed by some gender advocates as a distraction, and by others as a strategic entry point for promoting gender equality.
[4] Blank boxes in the MDG chart indicate an absence of statistics on the UNSD website.
[5] Countries that have ratified or acceded to the Convention are legally bound to put its provisions into practice. They are also committed to submit national reports, at least every four years, on measures they have taken to comply with their treaty obligations.
[6] The former
[7] The report was considered by the CEDAW Committee at its 35th session in June 2006. It is available at: http://www.un.org/womenwatch/daw/cedaw/35sess.htm#BosniaHerzegovina35
[8] As of February 2011, this report has not yet been submitted: http://www2.ohchr.org/english/bodies/cedaw/docs/CEDAW.C.2011.48.2.pdf
Social Watch’s Gender Equity Index (GEI) [1]
- In 2008, Georgia ranked 72 out of 157 countries.
- In 2008 Georgia had reached gender parity in education, but inequalities persist in the area of economic activity & empowerment.
|
Gender Equity Index Indicators |
2008 |
|
Education Literacy gap between men & women; male & female enrolment rates in primary, secondary & tertiary education |
100 |
|
Economic activity % of women & men in paid jobs, excluding agriculture; income ratio of men to women |
49.7 |
|
Empowerment % of women in professional, technical, managerial & administrative jobs; number of seats women have in parliament, & in decision-making ministerial posts |
43.5 |
|
GEI value |
64 |
Source: Social Watch
Millennium Development Goal (MDG) 3 [2]
Target: Eliminate gender disparity in primary & secondary education, preferably by 2005, & in all levels of education no later than 2015
|
MDG 3 Indicators |
2001 |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
|
Gender parity index in primary level enrolment |
1.03 |
1.04 |
1.02 |
1.00 |
1.00 |
1.03 |
0.97 |
|
|
Gender parity index in secondary level enrolment |
1.00 |
0.99 |
0.99 |
1.00 |
0.99 |
1.04 |
1.00 |
|
|
Gender parity index in tertiary level enrolment |
0.95 |
0.98 |
0.95 |
1.03 |
1.04 |
1.13 |
1.12 |
|
MDG 3 Indicators |
2001 |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
|
Share of women in wage employment in the non-agricultural sector (%) |
49.6 |
48.9 |
50.4 |
48.6 |
49.3 |
48.7 |
||
|
Seats held by women in national parliament (%) |
7.2 |
7.2 |
7.2 |
7.2 |
9.4 |
9.4 |
9.4 |
9.4 |
Source: United Nations Statistics Division, Millennium Development Goals Indicators (Data last updated on 14 July 2009)
The Convention on the Elimination of All Forms of Discrimination Against Women [3]
- Georgia [4] acceded to the Convention in 1994 [5]
- Georgia acceded to the Optional Protocol in 2002
- The most recent CEDAW report (the combined second & third periodic reports) was examined in 2006 [6]
|
CEDAW Country Report |
Key Improvements* |
Key Challenges* |
|
Education |
The level of education of women in Georgia is very high, with gender parity in education of boys & girls. The school drop-out rates for both girls & boys have never exceeded 0.6% annually. |
Girls & women in secondary schools & universities continue to choose study areas traditionally seen as “female areas”. |
|
Economic activity |
--- |
Because of a difficult economic situation in Georgia, opportunities for women in the labour market have declined. Remuneration in the areas traditionally employing women, such as healthcare, education & services, tended to be below the minimum wage level. Women’s average salary is still lower than men’s in all sectors & upward mobility is more difficult for women than men. |
|
Empowerment |
In the Parliament elected in 2000, the Ministries of Justice, Culture & Environment & Ecology were headed by women. Two women were First Deputy Ministers, responsible for Education & Labour, Health & Social Affairs. Women comprised 14% of local government ministers. Additionally, in the judiciary, 109 of 325 judges were women. |
There has been little improvement in the representation of women in decision-making levels of the legislative & executive bodies. In the Parliament of the new government (elected on 31 October 1999) there were 17 female Members of Parliament (MPs) out of a total of 235. |
* These lists are exemplary; information about other issues relevant for the SDC-country portfolio can be downloaded from the CEDAW-site, according to the needs of the respective user.
Download this information on a factsheet: Factsheet Georgia
[1] The GEI measures the gap between women & men with regards to education, economic participation & empowerment, based on internationally available comparable data. By comparing the most recent statistics with that of five years ago, the GEI is able to highlight recent trends in bridging these gender gaps & track progress towards gender equality. The GEI value is an average of the values obtained in the three dimensions. It ranges from 0 to 100, with lower values indicating greater gender inequality. A value of 100 would indicate no gender gap at all in each of the three dimensions.
[2] The MDGs are a set of eight goals, with 18 targets to be measured by 48 quantifiable social, economic & environmental indicators – to be achieved by 2015, reflecting the world’s main development challenges. Goal 3 focuses on gender equality & women’s empowerment. The MDGs have been viewed by some gender advocates as a distraction, & by others as a strategic entry point for promoting gender equality.
[3] Countries that have ratified or acceded to the Convention are legally bound to put its provisions into practice. They are also committed to submit national reports, at least every four years, on measures they have taken to comply with their treaty obligations.
[4] Accession has the same legal effect as ratification. It is the act by which a state accepts the offer or the opportunity to become party to a treaty, after the treaty has entered into force (UNIFEM CEDAW Glossary: http://unifem-eseasia.org/projects/Cedaw/cedawglossary.html).
[5] Source: http://www.un.org/womenwatch/daw/cedaw/protocol/CEDAW%20Ratification%20Table%20IV-8.en.pdf
[6] The report was considered by the CEDAW Committee at its 36th session in August 2006. It is available at: http://www2.ohchr.org/english/bodies/cedaw/cedaws41.htm
Kosovo
Social Watch’s Gender Equity Index (GEI) [1]
· Data on Kosovo does not feature in the GEI.
Source: Social Watch http://www.socialwatch.org/node/11760
Millennium Development Goal (MDG) 3 [2]
Goal: Promote gender equality and empower women
Target: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015
Indicators: Ü Ratios of girls to boys in primary, secondary and tertiary education
Ü Ratio of literate women to men, 15-24 years old
Ü Share of women in wage employment in the non-agricultural sector
Ü Proportion of seats held by women in national parliament
Data on Kosovo is not featured in the UN statistics division’s database in relation to Goal 3
Source: United Nations Statistics Division, Millennium Development Goals Indicators website: http://mdgs.un.org/unsd/mdg/Data.aspx Data last updated on 7 February 2011
The Convention on the Elimination of All Forms of Discrimination against Women [3]
Kosovo has not signed the Convention and as such, no reports are available.
[1] The GEI measures the gap between women and men with regards to education, economic participation and empowerment, based on internationally available comparable data. By comparing the most recent statistics with those of five years ago, the GEI is able to highlight recent trends in bridging these gender gaps and track progress towards gender equality. The GEI value is an average of the values obtained in the three dimensions. It ranges from 0 to 100, with lower values indicating greater gender inequality. A value of 100 would indicate no gender gap at all in each of the three dimensions.
[2] The MDGs are a set of eight goals, with 18 targets to be measured by 48 quantifiable social, economic and environmental indicators – to be achieved by 2015, reflecting the world’s main development challenges. Goal 3 focuses on gender equality and women’s empowerment. The MDGs have been viewed by some gender advocates as a distraction, and by others as a strategic entry point for promoting gender equality.
[3] Countries that have ratified or acceded to the Convention are legally bound to put its provisions into practice. They are also committed to submit national reports, at least every four years, on measures they have taken to comply with their treaty obligations.
Social Watch’s Gender Equity Index (GEI) [1]
· In 2009, [2] Kyrgyzstan had a GEI value of 70, scoring particularly high in the area of education.
· In 2009, Kyrgyzstan ranked 38 out of 157 countries.
· This reveals a progression from 2007, when Kyrgyzstan had a value of 57, but a slight drop from 2008, when its value was 71.
|
Gender Equity Index Indicators |
2009 |
|
Education Literacy gap between men and women; male and female enrolment rates in primary, secondary and tertiary education |
98.8 |
|
Economic activity % of women and men in paid jobs, excluding agriculture; income ratio of men to women |
65.8 |
|
Empowerment % of women in professional, technical, managerial and administrative jobs; number of seats women have in parliament, and in decision-making ministerial posts |
45.5 |
|
GEI value |
70 |
Source: Social Watch http://www.socialwatch.org/node/11760
Millennium Development Goal (MDG) 3 [3]
Goal: Promote gender equality and empower women
Target: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015
Indicators: Ü Ratios of girls to boys in primary, secondary and tertiary education
Ü Ratio of literate women to men, 15-24 years old
Ü Share of women in wage employment in the non-agricultural sector
Ü Proportion of seats held by women in national parliament
|
MDG 3 Indicators |
2000 |
2001 |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
|
Gender parity index in primary level enrolment |
0.99 |
0.98 |
0.98 |
0.99 |
1.00 |
0.99 |
0.99 |
0.99 |
0.99 |
--- |
--- |
|
Gender parity index in secondary level enrolment |
1.03 |
1.00 |
1.00 |
1.01 |
1.01 |
1.01 |
1.01 |
1.01 |
1.01 |
--- |
--- |
|
Gender parity index in tertiary level enrolment |
1.01 |
1.04 |
1.14 |
1.19 |
1.19 |
1.25 |
1.27 |
1.30 |
1.36 |
--- |
--- |
| Share of women in wage employment in the non-agricultural sector (%) |
45.8 |
45.6 |
44.9 |
47.3 |
49.4 |
51.9 |
52.2 |
50.8 |
--- |
--- |
--- |
|
Seats held by women in national parliament (%) |
1.4 |
2.3 |
10.0 |
10.0 |
10.0 |
10.0 |
0.0 |
0.0 |
25.6 |
25.6 |
25.6 |
Source: United Nations Statistics Division, Millennium Development Goals Indicators website: http://mdgs.un.org/unsd/mdg/Data.aspx. Data last updated on 7 February 2011. [4]
The Convention on the Elimination of All Forms of Discrimination against Women [5]
· Kyrgyzstan acceded to CEDAW, by succession, [6] on 10th February 1997.
· It acceded to the Optional Protocol on the 22nd July 2002. The most recent CEDAW report is the third periodic report, which was submitted for the forty-second session in 2008. [7]
|
CEDAW Country Report |
Key Improvements* |
Key Challenges* |
|
Education |
-The Ministry of Education, Science and Youth Policy, and the Ministry of Culture, for purposes of eliminating traditional stereotypes and asserting the equal rights of men and women in all spheres of life, were charged with the creation of new textbooks and teaching aids, as well as the teaching of special gender education courses. |
-Gender stereotypes remain a key concern in educational materials; also leading to the stereotypical treatment of women in employment. |
|
Economic activity |
-The Ministry of Labour and Social Welfare was charged with developing activities to improve the economic status of women by providing training and re-training opportunities for women in relation to all spheres of the national economy. |
-In all age groups, the level of employment among men is higher than among women. The largest gap is in the age groups 25-29 & 30-34; probably attributable to women leaving paid work to give birth or care for young children. -Women predominate in types of activity in which the law prescribes a reduced work week (health care, education). |
|
Empowerment |
The Kyrgyz Republic presidential decree on the National Plan of Action (NPA) for Achieving Gender Equality in the Kyrgyz Republic for the Period 2002-2006 was issued. Priority goals are to: –increase employment and eliminate gender discrimination on the labour market – raise public awareness of gender inequalities – establish the legal basis and a system of social services for protecting health and supporting mothers –eliminate violence against women, men and children |
Obstacles to progress on gender equality include: –instability of institutional mechanisms – inadequate funding of gender programmes – unabated poverty and unemployment among women – the slowness of the incorporation of gender perspectives into policies and the popular consciousness –low levels of awareness among women of their rights - the continuing effect of gender stereotypes that suggest women are primarily vehicles for family traditions and values |
* Information about other issues relevant for the SDC-country portfolio can be downloaded from the CEDAW-site, according to the needs of the respective user.
Download this information on a factsheet: Factsheet_Kyrgystan.pdf
[1] The GEI measures the gap between women and men with regards to education, economic participation and empowerment, based on internationally available comparable data. By comparing the most recent statistics with those of five years ago, the GEI is able to highlight recent trends in bridging these gender gaps and track progress towards gender equality. The GEI value is an average of the values obtained in the three dimensions. It ranges from 0 to 100, with lower values indicating greater gender inequality. A value of 100 would indicate no gender gap at all in each of the three dimensions.
[2] 2009 is the latest year for which GEI figures are available.
[3] The MDGs are a set of eight goals, with 18 targets to be measured by 48 quantifiable social, economic and environmental indicators – to be achieved by 2015, reflecting the world’s main development challenges. Goal 3 focuses on gender equality and women’s empowerment. The MDGs have been viewed by some gender advocates as a distraction, and by others as a strategic entry point for promoting gender equality.
[4] Blank boxes in the MDG chart indicate an absence of statistics on the UNSD website.
[5] Countries that have ratified or acceded to the Convention are legally bound to put its provisions into practice. They are also committed to submit national reports, at least every four years, on measures they have taken to comply with their treaty obligations.
[6] Succession refers to a situation when a newly constituted state becomes a party to a treaty by expressing its willingness to be bound by international agreements that were entered into by a predecessor state or states: http://unifem-eseasia.org/projects/Cedaw/cedawglossary.html
[7] Documents from this session are available at: http://www2.ohchr.org/english/bodies/cedaw/cedaws42.htm
Social Watch’s Gender Equity Index (GEI) [1]
· In 2009 [2], Macedonia had a GEI value of 67, with the greatest inequalities being in the area of empowerment.
· Macedonia appears to be approaching gender parity for education and literacy levels, although there has been a slight drop since 2008, when the figure for this category was 98.3.
· In 2009, Macedonia ranked 60 out of 157 countries.
· This reveals little change since 2008 and 2007, when Macedonia had a value of 68.
|
Gender Equity Index Indicators |
2009 |
|
Education Literacy gap between men and women; male and female enrolment rates in primary, secondary and tertiary education |
96.1 |
|
Economic activity % of women and men in paid jobs, excluding agriculture; income ratio of men to women |
55.5 |
|
Empowerment % of women in professional, technical, managerial and administrative jobs; number of seats women have in parliament, and in decision-making ministerial posts |
50.1 |
|
GEI value |
67 |
Source: Social Watch http://www.socialwatch.org/node/11760
Millennium Development Goal (MDG) 3 [3]
Goal: Promote gender equality and empower women
Target: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015
Indicators: Ü Ratios of girls to boys in primary, secondary and tertiary education
Ü Ratio of literate women to men, 15-24 years old
Ü Share of women in wage employment in the non-agricultural sector
Ü Proportion of seats held by women in national parliament
|
MDG 3 Indicators |
2000 |
2001 |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
|
Gender parity index in primary level enrolment |
0.99 |
1.00 |
1.01 |
1.00 |
1.00 |
1.00 |
1.00 |
1.00 |
--- |
--- |
--- |
|
Gender parity index in secondary level enrolment |
0.97 |
0.97 |
0.97 |
0.98 |
0.98 |
0.98 |
--- |
0.98 |
0.97 |
--- |
--- |
|
Gender parity index in tertiary level enrolment |
1.28 |
1.33 |
1.30 |
1.35 |
1.40 |
1.38 |
1.38 |
1.27 |
1.20 |
--- |
--- |
| Share of women in wage employment in the non-agricultural sector (%) |
41.6 |
41.9 |
42.2 |
44.1 |
43.2 |
42.6 |
42.6 |
43.0 |
41.9 |
--- |
--- |
|
Seats held by women in national parliament (%) |
7.5 |
6.7 |
6.7 |
18.3 |
18.3 |
19.2 |
19.2 |
28.3 |
29.2 |
31.7 |
32.5 |
Source: United Nations Statistics Division, Millennium Development Goals Indicators website: http://mdgs.un.org/unsd/mdg/Data.aspx. Data last updated on 24 February 2011. [4]
The Convention on the Elimination of All Forms of Discrimination against Women [5]
· Macedonia succeeded [6] to the Convention in January 1994. [7]
· Macedonia signed the Optional Protocol in 2000 and ratified it in 2003, with no reservations.
· The most recent CEDAW report (the combined initial, second and third periodic reports) was examined in 2006. [8]
· The next report (the combined fourth and fifth periodic report) is due to be submitted in 2011.
|
CEDAW Country Report |
Key Improvements* |
Key Challenges* |
|
Education |
-There is a policy of compulsory primary education for all children in Macedonia, regardless of their gender. This principle of non discrimination is also fully observed in secondary education. The available figures corroborate the equal participation of female and male students. Figures also indicate that equal numbers of men and women are enrolling in tertiary education. |
-Although education of women has improved, the literacy rate of women is still lower than that of men. Women constitute 75% of the total illiterate population. |
|
Economic activity |
-According to the Macedonian constitution every person has the right to work, to choose their employment, to have protection at work and unemployment benefits, without any form of discrimination, including gender discrimination. |
-There is a high unemployment rate of 30. 5%, of whom 32% are women. Of a total of 599,308 people in formal economic employment, 40.4% are women. Of those women in paid employment, 69.8% are low paid manual workers. |
|
Empowerment |
-The new Election Law stipulates a 30% quota for either gender in the lists of proposed parliamentary election candidates. The number of women in the national Parliament has risen from 5 out of a total of 120 in 1990, to 21 in 2002. |
-Women still have marginal participation in key decision-making positions. For example, the number of female councillors is very low compared to males. |
* These lists are exemplary; information about other issues relevant for the SDC-country portfolio can be downloaded from the CEDAW-site, according to the needs of the respective user.
Download this information on a factsheet: Factsheet_Macedonia.pdf
[1] The GEI measures the gap between women and men with regards to education, economic participation and empowerment, based on internationally available comparable data. By comparing the most recent statistics with those of five years ago, the GEI is able to highlight recent trends in bridging these gender gaps and track progress towards gender equality. The GEI value is an average of the values obtained in the three dimensions. It ranges from 0 to 100, with lower values indicating greater gender inequality. A value of 100 would indicate no gender gap at all in each of the three dimensions.
[2] 2009 is the latest year for which GEI figures are available.
[3] The MDGs are a set of eight goals, with 18 targets to be measured by 48 quantifiable social, economic and environmental indicators – to be achieved by 2015, reflecting the world’s main development challenges. Goal 3 focuses on gender equality and women’s empowerment. The MDGs have been viewed by some gender advocates as a distraction, and by others as a strategic entry point for promoting gender equality.
[4] Blank boxes in the MDG chart indicate an absence of statistics on the UNSD website.
[5] Countries that have ratified or acceded to the Convention are legally bound to put its provisions into practice. They are also committed to submit national reports, at least every four years, on measures they have taken to comply with their treaty obligations.
[6] Succession refers to a situation when a newly constituted state becomes a party to a treaty by expressing its willingness to be bound by international agreements that were entered into by a predecessor state or states (UNIFEM CEDAW Glossary: http://unifem-eseasia.org/projects/Cedaw/cedawglossary.html).
[7] Source: http://www.un.org/womenwatch/daw/cedaw/protocol/CEDAW%20Ratification%20Table%20IV-8.en.pdf
[8] The report was considered by the CEDAW Committee at its 41st session in July 2008. It is available at: http://www.un.org/womenwatch/daw/cedaw/34sess.htm
Social Watch’s Gender Equity Index (GEI) [1]
- In 2009 [2],
- In 2009,
- There has been no change since 2008 and 2007 when
|
Gender Equity Index Indicators |
2009 |
|
Education Literacy gap between men and women; male and female enrolment rates in primary, secondary and tertiary education |
97.9 |
|
Economic activity % of women and men in paid jobs, excluding agriculture; income ratio of men to women |
71.8 |
|
Empowerment % of women in professional, technical, managerial and administrative jobs; number of seats women have in parliament, and in decision-making ministerial posts |
51.9 |
|
GEI value |
74 |
Source: Social Watch http://www.socialwatch.org/node/11760
Millennium Development Goal (MDG) 3 [3]
Goal: Promote gender equality and empower women
Target: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015
Indicators: Ü Ratios of girls to boys in primary, secondary and tertiary education
Ü Ratio of literate women to men, 15-24 years old
Ü Share of women in wage employment in the non-agricultural sector
Ü Proportion of seats held by women in national parliament
|
MDG 3 Indicators |
2000 |
2001 |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
|
Gender parity index in primary level enrolment |
0.99 |
1.00 |
0.99 |
0.99 |
0.99 |
0.99 |
0.99 |
0.98 |
0.98 |
--- |
--- |
|
Gender parity index in secondary level enrolment |
1.02 |
1.02 |
1.03 |
1.04 |
1.05 |
1.04 |
1.04 |
1.03 |
1.03 |
--- |
--- |
|
Gender parity index in tertiary level enrolment |
1.32 |
1.29 |
1.34 |
1.32 |
1.35 |
1.46 |
1.38 |
1.39 |
1.45 |
--- |
--- |
| Share of women in wage employment in the non-agricultural sector (%) |
52.8 |
52.6 |
53.6 |
54.6 |
54.6 |
54.9 |
53.5 |
54.6 |
54.1 |
--- |
--- |
|
Seats held by women in national parliament (%) |
8.9 |
7.9 |
12.9 |
12.9 |
12.9 |
15.8 |
21.8 |
21.8 |
21.8 |
21.8 |
23.8 |
Source: United Nations Statistics Division, Millennium Development Goals Indicators website: http://mdgs.un.org/unsd/mdg/Data.aspx. Data last updated on 8 February 2011. [4]
The Convention on the Elimination of All Forms of Discrimination against Women [5]
·
· The most recent CEDAW report (the combined second and third reports) was examined in 2006. [6]
· The next report (the combined fourth and fifth report) is due to be submitted in July 2011.
|
CEDAW Country Report |
Key Improvements* |
Key Challenges* |
|
Education |
-Female students comprised 57% of total upper secondary (college) and university students (2002/2003). -The government has included a ‘gender education’ subject at all levels. |
--- |
|
Economic activity |
--- |
-In spite of women’s high level of education, there is high female unemployment, as well as a concentration of women in low-paid sectors of public employment, and a wage gap between women and men in both the public and private sectors. National labour legislation is overly protective, in particular of pregnant women, and creates obstacles to women’s participation in the labour market, while also perpetuating gender stereotypes. Important sectors viewed as traditionally ‘male’, such as defence and police, remain inaccessible to women. |
|
Empowerment |
-Legislative reform in support of gender equality has included: the enactment of the Law on Equal Opportunities for Men and Women; the Law on Preventing and Combating Trafficking in Human Beings; and amendments to the Penal Code, Labour Code, and Civil Code. -National plans and programmes in support of gender equality have included: the national plan for promoting gender equality (2003-2005) (2006-2009); the national plan for preventing and combating human trafficking; and the national system for protection and social assistance for victims of trafficking (2006). |
-The number of women in decision-making positions in political and public life remains low, including in the parliament, civil service and judiciary. -Despite improvements, the maternal mortality rate is still high compared to other countries in the region, in particular for rural women. -Rates of violence against women are high and there is a lack of updated sex-disaggregated data on this. There is also an increasing trend of illegal trafficking in young women and girls for sexual purposes. Legislation is poorly enforced and measures to prosecute traffickers and provide protection and assistance for victims are insufficient. |
* These lists are exemplary; information about other issues relevant for the SDC-country portfolio can be downloaded from the CEDAW-site, according to the needs of the respective user.
Download this information on a factsheet: Factsheet_Moldova.pdf
[1] The GEI measures the gap between women and men with regards to education, economic participation and empowerment, based on internationally available comparable data. By comparing the most recent statistics with those of five years ago, the GEI is able to highlight recent trends in bridging these gender gaps and track progress towards gender equality. The GEI value is an average of the values obtained in the three dimensions. It ranges from 0 to 100, with lower values indicating greater gender inequality. A value of 100 would indicate no gender gap at all in each of the three dimensions.
[2] 2009 is the latest year for which GEI figures are available.
[3] The MDGs are a set of eight goals, with 18 targets to be measured by 48 quantifiable social, economic and environmental indicators – to be achieved by 2015, reflecting the world’s main development challenges. Goal 3 focuses on gender equality and women’s empowerment. The MDGs have been viewed by some gender advocates as a distraction, and by others as a strategic entry point for promoting gender equality.
[4] Blank boxes in the MDG chart indicate an absence of statistics on the UNSD website.
[5] Countries that have ratified or acceded to the convention are legally bound to put its provisions into practice. They are also committed to submit national reports, at least every four years, on measures they have taken to comply with their treaty obligations.
[6] Accession has the same legal effect as ratification. It is the act by which a state accepts the offer or the opportunity to become party to a treaty, after the treaty has entered into force: http://unifem-eseasia.org/projects/Cedaw/cedawglossary.html
[7] The report was considered by the CEDAW Committee at its 36th session in August 2006. It is available at: http://www.un.org/womenwatch/daw/cedaw/36sess.htm.
Social Watch’s Gender Equity Index (GEI) [1]
Source: Social Watch http://www.socialwatch.org/node/11760
Millennium Development Goal (MDG) 3 [3]
Goal: Promote gender equality and empower women
Target: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015
Indicators: Ü Ratios of girls to boys in primary, secondary and tertiary education
Ü Ratio of literate women to men, 15-24 years old
Ü Share of women in wage employment in the non-agricultural sector
Ü Proportion of seats held by women in national parliament
|
MDG 3 Indicators |
2000 |
2001 |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
|
Gender parity index in primary level enrolment |
0.99 |
0.99 |
0.99 |
1.0 |
1.0 |
1.01 |
1.01 |
1.0 |
1.0 |
-- |
-- |
|
Gender parity index in secondary level enrolment |
1.02 |
1.02 |
1.03 |
1.03 |
1.03 |
1.03 |
1.03 |
1.03 |
1.03 |
-- |
-- |
|
Gender parity index in tertiary level enrolment |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
1.29 |
1.29 |
-- |
-- |
Share of women in wage employment in the non-agricultural sector (%) |
-- |
-- |
-- |
-- |
43.9 |
41.6 |
43.5 |
43.9 |
44.0 |
-- |
-- |
|
Seats held by women in national parliament (%) |
-- |
-- |
-- |
-- |
-- |
-- |
-- |
20.4 |
20.4 |
21.6 |
21.6 |
Source: United Nations Statistics Division, Millennium Development Goals Indicators website: http://mdgs.un.org/unsd/mdg/Data.aspx. Data last updated on 8 February 2011. [4]
The Convention on the Elimination of All Forms of Discrimination against Women [5]
·
· It acceded [7] to the Optional Protocolon the 31st of July 2003.
· The most recent CEDAW report (the initial report) was examined in 2007. [8]
· The next report (the combined second and third periodic report) was due in 2010. [9]
|
CEDAW Country Report |
Key Improvements* |
Key Challenges* |
|
Education |
-Primary education is mandatory in |
-There is a lack of current sex-disaggregated data relating to education. This is particularly the case regarding differences in rural or urban areas, or by ethnicity. -Women and girls’ (particularly Roma) access to education requires significant improvement. -Illiteracy is another key concern, as are high drop out rates of girls and women from the educational system. |
|
Economic activity |
-The government was working to revitalise rural areas through a poverty reduction strategy paper, with programmes in microcredit and the development of tourism, food and service sectors to facilitate women’s economic independence. -Single parents (both mothers and fathers) receive state benefits to provide support for up to four children. |
-Training and retraining needs to be available to unemployed women, including marginalised groups. -Credit needs to be available to women entrepreneurs and social security benefits for unpaid family helpers. -The income generating capacity, particularly of women heads of household and rural women, needs to be developed. -The state party needs to review labour legislation with a view to eliminating the perpetuation of gender inequality. |
|
Empowerment |
-Positive progress has been made in the areas of women’s political participation, gender equality law and national gender policy, including the draft National Action Plan for the Empowerment of Women and the Advancement of Gender Equality. |
-There is a persistence of deep rooted patriarchal stereotypes regarding the roles and responsibilities of women and men in the household and wider community. These are major causal factors for violence against women, and are reflected in women’s educational choices, their disadvantaged position in the labour market and their low levels of participation in public and political life. -The draft National Action Plan for the Empowerment of Women must be adopted without delay. This provides measures to combat violence against women, including capacity building for the implementation of laws & standards, research and record keeping. -There is low representation of women, including women from ethnic minorities, in appointed bodies and in government structures at high levels and in decision making positions, including the diplomatic service. -Women have not fully participated in the country’s post conflict reconstruction and stabilisation or in the negotiation processes on the future status of Kosovo and Metohija. |
* These lists are exemplary; information about other issues relevant for the SDC-country portfolio can be downloaded from the CEDAW-site, according to the needs of the respective user.
[1] The GEI measures the gap between women and men with regards to education, economic participation and empowerment, based on internationally available comparable data. By comparing the most recent statistics with those of five years ago, the GEI is able to highlight recent trends in bridging these gender gaps and track progress towards gender equality. The GEI value is an average of the values obtained in the three dimensions. It ranges from 0 to 100, with lower values indicating greater gender inequality. A value of 100 would indicate no gender gap at all in each of the three dimensions.
[3] The MDGs are a set of eight goals, with 18 targets to be measured by 48 quantifiable social, economic and environmental indicators – to be achieved by 2015, reflecting the world’s main development challenges. Goal 3 focuses on gender equality and women’s empowerment. The MDGs have been viewed by some gender advocates as a distraction, and by others as a strategic entry point for promoting gender equality.
[4] Blank boxes in the MDG chart indicate an absence of statistics on the UNSD website.
[5]
Countries that have ratified or acceded to the Convention are legally bound to put its provisions into practice. They are also committed to submit national reports, at least every four years, on measures they have taken to comply with their treaty obligations.[6]
Succession refers to a situation when a newly constituted state becomes a party to a treaty by expressing its willingness to be bound by international agreements that were entered into by a predecessor state or states - http://unifem-eseasia.org/projects/Cedaw/cedawglossary.html[7]
Accession has the same legal effect as ratification. It is the act by which a state accepts the offer or the opportunity to become party to a treaty, after the treaty has entered into force: http://unifem-eseasia.org/projects/Cedaw/cedawglossary.html[8] The report was considered by the CEDAW Committee at its 38th session in May-June 2007. It is available at:
http://www.un.org/womenwatch/daw/cedaw/38sess.htm[9] As of February 2011, this report has not been submitted yet:
http://www2.ohchr.org/english/bodies/cedaw/docs/CEDAW.C.2011.48.2.pdfSocial Watch’s Gender Equity Index (GEI) [1]
- In 2009,[2]
- In 2009,
- This indicates little change since 2008 when
|
Gender Equity Index Indicators |
2009 |
|
Education Literacy gap between men and women; male and female enrolment rates in primary, secondary and tertiary education |
78.2 |
|
Economic activity % of women and men in paid jobs, excluding agriculture; income ratio of men to women |
65.8 |
|
Empowerment % of women in professional, technical, managerial and administrative jobs; number of seats women have in parliament, and in decision-making ministerial posts |
12.2 |
|
GEI value |
52 |
Source: Social Watch http://www.socialwatch.org/node/11760
Millennium Development Goal (MDG) 3 [3]
Goal: Promote gender equality and empower women
Target: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015
Indicators: Ü Ratios of girls to boys in primary, secondary and tertiary education
Ü Ratio of literate women to men, 15-24 years old
Ü Share of women in wage employment in the non-agricultural sector
Ü Proportion of seats held by women in national parliament
|
MDG 3 Indicators |
2001 |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
|
Gender parity index in primary level enrolment |
0.93 |
0.96 |
0.95 |
0.95 |
0.96 |
0.95 |
0.96 |
0.96 |
--- |
--- |
|
Gender parity index in secondary level enrolment |
0.83 |
0.82 |
0.83 |
0.84 |
0.83 |
0.83 |
0.84 |
0.87 |
--- |
--- |
|
Gender parity index in tertiary level enrolment |
0.32 |
0.33 |
0.34 |
0.33 |
0.35 |
0.37 |
0.38 |
0.40 |
--- |
--- |
| Share of women in wage employment in the non-agricultural sector (%) |
40.9 |
41.6 |
41.1 |
39.8 |
39.4 |
37.1 |
--- |
--- |
--- |
--- |
|
Seats held by women in national parliament (%) |
15.0 |
12.7 |
12.7 |
12.7 |
12.7 |
17.5 |
17.5 |
17.5 |
17.5 |
17.5 |
Source: United Nations Statistics Division, Millennium Development Goals Indicators website: http://mdgs.un.org/unsd/mdg/Data.aspx. Data last updated on 8 February 2011. [4]
The Convention on the Elimination of All Forms of Discrimination against Women [5]
·
· The most recent CEDAW report (the combined initial, second and third periodic reports) was examined in 2007. [8]
· The next report (the combined fourth and fifth periodic report) was due to be submitted in 2010. [9]
|
CEDAW Country Report |
Key Improvements* |
Key Challenges* |
|
Education |
-The state guarantees compulsory, free education for girls and boys, as well as free secondary vocational training, a higher vocational education, and postgraduate vocational training on a competitive basis. In the 2003/2004 school year, there were 15,600 girls in a total population of 29,200 students at secondary vocational training institutions. |
-Although they start off equal, the number of girls in primary education drops after the middle grades due to poverty and the fact that girls often stay home to care for younger siblings. In higher education, the gender gap has widened: of the total number of students in higher-learning institutions, girls accounted for 24.6% in the 2003/2004 school year. |
|
Economic activity |
-A labour exchange for women was created in 2002, which provides vocational guidance, training, retraining and support of entrepreneurship through microfinance. -Figures indicate an increase in the level of representation of women in administrative and management levels, as well as among specialists and technical personnel. |
-Unemployment is high, with women accounting for the majority of the unemployed. -Women in employment are concentrated in low-paying sectors, such as health care, education and agriculture, and in the informal sector. There is a resulting wage gap between women and men. |
|
Empowerment |
-Three times as many women took part in the 2000 elections as in previous elections. -Women now represent 16.5% of the total number of deputies in Parliament, compared to only 2.7% previously. The number of women in local government bodies has doubled. |
-There are still few women in high level decision making positions, and women have not played an active role in developing the multi-party system. -The CEDAW Committee expressed concern about the practice of “family voting” during elections, whereby one family member, usually male, votes for the entire family, especially in rural areas. |
* These lists are exemplary; information about other issues relevant for the SDC-country portfolio can be downloaded from the CEDAW-site, according to the needs of the respective user.
Download this information on a factsheet: Factsheet_Tajikistan.pdf
[1] The GEI measures the gap between women and men with regards to education, economic participation and empowerment, based on internationally available comparable data. By comparing the most recent statistics with those of five years ago, the GEI is able to highlight recent trends in bridging these gender gaps and track progress towards gender equality. The GEI value is an average of the values obtained in the three dimensions. It ranges from 0 to 100, with lower values indicating greater gender inequality. A value of 100 would indicate no gender gap at all in each of the three dimensions.
[2] 2009 is the latest year for which GEI figures are available.
[3] The MDGs are a set of eight goals, with 18 targets to be measured by 48 quantifiable social, economic and environmental indicators – to be achieved by 2015, reflecting the world’s main development challenges. Goal 3 focuses on gender equality and women’s empowerment. The MDGs have been viewed by some gender advocates as a distraction, and by others as a strategic entry point for promoting gender equality.
[4] Blank boxes in the MDG chart indicate an absence of statistics on the UNSD website.
[5] Countries that have ratified or acceded to the Convention are legally bound to put its provisions into practice. They are also committed to submit national reports, at least every four years, on measures they have taken to comply with their treaty obligations.
[6] Accession has the same legal effect as ratification. It is the act by which a state accepts the offer or the opportunity to become party to a treaty, after the treaty has entered into force (UNIFEM CEDAW Glossary: http://unifem-eseasia.org/projects/Cedaw/cedawglossary.html).
[7] Source: http://www.un.org/womenwatch/daw/cedaw/protocol/CEDAW%20Ratification%20Table%20IV-8.en.pdf
[8] The report was considered by the CEDAW Committee at its 37th session in Jan-Feb 2007. It is available at: http://www.un.org/womenwatch/daw/cedaw/37sess.htm
[9] As of February 2011, this report has not been submitted yet: http://www2.ohchr.org/english/bodies/cedaw/docs/CEDAW.C.2011.48.2.pdf
Social Watch’s Gender Equity Index (GEI) [1]
- In 2009, [2]
- In 2009,
- This reveals a significant drop since 2008, when
|
Gender Equity Index Indicators |
2009 |
|
Education Literacy gap between men and women; male and female enrolment rates in primary, secondary and tertiary education |
97.4 |
|
Economic activity % of women and men in paid jobs, excluding agriculture; income ratio of men to women |
66.9 |
|
Empowerment % of women in professional, technical, managerial and administrative jobs; number of seats women have in parliament, and in decision-making ministerial posts |
44 |
|
GEI value |
69 |
Source: Social Watch http://www.socialwatch.org/node/11760
Millennium Development Goal (MDG) 3 [3]
Goal: Promote gender equality and empower women
Target: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015
Indicators: Ü Ratios of girls to boys in primary, secondary and tertiary education
Ü Ratio of literate women to men, 15-24 years old
Ü Share of women in wage employment in the non-agricultural sector
Ü Proportion of seats held by women in national parliament
|
MDG 3 Indicators |
2000 |
2001 |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
|
Gender parity index in primary level enrolment |
0.99 |
1.00 |
1.00 |
1.00 |
0.99 |
1.00 |
1.00 |
1.00 |
1.00 |
--- |
--- |
|
Gender parity index in secondary level enrolment |
1.01 |
0.99 |
1.00 |
1.00 |
0.99 |
0.92 |
0.98 |
1.00 |
0.98 |
--- |
--- |
|
Gender parity index in tertiary level enrolment |
1.14 |
1.17 |
1.19 |
1.21 |
1.22 |
1.23 |
1.23 |
1.24 |
1.25 |
--- |
--- |
| Share of women in wage employment in the non-agricultural sector (%) |
52.9 |
--- |
54.4 |
54.4 |
55.1 |
54.9 |
54.6 |
54.7 |
54.6 |
--- |
--- |
|
Seats held by women in national parliament (%) |
7.8 |
7.8 |
7.8 |
5.3 |
5.3 |
5.3 |
5.3 |
8.7 |
8.2 |
8.2 |
8.0 |
Source: United Nations Statistics Division, Millennium Development Goals Indicators website: http://mdgs.un.org/unsd/mdg/Data.aspx. Data last updated on 9 February 2011. [4]
The Convention on the Elimination of All Forms of Discrimination against Women [5]
·
· It signed the Optional Protocol in September 2000 and ratified it in September 2003.
· The CEDAW Committee most recently considered
·
|
CEDAW Country Report |
Key Improvements* |
Key Challenges* |
|
Education |
- Ukrainian women and men generally have equal access to education. - In recent years, women have accounted for 54% of higher education students. - Gender education centres disseminate information about gender equality issues via mobile counselling units. - In 2004, The Ministry of Education and Science approved the study programme ‘basic gender theory’. |
- There continues to be hidden gender-based discrimination in - A significant portion of the public and educators support the gender-differentiation of academic disciplines based on stereotypes. For example, boys comprise the majority pupils in vocational/technical teaching establishments. |
|
Economic activity |
- The Labour Code entitles women and men to equal pay for equal work. |
- Female unemployment is acute. - Only 20% of small businesses are owned by women. - Gender based discrimination in the economy is pervasive due to male dominated environments which limit women to subordinate professional roles/careers and pay. - There is no legislation to prohibit references to applicants’ sex in job vacancy announcements. - Though prohibited, there is prevalent discrimination by employers against pregnant women and mothers. - The Labour Code’s provision that enterprises and organisations with a large proportion of female employees provide nurseries, kindergartens and breast feeding rooms is rarely put into practice. |
|
Empowerment |
- New women’s political parties have emerged. - In 2006, the Supreme Council approved a State gender equality programme to implement parliamentary decisions. - The Equal Rights and Opportunities Act was adopted by the Supreme Council in 2005. - In 2004, legal protocols were ratified to protect against human trafficking (especially of women and children). |
- There is unequal representation of women in key positions of power: managerial posts, decision-making and property ownership. - Representation of women in higher-level politics has diminished in recent years. - Detailed arrangements for implementing the Equal Rights and Opportunities Act have not yet been introduced. - The State needs to strengthen gender equality education and training programmes for judges, lawyers and law enforcement personnel. - Ukrainian women are not well represented in international bodies. |
* These lists are exemplary; information about other issues relevant for the SDC-country portfolio can be downloaded from the CEDAW-site, according to the needs of the respective user.
Download this information on a factsheet: Factsheet_Ukraine.pdf
[1] The GEI measures the gap between women and men with regards to education, economic participation and empowerment, based on internationally available comparable data. By comparing the most recent statistics with those of five years ago, the GEI is able to highlight recent trends in bridging these gender gaps and track progress towards gender equality. The GEI value is an average of the values obtained in the three dimensions. It ranges from 0 to 100, with lower values indicating greater gender inequality. A value of 100 would indicate no gender gap at all in each of the three dimensions.
[2] 2009 is the latest year for which GEI figures are available.
[3] The MDGs are a set of eight goals, with 18 targets to be measured by 48 quantifiable social, economic and environmental indicators – to be achieved by 2015, reflecting the world’s main development challenges. Goal 3 focuses on gender equality and women’s empowerment. The MDGs have been viewed by some gender advocates as a distraction, and by others as a strategic entry point for promoting gender equality.
[4] Blank boxes in the MDG chart indicate an absence of statistics on the UNSD website.
[5] Countries that have ratified or acceded to the Convention are legally bound to put its provisions into practice. They are also committed to submit national reports, at least every four years, on measures they have taken to comply with their treaty obligations.
[6] Reports for the 45th CEDAW Committee session are available at: http://www2.ohchr.org/english/bodies/cedaw/cedaws45.htm.
[7] Reports for the 27th CEDAW Committee session are available at: http://www2.ohchr.org/english/bodies/cedaw/cedaws27.htm.
Social Watch’s Gender Equity Index (GEI) [1]
- In 2009, [2]
- In 2009,
- This indicates little change since 2008, when
|
Gender Equity Index Indicators |
2009 |
|
Education Literacy gap between men and women; male and female enrolment rates in primary, secondary and tertiary education |
89.7 |
|
Economic activity % of women and men in paid jobs, excluding agriculture; income ratio of men to women |
68.9 |
|
Empowerment % of women in professional, technical, managerial and administrative jobs; number of seats women have in parliament, and in decision-making ministerial posts |
12.5 |
|
GEI value |
57 |
Source: Social Watch http://www.socialwatch.org/node/11760
Millennium Development Goal (MDG) 3 [3]
Goal: Promote gender equality and empower women
Target: Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015
Indicators: Ü Ratios of girls to boys in primary, secondary and tertiary education
Ü Ratio of literate women to men, 15-24 years old
Ü Share of women in wage employment in the non-agricultural sector
Ü Proportion of seats held by women in national parliament
|
MDG 3 Indicators |
2001 |
2002 |
2003 |
2004 |
2005 |
2006 |
2007 |
2008 |
2009 |
2010 |
|
Gender parity index in primary level enrolment |
0.99 |
0.98 |
0.99 |
0.98 |
0.98 |
0.98 |
0.98 |
0.98 |
--- |
--- |
|
Gender parity index in secondary level enrolment |
0.97 |
0.97 |
0.96 |
0.96 |
0.97 |
0.97 |
0.98 |
0.98 |
--- |
--- |
|
Gender parity index in tertiary level enrolment |
0.81 |
0.80 |
0.77 |
0.79 |
0.70 |
0.71 |
0.71 |
0.68 |
--- |
--- |
| Share of women in wage employment in the non-agricultural sector (%) |
37.1 |
41.6 |
37.1 |
37.0 |
40.6 |
40.3 |
39.4 |
--- |
--- |
--- |
|
Seats held by women in national parliament (%) |
7.2 |
7.2 |
7.2 |
7.2 |
17.5 |
17.5 |
17.5 |
17.5 |
17.5 |
22.0 |
Source: United Nations Statistics Division, Millennium Development Goals Indicators website: http://mdgs.un.org/unsd/mdg/Data.aspx. Data last updated on 10 February 2011. [4]
The Convention on the Elimination of All Forms of Discrimination against Women [5]
·
· The CEDAW Committee most recently considered
· The previous CEDAW report (the combined second and third periodic reports) was examined in August 2006 at the 36th Committee session. [9]
|
CEDAW Country Report |
Key Improvements* |
Key Challenges* |
|
Education |
- The literacy rate for women is high. - Half the students of specialised secondary and vocational schools are girls. - The Centre for Training Women in Telecommunications and Information Technology trains more than 500 women per year. |
- Stereotypes of men as breadwinners and women working in the domestic sphere are still pervasive. - Lower income families prefer to send boy children to college and higher education. - Educating girls in rural areas is a particular challenge. |
|
Economic activity |
- Women comprise 45% of the country’s labour force. - In 2007, a presidential decree mandated the strengthening of social protections, which affect working women. - A microcredit system was established in 2006; the microfinance sector issued more than 11 billion sum to female borrowers in 2007. - There is growth in women’s entrepreneurial activities, primarily in production of consumer goods and the services sector. |
- In 2007, women comprised 69.65% of the officially unemployed. - The incidence of informal, illegal, underpaid and unpaid female work is cause for concern. - There is considerable gender segregation in the labour marker, with women earning less than men. - Pregnant women and mothers are especially discriminated against in the labour market. - The insufficient provision of public childcare facilities limits career opportunities for women. - Educated women in rural areas often must migrate to urban centres for work. |
|
Empowerment |
- Women’s representation in Parliament has risen since the 2004 election law amendment requiring a minimum 30% female quota. - In 2008, - Gender awareness raising measures are being implemented, addressing issues including bride price and abduction, and polygamy. - Familial attitudes toward women and girls are also substantially changing and more men help with child rearing and domestic work. |
-There is a lack of data regarding violence against Uzbek women and girls. - There are limited laws and penal provisions for sexual harassment. - Traditions such as early marriages reinforce the limitation of opportunities for girls and women, and married women are not allowed to live elsewhere than with their husbands. -Divorce provisions for the equal distribution of property are typically not followed and legal aid provision has significantly decreased. - There is particular concern regarding the conditions of female detainment (cases of violence, inadequate hygiene and nutrition). |
* These lists are exemplary; information about other issues relevant for the SDC-country portfolio can be downloaded from the CEDAW-site, according to the needs of the respective user.
Download this information on a factsheet: Factsheet_Uzbekistan.pdf
[1] The GEI measures the gap between women and men with regards to education, economic participation and empowerment, based on internationally available comparable data. By comparing the most recent statistics with those of five years ago, the GEI is able to highlight recent trends in bridging these gender gaps and track progress towards gender equality. The GEI value is an average of the values obtained in the three dimensions. It ranges from 0 to 100, with lower values indicating greater gender inequality. A value of 100 would indicate no gender gap at all in each of the three dimensions.
[2] 2009 is the latest year for which GEI figures are available.
[3] The MDGs are a set of eight goals, with 18 targets to be measured by 48 quantifiable social, economic and environmental indicators – to be achieved by 2015, reflecting the world’s main development challenges. Goal 3 focuses on gender equality and women’s empowerment. The MDGs have been viewed by some gender advocates as a distraction, and by others as a strategic entry point for promoting gender equality.
[4] Blank boxes in the MDG chart indicate an absence of statistics on the UNSD website.
[5] Countries that have ratified or acceded to the Convention are legally bound to put its provisions into practice. They are also committed to submit national reports, at least every four years, on measures they have taken to comply with their treaty obligations.
[6] Accession has the same legal effect as ratification. It is the act by which a state accepts the offer or the opportunity to become party to a treaty, after the treaty has entered into force (UNIFEM CEDAW Glossary: http://unifem-eseasia.org/projects/Cedaw/cedawglossary.html).
[7] Source: http://www.un.org/womenwatch/daw/cedaw/protocol/CEDAW%20Ratification%20Table%20IV-8.en.pdf
[8] Reports for
[9] Reports for
