Publication: Assessing Gender Gaps in Employment and Earnings in Africa: The Case of Eswatini
Loading...
Files in English
241 downloads
Date
2021-07
ISSN
0376-835X
Published
2021-07
Editor(s)
Abstract
Persistent gender gaps characterize labor markets in many African countries. Utilizing Eswatini’s first three labor market surveys (conducted in 2007, 2010, and 2013), this paper provides first systematic evidence on the country’s gender gaps in employment and earnings. We find that women have notably lower employment rates and earnings than men, even though the global financial crisis had a less negative impact on women than it had on men. Both unadjusted and unexplained gender earnings gaps are higher in self-employment than in wage employment. Tertiary education and urban location account for a large part of the gender earnings gap and mitigate high female propensity to self-employment. Our findings suggest that policies supporting female higher education and rural-urban mobility could reduce persistent inequalities in Eswatini’s labor market outcomes as well as in other middle-income countries in southern Africa.
Link to Data Set
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Citations
- Cited 11 times in Scopus (view citations)
Collections
Related items
Showing items related by metadata.
Publication Jordan Country Gender Assessment : Economic Participation, Agency and Access to Justice in Jordan(Washington, DC, 2013-07)Over the last three decades Jordan has made substantial investments in its human resources, spending more than 10 percent of Gross Domestic Product (GDP) on health and education. Like their male counterparts, women and girls have benefitted from these policies and their quality of life has improved. The Jordan Country Gender Assessment (CGA) has two primary objectives. The first is to assess gender imbalances in the areas of economic participation in the labor market, agency, and access to justice; provide a framework for policies or interventions to the Government of Jordan (GoJ) on addressing imbalances; and provide a basis for implementing the activities included in the Gender Action Plan (GAP). The second objective is to develop and strengthen partnerships with GoJ agencies, Civil Society Organization's (CSOs), and academic institutions to promote collaboration on addressing gender-related issues impacting development, and in particular to develop mechanisms for cooperation on implementation of the GAP. This CGA will further explore, in the Jordan country context, the argument that the considerable progress in human development in Jordan has not yet led to consistently higher women's participation in economic, political and social life, which in turn has slowed women's economic participation. Access to justice is directly linked to the issue of agency-whereas agency defines the legal and social boundaries of rights and practices, the concept of access to justice covers the tools and mechanisms aiding persons in exercising these rights. Obstacles to women exercising agency in Jordan are caused by a combination of the treatment of women versus men under applicable legal frameworks, with gaps further widened by restrictive social norms that can govern women's behavior. Recent legislative and regulatory reforms, if implemented effectively, have the potential to increase women's agency through expansion of rights and improvements in service delivery. Despite legal and social impediments to accessing land, levels of registration of land by women have been increasing in recent years.Publication Chile - County Gender Assessment : Expanding Women's Work Choices to Enhance Chile's Economic Potential(Washington, DC, 2007)The Chile Country gender assessments (CGAs) identify gender-responsive policies and actions are strategic for poverty reduction, economic growth, human well-being, and development effectiveness. The report proposes priority policy objectives: increase female labor force participation, especially for low-income households, and reduce discontinuity in women's work experience. The report focus on the gender equality in the labor markets; improve access to financial services; expand access to business networks, business development services, and technology for women entrepreneurs. The potential impacts on economic growth gaps of increasing female labor force participation or reducing the gender gap.Publication Earnings Inequality Within and Across Gender, Racial, and Ethnic Groups in Four Latin American Countries(World Bank, Washington, DC, 2008-04)Latin American countries are generally characterized as displaying high income and earnings inequality overall along with high inequality by gender, race, and ethnicity. However, the latter phenomenon is not a major contributor to the former phenomenon. Using household survey data from four Latin American countries (Bolivia, Brazil, Guatemala, and Guyana) for which stratification by race or ethnicity is possible, this paper demonstrates (using Theil index decompositions as well as Gini indices, and 90/10 and 50/10 percentile comparisons) that within-group earnings inequality rather than between-group earnings inequality is the main contributor to overall earnings inequality. Simulations in which the relatively disadvantaged gender and/or racial/ethnic group is treated as if it were the relatively advantaged group tend to reduce overall earnings inequality measures only slightly and in some cases have the effect of increasing earnings inequality measures.Publication Opening Doors : Gender Equality and Development in the Middle East and North Africa(Washington, DC, 2013-02-06)Since the early 1990s, countries in the Middle East and North Africa (MENA) Region have made admirable progress in reducing the gap between girls and boys in areas such as access to education and health care. Indeed, almost all young girls in the Region attend school, and more women than men are enrolled in university. Over the past two decades, maternal mortality declined 60 percent, the largest decrease in the world. Women in MENA are more educated than ever before. It is not only in the protest squares that have seen women whose aspirations are changing rapidly but increasingly unmet. The worldwide average for the participation of women in the workforce is approximately 50 percent. In MENA, their participation is half that at 25 percent. Facing popular pressure to be more open and inclusive, some governments in the region are considering and implementing electoral and constitutional reforms to deepen democracy. These reforms present an opportunity to enhance economic, social, and political inclusion for all, including women, who make up half the population. However, the outlook remains uncertain. Finally, there are limited private sector and entrepreneurial prospects not only for jobs but also for those women who aspire to create and run a business. These constraints present multiple challenges for reform. Each country in MENA will, of course, confront these constraints in different contexts. However, inherent in many of these challenges are rich opportunities as reforms unleash new economic actors. For the private sector, the challenge is to create more jobs for young women and men. The World Bank has been pursuing an exciting pilot program in Jordan to assist young women graduates in preparing to face the work environment.Publication Russian Federation Gender Assessment(Washington, DC, 2014-02)An egalitarian socialist legacy and relatively high and growing levels of income, particularly over the last decade, have translated into fairly equal gender outcomes in Russia along many dimensions. There are no significant differences in education levels between men and women, and in recent years more young women have completed post-secondary education than young men. Girls outperform boys in reading in standardized exams and do as well as them in math and science. At first glance, women do not seem to have difficulties in transitioning from school to work or remaining employed over the life cycle. And female labor force participation is significantly above the levels observed in other countries in Europe and Central Asia, as well as in the Organization for Economic Cooperation and Development, or OECD. This new assessment of gender equality issues in Russia seeks to gauge the progress in all the domains of outcomes during the last 10 years, and to further understand the main causes behind the persisting gender gaps identified in the country. This assessment builds on the analytical framework proposed by the World Development Report 2012: gender equality and development (World Bank 2012a) to provide a general overview of gender issues in Russia, and it builds on literature at the frontier in economics to go deeper in the two selected topics: adult mortality and gender gap in pay.
Users also downloaded
Showing related downloaded files
Publication World Development Report 1987(New York: Oxford University Press, 1987)This report, consisting of two parts, is the tenth in the annual series assessing development issues. Part I reviews recent trends in the world economy and their implications for the future prospects of developing countries. It stresses that better economic performance is possible in both industrial and developing countries, provided the commitment to economic policy reforms is maintained and reinforced. In regard to the external debt issues, the report argues for strengthened cooperation among industrial countries in the sphere of macroeconomic policy to promote smooth adjustment to the imbalances caused by external payments (in developing countries). Part II reviews and evaluates the varied experience with government policies in support of industrialization. Emphasis is placed on policies which affect both the efficiency and sustainability of industrial transformation, especially in the sphere of foreign trade. The report finds that developing countries which followed policies that promoted the integration of their industrial sector into the international economy through trade have fared better than those which insulated themselves from international competition.Publication Supporting Youth at Risk(World Bank, Washington, DC, 2008)The World Bank has produced this policy Toolkit in response to a growing demand from our government clients and partners for advice on how to create and implement effective policies for at-risk youth. The author has highlighted 22 policies (six core policies, nine promising policies, and seven general policies) that have been effective in addressing the following five key risk areas for young people around the world: (i) youth unemployment, underemployment, and lack of formal sector employment; (ii) early school leaving; (iii) risky sexual behavior leading to early childbearing and HIV/AIDS; (iv) crime and violence; and (v) substance abuse. The objective of this Toolkit is to serve as a practical guide for policy makers in middle-income countries as well as professionals working within the area of youth development on how to develop and implement an effective policy portfolio to foster healthy and positive youth development.Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.Publication Business Ready 2024(Washington, DC: World Bank, 2024-10-03)Business Ready (B-READY) is a new World Bank Group corporate flagship report that evaluates the business and investment climate worldwide. It replaces and improves upon the Doing Business project. B-READY provides a comprehensive data set and description of the factors that strengthen the private sector, not only by advancing the interests of individual firms but also by elevating the interests of workers, consumers, potential new enterprises, and the natural environment. This 2024 report introduces a new analytical framework that benchmarks economies based on three pillars: Regulatory Framework, Public Services, and Operational Efficiency. The analysis centers on 10 topics essential for private sector development that correspond to various stages of the life cycle of a firm. The report also offers insights into three cross-cutting themes that are relevant for modern economies: digital adoption, environmental sustainability, and gender. B-READY draws on a robust data collection process that includes specially tailored expert questionnaires and firm-level surveys. The 2024 report, which covers 50 economies, serves as the first in a series that will expand in geographical coverage and refine its methodology over time, supporting reform advocacy, policy guidance, and further analysis and research.Publication Europe and Central Asia Economic Update, Fall 2024: Better Education for Stronger Growth(Washington, DC: World Bank, 2024-10-17)Economic growth in Europe and Central Asia (ECA) is likely to moderate from 3.5 percent in 2023 to 3.3 percent this year. This is significantly weaker than the 4.1 percent average growth in 2000-19. Growth this year is driven by expansionary fiscal policies and strong private consumption. External demand is less favorable because of weak economic expansion in major trading partners, like the European Union. Growth is likely to slow further in 2025, mostly because of the easing of expansion in the Russian Federation and Turkiye. This Europe and Central Asia Economic Update calls for a major overhaul of education systems across the region, particularly higher education, to unleash the talent needed to reinvigorate growth and boost convergence with high-income countries. Universities in the region suffer from poor management, outdated curricula, and inadequate funding and infrastructure. A mismatch between graduates' skills and the skills employers are seeking leads to wasted potential and contributes to the region's brain drain. Reversing the decline in the quality of education will require prioritizing improvements in teacher training, updated curricula, and investment in educational infrastructure. In higher education, reforms are needed to consolidate university systems, integrate them with research centers, and provide reskilling opportunities for adult workers.