The most comprehensive compilation of information on the status of
women in the world.

Latest items for AFE-PRACTICE-3

July 24, 2019, 6:29 p.m.
Countries: Chad

"According to the most recent World Bank Development Indicators database, six girls attended primary school for every 10 boys. Most children did not attend secondary school" (page 17).
July 19, 2019, 12:22 p.m.
Countries: Nepal

"A gender gap in secondary education, however, persisted, with two-thirds of adolescent girls in rural areas reportedly not attending school" (Pg 29).
July 8, 2019, 9:19 p.m.
Countries: Uganda
Variables: AFE-PRACTICE-3

"The majority of Ugandans have either no formal education or only some primary education (Tables 2.12.1 and 2.12.2)" (16).
June 8, 2019, 1:59 p.m.
Countries: Jordan
Variables: AFE-PRACTICE-3

"Education is compulsory from ages six through 16 and free until age 18. No legislation exists to enforce the law or to punish guardians for violating it" (33).
May 28, 2019, 9:34 p.m.
Countries: Russia
Variables: AFE-PRACTICE-3

"The Committee is also concerned at the persistence of negative stereotypes of women and girls in the school curricula and textbooks" (9).
May 16, 2019, 7:41 p.m.
Countries: Iraq
Variables: AFE-PRACTICE-3

"ISIS limited female education beyond the primary level in areas that it controlled" (26). "Primary education is compulsory for citizen children for the first six years of schooling and until age 15 in the IKR; it is provided without cost to citizens" (43).
May 1, 2019, 10:54 p.m.
Countries: Albania
Variables: AFE-PRACTICE-3

"More than 20% of the population age 15-49 (26% of women and 21% of men), have education beyond secondary school" (27). "The Albanian population is well educated. The median years of education completed is practically identical for women and men age 15-49, 14.4 years and 14.6 years, respectively" (28).
April 29, 2019, 10:15 a.m.
Countries: Venezuela
Variables: AFE-PRACTICE-3

"Gender gaps in education declined, but certain gaps remained. According to a 2013 UN Women-funded report, professional qualifications of female workers were lower than those of male workers. There were substantial differences in the education profile of men and women at the postsecondary level. The number of female students enrolled in higher education applied technology programs was much smaller than the number of men enrolled" (31).
March 25, 2019, 2:20 p.m.
Countries: Liberia
Variables: AFE-PRACTICE-3

"By law fees are required at the senior secondary level (grades 10-12)" (25).
March 21, 2019, 11:12 p.m.
Countries: Syria
Variables: AFE-PRACTICE-3

"According to local sources, Da’esh forces restricted young women in Raqqa from traveling to complete their university exams" (para 208).
March 15, 2019, 11:35 a.m.
Countries: Vanuatu

"Boys tended to receive more education than girls. Although attendance rates were similar in early primary grades, proportionately fewer girls advanced to higher grades" (10).
March 13, 2019, 7:37 p.m.
Countries: Colombia
Variables: AFE-PRACTICE-3

´"In response to Recommendation 26(a), in 2014 the Ministry of Education developed a pioneering document, the first of its kind in Latin America, on policy guidelines for inclusive higher education, setting forth a strategy which suggests an open educational model that addresses diversity in access, retention, quality and attention to populations receiving special constitutional protection, embodying a commitment to closing gaps. In addition, it developed an inclusion index for higher education as a tool to take up the challenge of an inclusive higher education system. The index recognizes the conditions in which higher education institutions find themselves in striving to reflect the diversity of their students and analyses strengths and...more
March 1, 2019, 11:52 p.m.
Countries: Qatar
Variables: AFE-PRACTICE-3

"In implementation of the Convention on the Elimination of All Forms of Discrimination against Women, and specifically in implementation of article 10 thereof, increased efforts will be made to instil the idea of gender equality in educational curricula as follows: 1) Gender equality in school curricula, assessment methods, and various school activities; 2) Emphasis on the ideas of equality between men and women in different areas of life; 3) Efforts to reduce school dropout rates for female students by including material on the role of women in building a prosperous society; 4) Programmes for girls and women who have left school prematurely" (39).
March 1, 2019, 9:06 a.m.
Countries: Tajikistan
Variables: AFE-PRACTICE-3

"A large majority of women (80%) and men (79%) have at least some secondary education. Men are more likely than women to have postsecondary education (25% versus 13%)" (7). "Educational levels are increasing. The median number of years of schooling among women was 8.9 in 2017 compared with 8.6 years in 2012. Among men, the median number of years of schooling was 9.5 in 2017 compared with 9.3 years in 2012" (12). "56% of women have completed secondary schooling" (29). "Educational attainment is high in Tajikistan. The majority of women age 15-49 (94%) have some secondary-level education or higher. Relatively few respondents never went to school (2%) or attended school...more
Feb. 8, 2019, 4:42 p.m.
Countries: Mali

"Girls’ enrollment was lower than that of boys at all levels due to poverty, cultural preference to educate boys, early marriage of girls, and sexual harassment of girls" (page 22).
Feb. 1, 2019, 2:36 p.m.
Countries: Ethiopia
Variables: AFE-PRACTICE-3

"For the majority of women, primary school is the highest level of schooling attended or completed; 40% of women have some primary education and 2% have completed primary education. Similarly, 50% of men have some primary education, and 3% have completed primary schooling. Only 4% of women and 5% of men have completed secondary school or gone beyond secondary school" (14). "Tables 3.2.1 and 3.2.2 show that men are better educated than women. About half of women (48%) and 28% of men age 15-49 have no formal education. Three percent of women and 5% of men have completed primary school, while 1% of women and men have a secondary education....more
Jan. 29, 2019, 2:53 p.m.
Countries: Kuwait
Variables: AFE-PRACTICE-3

"The Committee welcomes the high enrolment rate of women in higher education" (pg. 9). "According to the administrative instructions of the Ministry of Education, married women and girls are automatically removed from mainstream education into evening schools, which has an adverse impact on their retention in and access to high-quality education" (pg. 9).
Jan. 2, 2019, 9:38 p.m.
Countries: Palestine

"When Ameera Ahmad Harouda began working as a fixer in Gaza in 2005, she was the first woman in a man's world. Since then, an increasing number of women have entered the profession, by choice or necessity, or some degree of both. They are young, English-speaking, educated, ambitious – in a society where one fifth of the population has a higher education qualification, but youth unemployment has reached 60 percent, and women remain less likely to find work after university" (para 2).
Nov. 30, 2018, 1:43 p.m.
Countries: Bangladesh
Variables: AFE-PRACTICE-3

"Enrollments in primary schools showed gender parity, but completion rates fell in secondary school, with more girls than boys completing that level" (26).
Nov. 16, 2018, 12:39 p.m.
Countries: Bhutan
Variables: AFE-PRACTICE-3

"The government provides 11 years of universal free education to children although education is not compulsory. Gender parity at the primary level has been achieved" (14).
Nov. 9, 2018, 11:06 a.m.
Countries: North Korea
Variables: AFE-PRACTICE-3

"Persistence of discriminatory stereotypes with regard to the roles and responsibilities of women and men in the family and in society, which confine women to the 'mission' in 'society and family' of 'upbringing and education of children' and make them responsible for maintaining the family unit, often at the expense of their physical safety and emotional well-being. This has an impact on women throughout their life cycle, including the education that they receive, which for the vast majority ends at the secondary level" (6).
Aug. 10, 2018, 8:49 p.m.
Countries: Slovakia
Variables: AFE-PRACTICE-3

"The Committee notes the amendment to the Labour Code in 2011 to provide for the equal treatment of women and men in employment and an increase in the representation of women on corporate boards, but is concerned:(a) That significant horizontal and vertical gender segregation exists in the labour market, including the persistently low representation of women compared with men in economic decision-making positions, such as on the supervisory board of companies and in executive positions, and that the size of the gender pay gap remains large, women’s high levels of education notwithstanding; (b) That the lack of effective measures to promote the reconciliation of work and family life constitutes a...more
June 26, 2018, 9:09 a.m.
Countries: New Zealand
Variables: AFE-PRACTICE-3

"NCEA is the main qualification available to secondary school students. It enables students to undertake multi-level study to attain credits towards an NCEA qualification. Educational and job prospects are limited for those who leave school without NCEA Level 2. In 2014 the trend of female school leavers (79.9 per cent) achieving at a higher rate than their male counterparts (74.5 per cent) continued. Of all school leavers in 2014, across all ethnic groups measured, more young women achieved NCEA Level 2 than young men" (page 17). "In 2014 women continued to participate in tertiary education (including all post-school provider-based education) at a higher rate than men. Twelve per cent of...more
April 17, 2018, 4:59 p.m.
Countries: Tanzania
Variables: AFE-PRACTICE-3

"The percentage of the population with no education has been decreasing over time, from 46 % of females and 34% of males in 1991-92 TDHS to 24% of females and 19% of males in 2015-16 TDHS. . . . Urban residents are more likely to complete secondary school than rural residents. For example, 15% of females in urban areas have completed secondary school compared with 4% of females in rural areas. Similarly, 18% of males in urban areas have completed secondary school compared with 4% of males in rural areas. Similar patterns are observed for education beyond secondary school. Mainland and Zanzibar residents are similar in the percentages that have...more
March 20, 2018, 1:29 p.m.
Countries: Gambia
Variables: AFE-PRACTICE-3

"The Committee commends the State party for achieving gender parity in enrolment in primary education and for setting up a trust fund for girls’ education, but remains concerned about: (a) The lower completion rate of girls at the primary level compared with that of boys, their considerably lower enrolment and retention rates at the secondary and tertiary levels and in vocational education, and the insufficient use of temporary special measures in this regard" (page 8).
March 19, 2018, 2:54 p.m.
Countries: Iran
Variables: AFE-PRACTICE-3

"Iran’s view, found in its constitution, that because women have smaller brains than men, they are intellectually inferior to men and not able to benefit from education is laughable, given their own statistics. Women and girls were greatly benefited by the government’s literacy campaign, and by 2009, made up more than half of the students in Iranian colleges and universities. This happened in spite of the fact that women are prevented from entering certain fields of study not deemed appropriate to their gender. The educational successes of young Iranian women are all the more notable, given that discrimination against these highly qualified and educated young women means that they do...more
Feb. 27, 2018, 11:14 p.m.
Countries: Niger
Variables: AFE-PRACTICE-3

"It should be noted, however, that people’s attitudes and behaviours toward school, especially in the countryside, are not always favourable. Access and retention of girls remains a problem, one that arises mainly from sociocultural and economic obstacles such as early marriage and poverty. One of the objectives of the Ten-Year Education Development Programme (PDDE) requires strong mobilization and real involvement of all stakeholders through appropriate educational strategies and formulas" (pg 13). "Accordingly, the Ministry of National Education, through the Directorate for the Promotion of Girls’ School Enrolment and with the support of its partners, has developed strategies for behavioural change to achieve greater social mobilization in favour of education in...more
Jan. 10, 2018, 4:16 p.m.
Countries: Afghanistan
Variables: AFE-PRACTICE-3

"Karima, who like many Afghans goes by one name, secretly attended sixth grade in Paktia's capital, Gardez, but her family forced her to stop. 'When my brothers learned about it, they burned my books,' she said. 'Now me and my two sisters are at home, not allowed to go to school'" (para 16-17).
Jan. 10, 2018, 4:12 p.m.
Countries: Afghanistan
Variables: AFE-PRACTICE-3

"Just 5% of the province's 50,000 school-aged girls make it to sixth grade" (para 15). This data refers to the province of Paktia (CODER COMMENT-BCT).
Dec. 14, 2017, 8:03 p.m.
Countries: Bangladesh
Variables: AFE-PRACTICE-3

At 9:31 of the video Razia's teacher says "Razia was my student from class 1. She picked up everything I taught her right away. The girls are good students , but their parents can’t leave them behind on their own. After class 5 or 6, when the girls can’t study anymore, the marriage proposals start and then they marry. Parents think, if they marry their daughter off, they won’t have the financial burden of looking after her" (ENB-Coder Comment)