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

Latest items for ASR-PRACTICE-1

Sept. 12, 2017, 2:28 p.m.
Countries: Canada
Variables: ERBG-PRACTICE-1, ASR-PRACTICE-1, ASR-DATA-1

"The female half of Trudeau's cabinet included Jody Wilson-Raybould, appointed justice minister and attorney general, Jane Philpott, the new health minister, and Catherine McKenna, who was given the role of environment and climate change minister.Men still held the portfolios of finance, foreign affairs, and transport, among others"(para 6-7)
Aug. 15, 2017, 7:56 p.m.
Countries: Kenya
Variables: ASR-PRACTICE-1

"In the town of Entasopia, the girls are undergoing a rite of passage that resembles the tribe’s customary coming-of-age ceremony—but without the usual horror of genital mutilation.'I am very happy because I will not be married off at this age,' says 12-year-old Joan Siyuama as she drinks raw blood from a slaughtered bull to signify her ascendance to adulthood after participating in the ceremony. 'I will now go to school and achieve my dream of becoming a doctor'"(para 1-2)."'In the Maasai community, we have no female doctors, teachers, journalists or any other position in the government because of this practice,' says Ole Lelein Kanunga, a Maasai man leading the campaign ...more
Dec. 2, 2016, 5:11 p.m.
Countries: Slovenia
Variables: ASR-PRACTICE-1

"The Commission for the Promotion of Women in Science...plays an important role in challenging stereotypes and raising gender equality awareness in science; through its activities, it draws attention to practices that discriminate against women in science and promotes awareness of these issues. In 2012, it organised a conference ‘Inequality in Science: Gender, Ethical and Civil Perspective’ and, in 2013, a conference ‘Hidden Discrimination against Women in Science’" (15)
Dec. 2, 2016, 5:11 p.m.
Countries: Slovenia
Variables: ASR-PRACTICE-1

"The Commission for the Promotion of Women in Science is an expert body working within the Ministry of Education, Science and Sport; it is composed of 14 members. In the years following its establishment, the Commission carried out numerous important tasks. It has been very active in the field of informing and raising public awareness on issues concerning women in science, collected data and was also engaged in abolishing discriminatory provisions relating to the provision of funding for research work, it has supported gender balanced representation in scientific decision-making bodies, gender-sensitive language, etc. The Commission prepares its annual work plan and draws up a report thereon" (10)
Nov. 27, 2016, 12:47 p.m.
Countries: India
Variables: ASR-PRACTICE-1

"The Jaipur-based duo, who completed the two-year training from Mumbai-based Darul Uloom-i-Nisawan, were handed over their certificates for 'Qaziyat' on Friday, which officially call them Qazi Jahan Ara and Qazi Afroz Begum, respectively. 'I completed the course in the light of Quran, Hadith and Indian Constitution. I learned about the rights of women, which Quran bestowed to them some 1,500 years ago. It was a challenging task for me but I passed with 69% marks,' Jahan Ara said, adding that being a Qazi is a matter of pride for her (Para 2-3).
Nov. 17, 2016, 4:20 p.m.
Countries: Uzbekistan
Variables: ASR-PRACTICE-1

"For purposes of undertaking specific measures to raise awareness of the Convention among representatives of the courts and judicial bodies, procurators, lawyers and legal consultants, matters involving safeguarding the rights of women and gender equality have been included in a number of scholarly disciplines taught at the Department of International Law and Human Rights and other departments of the Ministry of Justice Centre for Professional Advancement of Jurists, the Higher Training Courses of the Office of the Procurator-General, the Academy of the Ministry of Internal Affairs, the Tashkent Law University and the University of World Economics and Diplomacy" (13). "In 2010, civil courts of the Republic examined 22 claims involving ...more
Aug. 23, 2016, 12:34 p.m.
Countries: East Timor
Variables: ASR-PRACTICE-1

"The Government, through the Ministry of Education under the Department of Non-Formal Education, is now implementing a program to reduce and eliminate illiteracy in Timor-Leste. This program was implemented in 13 districts and 65 sub-districts. The total number of students registered was 9,677; around 85.2% of data had no classification with regard to the sex of the students" (39).
July 27, 2016, 11:03 p.m.
Countries: Barbados
Variables: ERBG-PRACTICE-1, ASR-PRACTICE-1

"The programmes of the Barbados Vocational Training Board are geared towards equipping the workforce with the high quality skills needed to enhance Barbados’ competitiveness internationally. Though participants continue to large degree to opt for traditional gender-identified training, The BVTB does not place any restrictions on the participation of women in any fields. Consequently, as well as enrolling in traditional areas, some women do enrol for training at this institution in order to gain access in the non traditional areas of employment, and this training allows them to work in areas which men traditionally dominated. A notable area is construction" (29)
July 19, 2016, 3:56 p.m.
Countries: Trinidad/Tobago
Variables: ASR-PRACTICE-1

"The National Institute of Higher Education, Research, Science and Technology (NIHERST) launched the “Caribbean Women in Science and Their Careers” – the 5th publication in series on icons in science technology and innovation, and also collaborated with training institutions to produce a publication on Trinidad and Tobago Icons in Science, Technology and Innovation (volume 2), featuring 29 outstanding scientists, engineers and innovators in the country." (36)
July 18, 2016, 9:43 p.m.
Countries: Peru
Variables: ASR-PRACTICE-1

"In Peru, for example, the ProJoven programme targeted young women and men from poor families living in urban areas, providing three months of classroom training and internships, with the explicit aim of equipping women with skills for traditionally male occupations. Trainees received a stipend, with mothers receiving double the regular amount to support their participation. After 18 months, female participants were 15 per cent more likely to be employed and they generated 93 per cent more labour income compared to non-participants with similar backgrounds. Levels of occupational segregation were also lower among participants" (93).
July 18, 2016, 9:33 p.m.
Countries: Nigeria
Variables: ASR-PRACTICE-1

"In Nigeria, for example, the Youth for Technology Foundation has established the Young Girls Science and Health Tele-Academy, which encourages girls to identify real-life challenges in their communities and to conduct scientific research and adapt engineering techniques to address them. More than half of the graduates from the Tele-Academy have gone on to study science, technology, engineering and mathematics (STEM) at university or pursue careers in these areas" (93).
July 14, 2016, 5:39 p.m.
Countries: Rwanda
Variables: ERBG-PRACTICE-1, ASR-PRACTICE-1

"Measures were taken by various institutions (MIGEPROF, IMBUTO Foundation, etc.) to encourage women and girls to undertake activities that were traditionally considered as done by men like construction, taxi driving and to undertake courses that were traditionally left to men or boys such as engineering, science courses in general" (27-28)
July 5, 2016, 7:37 p.m.
Countries: China
Variables: ASR-PRACTICE-1

"Technical and vocational training to create new job-opportunities and requalification of workers, regardless of gender, are organized and/or co-organized by the LAB. It should be noted that there is no training programme launched specifically for women, yet, some of them are more popular among women, hence, as shown in the table below, the number of females are much higher than that of males as regards some training programmes, e.g. the “Employment Assistance Training Programme for Middle-Aged Persons” (aged 35 years or above), which offers a number of courses to improve the skills of middle-aged workers and to re-qualify them in accordance with market needs. Between 2003 and June 2010, generally, ...more
May 28, 2016, 6:59 p.m.
Countries: Armenia
Variables: ASR-PRACTICE-1

"In recent years, in the field of higher professional education, higher enrolment ratio for women is observed in professions, such as economics, law, health care, pedagogy and arts. Although the prevalence in the number of women in the fields of pedagogy, arts and health care is traditional, however, women, nowadays, also prefer the fields of economics, applied mathematics and law. This is preconditioned by both high demand on the labour market for these professions and formation of new relations in the society, as well as by the need of equal participation of men and women in various spheres of social life" (23).
May 15, 2016, 7:55 p.m.
Countries: Montenegro
Variables: ASR-PRACTICE-1

"For several years now the University of Montenegro has implemented a project in cooperation with the University in Oslo on introduction of gender studies in the curricula. A series of workshops, seminars and research projects has been organized at the Faculty of Philosophy under the project with the basic aim of better understanding and expanding knowledge on gender relations between the University professors and students on the Western Balkans. The school “Gender Studies” was organized at the Mediterranean University in March 2009 with assistance of the Gender Equality Office and in cooperation with the UNDP Office in Podgorica. Private university UDG also launched implementation of women’ s studies in the ...more
April 14, 2016, 10:46 p.m.
Countries: Madagascar
Variables: ASR-PRACTICE-1

"Since 2008, awareness-raising sessions on 'the possibilities for girls to choose careers traditionally assigned to boys' have been carried out by the Ministry of National Education every year, at an average of 140 educational establishments. With the aim of doing away with the stereotyped image of girls as being destined for domestic work and the traditional concept of certain careers being reserved for girls or boys, the Office for Mass Education and Civics Teaching has drawn up a school programme of civics education advocating sexual equality in the spheres of domestic work and careers. To increase public awareness of the problem, booklets and posters calling for equal treatment of girls ...more
April 8, 2016, 2:29 a.m.
Countries: Iran
Variables: ASR-PRACTICE-1

"The Iranian 'Supreme Revolutionary Council' ordered the government to include a program to 'take appropriate measures to guide women at the universities to find majors appropriate with family responsibilities'. The bill was ironically named, 'Promotion of women’s participation in higher education!' The efforts by the Iranian regime to eliminate women from higher education were intensified in 2012, when women were officially banned from studying in 77 majors and a cap was put in place for women who were allowed to study in other majors7. Majors where women's participation is either banned or restricted include political sciences, English language and literature, paleontology, restoration of historical buildings, counseling, general psychology, social work, ...more
April 4, 2016, 7:21 a.m.
Countries: Israel
Variables: ASR-PRACTICE-1

"The Department for Gender Equality has held several seminars and conferences for teachers regarding empowerment of female pupils in mathematics and science, blocking elements and the ways of removing them" (83). "The traditional stands and cultural stigmas among the Arab population define the acceptable limits to traveling alone to school and work. Arab women are often reluctant to attend courses that require traveling to other towns. Not all vocational courses are available in the women’s residential towns, often because of lack of proper framework, candidates, and future job opportunities. Due to the above, many Arab women attend “traditional” courses that are local, and are likely to enable them to meet ...more
March 29, 2016, 3:26 p.m.
Countries: Montenegro
Variables: ASR-PRACTICE-1

"The Committee notes with concern that women and girls are underrepresented in traditionally male-dominated fields of studies, including in postgraduate programmes, such as engineering and information technology, and that they are concentrated in traditionally female-dominated fields." (7)
March 14, 2016, 11:26 a.m.
Countries: Georgia
Variables: ASR-PRACTICE-1

"The data of the National Examination Centre shows that women are also well-represented in the departments of science, where number of male and female students is almost equal and at some stages number of female students has been even higher. It is relevant to look a performance of female students in unified national examinations in science, math, general abilities test and English language. Although technical fields have been traditionally male dominated in Georgia, in recent years slight increase in number of female students in such technical areas as departments of engineering can be observed. Namely, in 2005-2010, number of female students admitted to the departments of engineering increased by 9 ...more
March 3, 2016, 11:33 p.m.
Countries: Japan
Variables: AFE-PRACTICE-1, ASR-PRACTICE-1

"While noting the many initiatives undertaken to ensure women’s equal rights with men in the field of education, the Committee is concerned that, despite strong opposition, the Basic Act on Education has been amended and article 5, which refers to the promotion of gender equality, has been removed. The Committee also notes with concern that women continue to be concentrated in traditional fields of study and are underrepresented in academia as students and as faculty members, particularly at the professorial level" (9). "The Committee notes the lack of information and statistics about vulnerable groups of women, particularly rural women, single mothers, women with disabilities, refugees and migrant women who often ...more
March 3, 2016, 2:42 p.m.
Countries: Gabon
Variables: ASR-PRACTICE-1

"An examination of the situation in the area of secondary education shows that very few girls take up science and technology after the troisieme [year 10]. In public schools, they only amount to 8.76 per cent in the seconde C [year 11] and in their final year they have only a marginal presence. In private schools, the trend is slightly higher" (21)
Feb. 26, 2016, 10:59 a.m.
Countries: Guinea
Variables: ASR-PRACTICE-1

"In addition to the NAFA centres, each of the country’s 38 urban municipalities has a women’s self-help centre. The centres were established to allow girl school dropouts to learn a trade, so that they could be independent in the future" (16)
Feb. 26, 2016, 10:59 a.m.
Countries: Iran
Variables: ASR-PRACTICE-1

"For more than a decade girls have surpassed boys in the national university entrance exams at the undergraduate level. In 2009, 62.7 per cent of students who passed exams and enrolled in undergraduate courses were women and only 37.3 per cent were men. The IRI has been taking measures to change this disparity, such as limiting women's admission to certain courses. Iran University of Science and Technology, for instance, is not admitting women in any but two of its post-graduate courses this year. Several courses, such as mining engineering or gas industries, have been off the list of choices for women for many years. In August 2012, news spread that ...more
Feb. 26, 2016, 10:57 a.m.
Countries: Malawi
Variables: ASR-PRACTICE-1

"The other limiting factor for female admission has been, until recently, the overemphasis on good passes in science subjects including mathematics. In most cases, it has been male students who have had an upper hand in science subjects than females, a fact which has perpetuated the enrolment differences between males and females. On the whole, male students have always enjoyed a higher pass rate than their female counterparts. For instance, in 2010 nearly 58 percent male students passed their Malawi School Certificate of Education Examinations (MSCE) against 46.5 percent for females" (19)
Feb. 26, 2016, 10:47 a.m.
Countries: Malawi
Variables: ASR-PRACTICE-1

"The other limiting factor for female admission has been, until recently, the overemphasis on good passes in science subjects including mathematics. In most cases, it has been male students who have had an upper hand in science subjects than females, a fact which has perpetuated the enrolment differences between males and females. On the whole, male students have always enjoyed a higher pass rate than their female counterparts. For instance, in 2010 nearly 58 percent male students passed their Malawi School Certificate of Education Examinations (MSCE) against 46.5 percent for females" (19)
Feb. 24, 2016, 12:58 p.m.
Countries: Sweden
Variables: AFE-PRACTICE-2, AFE-PRACTICE-3, ASR-PRACTICE-1

"Women in Sweden have higher education than men and have dominated education in economics and law degrees for many decades" (13)
Feb. 18, 2016, 4:31 p.m.
Countries: Senegal
Variables: ASR-PRACTICE-1

"In the area of apprenticeships, out of a total of 1,284 apprentices, 90 per cent (1,162) are boys, and only 10 per cent (122) are girls. Girls are serving as apprentices only in the fields of motor vehicle technology and textiles, specifically traditional dress-making and garment production. Many boys, on the other hand, serve as apprentices in traditional dress-making, as well as in all other trades" (38). "In the case of vocational, industrial and technical subjects, 90 per cent of students are boys and just 10 per cent are girls. This is because certain trades, which require physical strength, were once male-oriented. However, with the reform of the Ministry and ...more
Feb. 4, 2016, 2:59 p.m.
Countries: Tanzania
Variables: ASR-PRACTICE-1

"There is increasingly improvement across many areas or fields of education and training for girls and women; but they are still concentrated in a narrow range of subject areas. The gender differences in education and training have implications later in life of these women and girls; as a result, they are over-represented in certain areas low and often stereo-typed careers such as nursing and teaching; while they are under- represented in science, engineering, computer science and other technological fields" (26). "Through the foregoing initiatives, the State Party has recorded the following achievements in respect of Zanzibar,... and establishment of Special Girls Science Classes at Benbellah Secondary School in Unguja and ...more
Jan. 18, 2016, 4:42 p.m.
Countries: Bangladesh
Variables: AFE-PRACTICE-1, ASR-PRACTICE-1

"'You’re fourteen. So you started working when you were 13 years old?' 'Yes.'" At 18:55 the narrator asks a girl how old she is and she nods her head yes to answer the narrator's questions. Working at this age can be a barrier to studying (MLFD-Cdoer Comment). "'How old are you?' '14.' 'How long have you been working here?' '2 years.' 'How old are you?' '12 years old.' 'Do you go to school?' 'I used to.' 'How much money do you make here?' '2,500. If I work overtime, then more.'" At 19:44 this excerpt is a conversation with the narrator and two girl workers in a finishing factory (MLFD-Coder Comment). ...more