Gender & Economy-Lecture Four

A Lecture at Department of Conflict, Peace and

Development Studies, TU

‘Gender Division of Labour and New Skills in South Asia’

Date: 06/06/2016

Lecture By Keshab Giri

Lecture One: Gender and Economy

Building Conceptual Framework: Startling Facts Unheard before

Status of Women in a State and Prosperity and Security of that State

Why Gender Equality is a must for Smart Economy? Some Statistics and

Stories

Supposed Drawbacks of Gender Equality & Women’s Employment

Gender Equality in Nepal

Conclusion

Lecture Two: Changing Livelihood Strategies Changing Labour Market

Perspective

Meaning of the Terminologies

Livelihood Strategies & Gender

Gender and Labour Market

Conclusion

Lecture Three: Women Participation in Labour Market

Women in Labour Market in different Economic Ages

Women in Labour Market: Overview and Characteristics

Women in Labour Market in Asia, South Asia, and Nepal

Women in Labour Market: Benefits and Costs

Reasons behind lesser participation of Women in Labour Market and Ways to

Overcome them.

Conclusion

Today’s Lecture

Gender and Knowledge Economy

New Skills for the New Age characterised by Knowledge Economy

New Approaches in South Asia for New Skill Development

Conclusion

Student-led Discussion

Different Economic Ages

Agro-Economy

Industrial Economy

Service Economy

Knowledge Economy

Disclaimer: Just for Illustration Purpose

Women in Knowledge EconomyKnowledge Economy

Use of Brain than Brawn

Non-Standard Working Hours

Spatial Flexibility

But Job Insecurity?

Male Outnumber Female in STI Education.

Even Lower levels of women in the skilled technology

workforce in the private sector (UNESCO, 2007)

Women’s progression high level decision making

position/management position peters out in STEM/STI

Women in Knowledge EconomyKnowledge Economy

Such Knowledge Divide is even worse in Developing

Countries (WISAT, 2012)

Despite similar abilities, less women graduates in STEM.

Female parity in the science, technology and

innovation fields is greater when women have greater

parity in countries with government policies that support

health and childcare, equal pay, and gender mainstreaming.

While women’s enrolment in bio and health-related

sciences is high in general, female representation drops

dramatically in physics and engineering, and in the

transition to the S&E workforce.

New Skills in New Age We already learned the importance of STEM or STI in today’s Knowledge Economy.

But now, only graduation certificate is not enough! “The heyday when a high school

or college education would serve a graduate for a lifetime is gone; basic credentials, by

themselves, are not enough to ensure success in the workplace...Workers must be

equipped not simply with technical know-how but also the ability to create, analyse, and

transform information and to interact effectively with others. Moreover, learning will

increasingly be a lifelong activity.” – Alan Greenspan, 2000 quoted in Gupta (2007:

153).

New Skills in New Age“Where traditionally literacy and numeracy skills were adequate for the purposes of

operating machines or working on assembly lines, workers in the knowledge economy

need to be able to communicate effectively, possess strong leadership skills, be

good at problem-solving, proficient in the use of computers and engage in lifelong

learning”- Nabanita Datta Gupta (2007: 153).

Gender gap in those new skills and competencies has in some countries given way to

gap in wages between male and female (Arulampalam et al., 2007).

Example: Negotiation Skills- less likely to form Trade Union, compliant, less

network, less partisan, etc. As a result weak voice for pay rise with management.

New Skills in New Age Importance of Life-long Learning in New Economy aka Knowledge Economy.

It is now essential that the Formal Education/Trainings must be complemented/updated by

Non-Formal and Informal learning:

Formal education and training includes structured programs that are recognized by the formal

education system and lead to approved certificates.

Non-Formal education and training includes structured programs that are not formally

recognized by the national system. Examples include apprenticeship training programs and

structured on-the-job training.

Informal education and training includes unstructured learning, which can take place almost

anywhere, including the home, community, or workplace. It includes unstructured on-the-job

training, the most common form of workplace learning.

Skill Development Approaches in South Asia

Integrating Skills and

Technologies for Green Growth

Fostering Knowledge

Intensity through Workforce

Training

Developing Local Skills Ecosystems

Strengthening TVET Systems

Skill Development Approaches

Source: OECD, 2012: Skills Development Pathways in Asia.

Conclusion Knowledge Economy hinges on availability of population with high skills in STEM/STI

Growing Competition in Labour Market means formal graduation certificate is not

adequate for gainful employment in many cases.

New skills becoming increasingly relevant in employment.

It could be achieved through various pathways- Formal, Informal, and Non-Formal.

Gender Gap also pervades in Knowledge Economy despite relatively level playing field for

both sexes.

Selected BibliographyGupta, Nabanita Datta (2007) Are women falling behind in the new economy? Gendergaps in new skills and competencies. SWEDISH ECONOMIC POLICY REVIEW, 14,pp.151-189.

Heidi Gottfried, Karin Gottschall, Mari Osawa, Sylvia Walby, eds. Gendering theKnowledge Economy: Comparative Perspectives. Basingstoke: Palgrave Macmillan,2007.

ILO (2016) Women at Work: Trends 2016. Geneva: ILO Office.

Kelkar, Govind (2005) Development Effectiveness through Gender Mainstreaming:Gender Equality and Poverty Reduction in South Asia. Economic and Political Weekly,40(44/45), pp. 4690-4699.

ILO and ADB (2011) Women and Labour Markets in Asia: Rebalancing towardsGender Equality in Labour Markets in Asia. Bangkok: ILO Regional Office for Asia andPacific and ADB.

OECD (2012) Skills Development Pathways in Asia. OECD & LEEDS.

Question Time

Please introduce yourself before presenting your question.

Do try to make it brief and precise.

Student Led Discussion: RulesHouse-keeping Rules:

1. Discussion must be related to the lectures.

2. Student will be given three minutes at maximum to present his/her pointof view. No other student will be allowed to speak during presentation.

3. Arguments must be well informed. Student must substantiate his/herviews with researches already done or with evidences (providereference: name of author, year, etc.).

4. Raise your hand if you want to contribute to the discussion

5. Only speak on your turn.

6. No personal arguments please!

Student Led Discussion: Topics

1. Is Positive Discrimination valid to achieve Gender Equality (such

as Quota and Reservation)? References to Tax Codes, Maternity

Leave, Employment, etc.

2. Less Women in Formal Labour, Senior Executive Positions, in High-

Paying jobs, and less women employers. Choice or Constraint?

3. Less Women in Knowledge Economy: Missed Opportunity?

Thank you

Thank you for your Patience!