In a groundbreaking advancement in the analysis of educational equity, researchers at Miguel Hernández University of Elche (UMH) have introduced a sophisticated mathematical model aimed at transforming the way European educational authorities address gender disparities. Far from the conventional narrative focusing solely on the disadvantages faced by women, this innovative study illuminates the nuanced reality where in numerous European regions, women surpass men in pivotal educational metrics, thus redefining the parameters of the gender gap. By leveraging an adapted form of Data Envelopment Analysis (DEA), the model delivers tailored strategies intended to elevate overall performance while simultaneously reducing gender imbalances, regardless of which gender is on the lesser side of the equation.
The phenomenon of women outperforming men in education, once less documented, now emerges clearly across multiple nations such as Estonia, Iceland, and Sweden, prompting the study’s co-author, Professor Inmaculada Sirvent, to stress the necessity of addressing all forms of gender disparity. “Equality is a principle that should hinge not only on uplifting the traditionally disadvantaged but also on rectifying any disparities with a scientific and equitable approach,” Sirvent emphasizes. This fresh perspective challenges policy makers to broaden their scope beyond historic inequities and envision a truly balanced educational landscape.
The study, slated for publication in the leading journal Socio-Economic Planning Sciences, undertakes a comprehensive review of four critical educational indicators monitored by the European Commission: tertiary education attainment, adult participation in lifelong learning, rates of early school leaving, and the proportion of youths categorized as NEETs (not in employment, education, or training). These metrics collectively offer a multidimensional picture of knowledge accessibility and engagement, encompassing both entry and continuation across various educational stages. Strikingly, the analysis reveals that women excel in three out of the four indicators, underscoring an urgent reevaluation of educational policies to accommodate these emerging trends.
Tertiary attainment stands out as the most pronounced area of gender disparity, with 38.5% of women across Europe having completed higher education compared to only 32% of men. This imbalance, while superficially positive for women, encapsulates a gender gap that invites scrutiny and remedial action. As Sirvent notes, a gender gap, regardless of which side it favors, signals structural inequalities within educational systems that merit correction. Furthermore, these disparities could have long-term implications on economic participation, social mobility, and wider societal balance.
To address these complex issues, the research team employed Data Envelopment Analysis, a robust statistical method traditionally used to evaluate efficiency by comparing multiple entities—such as schools, hospitals, or regional educational bodies—against a benchmark of ‘best practices.’ By ingeniously adapting DEA to incorporate gender equity as a fundamental optimization criterion, the model departs from mere performance evaluation and ventures into prescriptive analytics for policy formulation. This dual-objective approach enables educational authorities to select between strategies prioritizing incremental performance improvements or ambitious targets aimed at balancing gender outcomes in a more equitable fashion.
Notably, the application of DEA at a subnational level represents a pioneering methodological step. The model benefits from granular data spanning 93 European regions, allowing for context-specific benchmarks and tailored policy prescriptions. This regional lens acknowledges that national averages may obscure critical local variations in performance and gender dynamics. For instance, while Estonia exhibits a remarkable 54% tertiary attainment rate for women against 31% for men, other regions within Germany, Switzerland, and Austria continue to present traditional gender gaps favoring men, highlighting the diverse educational ecosystems across Europe.
José L. Ruiz, a fellow professor of Statistics and Operations Research at UMH and co-author, points to Estonia as a compelling case study where the model demonstrates the possibility of meaningfully reducing gender gaps without imposing disproportionate demands on the education system’s capacity. Similar patterns have been identified in Iceland and in certain regions across Poland, Finland, and Spain, suggesting that contextually calibrated interventions can simultaneously advance overall educational outcomes and foster gender parity.
The study’s methodology hinges on DEA’s inherent capacity to handle multiple output and input factors, enabling the efficient comparison of entities with heterogeneous characteristics. By integrating gender equality as a weighted objective alongside educational performance, the model facilitates complex optimization scenarios. Decision-makers can thus choose a “benchmark-based” approach, targeting peers exhibiting optimal efficiency for their demographic and regional context, or a more aspirational “gender-balanced” strategy, which might necessitate greater resource investment but aims for system-wide equity gains.
However, the researchers acknowledge several limitations intrinsic to the available data and the model’s scope. The current territorial datasets lack the spatial granularity needed to capture intra-regional disparities, and essential social determinants—such as socioeconomic status, cultural influences, and ethnic diversity—remain unincorporated. These variables could significantly modulate educational access and achievement, suggesting avenues for future research that could refine and enhance the model’s predictive power and prescriptive accuracy.
Another critical observation from the authors pertains to the nature of the indicators utilized. While robust in measuring educational outputs such as attainment and participation rates, these markers do not fully capture the qualitative aspects of access opportunities, learning conditions, or systemic barriers that might influence gender disparities. Consequently, the model’s recommendations should be contextualized within a broader comprehension of educational environments and policy frameworks.
The collaborative effort between UMH’s Institute for Operations Research and Vilnius University’s Faculty of Philosophy, led by Dovilė Stumbrienė, underscores the interdisciplinary dimension of this research. By combining expertise in statistical methodologies, operations research, and socio-philosophical analysis, the team has crafted a tool that is as much about quantitative rigor as it is about social relevance. Their work exemplifies the growing trend of applying advanced mathematical frameworks to pressing societal challenges, particularly those intertwined with equity and justice.
Funding support from multiple European research bodies—including the Spanish Ministry of Science and Innovation, Generalitat Valenciana, and the Lithuanian Research Council—reflects the strategic priority accorded to addressing educational inequalities and fostering gender equality across the continent. The study’s commitment to operationalizing gender equality as a core objective in education policy research bridges the gap between theoretical discourse and actionable governance.
This mathematical model heralds a new era in educational policy design—one where data-driven decision-making can navigate the dual imperatives of performance enhancement and social justice. As educational institutions and authorities confront evolving gender dynamics, the model provides a blueprint to transcend one-dimensional strategies, enabling nuanced, region-specific, and gender-inclusive improvements.
Ultimately, this research challenges society to rethink the traditional narratives surrounding the gender gap in education. It invites stakeholders to embrace complex realities, recognize that disparities are multifaceted, and prioritize strategies that ensure equity for all, irrespective of which gender currently holds an advantage in particular contexts. Through its innovative fusion of statistical modeling and social awareness, this study sets a precedent for future interventions aimed at crafting education systems that are both excellent and equitable.
Subject of Research: Not applicable
Article Title: Towards gender equality in education: Different strategies to improve subnational performance of European countries using Data Envelopment Analysis
News Publication Date: 1-Apr-2025
Web References: 10.1016/j.seps.2024.102138
Keywords: Gender, Unemployment, Education administration, Education policy, Educational assessment, Educational levels, Educational attainment, Achievement gap, Public policy, Education economics, Mathematics, Applied mathematics, Mathematical analysis
