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Nicaragua (5) has hypertension 150 100 microzide 25mg visa, to date hypertension arterielle cheap microzide 12.5 mg online, closed nearly 80% of its gender gap blood pressure chart runners discount microzide 25 mg with mastercard, the 5th best performance in the world heart attack in women order microzide australia. Nicaragua has already achieved gender parity in Educational Attainment and Health and Survival, and has the third-lowest Political Empowerment gender gap in the world (43. Notably, Nicaragua has more women in ministerial positions than men, and has been led by a female head of state for almost seven years of the past 50. Further, the participation of women in the labour market is concentrated in part-time jobs (51. These aspects show that, although Nicaragua attains a strong performance overall, there are still some important areas for improvement to better leverage female talent in the labour market. In parallel, further investments in skills and education should support better opportunities for all Nicaraguan citizens. For instance, secondary enrolment rates remain low for both boys and girls (52% and 44% respectively), and greater efforts should be made to increase human capital in the country. New Zealand (6) is ranked one position higher compared to 2018, despite the fact that its overall gender gap is virtually unchanged. In terms of Economic Participation and Opportunity, New Zealand is ranked 27th overall, after having closed 75. The two aspects where New Zealand attains the lowest performances are in this subindex. Women in senior roles are a few decimal points shy of 40% (26th overall) and the wage and income gaps stand at about 29% and 49%, ranking 38th and 77th respectively. Ireland also continues to reduce Economic Participation and Opportunity gender gaps. The country has been on a constantly positive trend for the past four editions and has now closed 73. The most significant progress has been in the increase in the number of women in senior positions (36% from 34. Despite these steps forward, however, wage and income gender gaps are still relatively large, both ranking 56th globally. Similarly, women engage in the labour market relatively less than in other countries (ranking 65th), and less than men (66. Notably, only half of the women who work are employed part-time, and on average an Irish woman tends to spend 2. In the political domain, on the other hand, Ireland is one of a handful of countries that has been led by a woman for long periods of time (21 years in the past 50). Yet this has not coincided to a particularly strong involvement of women in politics. Only 22% of parliamentarians in the lower house, 30% in the upper house, and 26% of ministers are women. Spain has improved on all dimensions, except for Health and Survival where it has already closed 97. Political Empowerment is the area where the most substantial improvement is achieved. Despite improving on all aspects of economic participation, however, Spain has yet to bridge large gaps in wages (44. Only 32% of senior officials (in both public and private sectors) and only 22% of board members in Spanish firms are women. Rwanda is still among the top 4 countries in the world for political empowerment, thanks to a high share of women (above 50%) among both parliamentarians and ministers. Human capital formation is limited in general, yet women are relatively more penalized than men. This is to some extent reflected by the relatively large gap that Rwanda has yet to close in terms of Economic Participation and Opportunity (67. While this may partially due to cultural biases, the skill differences between women and men currently in the labour force also play a role. Germany (10) returns into the top ten for the first time since 2007 and has so far closed 78. Similar to several countries in this edition, Germany climbs in the rankings mainly thanks to greater participation of women in politics.

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Democratic Republic of Congo: 59 girls for every 100 boys are enrolled in secondary school heart attack mayo clinic discount microzide online. Millions of girls who have enrolled in school drop out before they finish heart attack in 20s generic microzide 12.5mg on line, from either primary or lower secondary school heart attack while running microzide 12.5mg low price. In many places arrhythmia technology institute purchase discount microzide on-line, both boys and girls are dropping out of school before they finish. The equally small numbers of boys and girls completing their education in the developing world shows that there is a serious problem for both genders. In Sub-Saharan Africa, from 1990 to 2008 the ratio of girls to boys who complete school increased from 0. Boys: All developing countries Boys: Sub-Saharan Africa Winthrop, Rebecca and Eileen McGivney. The important goal of ensuring that girls and boys are in school in equal numbers is tracked with a measure called gender parity, which is defined as the ratio of girls to boys at any given level of education, such as primary or lower secondary school. When an education system has between 97 and 103 girls enrolled for every 100 boys, it is considered to have an equal number of girls and boys-or, in the words of educationalists, the system is said to have reached gender parity. This is because at any given time, there may be slightly more girls or boys in the school-age population. When there are between 85 and 97 girls for every 100 boys, girls are considered to be disadvantaged vis-а-vis gender parity; and if there are fewer than 85 girls for every 100 boys, girls are considered to be severely disadvantaged vis-а-vis gender parity. Once girls enroll and stay in school, the third major hurdle they face is to ensure that they are learning well while there. If girls are struggling to master their lessons, they are more likely to fall behind in school and ultimately drop out. We know from global student assessment data on reading and mathematics that it is the very same regions where girls struggle to enter and stay in school that have the poorest quality of schooling (see figure 3. In the Arab states, only 59 percent of girls and boys in school meet basic proficiency standards for reading, and 40 percent for mathematics. In Sub-Saharan Africa, only 67 percent of school girls and boys in school meet basic proficiency standards for reading, and only 62 percent for mathematics. The quality of education affects both girls and boys who are in school, and ultimately with such poor learning results, educational quality is an urgent issue for both genders. Although many more children are enrolling in school, millions-boys and girls-are not learning even the most basic skills. Learning levels are also low in mathematics, with just over a quarter of fifth-grade students able to do division. Additionally, "the average difference in literacy scores between 14­15and 9­11-year olds was only 27 [words per minute], which roughly corresponds to an increase in reading fluency to the equivalent of less than 1. Once there is a significant gap in literacy levels then these differences tend to maintain over the schooling years. Not surprisingly, most of them are located across Sub-Saharan Africa, in the Middle East, and in South and West Asia (see figure 3. All these countries have fewer school-aged girls and boys enrolled in primary and/or secondary school than the global average, and many of them have many more girls out of school than boys: ome of these countries are enrolling girls at low rates relative S to global average, and also relative to boys:Albania, Antigua and Barbuda, Azerbaijan, Cameroon, Comoros, Dominican Republic, Ghana, Guatemala, India, Kenya, Malaysia, Morocco, Mozambique, Papua New Guinea, Palau, Timor-Leste, and Zambia. Some of these countries are significantly below global enrollment rates (1 standard deviation): Afghanistan, Angola, Benin, Burkina Faso, Burundi, Cambodia, Central African Republic, Chad, Cфte Figure 3. Some of these countries are significantly below global enrollment rates: Equatorial Guinea, the Gambia, Guyana, Lesotho, Madagascar, Mauritania, Puerto Rico, and Swaziland. Violence and humanitarian crises affect girls and boys in terrible ways: families are displaced, communities are destroyed, and whole countries are affected as people desperately flee. Globally, one-third of all the girls and boys who are out of school live in countries that are afflicted with crises-from war to disasters to epidemics. Today, 60 million people around the world have been forced to flee their homes, more than the world has ever seen before. In these contexts, education becomes a right unfulfilled for most girls and boys (Sperling 2006a). Crises: War, Disaster, and Epidemics Currently thirty-five countries are affected by an emergency or ongoing crisis-from war to natural disaster to health epidemics. Haiti, which is plagued by poor governance, was devastated; but Chile, which has long been a beacon of strong development, escaped with very little damage. Half the countries are plagued by war, and the rest are suffering from a mixture of natural disasters, health epidemics, and contexts where all three are present.