Documents education of women 23 results

"We analyse the gender training gap (i.e. the disadvantage of women in receiving work-related continuing training) based on individual data from the first wave of the Adult Education Survey (AES). The interaction of gender and education, we argue, has been overlooked in previous work. For only one of 22 European countries do we find a statistically significant training gap for women with a university degree—but in six countries, we find a statistically significant and sizeable training gap for women without a university degree. Multilevel analysis supports the results and shows that institutions are linked to the chances of training. In particular, a system of vocational education and training geared towards firm-specific skills enhances the female training gap. Overall, our paper shows that the widespread perception of a disappearing gender training gap is premature."

"We test the theory of differential overeducation which predicts that women and particularly partnered women are more affected by overeducation than men. Our OLS and FE estimations based on German SOEP data confirm that women indeed exhibit more years of excess education in both regions. Women's higher educational mismatch accounts for 5 pp of the West German pay gap. However, women suffer lower wage penalties from overeducation than men in both regions and, for partnered people, higher female wage penalties vanish in the FE estimations. Hence, women are more rationed than men concerning overeducation magnitude, confirming Frank's theory, but rather less disadvantaged with respect to economic returns."

"The educational gender gap has closed or reversed in many countries. But what of gendered labour market inequalities? Using micro-level census data for some 40 countries, the authors examine the labour force participation gap between men and women, the “marriage gap” between married and single women's participation, and the “motherhood gap” between mothers' and non-mothers' participation. They find significant heterogeneity among countries in terms of the size of these gaps, the speed at which they are changing, and the relationships between them and the educational gap. But counterfactual regression analysis shows that the labour force participation gap remains largely unexplained by the other gaps."

"« Les femmes sont leur propre espoir, elles ne peu­vent comp­ter que sur elles-mêmes pour chan­ger la société. Chaque fois que nous fai­sons pro­gres­ser nos droits à toutes, l'huma­nité fait un pas vers un monde plus juste. A tra­vers ce livre, cette pho­to­gra­phie de la condi­tion des femmes aujourd'hui, cha­cune d'entre nous a l'occa­sion d'appren­dre ce qu'elle ignore, de décou­vrir ce qu'elle ne peut pas ou ne veut pas voir, et de par­ti­ci­per au combat pour un monde meilleur. » Christine Ockrent

Le Livre noir de la condi­tion des femmes nous offre, pour la pre­mière fois, la pho­to­gra­phie de la condi­tion des femmes dans le monde, aujourd'hui.

En préam­bule de sa Déclaration de 1993, l'ONU pro­clame l'urgence de l'appli­ca­tion aux femmes des droits et prin­ci­pes du genre humain : SECURITE, INTEGRITE, LIBERTE, DIGNITE, EGALITE. Cinq mots pour résu­mer ce qui devrait être garanti aux femmes, en ce début de troi­sième mil­lé­naire.

C'est autour de ces mots que Christine Ockrent et Sandrine Treiner ont sélec­tionné des sujets dont elles ont confié le déve­lop­pe­ment (sous forme d'arti­cles, d'ana­ly­ses trans­ver­sa­les, de repor­ta­ges mais aussi de por­traits d'hommes et de femmes opé­rant sur le ter­rain) à qua­rante auteurs – experts mon­dia­le­ment connus, cher­cheurs, pra­ti­cien, mili­tants, jour­na­lis­tes, venus de tous les hori­zons. Dans cette recher­che, elles ont béné­fi­cié du concours de Françoise Gaspard, socio­lo­gue à l'Ecole des Hautes Etudes en Sciences Sociales, qui repré­sente la France au Comité CEDAW des Nations Unies, dont le rôle est de sur­veiller l'appli­ca­tion de la Convention contre toutes les dis­cri­mi­na­tions à l'égard des femmes. C'est ainsi que pen­dant deux ans, autour de leur trio, s'est cons­ti­tuée une com­mu­nauté de tra­vail inter­na­tio­nale, pas­sion­née, enthou­siaste.

Comment et pour­quoi les femmes sont-elles muti­lées, enfer­mées, dépla­cées, négo­ciées, mar­chan­dées, sou­vent avec la com­pli­cité tacite des Etats, même démo­cra­ti­ques ? Comment peut-il man­quer quatre-vingt-dix mil­lions de femmes en Asie ? Est-ce un hasard si le SIDA en Afrique tue aujourd'hui plus de femmes que d'hommes ? Pourquoi, en matière de viol et de vio­len­ces conju­ga­les, pri­vi­lé­gie-t-on les expli­ca­tions cultu­rel­les ou reli­gieu­ses dans les pays du Sud pour pré­fé­rer les causes d'ordre psy­cho­lo­gi­que et indi­vi­duel dans les pays du Nord ? Pourquoi les femmes sont-elles d'avan­tage bru­ta­li­sées lorsqu'elles sont ins­trui­tes et qu'elles accè­dent à l'auto­no­mie ? Pourquoi, par­tout, les femmes sont-elles les plus pau­vres d'entre les pau­vres… ?

Autant de ques­tions et de répon­ses pos­si­bles appor­tées dans cet ouvrage essen­tiel dont la lec­ture, à la fois bou­le­ver­sante et édifiante, ne lais­sera per­sonne indemne mais qui, au contraire, confor­tera chacun (cha­cune) dans une cer­ti­tude : il faut faire du combat pour les femmes une affaire per­son­nelle."

"This article examines the role of education in the possession of opinions towards affirmative action that help women in Albania. A survey study (n= 173) showed that participants respond more favourably to weak preferential treatment than to strong preferential treatment. They further reveal that highly-educated people were less favourable towards affirmative action plans than lesser-educated people and were openly unfavourable towards strong preferential action. Meritocratic beliefs mediated the effects of education as regards support for strong preferential treatment, but not for weak preferential treatment. The article goes on to discuss the theoretical implications of these findings. "

"This paper assesses the extent to which the increase in women's human capital, as measured by educational attainment, has contributed to economic growth in OECD countries over the past five decades. Using cross-country/time series data covering 30 countries from 1960 to 2008 on education (the Barro-Lee dataset) and growth (update of OECD data), our results point out a positive and significant impact of the increase in women's educational attainment relative to men on output per capita growth – as measured by GDP per capita. This increase in female educational attainment implies that the comparative advantage of men relative to women regarding educational attainment has weakened over time, and has even reversed in many countries. We find that the increase in the years of education of the total population has a positive influence on output per capita growth (around 10% of GDP per capita increase per additional year of education on average), and that a more equal ratio of education by gender boosts economic growth. Our results are robust to the use of estimation procedures that do not impose homogeneity restrictions on the speed of adjustment and short-run parameters, to control for endogenetiy due to possible reverse causality and to several other robustness tests. Last, but not least, we look at the potential effect of increased female labour force participation on economic growth. The size of the effect is dependent on the rate at which male and female labour force participation will converge, with a potential gain of 12% to the size of the total economy by 2030, on average across OECD countries, if complete convergence occurs in the next 20 years."