This report assesses the gender sensitivity of indicators used by the Millennium Challenge Corporation (MCC) to determine foreign aid allocations. In Section I, the report reviews evidence that promoting gender equality boosts economic growth. Five areas are examined: market participation, macroeconomic policies, land use, health services, and education. Section II analyzes MCC indicators in these areas for their consideration of gender. Most are found lacking in gender sensitivity. Section III then proposes modifications to four existing MCC indicators to make their measurements more gender sensitive, and recommends four new gender-sensitive indicators: Domestic Credit Market, Gender-Responsive Budgeting, Women's Health, and Girls' Secondary School Enrollment Rate. The goal is to better
The State of Facilities: Preventing Your Biggest Asset from Becoming Your Big...Sightlines
In this presentation, Sightlines experts explore the trends facing facilities and finance leaders in higher education across the country, facilities challenges facing Ohio institutions, and strategies for success that help improve physical asset management and mitigate risk.
#AurangabadPageExclusive #AurangabadSmartCity #MH_10_AUR
#AMC
The civic body will submit a revised proposal worth Rs 1,730 crore to the central government by June 30 under the ambitious Smart City scheme, according top priority to the public transport system.The central government recently asked the Aurangabad Municipal Corporation (AMC) to focus on specific amenities and make necessary changes in the earlier proposal under the pan-city category. Accordingly, the civic authorities prepared an elaborate plan to introduce state-of-the-art public transport system in the city, including modern bus stops and GPS-equipped bus.Moreover, the authorities are also planning to introduce high-tech solutions in the solid waste management system.Talking about the feasibility of the ambitious proposal, municipal commissioner Om Prakash Bakoria on Saturday claimed that the civic body would comfortably raise the required funds. "We will receive about Rs 1,100 crore from the state and central governments over a period of 10 years.
Besides, the AMC will also raise about Rs 430 crore through auction of land along Jalna road," he said.The civic body is also looking at raising money through the sale of residential blocks, even as it has proposed to provide affordable houses. Households for economically weaker sections and lower income as well as middle income groups have also been proposed.The civic body has identified about 550 acres in Chikhalthana, of which 150 acres is in possession of the government. The municipal authorities on Saturday reiterated that they would not face difficulties in arranging the remaining land in the area.Greenfield development will introduce most of the smart solutions in a previously vacant area (more than 250 acres) using innovative planning, plan financing and plan implementation tools.
The State of Facilities: Preventing Your Biggest Asset from Becoming Your Big...Sightlines
In this presentation, Sightlines experts explore the trends facing facilities and finance leaders in higher education across the country, facilities challenges facing Ohio institutions, and strategies for success that help improve physical asset management and mitigate risk.
#AurangabadPageExclusive #AurangabadSmartCity #MH_10_AUR
#AMC
The civic body will submit a revised proposal worth Rs 1,730 crore to the central government by June 30 under the ambitious Smart City scheme, according top priority to the public transport system.The central government recently asked the Aurangabad Municipal Corporation (AMC) to focus on specific amenities and make necessary changes in the earlier proposal under the pan-city category. Accordingly, the civic authorities prepared an elaborate plan to introduce state-of-the-art public transport system in the city, including modern bus stops and GPS-equipped bus.Moreover, the authorities are also planning to introduce high-tech solutions in the solid waste management system.Talking about the feasibility of the ambitious proposal, municipal commissioner Om Prakash Bakoria on Saturday claimed that the civic body would comfortably raise the required funds. "We will receive about Rs 1,100 crore from the state and central governments over a period of 10 years.
Besides, the AMC will also raise about Rs 430 crore through auction of land along Jalna road," he said.The civic body is also looking at raising money through the sale of residential blocks, even as it has proposed to provide affordable houses. Households for economically weaker sections and lower income as well as middle income groups have also been proposed.The civic body has identified about 550 acres in Chikhalthana, of which 150 acres is in possession of the government. The municipal authorities on Saturday reiterated that they would not face difficulties in arranging the remaining land in the area.Greenfield development will introduce most of the smart solutions in a previously vacant area (more than 250 acres) using innovative planning, plan financing and plan implementation tools.
Members of the local organizing committee for Free Minds Free People will lead a disorientation tour of the University of Minnesota. The purpose of the tour is to disorient attendees from the sanitized narratives of “diversity,” “campus climate,” “inclusion,” “multiculturalism,” “excellence” and other euphemisms used to mask the violence of the university. Instead, detour guides will orient attendees to past and present sites of resistance and activism. Detour guides will lead participants through histories of activism from the early 20th century to the present.
Attendees will be oriented to the immense contributions of the Afro-American Action Committee, the Latin Liberation Front, the General College Truth Movement, Students for a Democratic Society (SDS), the Beaver 55, queer liberation movements, animal rights activists, Students for Justice in Palestine, the U Community of Feminists, Danger Collective!, APIs or Equity and Diversity, Whose University?, Whose Diversity? and Differences organized (Do!). We will center the experiences of student activists who recognized the consequences of living, learning and laboring in a system designed without them in mind. “Being in and not of” means that though we are producers within the university, we need not be products of it. We can work against and potentially do without what we are within. In disorienting attendees from the cosmetic diversity and bonafide bs of the University of Minnesota, we hope to show why we see the University of Minnesota less of a land-grant institution and more of a land-grab institution; an educational system that is more private, than public; a corporation that presents students with more educational opportunists than educational opportunities; and a tower that is as anti ebony as it is ivory.
“We found that large district size is
detrimental to achievement in Washington 4th and 7th grades in that it strengthens
the negative relationship between school poverty and student achievement.”
Further, they state, “the negative relationship between school poverty and
achievement is stronger in larger districts,” and “small schools appear to have the
greatest equity effects.” In other words, when school poverty is high, children
ii
perform better in small districts, and the effect of school level poverty on
achievement is smallest when both the district and school are small.
There are five primary reasons for charter closures – financial (41.7 percent), mismanagement (24 percent), academic (18.6 percent), district obstacles (6.3 percent) and facilities (4.6 percent).
This I Believe About Economic DevelopmentTroy D. Mix
Presentation by Troy Mix, Associate Director of the University of Delaware's Institute for Public Administration, to the Greater Georgetown Chamber of Commerce Economic Development Lunch on 2/1/2023. Topics covered include an overview of key economic development needs and approaches and the economic development services provided by the Institute for Public Administration.
Members of the local organizing committee for Free Minds Free People will lead a disorientation tour of the University of Minnesota. The purpose of the tour is to disorient attendees from the sanitized narratives of “diversity,” “campus climate,” “inclusion,” “multiculturalism,” “excellence” and other euphemisms used to mask the violence of the university. Instead, detour guides will orient attendees to past and present sites of resistance and activism. Detour guides will lead participants through histories of activism from the early 20th century to the present.
Attendees will be oriented to the immense contributions of the Afro-American Action Committee, the Latin Liberation Front, the General College Truth Movement, Students for a Democratic Society (SDS), the Beaver 55, queer liberation movements, animal rights activists, Students for Justice in Palestine, the U Community of Feminists, Danger Collective!, APIs or Equity and Diversity, Whose University?, Whose Diversity? and Differences organized (Do!). We will center the experiences of student activists who recognized the consequences of living, learning and laboring in a system designed without them in mind. “Being in and not of” means that though we are producers within the university, we need not be products of it. We can work against and potentially do without what we are within. In disorienting attendees from the cosmetic diversity and bonafide bs of the University of Minnesota, we hope to show why we see the University of Minnesota less of a land-grant institution and more of a land-grab institution; an educational system that is more private, than public; a corporation that presents students with more educational opportunists than educational opportunities; and a tower that is as anti ebony as it is ivory.
“We found that large district size is
detrimental to achievement in Washington 4th and 7th grades in that it strengthens
the negative relationship between school poverty and student achievement.”
Further, they state, “the negative relationship between school poverty and
achievement is stronger in larger districts,” and “small schools appear to have the
greatest equity effects.” In other words, when school poverty is high, children
ii
perform better in small districts, and the effect of school level poverty on
achievement is smallest when both the district and school are small.
There are five primary reasons for charter closures – financial (41.7 percent), mismanagement (24 percent), academic (18.6 percent), district obstacles (6.3 percent) and facilities (4.6 percent).
This I Believe About Economic DevelopmentTroy D. Mix
Presentation by Troy Mix, Associate Director of the University of Delaware's Institute for Public Administration, to the Greater Georgetown Chamber of Commerce Economic Development Lunch on 2/1/2023. Topics covered include an overview of key economic development needs and approaches and the economic development services provided by the Institute for Public Administration.
3.
T C ABLE OF ONTENTS
List of Tables ................................................................................................................................ iv
Foreword ......................................................................................................................................... v
Acknowledgments ..................................................................................................................... vi
Abbreviations and Acronyms .............................................................................................. vii
Executive Summary .................................................................................................................. ix
Introduction ....................................................................................................... 1
I. Gender and Economic Development: What Do We Know? ............. 2
A. Market Participation and Gender Equality ................................................................. 2
Labor Force Participation and Wages ............................................................................... 2
Childcare Access .......................................................................................................................... 4
Entrepreneurship ........................................................................................................................ 5
Credit Access ................................................................................................................................. 5
Agriculture ..................................................................................................................................... 6
B. Macroeconomic Policies and Gender Equality .......................................................... 7
GenderResponsive Budgeting ............................................................................................... 7
Trade Policy................................................................................................................................... 8
C. Land Use and Gender Equality ......................................................................................... 9
Property Rights and Access to Land ................................................................................... 9
Infrastructure Development ............................................................................................... 10
Environmental Management .............................................................................................. 11
D. Health Services and Gender Equality .......................................................................... 13
Maternal Health Services ..................................................................................................... 13
Reproductive Health Services ............................................................................................. 14
Cervical Cancer Screenings .................................................................................................. 16
E. Education and Gender Equality ..................................................................................... 16
Primary Education .................................................................................................................. 16
Secondary Education .............................................................................................................. 17
II. Gender and Economic Development: MCC Indicators ................. 23
A. Market Participation and Gender Equality ............................................................... 23
Regulatory Quality .................................................................................................................. 23
Business StartUp ..................................................................................................................... 24
B. Macroeconomic Policies and Gender Equality ........................................................ 26
Trade Policy................................................................................................................................ 26
Inflation........................................................................................................................................ 27
Fiscal Policy ................................................................................................................................ 28
C. Land Use and Gender Equality ....................................................................................... 28
Land Rights and Access ......................................................................................................... 28
Natural Resource Management ......................................................................................... 29
D. Health Services and Gender Equality .......................................................................... 31
iii
Immunization Rates ............................................................................................................... 31
Health Expenditures ............................................................................................................... 33
E. Education and Gender Equality ..................................................................................... 34
7.
A EVIATIO A BBR NS AND CRONYMS
nd Prevention
CDC U.S. Centers for Disease Control a
y
DALY
Disability Adjusted Life Year
DHS Demographic and Health Surve
sis‐Tetanus DPT3
Diphtheria‐Pertus
ECD
Early Childhood Development
EFA Education for All
ent IndexGDI Gender‐Related Developm
GEI Social Watch’s Gender Equity Index
GDP
Gross Domestic Product
Measure GEM UNDP’s Gender Empowerment
GGHE
General Government Health Expenditure
Development
GRB Gender‐Responsive Budgeting
uralIFAD International Fund for Agricult
IFC International Finance Corporation
ion
IMF
International Monetary Fund
MCC Millennium Challenge Corporat
NRM Natural Resource Management
UIS
UNESCO Institute for Statistics
gramme
tific and Cultural Organization
UNDP United Nations Development Pro
nUNESCO United Nations Educational, Scie
UNFPA
United Nations Population Fund
UNICEF
M
United Nations Children’s Fund
t Fund for Women
ernational Development
UNIFE
USAID
WHO
United Nations Developmen
United States Agency for Int
World Health Organization
vii
31.
Table 1. Policy Opportunities: Economic Development Through Gender Equality
21
Policy Instrument Relevant Scholarship
Impact on
Development Linkages with Other Policy Instruments
Market
Labor Force Participation
and Wages
Contradictory evidence,
especially in the short run
Unclear Fertility dependent on employment and pay of women
Childcare Access
Consensus on labor market
participation; mixed on wages
Moderate to Big
Girls’ secondary education, children’s academic achievement,
and children’s health dependent on child care
Entrepreneurship in
Formal Economy
Lack of research linking bias
to government regulation
Unclear
Participation in formal economy linked to labor force
participation, credit access, and traditional gender roles
Credit Access:
Equality of Access
Consensus Moderate Effects maximized with property rights and market access
Credit Access: Preferential
Access for Women
Contradictory Unclear
Preferential credit access increases effect on improved
agricultural methods
Agriculture: Liberalizing
Traditional Gender Roles
Sparse Evidence Small
Effects of changes in gender norms maximized with market
access, education, and credit access
Agriculture: Education
and Extension
Consensus Moderate
Effectiveness increased with credit access, market access,
infrastructure, and property rights
Environmental management affected by education and
extension
Macroeconomics
Gender‐Responsive
Budgeting
Consensus Moderate to Big
Market access, infrastructure development, environmental
management, health, and education dependent on gender‐
responsive budgeting
Trade Policy
Strong link to women’s
income, unknown final effect
on poverty
Unclear Strong link to labor force participation and wages
32.
22
Policy Instrument Relevant Scholarship
Impact on
Development Linkages with Other Policy Instruments
Land Use
Property Rights and
Access to Land
Consensus on effect;
applicability dependent on
cultural norms
Moderate Property rights dependent on credit access and market access
Infrastructure
Development
Sparse evidence Moderate
Property rights, market access, and credit access
preconditions for effect on economic growth
Healthcare and education dependent on infrastructure
Environmental
Management
Sparse evidence Small
Property rights and infrastructure development preconditions
for effect on economic growth
Women’s health dependent on environmental management
Health Services
Maternal Health Services Consensus Big
Child health and academic achievement dependent on
maternal nutrition
Reproductive Health
Services
Consensus Big
Child health, schooling opportunities, and academic
achievement dependent on reproductive health
Adolescent girls’ schooling dependent on reproductive health
Cervical Cancer Screenings Consensus Moderate Not applicable
Education
Primary Education
Consensus on general
education effects; unclear on
primary education only
Moderate
Wages, labor force participation, fertility rates, maternal
mortality, and agricultural productivity affected by primary
education completion
Secondary Education Consensus Big
Primary school enrollment perhaps dependent on secondary
school opportunities
Women’s wages, timing of marriage/motherhood, fertility
rates and HIV/AIDS infection rates, maternal health and child
health, and children’s schooling opportunities dependent on
secondary education
Source: Authors’ Analysis