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

Latest items for ASR-PRACTICE-1

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

"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

"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

"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).