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The purpose of this paper is to first develop indicators for how total inequality, measured through the ANalysis Of GIni (ANOGI) framework, is mapped onto each group – i.e. indicators for each group's share of total inequality. Second, to develop indicators for the sensitivity of total inequality and its structure to changes in the composition of the population. Specifically, to develop indicators for how the Gini index and its ANOGI components react to (1) changes in the population-share of each group, (2) migration between groups, (3) changes in group incomes and (4) income transfers between groups.

First, the expressions for these indicators are derived analytically. Following this, the indicators are applied to labour-market data from Brazil, contrasting the results to others available in the literature.

The indicators described above are presented and their characteristics discussed. Empirically, it is illustrated how labour formalisation in Brazil was an inequality-reducing process between 2002 and 2011, contrary to previous incorrect measurements of the phenomenon based on income-source decompositions for Latin American countries.

Indicators for how total inequality reacts to changes in group sizes and income were unavailable for the ANOGI framework, which this article provides. The empirical illustration shows how this leads to a reassessment of important inequality dynamics, using the example of labour formalisation in Brazil. Contrary to the existing literature, it is shown how this was a progressive development, with key implications for social and labour-market policy. This framework can be used to assess the impact of diverse processes in the ANOGI methodology.

Longitudinal data are required to characterise and measure the dynamics of income-related health inequalities (IRHI). This chapter develops a framework to evaluate the impact of population changes on the level of cross-sectional IRHI over time and thereby provides further insight into how health inequalities develop or perpetuate themselves in a society. The approach is illustrated by an empirical analysis of the increase in IRHI in Great Britain between 1999 and 2004 using the British Household Panel Survey. The results imply that levels of IRHI would have been even higher in 2004 but for the entry of youths into the adult population and deaths, with these natural processes of population turnover serving to partially mask the increase in IRHI among the resident adult population over the five-year period. We conclude that a failure to take demographic changes into account may lead to erroneous conclusions on the effectiveness of policies designed to tackle health inequalities.

Despite significant progress in schooling, social and spatial inequalities in access to education remain important in Algeria. In the present article, taking into account the geographic dimension makes it possible to identify the links existing between spatial location and disparities in the field of education in Algeria. Also, three types of education indicators (quantity, quality and inequality) are used in the study. The study’s sample includes 48 Algerian provinces, studied between 2008 and 2018.

In this study, the authors used data from the 2008 and 2018 General Census of Population and Housing (GCPH) for 48 provinces. Indeed, the two censuses of 2008 and 2018 (sources of data for this study) were based on questionnaires intended for different categories of the population (households, non-household populations, transit population, etc.). Therefore, the no response rate is assumed to be close to 0. Using spatial econometric techniques.

Results indicate that the indicator used is strong spatial disparity in education in Algeria. The development of a spatial synthetic index (SI) makes it possible to measure more precisely the extent and nature of spatial disparities in the field of education in Algeria. The results also confirm the hypothesis of β-convergence of the performance of the Algerian education system. Consequently, the need for policies to reduce the unfair inequalities between different areas is apparent.

Works that analyze education indicators in a classical perspective (educational performances between different sexes and between rural and urban areas) are abundant (Amaghouss and Ibourk, 2013a). However, very few studies proceed to the analysis of educational variables in a spatial perspective (Catin and Hazem, 2012). To the best of the authors’ knowledge, no work has tried to analyze spatial disparities in the field of education in Algeria.