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

Latest items for ASR-PRACTICE-1

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).
April 10, 2018, 4:23 p.m.
Countries: Mongolia

"The Committee remains concerned at the persistence in the media and in society of deep-rooted patriarchal attitudes and discriminatory stereotypes concerning the roles and responsibilities of women and men in the family, which perpetuate women’s subordination within the family and society and which are reflected, inter alia, in women’s educational and professional choices, their limited participation in political and public life, their unequal participation in the labour market and their unequal status in family relations. The Committee recalls that such discriminatory stereotypes are also root causes of violence against women and expresses concern that, to date, the State party has not taken sustained measures to modify or eliminate discriminatory stereotypes ...more
April 7, 2018, 11:16 a.m.
Countries: Brunei
Variables: ASR-PRACTICE-1

"The Committee is concerned at the persistence of deep-rooted patriarchal attitudes and stereotypes concerning women’s roles and responsibilities that discriminate against women and perpetuate their subordination within the family and society and that, among other things, are reflected in women’s academic and professional choices, their limited participation in political and public life and their unequal position in the labour market and in marriage and family relations. The Committee recalls that such stereotypes are also root causes of violence against women and is deeply concerned at the high prevalence of harmful practices that discriminate against women, such as child marriage and polygamy and female genital mutilation and circumcision" (Pg 5). "The ...more
April 7, 2018, 11:12 a.m.
Countries: Afghanistan
Variables: ASR-PRACTICE-1

"Separate classes and facilities with different courses regarding house management, child development and growth, are provided for married girl student" (Pg 13).
April 4, 2018, 11:54 p.m.
Countries: Portugal
Variables: ASR-PRACTICE-1

"The Committee welcomes the significant achievements of the State party in increasing the participation of women and girls at the secondary and tertiary levels of education. The Committee is, however, concerned about the sex segregation of fields of study and the underrepresentation of girls in technology and vocational courses and apprenticeships at the secondary level, as well as in engineering, manufacturing and construction courses in higher education, which results in similar sex segregation of occupations in the labour market and higher unemployment rates for young women in spite of their higher rate of certification compared with employed males. While welcoming Law No. 69/2009, which mandates sexual education as a compulsory ...more
April 4, 2018, 4:40 p.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).
March 21, 2018, 5:20 p.m.
Countries: Namibia

"The Committee welcomes the revision of the Teenage Pregnancy Policy of 2009 on the prevention and management of pregnancy and the provision of life skills as a subject in schools which, among other things, is focused on the dangers and effects of teenage pregnancy. The Committee is concerned, however, at the high rates of pregnancy that result in girls dropping out of school, in particular in the Kavango and Kunene regions. It is also concerned that girls routinely avoid engineering courses. The Committee is further concerned about the lack of appropriate measures to enforce the law that prohibits corporal punishment and prevent its use in all settings, especially schools. The ...more
March 19, 2018, 2:54 p.m.
Countries: Iran
Variables: ASR-PRACTICE-1

"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 not become gainfully employed. In fact, a quota system to displace top women candidates and give their spots to men was initiated in 2010, by making seventy additional fields of study forbidden to ...more
March 14, 2018, 6:54 p.m.
Countries: Senegal

"The Committee welcomes the allocation of a large part of the State budget to education, the many measures taken to increase access to education for women and girls and the issuance of policy letter No. 004379 of 11 October 2007 by the Ministry of Education authorizing girls to continue their education after giving birth. The Committee remains concerned, however, about: (a) The low enrolment rates of girls at the secondary and tertiary levels of education and the high dropout rates of girls at all levels of education owing to, among other things, early marriage, unequal share of domestic responsibilities, preference given by parents for their sons’ education, and teenage pregnancy; ...more
March 14, 2018, 3:42 p.m.
Countries: Guinea
Variables: ASR-PRACTICE-1

"The Committee is concerned, however, about...The insufficient encouragement for women and girls to access traditionally male-dominated fields of education and careers" (11). "The Committee also welcomes the initiatives of the State party to facilitate the access of women to scientific and technical fields" (11).
March 14, 2018, 12:08 p.m.
Countries: Swaziland

"While welcoming the introduction of free primary education and the high enrolment rate of girls in school, the Committee is concerned about the indirect costs of primary education. The Committee is also concerned that girls make stereotypical choices of subjects and courses, often avoiding science courses. The Committee is further concerned about the: (a) Increasing number of girls who drop out of school, mainly as a result of teenage pregnancy; (b) Widespread cases of abuse of and sexual violence against girls in schools by teachers and when travelling to and from school; (c) Limited provision of age-appropriate sexual and reproductive health and rights education in schools owing to cultural resistance ...more
March 9, 2018, 8:49 a.m.
Countries: Saudi Arabia
Variables: ASR-PRACTICE-1

"Cabinent Decision No. 60 of 28/2/1430 A.H. (17/10/2009), which includes provisions supporting women, such as the expansion of technical and vocational education for girls in a numner of specialties" (22). "Academic departments in universities for females have continued to expand, offering 21 subject areas, including new specialties such as engineering, journalism, law and agriculture" (36). "Regarding vocational training, the number of technical colleges for females throughout the Kingdom has increased over the past decade. There are now 18 such colleges, the first having been established in 2007. These colleges provide quality training to women to enhance their skills and qualify them to enter the labour market. In just under seven ...more
March 7, 2018, 9:50 p.m.
Countries: Mexico
Variables: ASR-PRACTICE-1

"In higher education the affirmative actions for women's participation at the bachelor's level and post-graduate, in engineering, technology or physical and mathematical sciences, increased scholarships from 666 in 2012-2013 to 88563 in 2014-2015. The National Polytechnic Institute (IPN) directs a program to foster the investigation with PEG, and INMUJERES has a Sectorial Fund for Investigation and Development, with the National Council of Science and Technology, to investigate emergent gender themes; in addition to the Sor Juana Inés de la Cruz Gender Thesis Competition. The IPN, in collaboration with Google Mexico, in the Shoot for the Moon project, pushes forward the participation of polytechnics, of mid-superior level, in the context of ...more
March 7, 2018, 6:52 p.m.
Countries: Sri Lanka
Variables: ASR-PRACTICE-1

"More women continue to enter employment areas that were hitherto either dominated by men or were the exclusive domain of men, including the Judiciary, Company Directorships, Banking and Engineering fields. Senior government positions including the office of the Chief Justice, the Attorney General, Chairperson of the University Grants Commission, Secretaries to Ministries including the Ministry of Foreign Affairs and the Ministry of Justice have been / or are being held by female government officers. There is also a significant development in the private sector, where female employees continue to serve in top posts including as company Chief Executive Officers and as members of Boards of Directors. Consistent education policies that ...more
March 5, 2018, 8:53 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).
Feb. 28, 2018, 5:36 p.m.
Countries: Kenya
Variables: ASR-PRACTICE-1

"Government efforts to encourage girls’ uptake of Information, communication and Technology subjects: This is done by equipping schools with computers, capacity building of Science, Mathematics and Technology (STEM) teachers in subject content knowledge and use of gender-responsive pedagogy; sensitizing girls and boys, parents, communities, teachers, PTAs, SMCs, BOGs and educational managers, so as to change beliefs and attitudes about females’ ability in Science, Mathematics and Technology (STEM). The Government is engendering the curriculum and increasing access to gender-responsive Science Mathematics and Technology (STEM) facilities, equipment and text books, especially for girls; implementing affirmative action for qualified females in admissions to Science, Mathematics and Technology (SMT), Technical, Industrial, Vocational and Entrepreneurship ...more
Feb. 26, 2018, 11:33 a.m.
Countries: Australia
Variables: ASR-PRACTICE-1

"Coming from a remote area, she went to boarding school at the age of 13 and didn’t get the experience of helping her father out after school. Boys in boarding school often get the opportunity to learn mechanics and auto-electrics in the classroom, she says" (Para 32).
Feb. 23, 2018, 8:47 p.m.
Countries: Moldova
Variables: ASR-PRACTICE-1

"In Technology Education curricula which are taught in primary schools, modules are not separate for boys and girls. In the secondary school technological education classes are split for girls and boys, but the modules are selected depending on material and technical basis, as well as on teachers’ skills. Enrollment in different modules is voluntary and there are no restrictions for girls or boys. In rural areas such modules as 'Metal Processing Technology', 'Electrotechnology' are requested at 95% by boys. In the IXth grade the module “Professional Areas” is studied, within which the occupational areas are identified and the option for the future occupation/profession is established according to students’ own interests ...more
Feb. 14, 2018, 11:45 a.m.
Countries: Palestine
Variables: ASR-PRACTICE-1

Table 2 on page 36 shows the distribution of males and females across various secondary school fields for the 2014-2015 academic year. 68.5 percent of females students were studying humanities, compared with 60.6 percent of males. 23.2 percent of female students were studying science compared to 25.9 percent of males. 3.9 percent of female students were studying commerce compared to 5.4 percent of males. 0 percent of female students were studying agriculture compared to .4 percent of males. .3 percent of female students were studying industry compared with 3.6 percent of males. 4 percent of both female and male students were studying Sharia. 0 percent of female students were studying ...more
Feb. 7, 2018, 10:37 a.m.
Countries: Sweden
Variables: ASR-PRACTICE-1

"In 2011 the National Agency for Education was commissioned to take action in 2011-2014 to strengthen quality and gender equality perspectives in study and vocational guidance. As part of this action the National Agency for Education is to offer continued professional development for study and career guidance advisers. The purpose of this action is to be able to give pupils broad, balanced and gender-neutral guidance to the labour market. This guidance is to assume that all occupational areas are possible for both girls and boys, women and men. As of the autumn term 2011 new curricula apply to the compulsory forms of school. The Curriculum for the compulsory school, preschool ...more
Jan. 26, 2018, 5:38 p.m.
Countries: Jordan
Variables: ASR-PRACTICE-1

"Teachers lack training on women’s rights and gender equality and career guidance encouraging women and girls to choose non-traditional career paths is limited, in particular in the fields of science and technology" (Pg 12). "The number of women and girls in vocational training is limited" (Pg 12).
Jan. 23, 2018, 3:59 p.m.
Countries: Argentina
Variables: ASR-PRACTICE-1

"the Committee notes with concern...The underrepresentation of women and girls in traditionally male- dominated fields of study, such as mathematics, engineering and new information technologies" (10).
Jan. 20, 2018, 10:59 a.m.
Countries: Bahrain
Variables: ASR-PRACTICE-1

"The Committee appreciates the efforts of the State party to re-examine the stereotyped content of school curricula and books and to provide vocational education to both girls and boys, including in non-traditional fields. The Committee welcomes the efforts of the State party, in partnership with the media, to increase the participation of women and to show a positive and diverse image of women in public life. The Committee remains concerned, however, about the persistence of traditional stereotypes regarding the roles and responsibilities of women and men in society and, in particular, within the family" (pg 4). "The Committee commends the State party for the advances made in the education of ...more
Jan. 6, 2018, 8:11 p.m.
Countries: Kuwait
Variables: ASR-PRACTICE-1

"Sara [who was raised in Kuwait] moved to Cairo to join the English section of the linguistics faculty at Ain Shams University"(1)
Jan. 6, 2018, 8:09 p.m.
Countries: Egypt

"In Egypt, it is common to prohibit veiled women from entering night clubs and pubs. Since last year, an increasing number of veiled women were reported to have been denied entry to restaurants as well. One of the cases that created a fuss was that of Heba Arnaout, a professor of microbiology in her 50s who has been veiled for many years. Going to a restaurant and bar in Cairo's upscale district of Zamalek late in December, she says she was asked to leave with her husband and foreign friends because she was wearing the hijab. They got a table after threatening to go to the police and file a ...more
Dec. 14, 2017, 8:03 p.m.
Countries: Bangladesh
Variables: ASR-PRACTICE-1

At 4:35 of the video Brishti says "As a child I wished to become a doctor. I couldn’t study because of my parents. My mother died. I had a stepmother. From then it was a problem, looking after me. Can a person raise someone else’s daughter? Some can, some can’t. That’s why my father sent me to work in a household. There was one very good house, they kept me for a long time. They taught me a few things, so I could write my own name. I’m working in a garment factory and trying to become and operator. I have to work like that, because I have no other ...more