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

Latest items for ASR-PRACTICE-1

July 18, 2019, 10:36 p.m.
Countries: Slovakia
Variables: ASR-PRACTICE-1

"The Committee notes that legislative measures have been taken to prohibit discrimination in education and that the national action plan for gender equality for the period 2014-2019 is aimed at promoting women’s studies in science and technology. 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).
July 12, 2019, 8:51 a.m.
Countries: Cambodia
Variables: ASR-PRACTICE-1

"In secondary schools, vocational training and life skill programs have been upgraded to better equip female students, including those who may not continue with higher education. In 2015, a mechanism for career counseling for secondary students was introduced, including the training of teachers" (23).
July 9, 2019, 10:16 a.m.
Countries: Romania
Variables: ASR-PRACTICE-1

"(c) The persistent gender segregation in education, the low number of female students enrolled in vocational training courses and in scientific and technological disciplines and the fact that the higher participation of women in tertiary education does not translate into their labour market participation" (10).
July 4, 2019, 9:20 a.m.
Countries: Saudi Arabia
Variables: ERBG-PRACTICE-4, ASR-PRACTICE-1

"Saudi women still need permission from their male guardians to get a passport, leave the country and to pursue certain kinds of jobs or medical treatments" (para 24).
June 25, 2019, 9:19 p.m.
Countries: Paraguay
Variables: ASR-PRACTICE-1

"The lack of information provided by the State party on measures taken to encourage girls to participate in non-traditional fields of study and career paths, such as mathematics, informatics, technology and science" (9).
June 17, 2019, 3:53 p.m.
Countries: Iceland
Variables: ASR-PRACTICE-1

"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." (para 27). "It is also concerned about the limited space given to women in the history books used at school, girls’ limited participation in sports education and the reportedly higher dropout rate among migrant girls." (para 27).
June 7, 2019, 2:07 p.m.
Countries: Cape Verde
Variables: ASR-PRACTICE-1

"In terms of higher education, course choices remain stereotyped, which could still be linked to previous girls’ areas of choice in high school" (20). "In 2016, in commemoration of Girls in ICT Day, the Research and Training Centre in Gender and Family (CIGEF) organized an international conference on the Empowerment of Women in the ICT sector in Cabo Verde — Opportunities and Challenges, to promote public debate on the issue. And in 2017, the Week of Informatics and Multimedia Technologies, focused on the use of cell phones as a means for informational and media literacy with young women in out-of-school education. The First Lady has conducted several talks in secondary...more
June 4, 2019, 4:55 p.m.
Countries: Austria
Variables: ASR-PRACTICE-1

"A number of nationwide and provincial initiatives, projects and support mechanisms for women and girls are designed to overcome access barriers to education, training and work opportunities in the fields of natural science and technology. Many initiatives can be found at the online platform www.meine-technik.at. It provides comprehensive information for the target group, i.e. women and girls, as well as interested teachers, companies and parents. The platform has about 4,600 visitors every month and currently provides information about 336 projects free of charge. Existing successful initiatives to reduce gender-based stereotypes in the context of career choices will be continued and expanded. For example, an action day called Girls’ day has...more
May 28, 2019, 9:33 p.m.
Countries: Sweden
Variables: ASR-PRACTICE-1

"However, the Committee is concerned that stereotypical choices and segregation remain a challenge, starting with preschools, where the teaching staff is still largely female, while in vocational training and in some fields of higher education women are underrepresented. It is also concerned at continued horizontal segregation with respect to women’s participation in natural science and technology-related research, including their limited access to research grants and funding and to postgraduate studies" (9).
May 28, 2019, 5:40 p.m.
Countries: Yemen
Variables: ASR-PRACTICE-1

"Within the country’s limited professional sphere, women have low rates of representation in a range of fields, including the security sector" (39).
May 27, 2019, 1:48 p.m.
Countries: Netherlands
Variables: ASR-PRACTICE-1

"The persistent segregation in the field of education, in particular in vocational training and higher education, and the underrepresentation of women and girls in traditionally male-dominated subjects in senior secondary general education and pre-university education" (9). "The fact that women and girls continue to be concentrated in traditional fields of study in Curaçao, even though they constitute twice the number of men and boys at the University of Curaçao" (10).
May 13, 2019, 2:21 p.m.
Countries: Germany
Variables: ASR-PRACTICE-1

"Women continue to prefer traditionally female-dominated fields of study and career paths and are underrepresented in certain fields of vocational education and training and of higher education, such as science, technology, engineering and mathematics" (12).
May 9, 2019, 3:13 p.m.
Countries: Guyana
Variables: ASR-PRACTICE-1

"From 2011 to 2015 approximately 450 women participated in training programs offered for computer literacy, food preparation, entrepreneurship, information technology, office procedures and literacy resulting in certification from the GWLI. Some women have continued onto higher education programs but increasingly women are becoming participants in micro enterprise and small business after participation in training programs" (18). "The National Training Project for Youth Empowerment (NTPYE) executed by the BIT provides insight about girls’ enrolment into non-traditional areas of academia. This programme makes no gender distinction in the selection of individuals for training programmes. Females have traditionally benefitted from training and often outnumber male counterparts, e.g. the percentage of females for the...more
April 27, 2019, 9:12 p.m.
Countries: Switzerland
Variables: ASR-PRACTICE-1

"The Committee welcomes the State party’s efforts to improve its institutional and policy framework aimed at accelerating the elimination of discrimination against women and promoting gender equality, including the adoption or establishment of the following: (...) Equal Opportunity at Universities of Applied Sciences Programme (2013-2016);" (2). "The Committee welcomes the measures taken by the State party to address discriminatory stereotypes in education, in particular at the tertiary level, but remains concerned that:(b) 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...more
April 19, 2019, 9:51 a.m.
Countries: Bosnia-Herzegovina
Variables: ASR-PRACTICE-1

"Regarding Recommendation 32 (a) CEDAW/C/BIH/CO/4-5, the Federal Ministry of Education and Science (FMOES) signed Memorandum of Understanding on the establishment of a Partnership of policies for lifelong entrepreneurial learning in the FBiH, followed by the adoption of the Action Plan. FMOES also provides financial support to retraining and upskilling programmes, with a focus on the female population" (27). "In BiH the “International Girls Day in ICT” is celebrated in order to encourage greater interest in education, innovation, technical, technological and ICT fields. Since 2011, the GCRS has particularly intensified activities on marking this day, which was recognized as an example of good practice at the international level" (27).more
April 9, 2019, 3:47 p.m.
Countries: Canada
Variables: ASR-PRACTICE-1

"(c) That women are still concentrated in traditionally female-dominated fields of study and career paths and are underrepresented in vocational training and in certain fields of higher education, such as mathematics, information technology and science" (13).
April 9, 2019, 12:57 p.m.
Countries: Iran
Variables: ASR-PRACTICE-1

"Quotas and other restrictions nonetheless limited women’s admissions to certain fields and degree programs" (35).
March 31, 2019, 3:59 p.m.
Countries: Russia
Variables: SEGI-PRACTICE-3, ASR-PRACTICE-1

"The university came under criticism from nationalist politicians in 2016 because of a gender studies course it had offered" (29).
March 22, 2019, 6:14 p.m.
Countries: Cyprus
Variables: ASR-PRACTICE-1

"One of the main objectives of the SAPGE (2014-2017) is to eliminate gender stereotyping and gender bias in job selection, as these prejudices are considered largely responsible for women’s unemployment and limited job choices. Education and the media can play a crucial role in changing this. In line with this view, the MOEC has drafted an Action Plan in Education (2014-2017), which focuses on eliminating gender stereotypes in education" (22-23). "In line with the objectives of the AP and the Concluding Observations, several measures have been applied, including: . . . c) Awareness-raising of male/female dominated occupations and promoting diversification of women’s academic and professional choices. The MOEC, in collaboration...more
March 21, 2019, 11:12 p.m.
Countries: Syria
Variables: ASR-PRACTICE-1

"Da’esh also banned several basic education subjects, such as chemistry" (para 208).
March 13, 2019, 7:37 p.m.
Countries: Colombia
Variables: ASR-PRACTICE-1

"As a tool for economic empowerment of women in the field of Information and Communications Technology (ICT), significant headway is being made in implementing and enhancing initiatives to encourage ICT use. While the challenges will still be many, significant progress can be seen today in the pursuit of more than 80 initiatives that are committed to Colombian women’s development. In that respect, the following actions are being taken. a) “Plan Vive Digital”: responds to the challenge of use and appropriation of technology throughout the country. More than 85,000 women have been trained in basic office automation, computer and Internet tools. More than 170,000 women in the civil service have been...more
March 1, 2019, 11:52 p.m.
Countries: Qatar
Variables: ASR-PRACTICE-1

"With regard to specialized vocational educational opportunities available to female students in the State of Qatar, a Qatar School of Banking Studies for Girls was opened in the academic year 2015-2016. It offers specialized high-quality education in the area of banking and business administration with a view to qualifying female human resources and integrating them into the economic sector" (35). "The State has taken a number of measures to encourage women to enrol in such specialized vocational education. We draw attention to the following: 1) Financial allocations have been set aside for female students as an incentive to enrol. 2) Annual awareness campaigns are conducted to make female students at...more
Jan. 29, 2019, 2:53 p.m.
Countries: Kuwait
Variables: ASR-PRACTICE-1

"Highly qualified women are concentrated in teaching positions" (pg. 9). "Women and girls are faced with de facto exclusion from professional training in mechanics, construction and architecture" (pg. 10).
Jan. 25, 2019, 9:57 p.m.
Countries: Israel
Variables: ASR-PRACTICE-1

"Women remain underrepresented in high-level academic positions and in scientific fields" (pg. 13).
Dec. 14, 2018, 9:45 p.m.
Countries: Malawi
Variables: ASR-PRACTICE-1

"Many parents did not want to hear Kachindamoto's pleas to keep their girls in school, or her assurances that an educated girl would bring them a greater fortune. The common response was that she had no right to overturn tradition, nor, as the mother of five boys, to lecture others on the upbringing of girls" (para 30-31). "Over the past three years, Kachindamoto has broken up more than 850 marriages, and sent all of the children involved back to school" (para 39). "Kachindamoto says she often pays for, or finds other sponsors to pay for, the schooling of girls whose parents cannot afford to pay school fees. Through a network...more
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).