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Extra info for Women in higher education: progress, constraints, and promising initiatives, Parts 63-244

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Over 253 education projects with higher education components were reviewed. On the basis of the reviewed evidence, some promising approaches to reduce the gender gap in higher education are outlined. ix. The Bank's early projects focused on building infrastructures and developing educational planning capacity. Since the early 1980s, the Bank-assisted projects have introduced policy reforms affecting the expansion, financing and internal efficiency of higher education systems. Thus, despite the persistence of gender disparity in most developing countries, the Bank-assisted projects during 197085 rarely mentioned gender disparity as an issue, nor introduced significant policies to overcome it.

2 Despite the persistence of gender disparity in higher education in most developing countries. Bank-assisted projects between 19701985 rarely mentioned gender disparity as an issue or introduced significant policies to overcome it. More significantly, there was no coherent Bank policy regarding women's access to education in general and to higher education in particular. 3 Since the mid-1980s, however, Bank-assisted projects have increasingly paid attention to gender issues in higher education, notwithstanding the lack of a coherent policy regarding women's access to higher education.

PART I PROGRESS IN WOMEN'S HIGHER EDUCATION 1. 1 Tertiary enrollment ratios show the number of men and women enrolled in tertiary institutions as a percentage of the respective populations of school age men and women. Unlike primary and secondary education, which correspond to a given number of grades, tertiary education encompasses many types of programs; the duration of study also differs between the programs. The definitions used here correspond to the International Standard Classification of Education (ISCED) which identifies three major types of programs, Levels 5, 6 and 7.

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