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Why is son preference declining in the Republic of Korea?

Published by: World Bank


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For years, the Republic of Korea presented the puzzling phenomenon of steeply rising sex ratios at birth despite rapid development, including in women’s education and formal employment. This paper shows that son preference decreased in response to development, but its manifestation continued until the mid-1990s due to improved sex-selection technology. The paper analyses unusually rich survey data, and finds that the impact of development worked largely through triggering normative changes across the whole society — rather than just through changes in individuals as their socio-economic circumstances changed. The findings show that nearly three-quarters of the decline in son preference between 1991 and 2003 is attributable to normative change, and the rest to increases in the proportions of urban and educated people. South Korea is now the first Asian country to reverse the trend in rising sex ratios at birth. The paper discusses the cultural underpinnings of son preference in pre-industrial Korea, and how these were unravelled by industrialization and urbanization, while being buttressed by public policies upholding the patriarchal family system. Finally, the authors hypothesize that child sex ratios in China and India will decline well before they reach South Korean levels of development, since they have vigorous programs to accelerate normative change to reduce son preference.

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General Information

SDGs Goal 4: Quality education Goal 5: Gender equality Goal 11: Sustainable cities and communities
Published
2011
Thematic Area
Gender equality
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Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Since 2000, there has been enormous progress in achieving the target of universal primary education. The total enrolment rate in developing regions reached 91 percent in 2015, and the worldwide number of children out of school has dropped by almost half.

There has also been a dramatic increase in literacy rates, and many more girls are in school than ever before. These are all remarkable successes.

Progress has also faced tough challenges in developing regions due to high levels of poverty, armed conflicts and other emergencies. In Western Asia and North Africa, ongoing armed conflict has seen an increase in the proportion of children out of school. This is a worrying trend.

While sub-Saharan Africa made the greatest progress in primary school enrolment among all developing regions – from 52 percent in 1990, up to 78 percent in 2012 – large disparities still remain. Children from the poorest households are four times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high.

Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development. This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. It also aims to provide equal access to affordable vocational training, and to eliminate gender and wealth disparities with the aim of achieving universal access to a quality higher education.

Quality education is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

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Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

Since 2000, there has been enormous progress in achieving the target of universal primary education. The total enrolment rate in developing regions reached 91 percent in 2015, and the worldwide number of children out of school has dropped by almost half.

There has also been a dramatic increase in literacy rates, and many more girls are in school than ever before. These are all remarkable successes.

Progress has also faced tough challenges in developing regions due to high levels of poverty, armed conflicts and other emergencies. In Western Asia and North Africa, ongoing armed conflict has seen an increase in the proportion of children out of school. This is a worrying trend.

While sub-Saharan Africa made the greatest progress in primary school enrolment among all developing regions – from 52 percent in 1990, up to 78 percent in 2012 – large disparities still remain. Children from the poorest households are four times more likely to be out of school than those of the richest households. Disparities between rural and urban areas also remain high.

Achieving inclusive and quality education for all reaffirms the belief that education is one of the most powerful and proven vehicles for sustainable development. This goal ensures that all girls and boys complete free primary and secondary schooling by 2030. It also aims to provide equal access to affordable vocational training, and to eliminate gender and wealth disparities with the aim of achieving universal access to a quality higher education.

Quality education is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

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 The SDG Fund response

By promoting digital education, in collaboration with the  ProFuturo project the SDG Fund is convening partnerships between UN Agencies, governments and the telecommunications industry to better use information technologies to advance SDG4. Affordable, reliable and context-sensitive digital education, can promote equal opportunities for girls and boys and reduce inequalities by ensuring every child has access to high quality content. Digital education technologies improves fundamental skills such as collaboration, problem solving and global awareness. It can easily connect boys and girls from different parts of the world with the possibility of sharing their content with peers living kilometres away. Equally important, learning technology can open future job opportunities.

Education is also central to the SDG Fund programmes to promote gender equality, improve nutrition and create livelihoods opportunities.

For example,

  • In Colombia, the SDG Fund is to improve integration of educational institutions in rural areas through trainings, workshops and a water-themed contest. Despite being designated as a UNESCO Biosphere Reserve, deforestation coupled with the emergence of illicit crops and deregulated agricultural borders of indigenous rural communities have deteriorated the mountainous region and put water resources under pressure. 
  • In Mozambique, an SDG Fund joint programme is improving youth access to quality professional training. Young women and men in remote areas are increasing their prospects to find decent job opportunities within the extractive industries that often hire people from other parts of the country or from abroad.
  • In Sri Lanka, school feeding policies have been revised and new guidelines have been produced to improve the food quality of school canteens.  Manuals, informative fliers and other technical material is being produced together with the Ministry of Education and the Ministry of Women and Child Affairs.
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 The SDG Fund response

By promoting digital education, in collaboration with the  ProFuturo project the SDG Fund is convening partnerships between UN Agencies, governments and the telecommunications industry to better use information technologies to advance SDG4. Affordable, reliable and context-sensitive digital education, can promote equal opportunities for girls and boys and reduce inequalities by ensuring every child has access to high quality content. Digital education technologies improves fundamental skills such as collaboration, problem solving and global awareness. It can easily connect boys and girls from different parts of the world with the possibility of sharing their content with peers living kilometres away. Equally important, learning technology can open future job opportunities.

Education is also central to the SDG Fund programmes to promote gender equality, improve nutrition and create livelihoods opportunities.

For example,

  • In Colombia, the SDG Fund is to improve integration of educational institutions in rural areas through trainings, workshops and a water-themed contest. Despite being designated as a UNESCO Biosphere Reserve, deforestation coupled with the emergence of illicit crops and deregulated agricultural borders of indigenous rural communities have deteriorated the mountainous region and put water resources under pressure. 
  • In Mozambique, an SDG Fund joint programme is improving youth access to quality professional training. Young women and men in remote areas are increasing their prospects to find decent job opportunities within the extractive industries that often hire people from other parts of the country or from abroad.
  • In Sri Lanka, school feeding policies have been revised and new guidelines have been produced to improve the food quality of school canteens.  Manuals, informative fliers and other technical material is being produced together with the Ministry of Education and the Ministry of Women and Child Affairs.
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  • By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
  • By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education
  • By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
  • By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
  • By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
  • By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
  • By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
  • Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
  • By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
  • By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
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  • By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
  • By 2030, ensure that all girls and boys have access to quality early childhood development, care and preprimary education so that they are ready for primary education
  • By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
  • By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
  • By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
  • By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
  • By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
  • Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, nonviolent, inclusive and effective learning environments for all
  • By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
  • By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states
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Achieve gender equality and empower all women and girls

Empowering women and promoting gender equality is crucial to accelerating sustainable development. Ending all forms of discrimination against women and girls is not only a basic human right, but it also has a multiplier effect across all other development areas.

Since 2000, UNDP together with our UN partners and the rest of the global community has made gender equality central to our work, and we have seen some remarkable successes. More girls are now in school compared to 15 years ago, and most regions have reached gender parity in primary education. Women now make up to 41 percent of paid workers outside of agriculture, compared to 35 percent in 1990.

The Sustainable Development Goals (SDGs) aim to build on these achievements to ensure that there is an end to discrimination against women and girls everywhere. There are still gross inequalities in access to paid employment in some regions, and significant gaps between men and women in the labour market. Sexual violence and exploitation, the unequal division of unpaid care and domestic work, and discrimination in public decision making, all remain huge barriers.

Ensuring universal access to sexual and reproductive health, and affording women equal rights to economic resources such as land and property, are vital targets to realizing this goal. There are now more women in public office than ever before, but encouraging more women leaders across all regions will help strengthen policies and legislation for greater gender equality.

Gender equality is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

[format] => full_html [safe_value] =>

Achieve gender equality and empower all women and girls

Empowering women and promoting gender equality is crucial to accelerating sustainable development. Ending all forms of discrimination against women and girls is not only a basic human right, but it also has a multiplier effect across all other development areas.

Since 2000, UNDP together with our UN partners and the rest of the global community has made gender equality central to our work, and we have seen some remarkable successes. More girls are now in school compared to 15 years ago, and most regions have reached gender parity in primary education. Women now make up to 41 percent of paid workers outside of agriculture, compared to 35 percent in 1990.

The Sustainable Development Goals (SDGs) aim to build on these achievements to ensure that there is an end to discrimination against women and girls everywhere. There are still gross inequalities in access to paid employment in some regions, and significant gaps between men and women in the labour market. Sexual violence and exploitation, the unequal division of unpaid care and domestic work, and discrimination in public decision making, all remain huge barriers.

Ensuring universal access to sexual and reproductive health, and affording women equal rights to economic resources such as land and property, are vital targets to realizing this goal. There are now more women in public office than ever before, but encouraging more women leaders across all regions will help strengthen policies and legislation for greater gender equality.

Gender equality is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

) ) ) [field_the_sdgf_work] => Array ( [und] => Array ( [0] => Array ( [value] => SDG Fund’s programmes contributing to SDG 5 [format] => [safe_value] => SDG Fund’s programmes contributing to SDG 5 ) ) ) [field_icon_with_text] => Array ( [und] => Array ( [0] => Array ( [fid] => 299 [uid] => 1 [filename] => E_SDG_Icons-05.jpg [uri] => public://E_SDG_Icons-05.jpg [filemime] => image/jpeg [filesize] => 71606 [status] => 1 [timestamp] => 1450137887 [type] => image [field_file_image_alt_text] => Array ( ) [field_file_image_title_text] => Array ( ) [rdf_mapping] => Array ( ) [metadata] => Array ( [height] => 466 [width] => 466 ) [alt] => [title] => [height] => 466 [width] => 466 ) ) ) [field_the_sdg_fund_response] => Array ( [und] => Array ( [0] => Array ( [value] =>

The SDG Fund response

The SDG Fund has placed gender equality and women’s empowerment at the heart of its efforts to accelerate progress towards the SDGs. By directly empowering women and by bringing a gender perspective to all development work, we can build a more equitable, sustainable future for all. All SDG Fund programmes mainstream gender into their implementation and monitoring plans.

For example,

  • In Bangladesh, the labor force participation of rural women is only 36.4% compared to 83.3% of men. Creating employment and income generating opportunities for women and enhancing their access to social protection will help reduce gender disparities.
  • In Ethiopia, rural women lag behind in access to land property, economic opportunities, justice system and financial assets. Women farmers perform up to 75% of farm labor but hold only 18.7% of agricultural land in the country. The SDG Fund is using a multifaceted approach to generate gender-sensitive agricultural extension services, support the creation of cooperatives, promote the expansion of women-owned agribusiness and increase rural women’s participation in rural producer associations, financial cooperatives and unions.
  • In the occupied Palestinian territory, the SDG Fund joint programme is helping to improve the livelihoods of Palestinian women. The programme is building the capacities of women-owned and run MSMEs and cooperatives, preserving cultural and agricultural products, and turning them into marketable and exportable products. In addition, the programme is protecting local production and establish incentives for women cooperatives. 
[format] => full_html [safe_value] =>

The SDG Fund response

The SDG Fund has placed gender equality and women’s empowerment at the heart of its efforts to accelerate progress towards the SDGs. By directly empowering women and by bringing a gender perspective to all development work, we can build a more equitable, sustainable future for all. All SDG Fund programmes mainstream gender into their implementation and monitoring plans.

For example,

  • In Bangladesh, the labor force participation of rural women is only 36.4% compared to 83.3% of men. Creating employment and income generating opportunities for women and enhancing their access to social protection will help reduce gender disparities.
  • In Ethiopia, rural women lag behind in access to land property, economic opportunities, justice system and financial assets. Women farmers perform up to 75% of farm labor but hold only 18.7% of agricultural land in the country. The SDG Fund is using a multifaceted approach to generate gender-sensitive agricultural extension services, support the creation of cooperatives, promote the expansion of women-owned agribusiness and increase rural women’s participation in rural producer associations, financial cooperatives and unions.
  • In the occupied Palestinian territory, the SDG Fund joint programme is helping to improve the livelihoods of Palestinian women. The programme is building the capacities of women-owned and run MSMEs and cooperatives, preserving cultural and agricultural products, and turning them into marketable and exportable products. In addition, the programme is protecting local production and establish incentives for women cooperatives. 
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  • End all forms of discrimination against all women and girls everywhere
  • Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation
  • Eliminate all harmful practices, such as child, early and forced marriage and female genital mutilation
  • Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate
  • Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decisionmaking in political, economic and public life
  • Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences
  • Undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance and natural resources, in accordance with national laws
  • Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women
  • Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels
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  • End all forms of discrimination against all women and girls everywhere
  • Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation
  • Eliminate all harmful practices, such as child, early and forced marriage and female genital mutilation
  • Recognize and value unpaid care and domestic work through the provision of public services, infrastructure and social protection policies and the promotion of shared responsibility within the household and the family as nationally appropriate
  • Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decisionmaking in political, economic and public life
  • Ensure universal access to sexual and reproductive health and reproductive rights as agreed in accordance with the Programme of Action of the International Conference on Population and Development and the Beijing Platform for Action and the outcome documents of their review conferences
  • Undertake reforms to give women equal rights to economic resources, as well as access to ownership and control over land and other forms of property, financial services, inheritance and natural resources, in accordance with national laws
  • Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women
  • Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality and the empowerment of all women and girls at all levels
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Make cities inclusive, safe, resilient and sustainable

More than half of the world’s population now live in urban areas. By 2050, that figure will have risen to 6.5 billion people – two-thirds of humanity. Sustainable development cannot be achieved without significantly transforming the way we build and manage our urban spaces.

The rapid growth of cities in the developing world, coupled with increasing rural to urban migration, has led to a boom in mega-cities. In 1990, there were ten mega-cities with 10 million inhabitants or more. In 2014, there are 28 mega-cities, home to a total 453 million people.

Extreme poverty is often concentrated in urban spaces, and national and city governments struggle to accommodate the rising population in these areas. Making cities safe and sustainable means ensuring access to safe and affordable housing, and upgrading slum settlements. It also involves investment in public transport, creating green public spaces, and improving urban planning and management in a way that is both participatory and inclusive.

Sustainable city life is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

Learn more about the targets for Goal 11.

[format] => full_html [safe_value] =>

Make cities inclusive, safe, resilient and sustainable

More than half of the world’s population now live in urban areas. By 2050, that figure will have risen to 6.5 billion people – two-thirds of humanity. Sustainable development cannot be achieved without significantly transforming the way we build and manage our urban spaces.

The rapid growth of cities in the developing world, coupled with increasing rural to urban migration, has led to a boom in mega-cities. In 1990, there were ten mega-cities with 10 million inhabitants or more. In 2014, there are 28 mega-cities, home to a total 453 million people.

Extreme poverty is often concentrated in urban spaces, and national and city governments struggle to accommodate the rising population in these areas. Making cities safe and sustainable means ensuring access to safe and affordable housing, and upgrading slum settlements. It also involves investment in public transport, creating green public spaces, and improving urban planning and management in a way that is both participatory and inclusive.

Sustainable city life is one of 17 Global Goals that make up the 2030 Agenda for Sustainable Development. An integrated approach is crucial for progress across the multiple goals.

Learn more about the targets for Goal 11.

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The SDG Fund response

The UN Development System, through joint collaboration, can contribute to:

  • promote sustainable urban local and national policies,
  • support better spatial planning and design, to “optimize density, connectivity and diversity”
  • advocate for a more equitable financing of urban initiatives.

For example,

  • In April 2016 at the UN headquarters in New York, the SDG Fund hosted the Pritzker Architecture Prizeand brought together renowned architects such as Alejandro Aravena, Glenn Murcutt, Renzo Piano, Richard Rogers, Wang Shu, Thom Mayne, Richard Meier, and Christian de Portzamparc to explore links between contemporary society and the role of architecture to improve livelihoods. The SDG Fund is working to engage leading world architects in social housing.
  • In Mozambique, the SDG Fund is providing training opportunities on green construction using traditional techniques and materials. The objective is to create residences that are less expensive while also preserving the environment.
  • In Honduras, the SDG-F supports the protection of the cultural and natural heritage in the Ruta Lenca. The programme aims at sustaining culture and heritage for the Lenca people by generating income opportunities through the revitalization of the Lenca culture and the development of micro-businesses in the area, led by youth and women, geared towards sustainable tourism.
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The SDG Fund response

The UN Development System, through joint collaboration, can contribute to:

  • promote sustainable urban local and national policies,
  • support better spatial planning and design, to “optimize density, connectivity and diversity”
  • advocate for a more equitable financing of urban initiatives.

For example,

  • In April 2016 at the UN headquarters in New York, the SDG Fund hosted the Pritzker Architecture Prizeand brought together renowned architects such as Alejandro Aravena, Glenn Murcutt, Renzo Piano, Richard Rogers, Wang Shu, Thom Mayne, Richard Meier, and Christian de Portzamparc to explore links between contemporary society and the role of architecture to improve livelihoods. The SDG Fund is working to engage leading world architects in social housing.
  • In Mozambique, the SDG Fund is providing training opportunities on green construction using traditional techniques and materials. The objective is to create residences that are less expensive while also preserving the environment.
  • In Honduras, the SDG-F supports the protection of the cultural and natural heritage in the Ruta Lenca. The programme aims at sustaining culture and heritage for the Lenca people by generating income opportunities through the revitalization of the Lenca culture and the development of micro-businesses in the area, led by youth and women, geared towards sustainable tourism.
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  • By 2030, ensure access for all to adequate, safe and affordable housing and basic services and upgrade slums
  • By 2030, provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, notably by expanding public transport, with special attention to the needs of those in vulnerable situations, women, children, persons with disabilities and older persons
  • By 2030, enhance inclusive and sustainable urbanization and capacity for participatory, integrated and sustainable human settlement planning and management in all countries
  • Strengthen efforts to protect and safeguard the world’s cultural and natural heritage
  • By 2030, significantly reduce the number of deaths and the number of people affected and substantially decrease the direct economic losses relative to global gross domestic product caused by disasters, including water-related disasters, with a focus on protecting the poor and people in vulnerable situations
  • By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management
  • By 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in particular for women and children, older persons and persons with disabilities
  • Support positive economic, social and environmental links between urban, peri-urban and rural areas by strengthening national and regional development planning
  • By 2020, substantially increase the number of cities and human settlements adopting and implementing integrated policies and plans towards inclusion, resource efficiency, mitigation and adaptation to climate change, resilience to disasters, and develop and implement, in line with the Sendai Framework for Disaster Risk Reduction 2015-2030, holistic disaster risk management at all levels
  • Support least developed countries, including through financial and technical assistance, in building sustainable and resilient buildings utilizing local materials
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  • By 2030, ensure access for all to adequate, safe and affordable housing and basic services and upgrade slums
  • By 2030, provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, notably by expanding public transport, with special attention to the needs of those in vulnerable situations, women, children, persons with disabilities and older persons
  • By 2030, enhance inclusive and sustainable urbanization and capacity for participatory, integrated and sustainable human settlement planning and management in all countries
  • Strengthen efforts to protect and safeguard the world’s cultural and natural heritage
  • By 2030, significantly reduce the number of deaths and the number of people affected and substantially decrease the direct economic losses relative to global gross domestic product caused by disasters, including water-related disasters, with a focus on protecting the poor and people in vulnerable situations
  • By 2030, reduce the adverse per capita environmental impact of cities, including by paying special attention to air quality and municipal and other waste management
  • By 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in particular for women and children, older persons and persons with disabilities
  • Support positive economic, social and environmental links between urban, peri-urban and rural areas by strengthening national and regional development planning
  • By 2020, substantially increase the number of cities and human settlements adopting and implementing integrated policies and plans towards inclusion, resource efficiency, mitigation and adaptation to climate change, resilience to disasters, and develop and implement, in line with the Sendai Framework for Disaster Risk Reduction 2015-2030, holistic disaster risk management at all levels
  • Support least developed countries, including through financial and technical assistance, in building sustainable and resilient buildings utilizing local materials
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Mainstreaming gender into joint programmes

All SDG Fund programmes mainstream gender into their implementation and monitoring plans. It uses the experience of MDG-F joint programmes that suggests a number of ways to mainstream gender approaches.

The MDG-F’s Knowledge Management Strategy on Gender Equality and Women’s Empowerment, led by UNDP’s Gender Unit, recommended to take into account the following criteria for designing gender-sensitive programmes:

  • Has the project/programme included gender analysis in its design, implementation, and management?
  • Does the project/programme include specific, measurable outcomes, outputs, activities and indicators related to gender equality and women’s empowerment?
  • Does the project/programme include age and sex-disaggregated data and gender statistics for the project/programme development and implementation?
  • Has the project/programme facilitated participatory processes that involve women equitably, and included their needs and contributions in all the steps of the project and/or programme cycle?
  • Have gender experts been involved in all steps of the project or programme cycle?
  • Have all the projects been rated with the Gender Marker?
  • Have a proportion of core and non-core funds been clearly indicated for gender equality and/or the empowerment of women?
  • Have all possible steps been taken to ensure gender parity in the recruitment of project staff, consultants, and/or vendors?

All our programmes have been asked to answer these questions when designing, implementing, and monitoring our programmes.

For further information, see:

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Mainstreaming gender into joint programmes

All SDG Fund programmes mainstream gender into their implementation and monitoring plans. It uses the experience of MDG-F joint programmes that suggests a number of ways to mainstream gender approaches.

The MDG-F’s Knowledge Management Strategy on Gender Equality and Women’s Empowerment, led by UNDP’s Gender Unit, recommended to take into account the following criteria for designing gender-sensitive programmes:

  • Has the project/programme included gender analysis in its design, implementation, and management?
  • Does the project/programme include specific, measurable outcomes, outputs, activities and indicators related to gender equality and women’s empowerment?
  • Does the project/programme include age and sex-disaggregated data and gender statistics for the project/programme development and implementation?
  • Has the project/programme facilitated participatory processes that involve women equitably, and included their needs and contributions in all the steps of the project and/or programme cycle?
  • Have gender experts been involved in all steps of the project or programme cycle?
  • Have all the projects been rated with the Gender Marker?
  • Have a proportion of core and non-core funds been clearly indicated for gender equality and/or the empowerment of women?
  • Have all possible steps been taken to ensure gender parity in the recruitment of project staff, consultants, and/or vendors?

All our programmes have been asked to answer these questions when designing, implementing, and monitoring our programmes.

For further information, see:

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Understanding how women and men, girls and boys, are affected by poverty

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Understanding how women and men, girls and boys, are affected by poverty

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South Korea [safe] => South Korea ) ) ) [field_body] => Array ( [und] => Array ( [0] => Array ( [value] => For years, the Republic of Korea presented the puzzling phenomenon of steeply rising sex ratios at birth despite rapid development, including in women’s education and formal employment. This paper shows that son preference decreased in response to development, but its manifestation continued until the mid-1990s due to improved sex-selection technology. The paper analyses unusually rich survey data, and finds that the impact of development worked largely through triggering normative changes across the whole society — rather than just through changes in individuals as their socio-economic circumstances changed. The findings show that nearly three-quarters of the decline in son preference between 1991 and 2003 is attributable to normative change, and the rest to increases in the proportions of urban and educated people. South Korea is now the first Asian country to reverse the trend in rising sex ratios at birth. The paper discusses the cultural underpinnings of son preference in pre-industrial Korea, and how these were unravelled by industrialization and urbanization, while being buttressed by public policies upholding the patriarchal family system. Finally, the authors hypothesize that child sex ratios in China and India will decline well before they reach South Korean levels of development, since they have vigorous programs to accelerate normative change to reduce son preference. [format] => [safe_value] => For years, the Republic of Korea presented the puzzling phenomenon of steeply rising sex ratios at birth despite rapid development, including in women’s education and formal employment. This paper shows that son preference decreased in response to development, but its manifestation continued until the mid-1990s due to improved sex-selection technology. The paper analyses unusually rich survey data, and finds that the impact of development worked largely through triggering normative changes across the whole society — rather than just through changes in individuals as their socio-economic circumstances changed. The findings show that nearly three-quarters of the decline in son preference between 1991 and 2003 is attributable to normative change, and the rest to increases in the proportions of urban and educated people. South Korea is now the first Asian country to reverse the trend in rising sex ratios at birth. The paper discusses the cultural underpinnings of son preference in pre-industrial Korea, and how these were unravelled by industrialization and urbanization, while being buttressed by public policies upholding the patriarchal family system. Finally, the authors hypothesize that child sex ratios in China and India will decline well before they reach South Korean levels of development, since they have vigorous programs to accelerate normative change to reduce son preference. ) ) ) [field_year] => Array ( [und] => Array ( [0] => Array ( [value] => 2011-01-01 00:00:00 [timezone] => America/New_York [timezone_db] => America/New_York [date_type] => datetime ) ) ) [field_publication_keywords] => Array ( ) [field_publisher] => Array ( [und] => Array ( [0] => Array ( [value] => World Bank [format] => [safe_value] => World Bank ) ) ) [field_region] => Array ( [und] => Array ( [0] => Array ( [target_id] => 260 [entity] => stdClass Object ( [vid] => 1020 [uid] => 1 [title] => Asia [log] => [status] => 1 [comment] => 1 [promote] => 0 [sticky] => 0 [nid] => 260 [type] => region [language] => en [created] => 1450896508 [changed] => 1450896508 [tnid] => 260 [translate] => 0 [revision_timestamp] => 1450896508 [revision_uid] => 1 [rdf_mapping] => Array ( [rdftype] => Array ( [0] => sioc:Item [1] => foaf:Document ) [title] => Array ( [predicates] => Array ( [0] => dc:title ) ) [created] => Array ( [predicates] => Array ( [0] => dc:date [1] => dc:created ) [datatype] => xsd:dateTime [callback] => date_iso8601 ) [changed] => Array ( [predicates] => Array ( [0] => dc:modified ) [datatype] => xsd:dateTime [callback] => date_iso8601 ) [body] => Array ( [predicates] => Array ( [0] => content:encoded ) ) [uid] => Array ( [predicates] => Array ( [0] => sioc:has_creator ) [type] => rel ) [name] => Array ( [predicates] => Array ( [0] => foaf:name ) ) [comment_count] => Array ( [predicates] => Array ( [0] => sioc:num_replies ) [datatype] => xsd:integer ) [last_activity] => Array ( [predicates] => Array ( [0] => sioc:last_activity_date ) [datatype] => xsd:dateTime [callback] => date_iso8601 ) ) [name] => sysadmin [picture] => 0 [data] => a:2:{s:7:"contact";i:0;s:7:"overlay";i:1;} ) [access] => 1 ) ) ) [field_thumb] => Array ( [und] => Array ( [0] => Array ( [fid] => 1551 [uid] => 1 [filename] => UNFPA_Publication-39869-1.jpg [uri] => public://UNFPA_Publication-39869-1.jpg [filemime] => image/jpeg [filesize] => 58625 [status] => 1 [timestamp] => 1485777208 [type] => image [field_file_image_alt_text] => Array ( ) [field_file_image_title_text] => Array ( ) [rdf_mapping] => Array ( ) [metadata] => Array ( [height] => 792 [width] => 612 ) [alt] => [title] => [height] => 792 [width] => 612 ) ) ) [field_featured] => Array ( ) [field_file_fr] => Array ( ) [field_file_ar] => Array ( ) [field_file_pt] => Array ( ) [field_file_es] => Array ( ) [field_external_link] => Array ( [und] => Array ( [0] => Array ( [value] => http://www.unfpa.org/sites/default/files/pub-pdf/UNFPA_Publication-39869.pdf [format] => [safe_value] => http://www.unfpa.org/sites/default/files/pub-pdf/UNFPA_Publication-39869.pdf ) ) ) [field_external_link_text] => Array ( [und] => Array ( [0] => Array ( [value] => External Link [format] => [safe_value] => External Link ) ) ) [rdf_mapping] => Array ( [rdftype] => Array ( [0] => sioc:Item [1] => foaf:Document ) [title] => Array ( [predicates] => Array ( [0] => dc:title ) ) [created] => Array ( [predicates] => Array ( [0] => dc:date [1] => dc:created ) [datatype] => xsd:dateTime [callback] => date_iso8601 ) [changed] => Array ( [predicates] => Array ( [0] => dc:modified ) [datatype] => xsd:dateTime [callback] => date_iso8601 ) [body] => Array ( [predicates] => Array ( [0] => content:encoded ) ) [uid] => Array ( [predicates] => Array ( [0] => sioc:has_creator ) [type] => rel ) [name] => Array ( [predicates] => Array ( [0] => foaf:name ) ) [comment_count] => Array ( [predicates] => Array ( [0] => sioc:num_replies ) [datatype] => xsd:integer ) [last_activity] => Array ( [predicates] => Array ( [0] => sioc:last_activity_date ) [datatype] => xsd:dateTime [callback] => date_iso8601 ) ) [name] => Library Manager 1 [picture] => 0 [data] => a:2:{s:7:"contact";i:0;s:7:"overlay";i:1;} [entity_view_prepared] => 1 ) [#items] => Array ( [0] => Array ( [value] => http://www.unfpa.org/sites/default/files/pub-pdf/UNFPA_Publication-39869.pdf [format] => [safe_value] => http://www.unfpa.org/sites/default/files/pub-pdf/UNFPA_Publication-39869.pdf ) ) [#formatter] => text_plain [0] => Array ( [#markup] => http://www.unfpa.org/sites/default/files/pub-pdf/UNFPA_Publication-39869.pdf ) [#description] => Please enter the full URL, e.g. http://www.example.com [#printed] => 1 )