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

Latest items for ASR-PRACTICE-1

Dec. 6, 2018, 12:25 p.m.
Countries: Trinidad/Tobago
Variables: ASR-PRACTICE-1

"The Committee is concerned, however, at: . . . (d) Information that, notwithstanding the achievements in eliminating sex segregation in fields of study to facilitate women’s choice of non-traditional and higher-paying career paths, girls continue to lag behind boys in the field of engineering" (page 9-10). "The Committee . . . is concerned, however, at: . . . (c) Information that the provision of skills training, including the craft training programme for women, focuses on traditionally female -dominated fields and that training in non-traditional fields is not systematically offered" (page 12).
Nov. 15, 2018, 12:07 p.m.
Countries: Mexico
Variables: ASR-PRACTICE-1

"It is concerned at the feminization of certain fields of education, such as teaching and the low participation of girls in technical vocational education, which ultimately results in sex segregation of the labour market and in low-paid jobs for women" (8).
Nov. 9, 2018, 11:06 a.m.
Countries: North Korea
Variables: ASR-PRACTICE-1

"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, and the fields of study and career paths that they are allowed or encouraged to choose" (6).
Nov. 7, 2018, 5:27 p.m.
Countries: Saudi Arabia
Variables: ASR-PRACTICE-1

Taking in mind women are barred from driving, "That means no driver’s education for female students" (para. 6).
Oct. 31, 2018, 1:23 p.m.
Countries: Japan
Variables: AFE-PRACTICE-1, AFE-PRACTICE-2, ASR-PRACTICE-1

"For more than a decade, investigators found, the school (Tokyo Medical University) had systematically altered entrance-exam scores to restrict the number of female students and to award admission to less-qualified male applicants. The supposed rationale, that female doctors are prone to leave the profession after marriage or childbirth, only inflamed a national debate on gender inequality" (para. 1).
Sept. 21, 2018, 5:23 p.m.
Countries: Oman
Variables: ASR-PRACTICE-1

"In affirmation of the role played by women in the development of culture and sustainable development, the General Information Technology Authority has established Knowledge Society Centres for women in the Sultanate’s governorates to provide digital knowledge and information technology training and qualification opportunities for women. During 2009-2015, 36,196 women and 19,489 men benefited from these centres. In order to round out the efforts of the National Information Safety Centre in the Information Technology Authority to empower women in the area of positive family development and protection of the child from the hazards of the Internet, an information safety programme has been designed for women and families to give Omani women...more
Sept. 5, 2018, 10:23 a.m.
Countries: Costa Rica
Variables: ASR-PRACTICE-1

"Nonetheless, despite affirmative actions taken by this entity’s Gender Unit to promote the incorporation of women in various non-traditional technical courses, the results show that they continue to engage mainly in traditionally feminized occupations (commerce and services, textiles, health and handicrafts)" (23).
Sept. 5, 2018, 9:58 a.m.
Countries: Thailand
Variables: ASR-PRACTICE-1

"Gender segregation in higher education, with low enrolment of women and girls in non-traditional fields of study, such as technology, engineering, mathematics and agriculture" (10).
Sept. 5, 2018, 9:42 a.m.
Countries: Vietnam
Variables: ASR-PRACTICE-1

"The Committee notes with concern: (a) That there is a lack of monitoring and insufficient resources for the education sector; (b) That discriminatory gender biases and stereotypes are perpetuated in education materials; (c) That girls are segregated in traditional fields of study; (d) That girls belonging to ethnic minorities have limited access to all levels of education. " (8).
Sept. 4, 2018, 10:29 a.m.
Countries: South Africa
Variables: ERBG-PRACTICE-1, ASR-PRACTICE-1

"Traditional gender stereotypes, such as 'mining is a man’s job' and 'women should be nurses' persisted" (51).
Aug. 31, 2018, 11:40 p.m.
Countries: Ireland
Variables: ASR-PRACTICE-1

“The Committee welcomes the number of measures taken to further improve women’s and girls’ access to quality education such as the Better Outcomes, Brighter Futures (2014-2020) framework, which acknowledges the need to pay particular attention to the need to develop girls’ skills in science, technology, engineering and mathematics” (10)
Aug. 31, 2018, 11:40 p.m.
Countries: Ireland
Variables: ASR-PRACTICE-1

“a number of academic institutions have signed up to the Athena SWAN Charter, which seeks to advance women’s careers in science, technology, engineering and mathematics. The Committee further welcomes the introduction of a new short course in social, personal and health education for the junior cycle” (10)
Aug. 25, 2018, 2:06 p.m.
Countries: Iceland
Variables: ASR-PRACTICE-1

"The Committee welcomes the fact that equality has been one of the pillars of the 2011 national curricula and that the State party intends to prepare an action plan on ways of reducing gender-stereotyped educational and vocational choices. The Committee also notes the establishment of feminist clubs and initiatives by individual teachers to offer gender courses at the secondary level of education. The Committee nevertheless remains concerned about the continued prevalence of stereotypical educational choices by women and girls, as well as by men and boys, resulting in the underrepresentation of women and girls in fields of study that are traditionally dominated by men. It is also concerned about the...more
Aug. 24, 2018, 12:29 p.m.
Countries: Burma/Myanmar
Variables: ASR-PRACTICE-1

"The Committee commends the State party on its efforts to ensure equal access for women and girls to all levels of education and the increase in the rate of girls’ participation in primary and secondary education. The Committee is concerned, however, about: (a) Discriminatory admission criteria that require women, but not men, to attain specific grades in order to enrol in certain traditionally male-dominated courses, such as engineering, at the tertiary level . . . and the fact that women are concentrated in traditionally female-dominated fields of vocational training" (page 11).
Aug. 20, 2018, 11:08 a.m.
Countries: Philippines
Variables: ASR-PRACTICE-1

"The Committee is concerned about: . . . (b) Gender segregation in higher education, with low enrolment of women and girls in non-traditional fields of study such as science, technology, engineering, mathematics and agriculture" (page 9).
Aug. 15, 2018, 9:40 a.m.
Countries: Montenegro
Variables: ASR-PRACTICE-1

"The NAP for Gender Equality envisages for the year 2016 to conduct the campaign for encouraging men and women to educate for the professions in which they have not been traditionally represented, and for which there is the need at the labour market" (page 24). "In primary school 'Božidar Vuković Podgoričanin' the Club stimulating entrepreneurship of RE girls is set up. It organizes workshops attended by 8th grade girls, with the aim to develop the skills needed for entrepreneurship" (page 27).
Aug. 10, 2018, 8:49 p.m.
Countries: Slovakia
Variables: ASR-PRACTICE-1

"The Committee is concerned, however, about the persistent gender segregation in education, the low level of participation of women and girls in mathematics, science and technology studies and the low level of representation of women in teaching positions in higher education" (7).
Aug. 6, 2018, 2:45 p.m.
Countries: Montenegro
Variables: ASR-PRACTICE-1

“[There is a] concentration of girls in traditional fields of study” (9)
July 11, 2018, 8 p.m.
Countries: Uruguay
Variables: ASR-PRACTICE-1

"The Committee is, nonetheless, concerned about: . . . The continued concentration of women in traditionally female-dominated fields of study, such as teaching; (c) The underrepresentation of women in high-level academic positions" (page 10).
June 26, 2018, 9:09 a.m.
Countries: New Zealand
Variables: ASR-PRACTICE-1

"Women are gaining qualifications at a greater rate than men but their skills are not being translated into greater career and development opportunities. A substantial proportion of both women (47 per cent) and men (53 per cent) work in occupations that are at least 70 per cent dominated by their own gender. MfW is working on initiatives to attract and retain priority groups of women in occupations where high growth is projected and where women are currently underrepresented, in particular science, technology, engineering and mathematics (STEM) and information and communications technology (ICT) industries, and construction and trades" (page 9-10). "Fields of study still vary considerably by gender. In 2013 female...more
June 8, 2018, 1:24 p.m.
Countries: Turkey
Variables: ASR-PRACTICE-1

"In line with article 10 of the Convention, the Committee draws attention to Sustainable Development Goal 4.1 and calls upon the State party to . . . develop a policy aimed at intensifying girls’ access to higher education and technical and vocational training for women, in traditionally male-dominated fields and others" (page 14) (Coder comment: This indicates that as of 2016, no program was in place to encourage girls to study in non-traditional fields - ARR).
May 11, 2018, 12:35 p.m.
Countries: Belarus
Variables: ASR-PRACTICE-1

" Schools offer “life skills lessons” in which girls are taught cooking and sewing while boys learn woodworking and carpentry, which further upholds traditional gender roles in society" (pg 8). "At the vocational and university levels, women are frequently enrolled in traditionally female-dominated fields of study" (pg 8).
May 9, 2018, 4:01 p.m.
Countries: Haiti
Variables: ASR-PRACTICE-1

"The Committee is concerned about…The lack of congruence between the vocational subjects pursued by girls at the National Institute for Vocational Training and labour market needs" (10-11).
May 5, 2018, 3:12 p.m.
Countries: Slovenia
Variables: ASR-PRACTICE-1

"The Committee is, however, concerned about: (a) The persistent segregation of fields of study at the tertiary level, with women being concentrated in traditionally female-dominated areas and underrepresented in the fields of mathematics, informatics, natural science and technology" (9-10).
May 4, 2018, 10:03 a.m.
Countries: Australia
Variables: ASR-PRACTICE-1

"we are preparing women for the jobs of the future by getting more women into science, technology, engineering and maths (STEM)" (Pg 2). "The Australian Government partners with the Australian Institute of Company Directors (AICD) to deliver scholarships to women aspiring to leadership and board roles. These target key groups of women, including those in rural and remote locations and male-dominated industries. The Australian Government partners with the Australian Institute of Company Directors (AICD) to deliver scholarships to women aspiring to leadership and board roles. These target key groups of women, including those in rural and remote locations and male-dominated industries. In May 2014, the Australian Government funded the Australian...more
April 20, 2018, 4:05 p.m.
Countries: Hungary
Variables: ASR-PRACTICE-1

"the Committee remains concerned that women and girls continue to choose traditionally female-dominated fields of education, such as social sciences and humanities, and that they are underrepresented in technical and vocational training" (7).
April 20, 2018, 1:18 a.m.
Countries: Spain
Variables: ASR-PRACTICE-1

"The Committee is concerned that women and girls continue to choose fields of education that are traditionally female-dominated (only 26.4 per cent of students enrolled in engineering and architecture and 9.8 per cent enrolled in sports studies are women) and that they remain underrepresented in technical and vocational education" (8).
April 14, 2018, 3:43 p.m.
Countries: Switzerland
Variables: ASR-PRACTICE-1

"Gender-stereotyped educational materials in schools and universities have an impact on traditional career choices made by women and girls and, while gender-sensitive teaching materials have been developed in a number of cantons, this practice has not been uniformly applied throughout the State party. Women continue to be drawn to traditionally female-dominated fields of study and career paths and are underrepresented in vocational training and in certain fields of higher education, such as science, technology, engineering and mathematics, as evidenced in the annex to the State party’s report, which demonstrates that there has been little progress in this regard between 1990 and 2010 (less than 10 per cent)" (Pg 12).more
April 11, 2018, 9:23 a.m.
Countries: Burkina Faso
Variables: ASR-PRACTICE-1

"Reservation of 56 per cent of technical education places and provision of science study grants for girls" (14).
April 10, 2018, 10:42 p.m.
Countries: United Arab Emirates
Variables: ASR-PRACTICE-1

" The Committee is concerned at the lack of measures taken to encourage women and girls to choose non-female-dominated fields of study at the post-secondary level" (pg 9).