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

Latest items for ASR-PRACTICE-1

June 9, 2021, 8:43 p.m.
Countries: Poland
Variables: ASR-PRACTICE-1

“'Girls as Engineers!' is an innovative project promoting technical faculties among young women – students of upper secondary schools. In the academic year 2007/2008, when the campaign 'Girls as Engineers!' was launched for the first time, 98,293 women were studying at technical universities. After two editions of the campaign, in the academic year 2009/2010, there were already 104,558 female students. After the last edition of the campaign, in the academic year 2010/2011, 108,534 women studied at technical universities, i.e. 3,976 more than in the previous year. In April 2010 the campaign 'Girls as Engineers!' was extended by a new initiative 'Girls choose science!', aimed at encouraging girls to take up...more
April 26, 2021, 11:49 a.m.
Countries: Italy
Variables: ASR-PRACTICE-1

"In the past it had contributed to a sort of segregation, so that girls tended to study humanistic subjects while boys were oriented to scientific-technical subjects. Although not formally envisaged in the Italian educational system, such orientation still remains...The distinction and different approach to the subjects to be studied by boys and girls emerges more clearly at the higher level of the education, as long as girls tend to get prepared for professions relating to education and services, despite their school curriculum proves to be better, also in scientific and technical subjects. Their results, in terms of scores, are higher, also when passing the State examinations" (57).
Jan. 31, 2021, 1:58 p.m.
Countries: Angola
Variables: ASR-PRACTICE-1

“To ensure the effective functioning of mechanisms for the advancement of women in all areas and levels of women’s empowerment, the Government provides, in a rational manner, human and technical resources to ensure vocational training and improvement of technical skills where necessary for the development of activities with the necessary effectiveness and efficiency, the most important factor being cooperation with institutions of civil society in the framework of strengthened and enhanced capacity for coordination of the various existing mechanisms” (pp. 7). “For the empowerment of women, several occupational training programmes have been carried out at the national level, in which 380 women from associations, cooperatives and civil society organizations received...more
Jan. 20, 2021, 4:06 p.m.
Countries: Afghanistan
Variables: ASR-PRACTICE-1, DTCP-PRACTICE-1

“‘They (the Taliban) deprived us and have warned they would impose fines on the girls if they participated in the exam, each girl has to pay a 40,000 afghani fine if they appeared in the exam,’ said a resident of Badakhshan” (Para 6).
Jan. 1, 2021, 2:57 p.m.
Countries: Tanzania
Variables: ASR-PRACTICE-1

"Each year, the organisation provides dozens of girls with an opportunity to learn a trade so that they can become breadwinners in their own right. The majority of the girls opt for tailoring classes, but others want to take the courses in welding and electrical engineering - professions that challenge the patriarchal and gendered stereotypes so ingrained in Tanzania's communities" (para 82083).
Jan. 1, 2021, 2:12 p.m.
Countries: Iran
Variables: ASR-PRACTICE-1

“He [Iranian Education Minister Mohsen Haji Mirzaee] added that schoolgirls in Iran have been provided with “good learning opportunities” and that the effects of this are visible, citing an example of many girls competing in math and science Olympiads in Iran” (para. 16).
Jan. 1, 2021, 11:50 a.m.
Countries: United States
Variables: ASR-PRACTICE-1

“Gender stereotypes and a lack of information and support are some of the barriers to women’s participation in STEM and other nontraditional fields in community colleges. these challenges are not insurmountable, but institutions must actively intervene to help close the gender gap in these fields. Women are actually more likely than men to attend community college at some point on their way to earning a bachelor’s degree in STEM, so increasing women’s participation in STEM at community colleges could also help address the gender gap in STEM among bachelor’s degree recipients” (3). Women who may not have taken or had access to advanced courses in math and science in high...more
Dec. 24, 2020, 12:25 p.m.
Countries: Palestine
Variables: ASR-PRACTICE-1

"'When we asked her what she wants to be when she’s older, she confidently said a doctor,' said Vdovin. 'For now this sounds unreal, because a medical education is among the most expensive in Israel and Palestine - but this is her dream'" (para 8-9).
Dec. 23, 2020, 3:19 p.m.
Countries: Pakistan
Variables: ASR-PRACTICE-1

"Extensive gender gaps exist in education; nutrition, health care and employment" (para 5).
Aug. 31, 2020, 6:42 p.m.
Countries: Afghanistan
Variables: ASR-PRACTICE-1

“Soon, the Taliban blasted statues with rocket-propelled grenades and heavy artillery until they fell. "Then they started destroying our minds," [Fawzia Koofi] writes, burning schools, books and banning literature. In short order, girls could go nowhere. They were terrified of being accused of "morality crimes" and dragged to the Taliban's Ministry of Vice and Virtue” (Para 66-67).
July 10, 2020, 6:14 p.m.
Countries: Iran
Variables: ASR-PRACTICE-1, ASR-DATA-1

"In many ways, women in Iran are better off than those in many other Middle Eastern countries. Iranian women work as lawyers, doctors, pilots, film directors and truck drivers. They hold 60 percent of university seats and constitute 50 percent of the work force" (para 11-12).
June 23, 2020, 5:54 p.m.
Countries: Estonia
Variables: ASR-PRACTICE-1

"The Committee is, however, concerned about: (a) The concentration of women and girls in traditionally female-dominated fields of study and career paths, such as education, social services, health and welfare, and their underrepresentation in, for example, information technology and architecture, owing to persistent gender stereotypes" (8).
June 23, 2020, 5:49 p.m.
Countries: Serbia
Variables: ASR-PRACTICE-1

"Girls still outnumber boys in the following education fields: textile and leather industries, personal services, chemistry, non-metals, graphic design and health care and social protection. Among the pupils who complete four-year general secondary education (‘gymnasiums’) there are more girls (58 per cent) than boys (42 per cent). There are also more girls among the pupils who complete four-year secondary vocational schools (52 per cent girls versus 48 per cent boys). Boys outnumber girls in the following fields: electrical engineering, mechanical engineering and metalworking, geodesy and construction, transport, forestry and wood-processing and geology and mining. According to the PISA 2012 results, girls score higher on reading and scientific literacy, while boys...more
May 31, 2020, 4:27 p.m.
Countries: North Korea
Variables: ASR-PRACTICE-1

"Some of the higher education and vocational training institutions had a higher ratio of women to the others, which is due to preferences of women for certain career deemed suitable to their characteristics, talents and aptitudes" (18).
May 29, 2020, 12:27 p.m.
Countries: United States
Variables: ASR-PRACTICE-1

"Research shows that playing with blocks, puzzles and construction toys helps children with spatial development, said Dr. Susan C. Levine, chairwoman of the psychology department at the University of Chicago and co-principal investigator at the National Science Foundation’s Spatial Intelligence and Learning Center. Even controlling for other skills such as verbal and numerical skills, she said, children with better spatial thinking are more likely to eventually go into mathematics, engineering, science and technology. She said that a set aimed at girls could be beneficial, if only because it might increase girls’ likelihood of participating in construction activities" (para 11-12). "Dr. O’Brien, the consultant on the new Barbie set, said adults...more
May 21, 2020, 8:43 p.m.
Countries: Guatemala
Variables: ASR-PRACTICE-1

"The women mainly choose social science and education oriented studies, while the men opt for courses in the ‘exact sciences’" (27).
April 4, 2020, 8:45 a.m.
Countries: Rwanda
Variables: ASR-PRACTICE-1

"The access of women and girls to traditionally male-dominated professions and tertiary education remains low" (9).
Feb. 5, 2020, 8:01 a.m.
Countries: Congo
Variables: ASR-PRACTICE-1

"Several associations complement the action of public technical schools through training in various areas to facilitate the occupational integration of girls who have dropped out of school, including teenage girls and teenage mothers. Among the most highly promoted areas are the so-called 'female' occupations (hairdressing, baking, sewing, soap making, catering, market gardening), but also 'male' occupations, regarded as providing more employment opportunities (welding, mechanics, automotive electrics, masonry, electricity, refrigeration, data processing, etc.)" (17). "To minimize these trends, the Government and civil society organized several awareness-raising campaigns in schools and within the family to encourage girls to discover innovative fields and providers of jobs. Special emphasis is placed on science" (17).more
Dec. 8, 2019, 8:28 p.m.
Countries: China
Variables: ASR-PRACTICE-1

"It supports female college graduates in seeking employment and starting businesses, providing training in employment, guidance in starting businesses and internship opportunities, and it has implemented the Sunshine Project, improving the quality and skills of the rural female workforce and creating conditions to promote the transfer of rural female workforce to non-agricultural sectors and urban areas. There are now more than 200,000 training schools for women nationwide, providing training sessions to a total of nearly 200 million women in new agricultural technologies and new crop species. A total of 1.5 million women have obtained titles and qualifications as agricultural technicians, and 53,000 women’s professional cooperatives have been founded" (para. 13)....more
Dec. 6, 2019, 11:35 a.m.
Countries: Lebanon
Variables: AFE-PRACTICE-1, ASR-PRACTICE-1

"[Latifa] was not allowed to study medicine as she had wanted, friends said" (para 26).
Nov. 14, 2019, 10:20 p.m.
Countries: Iran
Variables: RCDW-LAW-1, ASR-PRACTICE-1, ASR-LAW-1

"The connect-the-dots of intrigue eventually lead to the Rouhani government itself. Hard-liners angrily cite his administration’s attempts to suspend Ahmadinejad-era gender policies, such as a ban on women’s studying certain subjects in universities, a reduction in their permissible work hours, and a stricter dress code" (para 14).
Oct. 22, 2019, 6:25 p.m.
Countries: Sudan
Variables: ASR-PRACTICE-1

"The government restricted academic freedom at cultural and academic institutions. It determined the curriculums and appointed the vice chancellors responsible for administration. It continued to arrest student activists and cancel or deny permits for some student events. Youth activists reported some universities discouraged students from participating in antigovernment rallies and showed favorable treatment towards NCP students. Some professors exercised self-censorship. Security forces used tear gas and other heavy-handed tactics against largely peaceful protests at universities or involving university students. The Public Order Police continued to monitor public gatherings and cultural events, often intimidating women and girls, who feared police would arrest them for “indecent” dress or actions." (para 28).more
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