Commission on Status of Women
Topic: B
Promoting Women and Girls’ Access to Education, Training, Science and Technology
Submitted by: Brazil School: Rocky River High School
Women's societal roles in Brazil have been heavily impacted by the patriarchal traditions of the Iberian Culture, which holds women subordinate to men in familial and community relationships. The Iberian Peninsula, which is made up of Spain, Portugal and Andorra, has traditionally been the cultural and military frontier between Christianity and Islam, developing a strong tradition for military conquest and male dominance. Patriarchal traditions were readily transferred from the Iberian Peninsula to Latin America through the economic system that fostered economic dependence among women and indigenous peoples in Brazil. As the largest Roman Catholic nation in the world, religion has also had a significant impact on the perception of women in Brazil, though over the past century the Brazilian government has increasingly broken with the Catholic Church in regard to issues related to reproductive rights.
Brazil is thought to possess the most organized and effective women's movement in Latin America, with visible gains having been made over the past century to promote and protect the legal and political rights of women. Despite the gains made in women's rights over the past century, women in Brazil still face significant gender inequality, which is most pronounced in the rural areas of Northeastern Brazil. In 2010, the United Nations ranked Brazil 73rd out of 169 nations based on the Gender Inequality Index, which measure women's disadvantages in the areas of reproductive rights, empowerment and labor force participation. As far as education is concerned, the literacy rate for women is slightly higher than for men. As a whole, 53% of all Brazilians who are in universities are women and since the 1930s women have had a higher number of years in school, in average, than men when it refers to the lower levels of scholarity, and, since the 1970s, they surpassed men in the higher levels, as well. In 1970, there were approximately 19,000 women professionals in Brazil, including engineers, architects, dentists, economists, professors, lawyers, and doctors. By 1980, there were about 95,800 women in these fields. However, at both the undergraduate and graduate levels, psychology, literature, and arts classes are composed almost entirely of women, in contrast to agriculture and national defense courses, in which extremely low numbers of women are enrolled. Clearly the women of Brazil are doing exceptionally well in the areas of Education, Training, Science, and Technology. The only amendment that should take place is the increased training of Brazilian women in agriculture and national defense.
Country: Denmark
While Violence against women may be predominantly an issue in developing countries (though still an issue everywhere), the issue of womens’ access to education and professional job positions plagues nearly every country in the world. By preventing women from reaching higher job levels, specifically in science and technology, we are holding back economic growth as a whole; women who surely could have contributed great things to science and technology have been prevented from doing so due to lack of education equality. Denmark overwhelmingly supports equal education opportunities for women, and believes this will usually result in a more equitable distribution of science and technology jobs amongst the genders.
Women were once viewed as being inferior in the subjects of math and science, but this is now proven to be untrue, it was merely a byproduct of discriminatory education systems. This type of discrimination, much like violence against women, mainly stems from societal values, as well as the lack of legislation to ensure employers and educational institutions maintain equal acceptance and employment rates between men and women. Yet legislative actions such as quotas and the United States’ affirmative action are not entirely necessary, as evidenced by Denmark itself. The nation of Denmark lacks employment and education quotas, yet is still ranked 5th in the world on the Gender Gap Index. In fact, women in Denmark are actually over represented in higher education; the ratio of men:women in tertiary education programs in Denmark is 1:1.41. In addition to this, women hold 51% of all professional and technical positions in the country. While women are underrepresented in management positions and the sciences, the percentage of women making-up these areas has increased steadily over the past few years, and Denmark has recently considered enacting quotas for women in management and the sciences.
While Denmark lacks equal representation of women in science and technology, that trend is changing, in part due to Denmark’s exceptional education rates and opportunities. Denmark acknowledges the difficulty in getting certain nations to adhere to international standards promoting womens’ access to these fields, and also recognizes that this is not a one-size-fits-all issue. Multiple options should be explored, including quotas, awareness campaigns, greater emphasis on maths and sciences, and the encouragement of girls and women to attend school. Denmark looks favorably upon similar proposals by any other nations, and looks forward to working with other nations in the CSW to address this rampant problem.
Country: France
As modern day gender roles develop, The Commission on the Status of Women works to assess the current political, economic, and social gender equality issues of this era and cooperate with nations all over the world to form resolutions. There are numerous reasons for the gender gap, especially when it comes to education: lack of technology, being a minority, armed violence, and the stereotype that women do not belong in science, to name just a few. France has actively participated in the CCW since its birth in 1946. Most recently, France has taken part in the European collaboration with the European Commission and the United Nations to implement programs such as “Zen Digital Europe” or “Digital Leadership Institute”. These programs involve cooperation between public and private sectors to promote not only gender equality, but also innovation and inclusion.
France considers itself a more progressive advocate for both women and girls’ access to education, training, science, and technology. Economically, 47% of the population of women are professional and technical workers compared to 53% of the male population being professional and technical workers. An impressive statistic which backs France’s advanced outlook on the education of women is the fact that 65% of all women are enrolled in tertiary education, which is significantly higher than the 52% male wise. Although these are progressive numbers, French females earn significantly less than French males, their estimated earned incomes being $29,992 and $40,000, respectively. France acknowledges that there is still room to improve women’s access to education not only in France, but globally as well.
In some places it may be harder than in others, but the chains holding back women’s futures can be obliterated. Encouraging and training women to take part in science and technology is key to improving the gender status of women. Because some barriers stand in women’s way, depending on location, a multi-pronged approach must be taken. Not only is it necessary for there to be initiatives prompting women to access science and technology, but programs need to be created to address these blockades so that women can take up these careers.
Country: Kosovo
Education is the process of receiving of giving systematic instruction, especially at school or a university. Education is a human right and is an essential tool for achieving the goals of equality. Non-discriminatory education benefits both girls and boys and contributes to more equality. If women want to become assistants of change, they have to have equal opportunity and equal access. The better educated a woman, the more she is inclined to improve health, nutrition and education in the family. It is of social and economic duty to invest in the education of woman and the equal education of the sexes. Girls access to education, training, science and technology can be particularly limited if they live in poverty. However, education is still not enough for woman to gain access to full employment and decent work. Woman may enter the labor union, but with jobs that do not guarantee the right of decent work. Young woman often times find the transition into the workforce to be much more difficult than young men. Entrepreneurship should be an employment option for woman.
Progress has been made in advancing women's participation in science and technology education. Woman now dominate some fields of science, especially life science and humanities. Unfortunately, still, there is an underrepresentation of women in science and technology. Women must be able to contribute equally to the development of science and technology. This will enhance economic growth, job creation, and general society well-being. Also, it will ensure that the needs of both men and women are met. There is a clear ‘gender-science stereotype’ that associates men with mathematics and science. Kosovo believes that this stereotype is just setting the world back from making positive change.
Kosovo, a sovereign state in Southeastern Europe, believes that women's rights are an essential component of universal human rights. Kosovo believes that there is a gender based discrimination that needs to stop. We also believe that this discrimination puts us at an increased risk of poverty, violence, ill health and poor education. We are working to advance new rights and opportunities for all woman.
Submitted by: Libya
Around the world, women and girls are at a significant disadvantage in the professional world. They are often shut out of higher education, as well as professional job opportunities (especially in the science and technology sector). Access to education for women and equal opportunities for both sexes is key in promoting the empowerment of women. It is this universal right that the United Nations and the Commission on the status of women promote through the emphasis on female higher education and training. As a developing and transitional nation, Libya recognizes the discrimination against women globally. Education and social change are key in this goal and imperative in improving the status of women.
Libya recognizes the importance of promoting access to education for women and girls. To combat discrimination against women, Libya stresses the need for compulsory public education, at least to the intermediate level, for all children. This ensures access to education and empowerment of women, and promotes the pursuit of higher educational opportunities. Through higher education, women also gain access to more work opportunities, especially in the science and technology sector. Libya places a premium on governmental promotion of women’s training and work; both the Resolution of the General People’s Committee as well as the Consolidation of Freedom’s Law in Libya openly push for women in the workforce. Libya as well agrees with the articles of the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), specifically article 10, which promotes women’s equality and access to education globally.
Secondly, Libya emphasizes social change that will give women more access to education and opportunities in all sectors of work, including science and technology. Many girls, under social pressures and traditions, are prevented from obtaining higher education, or ostracized for finding jobs in the workforce. Libya, as a transitional democracy, promotes social change to improve the status of women, thereby allowing for greater educational and professional opportunities. Traditionally, women are predominately expected to remain within the private sector are care for children, yet with greater social acceptance, the access to education and jobs for them will significantly increase. The Libyan government promotes the movement for social acceptance of women in the workforce, and advocates for social equality.
Libya recognizes the plight of women and the unequal opportunities to education and work. However, with governmental promotion of social acceptance and compulsory education for all, all nations can begin to combat this global issue.
Submitted by: Paraguay
Many countries not have had equal rights for women on the subject of education in the past or present. Paraguay is no different. The country has struggled with the topic of equal rights for women. The country is striving toward women's political participation and leadership, women's economic empowerment, and ending violence against women and girls (un women). All of these things can be achieved through the equal education of women. Higher Education for Development (HED), in cooperation with the United States Agency for International Development (USAID/Paraguay) are working together so the women of Paraguay can receive the education they need to be successful.
Recently, USAID (U.S. Agency for International Aid) and HED (Higher Education for Development) launched its new Women’s Leadership Program to promote higher education among women in Paraguay. American Universities will partner with one higher education institution in the country to encourage gender equality and leadership by women (Equal Free).
HED accesses and mobilizes expertise and resources in higher education on a global level. HED will manage the education partnerships, with a total funding of $8.75 million from USAID, in Paraguay, that will promote and advance empowerment of women. Women will get more access to higher education and can participate in the development of their communities (Equal Free).
The Women’s Leadership Program is also geared to strengthen institutional capacity in education and research on women and also promote outreach opportunities for women through leadership and higher education.In Paraguay, the National University of Asuncion (UNA) and the University of Florida will support local and national development goals to advance gender equality. By promoting alliances between civil society and the private and public sectors, this educational partnership will enhance women’s employability and leadership skills and opportunities in the agricultural sector (Equal Free).
Paraguay continually strives toward ending the education barrier between women and men by promoting their higher education with such programs. Promoting quality science and technology education that would integrate gender perspective and reflect the reality and needs of the general society of Paraguay(unseco).This should be made possible through teacher training programs, research projects and assessment measures(unseco).Encourage flexible and innovative educational practices to articulate science and technology discoveries with daily life and community issues, promoting self-esteem and pleasure in dealing with science, avoiding stereotypes and encouraging an active and creative attitude towards science and technology(unseco) .
"Commission on the Status of Women."HeadQuarters.N.p., n.d. Web. 12 Feb. 2015.
"USAID and HED Promote Women's Education in Paraguay."Open Equal Free. N.p., n.d. Web. 15 Feb. 2015.
"Women, Science and Technology in Latin America: Diagnosis and Strategies."Women, Science and Technology in Latin America: Diagnosis and Strategies. N.p., n.d. Web. 15 Feb. 2015.
Submitted by: Republic of Slovakia
The Republic of Slovakia has shown real commitment to gender equality since 1993, with national strategies and programmed in place to combat discrimination. Widening salary gaps between men and women, the absence of mechanisms to encourage female political participation and prevailing stereotypes of women that discriminate against their participation in the public sphere continue to hinder real progress in gender equality. Until the second half of the twentieth century, political, medical (excluding nursing), religious, construction, architectural, engineering, managerial, and administrative roles were almost always restricted to men in Slovakia. Women could enter teaching, clerical positions, nursing, sales, and factory jobs.
Today in Slovakia women are seen in most professions; there are female physicians, politicians, professors, managers, pastors, and administrators. The education level of women is approximately the same as that of men. In the economically-active population, there has been the same proportion of women with higher education as of men. Women represent more than 60 % of students in liberal arts and natural science schools, more than 50 % in economics-oriented schools, almost 50% in arts-oriented schools, around 40% in agriculture-oriented and architectural schools, and around 25% in technologically-oriented schools. In food industry technology women comprise more than 60 % of students, in electronics less than 10 %. However, in the household, women still are expected to perform child care and basic maintenance. When it came to school of men than women, as 93% of men have successfully completed high-school compared with 89% of women. . In terms of the quality of the educational system, the average student scored 472 in reading literacy, math and science in the OECD’s Programmed for International Student Assessment (PISA), lower than the OECD average of 497. On average in the Slovak Republic, girls outperformed boys by 8 points, in line with the average OECD gap of 8 points.