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Gender Gap in

Turkey:
Education and Employment

Abdulkadir Huzeifa
Muhammad Ahmad
Berivan Beyza Ata
Teeba Al Fahadi
INTRODUCTION
• The gender divide in Turkey significantly impacts
various facets of society, particularly in education
and the workforce (1).

• This presentation will delve into the gender


imbalances in education and labor
force/employment, analyzing contributing
elements, policy measures, and progress achieved
(1, 2).

• The significance of addressing the gender divide


for inclusive growth and societal unity will be
underscored.
GENDER IMBALANCES IN EDUCATION - AN OVERVIEW

• Turkey still experiences gender imbalances in


education, with female literacy at 93.2% in 2020,
compared to 98.4% for males (3).

• In rural regions, female literacy rates decline to


87.2% (3).

• While the net enrollment rate for girls in primary


education reached 94.6% in 2020, imbalances
persist in secondary and tertiary education (4).
POLICY MEASURES AND PROGRESS IN EDUCATION
• Governmental and non-governmental initiatives,
like the "Girls! Let's Go to School" campaign,
have improved girls' primary enrollment rate
from 91% in 2000 to 94.6% in 2020 (3, 4).

• Programs offering scholarships for girls, gender-


sensitive curricula, community engagement
projects, and teacher training on gender equality
have aided educational progress (1, 3).

• However, additional efforts are necessary to


tackle disparities in secondary and higher
education, especially in rural areas and among
disadvantaged groups.
GENDER DIVIDE IN LABOR FORCE/EMPLOYMENT - AN OVERVIEW
• Turkey's labor force participation rate shows a
considerable gender divide, with women
comprising only 34.2% of the total workforce in
2020 (6).

• The gender wage gap in Turkey is around 20%


(2).

• Women are underrepresented in managerial


positions, holding just 17.3% of such roles in 2019
(7).

• Gender inequalities in the informal sector, where


women often work without social protection,
exacerbate the employment gender gap (2, 8).
FACTORS CONTRIBUTING TO EMPLOYMENT IMBALANCES

• Factors leading to the gender gap in


employment include gender-based
discrimination, workplace policies, occupational
segregation (with women mainly employed in
low-paying sectors), and societal expectations
(2, 4).

• Limited access to affordable childcare, inflexible


work arrangements, and the burden of unpaid
domestic work disproportionately impact
women's employment opportunities (2, 9).
POLICY MEASURES AND PROGRESS IN EMPLOYMENT
• Governmental and non-governmental initiatives,
like the 10th Development Plan, the National
Employment Strategy, and workplace equality
certifications, have been implemented to
encourage gender equality in the workforce (2,
5).

• Female labor force participation has grown from


27.1% in 2000 to 34.2% in 2020, but a significant
gap remains (6).

• More comprehensive policies are needed to


address the gender wage gap, occupational
segregation, and obstacles to women's career
progression (2, 9).
CHALLENGES AND FUTURE DIRECTIONS
• Achieving gender equality in Turkey faces
challenges, such as enduring cultural norms,
socio-economic barriers, and limited resource
access (1, 2).

• Addressing intersectional factors like ethnicity,


socio-economic status, and geographical location
is vital for inclusive progress (1, 9).

• Possible future directions to tackle these


challenges may include targeted policy
initiatives, capacity-building efforts, and social
awareness campaigns.
CONCLUSION

• In conclusion, addressing the gender divide in


Turkey requires a sustained focus on both
education and employment to ensure equal
opportunities for all.

• Continuous policy initiatives and societal changes


are essential for achieving gender equality in
Turkey and fostering inclusive development and
social cohesion.
REFERENCES
1.Ararat, Y., & Yurtoglu, B. B. (2021). Gender divide in Turkey: An in-depth analysis. Gender, Work & Organization, 28(S1), 158-176.

2.Ilkkaracan, I. (2012). Exploring the limited presence of women in Turkey's labor market. Feminist Economics, 18(1), 1-37.

3.Kırdar, M. G., Dayıoğlu, M., & Koç, I. (2016). Do extended compulsory education policies equalize schooling by gender and urban/rural residence? World Bank
Economic Review, 30(3), 549-579.

4.World Bank. (2020). Turkey: Education Statistics. Retrieved from https://data.worldbank.org/country/turkey

5.Çetinel, F., & Ecevit, Y. (2018). Examining gender and employment policies in Turkey. In C. Walker & T. Buck (Eds.), Gender and the Changing Face of Higher
Education in Asia Pacific (pp. 139-158). Springer.

6.World Bank. (2020). Labor force participation rate, female (% of female population ages 15+) (modeled ILO estimate) - Turkey. Retrieved from
https://data.worldbank.org/indicator/SL.TLF.CACT.FE.ZS?locations=TR

7,OECD. (2019). Women in management positions (% of management positions). Retrieved from https://stats.oecd.org/Index.aspx?DataSetCode=GENDER_EMPL

8.Dayioglu, M., Kirdar, M. G., & Tunalı, İ. (2009). Effects of sibship size, birth order, and sex composition on school enrollment in urban Turkey. Oxford Bulletin of
Economics and Statistics, 71(3), 399-426.

9.World Economic Forum. (2020). The Global Gender Gap Report 2020. Retrieved from https://www.weforum.org/reports/gender-gap-2020-report-100-years-
pay-equality

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