Policy cycle in digital agenda

The statistics in this section track the usage of Information and Communications Technologies (ICT). More specifically, statistics on the information society monitor three aspects:

• the completion of a single European information space
• innovation and investment in ICT research
• achieving an inclusive European information society.

Specific sections include statistics at individual level, in particular broadband and connectivity, ICT usage in households and by individuals and e-public services. Data given in these domains are collected annually by the National Statistical Institutes and are based on Eurostat's annual model questionnaires on ICT (Information and Communication Technologies) usage in households and by individuals. A large part of the data collected is used in the context of the Digital Agenda Scoreboard, Europe's strategy for a flourishing digital economy by 2020. The characteristics to be provided are drawn from the following list of subjects:

• access to and use of ICTs by individuals and/or in households
• use of the Internet and other electronic networks for different purposes by individuals and/or in households
• ICT security and trust
• ICT competence and skills
• barriers to the use of ICT and the Internet
• perceived effects of ICT usage on individuals and/or on households
• use of ICT by individuals to exchange information and services with governments and public administrations (e-government)
• access to and use of technologies enabling connection to the Internet or other networks from anywhere at any time (ubiquitous connectivity).

Relevant breakdowns relating to individuals are present, in particular sex and age.

This provides the main aggregated statistics on labour market outcomes in the European Union. The EU-LFS is the main data source for employment and unemployment. Tables on population, employment, working hours, permanency of job, professional status etc. are included. It provides disaggregated statistics by sex, age groups, economic activity, education attainment and field of education, from which it is possible to measure the characteristics of the labour force of women, by age. Number of women and men in the labour force by economic activities related to ICTs (telecommunications, computer programming, consultancy and related activities, information service activities) are available.

This database produces and publishes data, indicators and analysis on the operation, evolution and impact of education from early childhood through formal education to learning and training throughout life. Data and indicators disseminated include participation rates at different levels of education, enrolments in public and private institutions, third-level education graduates, pupil-teacher ratios, foreign language learning, expenditure on education per student and relative GDP. Data are disaggregated by sex, age, educational level and field of education. The data collection on education statistics is based on the International Standard Classification of Education (ISCED). For data on educational attainment based on the EU Labour Force Survey (EU-LFS) the International Standard Classification of Education 2011 (ISCED 2011) is applied as from 2014. Number of women and men by education attainment and field of related to ICTs (e.g. science, mathematics and computing, computing, computer science, computer use, engineering and engineering trades) are available.

This website aims to bring together both gender statistics and policies. Focus is on the production, dissemination and use of gender-related data. In addition to statistics, the website outlines some of the main gender issues relevant to the UNECE region, and provides examples of policies and other initiatives. It also contains thematic pages on topics consisting of important methodologies and examples of survey instruments. The UNECE Gender Statistics Database helps to monitor the situation of women and men in all UNECE member countries. The section Science and ICT includes data on use of computer and Internet by sex.

The Global Gender Statistics Programme is mandated by the United Nations Statistical Commission, implemented by the United Nations Statistics Division (UNSD) and coordinated by the Inter-Agency and Expert Group on Gender Statistics IAEG-GS. The dataset also includes data on ICT disaggregated by sex (Proportion of individuals using the Internet, proportion of individuals using mobile/cellular telephones, by sex, proportion of households with access to mass media (radio, TV, Internet), by sex of head of household).

ITU gathers data on ICT in the world, including on gender and ICT, and in particular the access to and use of the Internet by country.

The Programme for the International Assessment of Adult Competencies (PIAAC) is a household study developed by the Organisation for Economic Cooperation and Development (OECD) in 24 countries and sub-national regions. The goal of PIAAC is to assess and compare the basic skills and the broad range of competencies of adults. The assessment focuses on cognitive and workplace skills. Specifically, PIAAC measures relationships between individuals’ educational background, workplace experiences and skills, occupational attainment, use of information and communications technology (ICT) and cognitive skills in the areas of literacy, numeracy and problem solving. Data disaggregated by sex are available. Microdata of PIAAC 2012 are publicly available at the OCED website.

She Figures 2015 is the fifth publication of a key set of indicators that are essential to understand the situation of women in science and research and includes data on the proportion of females in ICT. The She Figures data collection has been undertaken every three years since 2003 by the Directorate-General for Research and Innovation of the European Commission, in cooperation with the Helsinki Group and its sub-group of statistical correspondents.

The general key data on education report, published jointly with Eurostat, is a unique publication and a flagship product for the Eurydice Network as it combines statistical data and qualitative information to describe the organisation and functioning of education systems in Europe. It also includes data on ICT in education around Europe.

The specific objective of this study is to investigate statistical evidence relating to the participation of women in ICT. A set of gender indicators for measuring progress in this area is proposed.

Introduction to the PISA tests to compare countries’ achievements in education, provides a ‘gender brief’ on boys and girls in mathematics.

The OECD Survey of Adult Skills (PIAAC) was designed to provide insights into the availability of some of these key skills in society and how they are used at work and at home. It directly measures proficiency in several information-processing skills – namely literacy, numeracy and problem solving in technology-rich environments. This report presents the findings of the 2013 survey. It also includes data on digital skills of adult women in OECD countries.

Despite the evidence which proves that women’s access to an ICT career is essential for the sector’s long-term growth and the sustainability of the European economy, there remains a large gender gap in Europe’s ICT sector. This study uses desk research, statistical analysis and economic cases as well as stakeholder interviews and surveys to analyse the problem and come up with key priorities for action.

The objective of this study on best practices of even gender distribution in Europe 25 is to foster the participation of women in the ICT domain and to provide relevant input for further European policy developments and their implementation in the area. This has been done by identifying, selecting and analysing different best practice cases in major public and private European ICT organisations.

This report provides an overview of the gender distribution of ICT and ICT-related employment in OECD countries, and ICT employment patterns are contrasted with overall employment to highlight how different ICT employment patterns are. The document then focuses on participation in ICT-related education and training, and differences in ICT access and use by gender.

This report surveys the global trends in women’s professional development and employment in the information and communication technology (ICT) sector, and offers a sample of the range of national policies, training programmes and initiatives targeting girls and women as potential students and professionals.

This literature review of women in ICT attempts to understand the constraints that underpin stagnant participation rates in the industry.

This study focuses on the policies of three major Internet intermediaries, Facebook, YouTube and Twitter, with respect to violence against women online. The study aims to map the corporate policies of these intermediaries that allow identification, reporting and rectification of incidents of harassment or violence against women via the service that the intermediary provides. In addition to providing a detailed summary of the user policies relevant to this issue, the study also compares the impact and effectiveness of those policies against the framework of the UN Guiding Principles on Business and Human Rights. It is designed to provide advocates and activists with detailed information about policies related to violence against women in order that they may utilise, and criticise, such mechanisms and engage with Internet intermediaries to improve avenues for redress against technology-related violence.

APC has developed a brief and a background document on technology-related violence against women to support advocacy efforts at the 29th session of the Human Rights Council (HRC). There is special attention paid to the work with the Special Rapporteur on violence against women, the working group on discrimination against women in law and the annual HRC Resolution on VAW, which focuses on domestic violence in this edition.

The review presents different perspectives on the interrelatedness and interconnectedness between ICT and VAW. It covers the existing laws, prevailing policy frameworks and mechanisms in cases of technology-related VAW, and identifies gaps and emerging issues in particular from seven countries, namely Bosnia and Herzegovina, Colombia, Democratic Republic of Congo, Kenya, Mexico, Pakistan and the Philippines.