UPSC Exam  >  UPSC Questions  >  Which of the following indicators are include... Start Learning for Free
Which of the following indicators are included in the Global Gender Gap Index?
1. Social empowerment
2. Educational Attainment
3. Health and Survival
4. Political Empowerment
Select the correct answer code using the given below.
  • a)
    1,2, and 4 only
  • b)
    2, 3 and 4 only
  • c)
    1 and 3 only
  • d)
    1,2, 3 and 4
Correct answer is option 'B'. Can you explain this answer?
Verified Answer
Which of the following indicators are included in the Global Gender Ga...
  • Recent context: India has been ranked 112th among 153 countries in the annual Global Gender Gap Index for 2020, published by the World Economic Forum (WEF).
About Gender Gap Report:
  • The WEF published its first gender gap index in 2006.
  • The Global Gender Gap Index benchmarks 153 countries on their progress towards gender parity in four dimensions:
    (i) Economic Participation and
    (ii) Opportunity, Educational Attainment,
    (iii) Health and Survival and
    (iv) Political Empowerment. Hence option (b) is the correct answer.
  • The Report aims to serve as a compass to track progress on relative gaps between women and men on health, education, economy and politics.
  • It measures women’s disadvantage compared to men, and is not a measure of equality of the gender gap.
  • Iceland, Norway, and Finland occupy the top three spots in the Report.
  • India’s position in the Index:
    (i) India has slipped four places in the report to 112, behind neighbours China, Sri Lanka, Nepal and Bangladesh.
    (ii) It is due to due to rising disparity in terms of women’s health and participation in the economy.
    (ii) The country ranked 98th in WEF’s first report in 2006. Since then, it has fallen due to poor performance in three out of four indicators.
    (iii) India is also ranked in the bottom-five in terms of women’s health and survival and economic participation.
    (iv) The report showed that economic opportunities for women are extremely limited in India (35.4 per cent).
    (v) India also ranked among countries with very low women representation on company boards. The report highlighted abnormally low sex ratios at birth in India (91 girls for every 100 boys).
    (vi) On health and survival, four large countries like Pakistan, India, Vietnam and China fare badly with millions of women not getting the same access to health as men.
    (vii) India is the only country among the 153 countries studied where the economic gender gap is larger than the political one.
    (viii) On a positive note, India has closed two-thirds of its overall gender gap.
View all questions of this test
Explore Courses for UPSC exam

Similar UPSC Doubts

Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.Prior to 1990 what was NOT on the agenda of the educational reforms?1. An appropriate curriculum2. Well-managed admission process

Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.How did personal beliefs and folk pedagogy enter into educational system?

Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.Which of the following best describes the phrase "passive recipients" as used in the passage?

Read the information given below carefully and answer the following question.Right of entry to education, an ample teaching-learning environment, a suitable curriculum and an empowered and allencompassing faculty are four essential prerequisites of an education system that seeks to enable social transformation. While educational reform since the 1980s was strongly focused on the first two elements, the late 1990s brought the role of the curriculum into national focus. The critical link that binds these four critical elements together-the activity of the facultycontinues to be cast aside, by political ideologies of most hues, contemporary curriculum reform efforts and the professional practices of the faculty. In many instances this has led to extreme politicization of the college faculty. In others it has led to the education of a generation of students in half-truths underpinned by the personal beliefs, sectarian concerns andfolk pedagogy of faculties who have had little access themselves to education and training in related areas. Over the last decade or so, educational reform has included, apart from access, a focus on developing alternative text materials, and the training of faculty to handle these materials, without directly engaging with the issue of curriculum revamp. The subsequent change of national government in 2004 led to the curriculum review in 2005, underlining a new political interest in the role of education in national development, its role in social mobilization and transformation directed specifically at questions of caste and gender asymmetry and minority empowerment. Deeper than these politically driven initiatives, however, the professional need for curriculum review emerges from the long ossification of a national education system that continues to view faculty as "dispensers of information" and students as "passive recipients" of an "education" sought to be "delivered" in fourwalled classrooms with little scope to develop critical thinking and understanding.Q.To facilitate social transformation, which of the following has been identified by the author as one of the factors?

Top Courses for UPSC

Which of the following indicators are included in the Global Gender Gap Index?1. Social empowerment2. Educational Attainment3. Health and Survival4. Political EmpowermentSelect the correct answer code using the given below.a)1,2, and 4 onlyb)2, 3 and 4 onlyc)1 and 3 onlyd)1,2, 3 and 4Correct answer is option 'B'. Can you explain this answer?
Question Description
Which of the following indicators are included in the Global Gender Gap Index?1. Social empowerment2. Educational Attainment3. Health and Survival4. Political EmpowermentSelect the correct answer code using the given below.a)1,2, and 4 onlyb)2, 3 and 4 onlyc)1 and 3 onlyd)1,2, 3 and 4Correct answer is option 'B'. Can you explain this answer? for UPSC 2024 is part of UPSC preparation. The Question and answers have been prepared according to the UPSC exam syllabus. Information about Which of the following indicators are included in the Global Gender Gap Index?1. Social empowerment2. Educational Attainment3. Health and Survival4. Political EmpowermentSelect the correct answer code using the given below.a)1,2, and 4 onlyb)2, 3 and 4 onlyc)1 and 3 onlyd)1,2, 3 and 4Correct answer is option 'B'. Can you explain this answer? covers all topics & solutions for UPSC 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Which of the following indicators are included in the Global Gender Gap Index?1. Social empowerment2. Educational Attainment3. Health and Survival4. Political EmpowermentSelect the correct answer code using the given below.a)1,2, and 4 onlyb)2, 3 and 4 onlyc)1 and 3 onlyd)1,2, 3 and 4Correct answer is option 'B'. Can you explain this answer?.
Solutions for Which of the following indicators are included in the Global Gender Gap Index?1. Social empowerment2. Educational Attainment3. Health and Survival4. Political EmpowermentSelect the correct answer code using the given below.a)1,2, and 4 onlyb)2, 3 and 4 onlyc)1 and 3 onlyd)1,2, 3 and 4Correct answer is option 'B'. Can you explain this answer? in English & in Hindi are available as part of our courses for UPSC. Download more important topics, notes, lectures and mock test series for UPSC Exam by signing up for free.
Here you can find the meaning of Which of the following indicators are included in the Global Gender Gap Index?1. Social empowerment2. Educational Attainment3. Health and Survival4. Political EmpowermentSelect the correct answer code using the given below.a)1,2, and 4 onlyb)2, 3 and 4 onlyc)1 and 3 onlyd)1,2, 3 and 4Correct answer is option 'B'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Which of the following indicators are included in the Global Gender Gap Index?1. Social empowerment2. Educational Attainment3. Health and Survival4. Political EmpowermentSelect the correct answer code using the given below.a)1,2, and 4 onlyb)2, 3 and 4 onlyc)1 and 3 onlyd)1,2, 3 and 4Correct answer is option 'B'. Can you explain this answer?, a detailed solution for Which of the following indicators are included in the Global Gender Gap Index?1. Social empowerment2. Educational Attainment3. Health and Survival4. Political EmpowermentSelect the correct answer code using the given below.a)1,2, and 4 onlyb)2, 3 and 4 onlyc)1 and 3 onlyd)1,2, 3 and 4Correct answer is option 'B'. Can you explain this answer? has been provided alongside types of Which of the following indicators are included in the Global Gender Gap Index?1. Social empowerment2. Educational Attainment3. Health and Survival4. Political EmpowermentSelect the correct answer code using the given below.a)1,2, and 4 onlyb)2, 3 and 4 onlyc)1 and 3 onlyd)1,2, 3 and 4Correct answer is option 'B'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Which of the following indicators are included in the Global Gender Gap Index?1. Social empowerment2. Educational Attainment3. Health and Survival4. Political EmpowermentSelect the correct answer code using the given below.a)1,2, and 4 onlyb)2, 3 and 4 onlyc)1 and 3 onlyd)1,2, 3 and 4Correct answer is option 'B'. Can you explain this answer? tests, examples and also practice UPSC tests.
Explore Courses for UPSC exam

Top Courses for UPSC

Explore Courses
Signup for Free!
Signup to see your scores go up within 7 days! Learn & Practice with 1000+ FREE Notes, Videos & Tests.
10M+ students study on EduRev