The Social Institutions and Gender Index (SIGI) 2019

Abstract

This series of working papers is intended to disseminate the Development Centre's research findings rapidly among specialists in the field concerned. These papers are generally available in the original English or French, with a summary in the other language. OECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed are those of the authors. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcomed, and may be sent to the OECD Development Centre,

Sex, ethnic and socioeconomic inequalities and trajectories in child and adolescent mental health in Australia and the UK: findings from national prospective longitudinal studies

“…UK 0.12 and Australia 0.10 on the Sex Inequality Index (GII) as of 2018). Compared with Australia, the UK does poorer on some indices, like discrimination against women in regard to restricted access to resources and assets such as education (Ferrant et al, 2020). This may help explain some of the difference in the gender gaps; however, mechanisms specific to adolescence in both countries need to be investigated to help understand the gender gap difference across countries.…”

Achieving Equitable Education

“…Further, because UIS has not taken a leading role to improve gender and education data (Fontdevila, 2023), this task has increasingly been taken on by other initiatives, which build on scholarly work that has used critical perspectives to explore the gender data bias (Criado-Perez, 2019;Ferrant, Fuiret & Zambrano, 2020;Scott, 2020). These include 'Women Count' 3 led by UN Women, which aims to shift how gender statistics are created, used and promoted; 'Equal Measures 2030' 4 which aims to 'connect data and evidence with advocacy and action on gender equality' and the 'Evidence for Gender and Education Resource' (EGER) 5 -an interactive database which documents research and evidence on gender and education for the global education and gender community.…”

Gender, missing data and SDG 4

“…Further, because UIS has not taken a leading role to improve gender and education data (Fontdevila, 2023), this task has increasingly been taken on by other initiatives, which build on scholarly work that has used critical perspectives to explore the gender data bias (Criado-Perez, 2019;Ferrant, Fuiret & Zambrano, 2020;Scott, 2020). These include 'Women Count' 3 led by UN Women, which aims to shift how gender statistics are created, used and promoted; 'Equal Measures 2030' 4 which aims to 'connect data and evidence with advocacy and action on gender equality' and the 'Evidence for Gender and Education Resource' (EGER) 5 -an interactive database which documents research and evidence on gender and education for the global education and gender community.…”