Understanding the Gender Gap in the Workforce

Originally appeared on Groundviews, Daily Mirror and Lanka Business Online

By Thathsarani Siriwardana

The issue of female labor force participation in Sri Lanka has remained a subject of discussion for several decades, yet tangible progress in improving it has been elusive. As the country grapples with its most severe economic crisis since gaining independence,it is important to take a hard look at our labour force to maximize its potential in overcoming the economic crisis. 

Sri Lanka is approaching its last stages of its demographic dividend characterized by a significant proportion of its population falling within the working age bracket (typically aged 15-64) in relation to the dependent age categories,the aged and the children. According to the Asian Development Bank, Sri Lanka's working-age population is expected to reach its peak around 2027. This presents a unique opportunity for us to strengthen our economic prospects by using the right socioeconomic policy mix, similar to how the Tiger economies like Singapore, Hong Kong etc. have harnessed their demographic dividends to advance their economic growth. 

Importantly, a substantial portion of this working-age population comprises highly educated and women who are living longer. Hence necessary interventions must be made to harness their economic potential.

Current status of the labour market

According to the 2021 Labour Force Survey, Sri Lanka's total labor force comprises 8.5 million individuals, with 65% of them being male. The overall labor force participation rate (LFPR) in Sri Lanka hovers around 50%, revealing a significant gender gap that has persisted since the early 2000s. As of 2021, the male labor force participation rate in the country stands at 71%, whereas the female labor force participation rate is considerably lower at 31.8%. This enduringly low female labor force participation rate, spanning almost a decade, necessitates increased attention and intervention from the government. It represents an untapped potential within our economy that demands harnessing for the nation's benefit.

When examining the female labor force participation, it becomes evident that a significant proportion of females are employed in the estate sector, constituting 42.6% of the female workforce. In the year 2021, a substantial majority of the economically inactive population were females, accounting for approximately 73.3%. Interestingly, among these economically inactive women, 59.4% cited engagement in household work as their primary reason for not participating in the labor force. This sheds a light on household responsibilities as the main contributing factor, preventing women from entering the workforce.

Education status of the labour market
Sri Lankan women tend to achieve higher levels of education compared to men. However, this educational advantage hasn't  translated into higher levels of participation in the labor force. To illustrate this relationship between labor force participation and education, the chart below provides a clear visual representation of the situation.

This diagram highlights two important points. Firstly, it reveals that a significant majority of women who participate in the labor force (83.2%) possess degrees or higher levels of education. This suggests that women are more likely to apply for jobs that align with their skill set and education level. 

Secondly, it underscores a distinct contrast when it comes to men. Even if men have an education level of grade 5 or below, a substantial portion (65.7%) still actively contribute to the economy. This disparity suggests that women with lower levels of education face greater challenges or barriers when it comes to workforce participation compared to their male counterparts.

This statistic also serves as a clear illustration of the traditional societal norm of men being the breadwinner, which leads to men having higher labor force participation rates, irrespective of their educational levels. On the other hand, women, despite their advanced educational qualifications, may encounter societal pressures or constraints that discourage them from seeking or maintaining employment. Unemployment remains a significant challenge in Sri Lanka, with the highest rates observed among women holding education levels at Advanced Level and above. This represents a substantial untapped pool of potential in the Sri Lankan labor market.

Reasons for low Female Labour Force Participation despite having a high education level 

The low female labor force participation rate in Sri Lanka can be attributed to a range of socioeconomic factors. 

A primary factor that discourages women from actively contributing to the economy is the significant burden of care responsibilities they bear. This care work encompasses a broad range of household tasks, from cooking and cleaning to childcare and caring for the elderly. According to the 2017 Time Use Survey, women spent nearly four hours more per day on unpaid care work and domestic services compared to men. For many decades, there has been a prevailing societal stereotype that women are primarily responsible for managing households, while men are expected to be the breadwinners outside the household. This division of labor is a key reason why women with the qualifications and capabilities to pursue employment opportunities often choose to stay at home, while men even with lower levels of education enter the labor market.

Another significant factor is the existing legal barriers in Sri Lanka. The two prominent legal constraints are restrictions on night-time work and the absence of recognition for part-time employment. While these legal provisions may have initially aimed to protect women, they inadvertently discriminate by limiting their employment opportunities and earning potential. For example IT/BPM sector employment is affected by the 1954 Act which only permits women over the age of 18, to work till 8 pm. The current statutory regimes governing employee rights fail to recognize part time-work. This oversight leads to a reluctance by employers to hire part-time workers as they are entitled to the same benefits as full time workers.

Moreover, the absence of adequate social infrastructure, such as quality child care centers and comprehensive parental leave policies, contributes significantly to the low female labor force participation rate. Presently, in Sri Lanka, approximately 80% of child care centers are privately operated. This situation creates a barrier to accessing quality and affordable child care facilities, making it financially challenging for skilled women to participate in the labor force, as many opt to stay at home to care for their children due to these constraints.

As highlighted in an ILO report the presence of skill mismatch in Sri Lanka's labor market since the early 1970s contributes as another reason. This skill mismatch exists because the country's education system does not adequately prepare graduates with the skills required by the job market. There is a notable disconnect between the courses offered by universities and the competencies needed by the private sector. 

This mismatch also contributes as a reason for the high levels of youth unemployment and the prevalent issue of arts degree holders struggling to find employment. A staggering 43.9% of unemployed graduates possess degrees in the arts. Notably, the majority of arts degree holders are women. This situation underscores a disconnect between the demand and supply within the labor market. It suggests that the current education system is not adequately preparing graduates with the skills and qualifications needed to meet the demands of available job opportunities.

Addressing these barriers are vital to improving the labor force participation rates, especially among women.

Policy Recommendations

• Recognise part time work under the existing statutes and provide needed benefits such as annual leave and remove provisions which restricts women from working at night.

• Utilize local government mandates via by-laws to enact local legislation to set up standardized and regularized day care centers while encouraging Public-Private partnerships in providing care for children by utilizing existing infrastructure.   

• Introduce more courses and degrees which are required by the private sector. This should be specially done by focusing on arts graduates. 

The effectiveness of the aforementioned policies would be limited if we do not address the need for a shift in people's mindsets. While Sri Lanka has made progress in challenging gender stereotypes there is still much work to be done. Initiating change, particularly within the education system, presents a promising starting point. The prevailing patriarchal system can be challenged and dismantled through education, which has the power to instill in both men and women the belief that predefined gender roles are unnecessary.

The opinions expressed are the author’s own views. They may not necessarily reflect the views of the Advocata Institute or anyone affiliated with the institute.

Education is an investment for the future

Originally appeared on The Morning.

By Dhananath Fernando

Last week I was invited for a panel discussion by one of Sri Lanka’s leading stationery manufacturers. This was  for an initiative by them to support 100,000 families with children who are facing hardship due to the current economic crisis. 

According to their data, 50% of Sri Lanka’s families are struggling to support their children’s education. High inflation was mentioned as one main reason for this hardship.  Especially as more than 60% of what people earn have to be spent on basic food so what is left for education is shrinking. Unlike any other crisis, economic crises are the worst because it disrupts society. Inflation is not what the Central Bank says or what Prof.Steve Hanke’s updates as numbers. 

It is people’s pain, sorrow, emotion and helplessness. 80 page exercise books have increased from Rs. 75 to Rs. 100, 120 page books from Rs. 120 to Rs. 225. If you recall Sri Lanka’s World Champion Toastmaster Dhananjaya Hettiarachchi’s winning speech, he says mothers have three types of tears - tears of joy, tears of sorrow and tears of shame. There cannot be any sorrow or shame for a mother other than the inability to educate their loving children. Education is pretty much the most poor parents' insurance policy to overcome poverty at their later stage in life, especially in our context.

In Lebanon the protein intake came down by half and  35% of Lebanon’s 2 million student population have dropped out of school due to the current  economic crisis. As a result of this World Human Capital Index (2020) have projected that children born in Lebanon will only have 52% of productivity. 

So since Sri Lanka is on the same route as Lebanon,  it’s very unlikely that we would deviate far from Lebanon.  The impact of an economic crisis is beyond fuel queues and LP gas lines. Impact can run longer for generations. As Prof.Ricardo Hausmann from the Harvard Kennedy School mentioned, “economic crisis is the same as a civil war.”

So Sri Lanka has to be prepared to overcome this productivity deficit by reskilling and upskilling people. 

Sri Lanka keeps bragging about our skilled labor force and services exports of IT (Information Technology).  This is an industry that is already affected, especially as many such skilled individuals are migrating to greener pastures. Unskilled labour is remaining simply because they can’t afford to leave or they are not skilled enough to leave. Some are unskilled not due to any of their faults but due to economic conditions and flaws in the education system. 

Even though Sri Lanka moves somewhat forward towards economic reforms, after a few years we will experience a skilled labour shortage. When labour is in short supply investors don’t look at us and we become uncompetitive. 

Existing businesses will be further impacted and recovery would be challenging 

What can we do

Reskilling and upskilling our labour force is not just a function of formal education. It is mainly a function of working with co-skilled workers. For example, someone who works in a pizza restaurant has a higher chance of coming up with his or her own pizza recipe than someone just taking a degree in pizza. It's the same like someone who practices and bowls with Lasith Malinga will bowl better yorkers than someone who just watches Malinga bowling or someone just taking a theory course on bowling in cricket. 

So we have to revamp our labour regulations allowing foreign workers to come and work here specially for skilled job categories. That is one way we can attract investors. Not only will it attract investors it would reskill and upskill our own people through on the job training. We have to allow labor markets to work where hiring and firing is easy. 

If the government cannot spend money on education and if the government is too late to contain inflation then at least the government can change the archaic labour laws which have made Sri Lanka uncompetitive. 

While the support and the initiatives by the private sector in uplifting education is welcome, there are quite a lot that can be done with just a stroke of a pen which would have a very high impact at the same time. We need to do charity and reforms both to really survive this education crisis which has been triggered as a result of the economic crisis. 

The opinions expressed are the author’s own views. They may not necessarily reflect the views of the Advocata Institute or anyone affiliated with the institute.

Education and economic success: How Covid-19 could have saved us

Originally appeared on The Morning

By Dhananath Fernando

It’s been over a year since the Covid-19 pandemic hit Sri Lanka. The pandemic entered our nation at a time when all Sri Lankans, regardless of their party politics, had very high hopes about a change in the political economic system – a “system change”. While Covid has posed a real challenge for any system change, it could have been interpreted as a blessing if we were to shift our gears from “needing a system change” to working on “implementing a system change”. In my mind, education reforms are probably the best place to start.

We tried to restrict Covid to being a healthcare crisis without letting it spill over to become an economic crisis, but to no avail. Now there is another crisis brewing in the corner, which hasn’t been given much attention – the “education crisis”, which has been exacerbated by the Covid pandemic and its economic aftermath.

Let’s understand the crisis first.

Even before Covid, it was not a secret that our education system was not supporting our economic aspirations. Starting from preschool to tertiary and vocational education, the education reforms have been mere promises; they have been limited to the pages of election manifestos, without any real work happening on the ground. This education crisis is far more complicated than ever before. There are significant flaws in the education structure as well as in the content taught.

Sri Lanka’s inability to produce complicated products and services is a good case study to evaluate our education system. What we have been taught over the years does not satisfy the areas of knowledge that are in demand. People who have had the talent and acquired the skills that meet global demand have been offered citizenship and very attractive opportunities all over the world, and Sri Lanka has not even thought of attracting them back.

The more serious problem is that we have not been taught the things that are important for the present and future. From my experiences, we haven’t been provided with the opportunity to really learn by ourselves, even if we wanted to. Most content and many curriculums are outdated and so we have been made incompetent and unable to meet global competition. From 2000- 2015, Sri Lanka has introduced only seven HS codes to our export basket. Our competitor Vietnam has introduced 48 and Thailand has introduced 70 HS codes to its export basket. Therefore, one of the main contributors to our ailing economy is education.

As a result, even after 70 years of independence, we are finding it difficult to compete, and our inability to compete and understand the market dimensions have pushed us into a corner. In order to counter our own lack of competitiveness, we are building walls of protectionism against a far more competitive world, which has further isolated us as a nation in a fast accelerating world.

It is not only about our knowledge of technical subjects; human values and qualities such as empathy, equality, caring, taking responsibility, self-discipline, and many other soft skills have not been developed to levels at which they should have been. The way our senior educated officials and some trade union leaders, who have had a science and technology-focused tertiary education, are attempting to manage a global-scale pandemic, is a classic case study to understanding the gaps in our education system.

With all these flaws we have continued on the same journey without making improvements. With the pandemic, our preschools, universities, and most of the tertiary education institutes have been closed or operating virtually for more than a year; some have adopted online teaching methods but some of the students who do not have internet or device access have been completely left out. Some students and families have been completely left out due to being unable to afford the internet (even though Sri Lanka is one country with comparatively low data charges), and for practical reasons such as a few kids requiring to study online at the same time. Additionally, learning how to learn online is the first step for a productive online learning experience, rather than just sharing the same notes online and delivering the same content in front of a camera.

Education reforms are complicated, but it is one area that can bring us significant economic benefits in the future – if done right, and in line with global education standards. To do this, reforms sacrifices in terms of political capital will have to be made.

Implementing such reforms will bring in newer opportunities.

First, the tertiary and university education system could have expanded through a new online platform. One of the main complaints has been the capacity of our universities. An online mechanism with proper online examinations could significantly increase the numbers getting enrolled at our universities. A parallel curriculum change could have been done with industry consultations, as the post-Covid economy in the world has opened more opportunities for hundreds of new subject streams. Even world-reputed universities such as Harvard and MIT are now offering new courses with the same credibility online at a very reasonable price.

Secondly, the teachers are at home, and this time, they should have been better utilised for teacher training and curriculum changes to uplift education standards.

To overcome the current crisis, ideally a special curriculum could have been made for primary and secondary schools with special focus on the critical content from the existing curriculum. That would have helped students focus on the important subjects and themes and catch up for time they already lost due to Covid. The same special curriculum should be the gateway for updating our education system and curriculum.

While we work on long-term curriculum changes and online education methods, teachers and the school administrations should be identified as frontline workers and vaccination drives should prioritise them so that schools can be reopened faster.

There have been attempts to utilise the current television network for education purposes, but it seems to have not been done in an organised manner. In the third wave, we are back to square one in facing our educational challenges and it is obvious that we have not learnt anything from the first and second waves of the pandemic.

We have to remember that reviving the economy from an education crisis is far more difficult than recovering from a healthcare crisis. If our people’s brains don’t work at the right speed and in the right direction, there is no way that we can drive the economic engine in the right direction.

That may be why former late South African President Nelson Madela eloquently said:

“Education is the most powerful weapon which you can use to change the world.”

The opinions expressed are the author’s own views. They may not necessarily reflect the views of the Advocata Institute or anyone affiliated with the institute.