English - CEDAW Southeast Asia

CEDAW and the Law:
In some localities, the gender gap is even wider; for example, in Ca Mau province, the gap is
9.3 percent in 2003-2004 and 14 percent in 2003-2004. 418
The data on completion rates though can differ. For example, MOET data reveals that
more boys are dropping out than girls at all levels of schooling. 419 Other reports state that most
school drop-outs are girls. 420 Further sex-disaggregated research is needed on this matter and
the reasons behind dropping out of school to be able to come up with more appropriate
interventions.
Recommendation: It is recommended that further sex-disaggregated research
and gender analysis be done on enrolment and completion rates. In particular, it should
provide a gendered analysis on why a gender gap exists and the reasons behind it.
Whether the percentage is in favor of boys or girls, what is required is to discover the
reasons behind non-completion and provide the appropriate, though not necessarily
the same, interventions for girls as well as for boys.
Indicator 65(d)
Is there legislation on ensuring access to education of
disadvantaged groups, especially ethnic minority women
and girls and women and girls with disabilities
Ethnic minorities
One of the crucial concerns on education in Viet Nam is access to education by ethnic
minorities, in particular girls. The Survey Assessment of Vietnamese Youth 2003 showed that
an alarming 19 percent of young women from ethnic minorities have never attended school. 421
Additionally, there is a tendency in Viet Nam to lump together all ethnic minority groups,
except those of the dominant Kinh ethnicity, under the term ‘ethnic minorities’, but this ignores
the many differences between groups. It may be useful to differentiate between ethnic minority
groups, especially in relation to education. Gender disparities appear in certain ethnic minority
groups; for example, in lower secondary school, there appear to be more Nung, Chinese,
Muong and Tay girls enrolled than boys, while the opposite is true for Khmer, Xo-dang and
Hmong. 422 Hence, further disaggregation of data by ethnic minority groups and sex will reveal
more accurate data on education.
Recommendation: It is recommended that legal documents require
disaggregation of data and information by ethnic minority groups and sex so that
interventions can be appropriately provided.
200
There are several laws and policies addressing access to education by ethnic
minorities, although most are gender-neutral.
First, Article 36 of the Constitution states: “The State adopts the priority policy to ensure
the educational development in mountainous areas, regions inhabited by ethnic minority
people and regions encountering exceptional difficulties.”
418
Ibid., p.58
419
Wells, op. cit., p. 32 and GSO Statistics, p. 60
420
Wells, op. cit., p. 32
421
Ibid.
422
Ibid., p. 31
Review of key legal documents and compliance with CEDAW