GENDER GAPS IN EDUCATION
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1 Flemish Ministry of Education & Training 18 October 2012 GENDER GAPS IN EDUCATION Evidence from the OECD Angelica SALVI DEL PERO Social Policy Division
2 Gender gaps in education Evidence from Education at a Glance, PISA and the OECD Gender Initiative What are the main gender differences in education? Where does Belgium stand among OECD countries?
3 Almost no gender gaps in upper secondary education attainment... Population aged who has attained at least upper secondary education Percentage by gender, women men Source: OECD Education database
4 Change over time... 65% Share of women new entrants at tertiary-type A level ( ) % 55% 50% 45% 40% 35% 30% Source: OECD Education database 1. Year of reference 2005 instead of Year of reference 2006 instead of 2000.
5 Prevalent women advantage in entry into tertiary education... 80% Share of women new entrants at tertiary-type A level (2009) Advanced research qualifications Tertiary-type A first degree 70% 60% 50% 40% 56% 41% 30% 20% 10% 0% Source: OECD Education database
6 But biggest gender differences are in the choice of field of education Percentage of tertiary degrees awarded to women, by field of education (2009) Education Health and welfare All fields ,1 Source: OECD Education database 1. Year of reference 2008.
7 But biggest gender differences are in the choice of field of education Percentage of tertiary degrees awarded to women, by field of education (2009) 80 Science Engineering, manufacturing and construction All fields , , Source: OECD Education database 1. Year of reference 2008.
8 Field of study and performance Could differences in field of study be explained by performance in school in corresponding subjects?
9 Colombia Chile Peru Azerbaijan Netherlands United States Mexico United Kingdom Belgium Brazil Denmark Spain Tunisia Singapore Liechtenstein Hong Kong-China Panama Macao-China Canada Korea Indonesia Argentina Australia Chinese Taipei Thailand Hungary Portugal Switzerland Japan Ireland Luxembourg Serbia Germany Shanghai-China France Austria Uruguay Israel Romania Kazakhstan Turkey Iceland Estonia Russian Federation Sweden New Zealand Italy Greece Norway Latvia Czech Republic Poland Qatar Dubai (UAE) Croatia Slovak Republic Montenegro Kyrgyzstan Slovenia Finland Jordan Trinidad and Tobago Lithuania Bulgaria Albania The gender gap in reading at age 15 Mean score on the reading scale 2009 girls boys All students Source: PISA 2009
10 Colombia Liechtenstein Belgium Chile United Kingdom United States Switzerland Luxembourg Austria Spain Peru Netherlands France Denmark Germany Brazil Italy Hong Kong-China Greece Mexico Uruguay Tunisia Montenegro Hungary Canada Portugal Serbia Macao-China Turkey Croatia Argentina Australia Japan Estonia Israel Azerbaijan New Zealand Ireland Singapore Panama Norway Czech Republic Chinese Taipei Thailand Poland Iceland Romania Korea Slovak Republic Finland Dubai (UAE) Russian Federation Latvia Slovenia Jordan Kazakhstan Shanghai-China Indonesia Sweden Bulgaria Qatar Kyrgyzstan Lithuania Trinidad and Tobago Albania The gender gap in mathematics at age 15 Mean score on the mathematics scale 2009 Males Girls All students Source: PISA 2009
11 Jordan Albania Dubai (UAE) Qatar Kyrgyzstan Bulgaria Trinidad and Tobago Lithuania Finland Slovenia Thailand Montenegro Turkey Japan Romania Greece Indonesia Croatia Kazakhstan Argentina Azerbaijan Latvia New Zealand Poland Czech Republic Sweden Norway Portugal Russian Federation Israel Ireland Macao-China Korea Panama Italy Serbia Uruguay Singapore Chinese Taipei Australia Estonia Slovak Republic Shanghai-China Hungary Tunisia Iceland Hong Kong-China Brazil France Netherlands Peru Canada Germany Belgium Mexico Luxembourg Spain Austria Switzerland Chile United Kingdom Denmark United States Liechtenstein Colombia The gender gap in sciences at age 15 Mean score on the sciences scale 2009 Boys Girls All students Source: PISA 2009
12 Field of study and performance Students attitudes towards subjects play important role in shaping gender differences in academic performances In mathematics, girls rate their own ability lower than boys as early as the first year of primary school, even when actual performance does not differ. Gender disparities in subjects chosen in higher education relate more to student attitudes (e.g. motivation, interest) than to ability and performance at school.
13 Females graduation rates in mathematics/computing The gender gap in motivation 45 Italy Finland Mexico Turkey Portugal Greece Korea Sweden Poland Hungary Ireland Canada Spain Brazil Australia United New Denmark States Zealand Czech France Germany Republic Norway Belgium Slovak Republic Netherlands Austria Switzerland Luxembourg Motivation gap (boys - girls) Source: PISA 2009
14 Proportion of boys and girls planning a career in engineering or computing Jordan 24.1 Poland 19.6 Thailand 17.5 Mexico 16.7 Colombia 16.6 Chile 16.4 Slovenia 15.2 Latvia 14.9 Portugal 14.9 Spain 14.4 Turkey 14.1 Estonia 13.7 Norway 13.4 Chinese Taipei 13.1 Slovak Republic 13.1 Italy 13.1 Czech Republic 12.9 Greece 12.5 Russian Federation 12.4 Belgium 12.2 Lithuania 11.9 Argentina 11.7 Hungary 11.6 Bulgaria* 11.5 OECD average 11.3 Uruguay 11.0 Romania 11.0 Brazil 11.0 Israel 10.8 Canada 10.7 Iceland 10.6 Serbia 10.6 Ireland 10.5 Luxembourg 10.4 France 10.3 Croatia 10.2 Tunisia 10.2 Sweden 9.8 Australia 9.5 United States 9.4 Indonesia* 9.3 Switzerland 9.1 Austria 9.1 Japan 9.0 Germany 8.9 Denmark 8.2 Hong Kong-China 8 New Zealand 7.6 Korea 7.5 United Kingdom 7.2 Finland 6.0 Macao-China 5.7 Azerbaijan 5.2 Netherlands 5.1 Kyrgyzstan 5.0 Montenegro* 4.5 Source: PISA Girls Boys
15 Proportion of boys and girls planning a career in health services Czech Republic 5.3 Latvia 5.4 Korea 6.0 Slovak Republic 6.3 Estonia 6.4 Hungary 6.7 Chinese Taipei* 6.9 Germany 7.5 Lithuania 7.6 Austria 7.7 Sweden 8.2 Switzerland 8.2 Luxembourg 8.3 Russian Federation 8.5 Belgium 8.6 Greece 9.0 Finland 9.1 Netherlands 9.2 Macao-China 9.4 Montenegro 9.7 Croatia 9.7 Norway 10.1 Hong Kong-China* 10.3 Romania 10.4 United Kingdom 10.5 Denmark 10.5 Poland 10.7 Turkey 11.1 Australia 11.3 OECD average 11.5 Japan 11.5 Serbia 11.7 Italy 11.9 Spain 13.1 Slovenia 13.1 Argentina 13.7 Ireland 13.9 New Zealand 14.3 Iceland 14.6 Mexico 15.2 Thailand 15.6 Azerbaijan 15.6 France 15.8 Indonesia 16.3 Uruguay 16.9 Portugal 17.4 Bulgaria* 18.0 Jordan* 18.7 Canada 18.9 Israel 19.1 Tunisia 20.1 United States 20.3 Chile 20.5 Brazil 22.3 Colombia 23.2 Kyrgyzstan 24.3 Source: PISA Girls Boys
16 Men and women graduating in same subjects often make different occupational choices Distribution of graduates working as professionals and technicians by field of study and occupation, OECD-14, 2005 % Men Women Men Women Men Women Health Humanities Science Physics, Mathematics and Engineering Teaching Other 16
17 Teaching staff Gender stereotypical attitudes towards subjects and occupations are reinforced by the composition of the teaching staff. Today teaching is predominantly a female occupation (save for education management), especially at the lower levels of education
18 Women dominate the teaching profession up to secondary education Percentage of women among teaching staff in public and private institutions by level of education Pre-primary education Primary education Lower secondary education Upper secondary education Tertiary education 18
19 Policy implications Policy decisions should aim at encouraging talented girls to study mathematics and science at the most advanced levels. Policies aiming at helping boys to acquire reading skills are needed. Achievement-focused policies will not change the relative disadvantage of women in labour markets. School level policies aimed at attracting girls to mathematics and science as future career options. To be effective, policies to address stereotyping in education should be complemented by more general efforts to combat gender stereotyping in social, cultural and economic factors
20 Policy implications It pays to have highly qualified teachers who address gender-specific attitudes within the classroom. Teacher-training programmes for graduates have proven to be effective. Valuable additions could be gender awareness courses Attitudes are formed early in life, so start early Change in non-monetary of STEM occupations may also attract characteristics more women to these fields.
21 Find out more about: Gender equality in education, employment and entrepreneurship PISA at OECD Education at a Glance Eric.Charbonnier@oecd.org
22 For more data and policies on gender gaps in education... Closing the Gender Gap: Act Now! Publication to be released on 17 December THANK YOU
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