Education
8.1 Australia is committed to ensuring that all Australian students, regardless of gender, ethnicity, disability or geographical location, receive a world-class education. For information about Australia's education system, see paragraphs 556 to 581 of Australia's Common Core Document, June 2006.
8.2 Australia has strategies in place at all levels of its education system to address the CEDAW Committee's 2006 Concluding Comments in paragraph 28 that some groups within Australia are vulnerable to multiple forms of discrimination. The Australian Government recently reinforced its commitment to equal access to education with a $5.9 billion Education Revolution funding package over five years, and establishment of a multi-billion dollar Education Investment Fund. The Australian Government also committed $535 million over five years to provide universal access to quality early childhood education programs to all children in the year before formal schooling by 2013, and $337 million to further improve quality of, and access to, early childhood education and care, particularly for disadvantaged children.
8.3 Over the past 30 years, women's participation in all levels of education has increased and girls and women are achieving at higher levels than boys and men in school and higher education. Since Australia's last report on CEDAW in 2003, Australian females have become better educated. In May 2003, 45.6 per cent of women aged between 15 and 64 years reported having a non-school qualification. By May 2007, this had increased to 50.6 per cent.20
8.4 In May 2008, the Australian Government announced a new Education Tax Refund to help Australian working families with the cost of education. About 1.3 million families (with 2.7 million students) will be eligible for the refundable tax offset, which is expected to benefit Australian families by more than $1 billion a year.
8.5 The Australian Government is also working in partnership with state and territory governments to develop a rigorous, first-rate national curriculum for all Australian students from kindergarten to Year 12 in the key learning areas of English, mathematics, the sciences and history. To oversee the development of this national curriculum, the Australian Government will establish a national curriculum board no later than 1 January 2009. The national curriculum will provide a clear and explicit agreement about the curriculum essentials all young Australians should have access to, whatever their gender or socioeconomic background, or the location of their school.
Access to and participation in education
Early childhood education
8.6 All Australian children will have access to early childhood education as part of the Australian Government's commitment to ensure that, by 2013, all children in the year before formal schooling will have access to quality early childhood education programs delivered by a degree qualified early childhood teacher, for 15 hours per week, 40 weeks of the year. The funding is also intended to support the delivery of programs in a manner that better meets the needs of parents and at a cost that is not a barrier to access. The timing and mechanisms for delivery of universal access are being developed together with state and territory governments under the auspices of COAG.
8.7 The immediate foci are to improve the accessibility and quality of early childhood education and child care, and to build the quality and supply of early childhood education and care workforce. A particular priority is to improve access for those children with current low participation rates, particularly Indigenous children. This commitment will be underpinned by a number of initiatives, including the development of a nationally consistent early years learning framework, the introduction of national quality standards for child care and preschool in June 2009, up to 260 additional child care and early learning centres; improved national data; and a national early childhood workforce strategy.
Primary and secondary education
8.8 In Australia, school attendance is compulsory up to the age of 15 or 16 years, depending on state or territory requirements. Generally, the first non-compulsory level of education in Australia is the first of the final two years of high school or college (years 11 and 12). For more information about Australia's education system, see Australia's Common Core Document, June 2006, paragraphs 556 to 559.
8.9 School apparent retention rates from years 7 and 8 to Year 12 for both boys and girls have decreased slightly since 2005. However, girls are more likely than boys to continue to Year 12. In 2007, the gender difference in the retention rate was 11.3 percentage points (80.1 per cent for girls and 68.8 per cent for boys).21
8.10 Socioeconomic status also affects completion rates. Girls and boys from low socioeconomic backgrounds are less likely than other children to complete Year 12, and Year 12 completion rates for girls and boys from high socioeconomic backgrounds are higher than the national averages.22 The Australian Government is committed to ensuring that all students are benefiting from schooling, especially those from disadvantaged backgrounds, and is working with state and territory governments and the non-government school sector to develop strategies to address the issues faced by low socioeconomic status school communities. All Australian governments are also working together to develop and implement reforms to the teacher workforce, including allocating the right teachers and school leaders to schools with high needs.
8.11 The Indigenous student retention rate to Year 12 in 2007 (42.9 per cent) was significantly lower than the non-Indigenous student retention rate (75.6 per cent). However, unlike the retention of non-Indigenous students, the numbers of Indigenous students continuing to Year 12 has increased since 2003. There was also an increase in Indigenous Year 12 enrolments from 3,427 students in 2005 to a record 4,311 students in 2007.23
8.12The Australian Government is investing $99 million over five years for additional teachers to help educate Northern Territory children who are not currently enrolled in school. A further $19.1 million will be provided in 2008-09 to build a quality teaching workforce, to provide additional classrooms and to expand existing literacy and numeracy programs. New secondary boarding colleges will also be established in the Northern Territory at a cost of $29 million over four years, and the School Nutrition program will continue to be funded ($7.4 million in 2008-09). This program helps to boost school attendance and improves children's concentration and engagement in learning. The collaborative efforts of all Australian governments in the areas of low socioeconomic status school communities and the teaching workforce (referred to above) will also help to address Indigenous educational outcomes. For information on closing the gap on Indigenous disadvantage see paragraphs 2.41 to 2.43.
8.13 South Australia's Strategic Plan sets a variety of targets for education, including two Indigenous-specific targets-that Indigenous cultural studies be included in the school curriculum by 2014 with the involvement of Indigenous people in design and delivery; and that there is an increase each year in the proportion of Indigenous children reading at age-appropriate levels at the end of Year 1.
8.14 In 2007, all students in years 3, 5 and 7 assessed using state and territory-based literacy and numeracy monitoring programs, were measured against the national benchmarks for reading, writing and numeracy. Most children in years 3, 5 and 7 achieved at the benchmark levels or better in reading, writing and numeracy. In each of reading, writing and numeracy, about 7 per cent of Year 3 students, up to 11 per cent of Year 5 students, and up to 20 per cent of Year 7 students did not reach the respective benchmark levels. The proportion of girls who were at the benchmark levels or better was higher than for boys across all years and states and territories. There was no gender difference in numeracy outcomes.24
8.15 In May 2008, for the first time, all students in years 3, 5, 7, and 9 in all states and territories attending government and non-government schools sat National Assessment program-Literacy and Numeracy tests in reading, writing, language conventions (spelling, grammar and punctuation) and numeracy.
8.16 The national minimum standards, which replace the national benchmarks, reflect the level of achievement for students to be able to make progress at school. Most children in years 3, 5, 7, and 9 were at or above the national minimum standards. On average 93 per cent of Year 3 students, 92 per cent of Year 5 students, 93 per cent of Year 7 students, and 91 per cent of Year 9 students achieved at or above the national minimum standard.25 Results disaggregated by student background characteristics are not available until the Ministerial Council on Education, Employment, Training and Youth Affairs releases the report (expected December 2008).
8.17 The national minimum standards and the national benchmarks are not comparable as they are set from different assessment regimes and use different methodologies.
8.18 The proportion of years 3, 5 and 7 Indigenous students who achieved at or above the benchmark levels in reading, writing and numeracy was significantly below the proportion of non-Indigenous students.26
8.19 In the 2008-09 Budget, the Australian Government allocated $577.4 million over four years to develop a national action plan for literacy and numeracy. The plan will focus on students most in need of educational support, and will be developed in partnership with the states and territories and the Catholic and Independent schools sectors. As part of the Action Plan, the Australian Government has allocated $56.4 million over four years towards delivery of literacy and numeracy programs for under-achieving Indigenous students and development of Individual Learning Plans. These measures will play a large part in working towards COAG's endorsed goal to halve the gap in literacy and numeracy achievement between Indigenous and non-Indigenous schoolchildren within the next decade.
8.20 The New South Wales Government released its Boys' and Girls' Education strategy in 2008. The strategy identifies effective ways for schools to respond to the diverse learning needs of boys and girls and to provide the social support strategies necessary to ensure all boys and girls achieve their potential. It also provides strategic advice to schools relating to the elimination of all forms of sex-related discrimination and harassment, including homophobia. The New South Wales Government runs a range of school-based initiatives, which support teaching and learning while challenging gender stereotypes, including its Girls and Information and Communications Technology project, which has the implicit aim of overcoming the stereotypical view that information and communications technology is a predominantly male domain.
8.21 The Queensland Government has an inclusive education policy, which is supplemented by guidelines for specific issues, such as gender equity in school sport and support for pregnant and parenting students. The Health and Physical Education curriculum offers opportunities for students to explore identity and relationships, including an understanding of sexuality issues.
8.22 The Tasmanian Government has implemented programs to help young people stay engaged in education and training. While most programs are co-educational, some are developed to respond to the particular needs of girls-for example, Youthbuild, which is delivered in partnership with the Housing Industry of Australia, runs programs for Grade 10 girls interested in the building industry. Tasmania also provides distance learning for young mothers to ensure that pregnancy and parenthood do not unnecessarily interrupt their education.
8.23 The Western Australian Government's Women in Leadership strategy aims to foster excellence in public sector leadership; develop a culture where both women and men share responsibility for promoting women in the organisation; build women's knowledge of, and confidence in, their leadership and management capabilities; foster professional development; and support women in leadership positions.
[ top ]
Higher education
8.24 Public spending on higher education in Australia remains well below levels in other developed countries. In 2007, the Organisation for Economic Co-operation and Development (OECD) found that Australia's total public expenditure on higher education was 1.1 per cent of Gross Domestic Product, compared to the OECD's country members' mean of 1.3 per cent (based on 2004 data).27
8.25 To help address this, the Australian Government's new Education Investment Fund is receiving an initial allocation of around $11 billion once the 2007-08 and 2008-09 Budget surpluses have been realised, to be spent on higher education and vocational education and training facilities.
8.26 More women than men now participate in higher education. In 2006, women accounted for 54.8 per cent of all higher education students28 and Indigenous women represented 65.8 per cent of all Indigenous higher education students.29 In 2006, more women than men were enrolled in courses at the Bachelor level. As a proportion of all students, women's representation (at 70.2 per cent) was higher than men's (at 65.5 per cent). Of all students, women undertaking post-graduate courses comprised 25.5 per cent of students in comparison to 29.9 per cent of men.30 More women than men are now gaining higher education qualifications. In 2007, among those whose highest qualification was a Bachelor degree, women outnumbered men between the ages of 20 and 54 years.31
8.27 Higher education in Australia is segmented by gender. Women's higher education study has traditionally been concentrated in three main areas-health, education, and society and culture. There continues to be a wide gap between the number of men and women enrolled in these fields of study. In 2006, nearly twice as many women as men were enrolled in society and culture courses. Women's enrolments in health and education courses outnumbered men's by just over 2.5 to 1. In health courses, most women were undertaking nursing, and in the education field women were over-represented in teaching.32 In 2006, men outnumbered women in information technology and engineering courses by over 4 to 1 and 5.5 to 1 respectively.
8.28 The Australian Government previously recognised women as educationally disadvantaged in non-traditional areas of study and provided funding under the Higher Education Equity program to help address this problem. Participation targets of 15 per cent in engineering and 40 per cent in other non-traditional courses were set.33 Targets were met or exceeded, except for information technology and engineering. In Australia's last report on CEDAW in 2003, Australia outlined a number of strategies to increase the number of women in the information technology industry following the release of the paper Women in IT-what are the barriers?34 While the number of women in information technology courses decreased by 44 per cent between 2003 and 2006, the number of male students also decreased by 31 per cent.35 In June 2006, information technology was identified as an area with skills shortages in Australia.
8.29 The Australian Research Council provided funding for a study (released in 2008) on the gender-based disparities that exist in participation in information, communication, and computing technologies, with a 2004 review of Australian university participation rates identifying women as an equity target group in this field. The project focused on students' experiences and decisions at secondary school in three states to ascertain why so few girls choose to enter university-level information, communication and computer technology courses, and what strategies could be implemented in schools to address their under-representation.
8.30 In 2007, of all Bachelor graduates looking for full-time employment, 85.6 per cent of men and 83.9 per cent of women were in full-time employment. A further 11.6 per cent of female Bachelor graduates looking for full-time work were employed either on a part-time or casual basis, and the remaining 4.6 per cent were not working.36 For more information about women in the workforce, see paragraphs 9.1 to 9.65.
8.31 Full-time employment prospects were least favourable for graduates in the fields of study where there is a high concentration of female graduates-that is, in humanities, languages, visual and performing arts, social sciences, and life sciences.37
8.32 In 2007, the median starting salary for female graduates was $42,000, up from $40,000 in 2006, and the median salary for female graduates was 93.3 per cent of male graduate earnings. The gender gap in graduate starting salaries narrowed to a record 2.5 per cent in 2005, but a slower increase in salaries for female than male graduates has resulted in a gap slightly wider than that in 2003 (95.5 per cent).38 For more information on the gender pay gap, see paragraphs 9.9 to 9.12.
Education for disadvantaged groups
8.33 The Australian Government is strongly aware of the CEDAW Committee's concerns in paragraph 28 of their 2006 Concluding Comments that students from disadvantaged groups face multiple disadvantage and discrimination. In this context, the Government is particularly targeting five disadvantaged groups-Indigenous students; students from low socioeconomic/low-income backgrounds; students from rural and isolated areas; students with disability; and students from culturally and linguistically diverse backgrounds. Funding for these groups is provided under the Higher Education Support program. The program also aims to help overcome educational disadvantage associated with gender.
8.34 In 2003, the Australian Government increased Indigenous Support program funding by $10.1 million over three years from 2005 to further improve the participation and success of Indigenous men and women in higher education. In 2008, another $34 million was allocated to the program.
8.35 In 2005, the Australian Government also funded the new Students with Disabilities Support program. This program helps eligible higher education providers undertake activities that help remove barriers to access for students with disabilities.
8.36 The Queensland Government has improved training opportunities for women with disabilities through access to computers and/or assistive/adaptive technologies. Men and women with disabilities are provided with equipment through the Vocational Education and Training Disability Support Service.
8.37 Under the Higher Education Equity Support program women and men continue to be supported where they meet any one or more of the general equity characteristics-that is, if they are Indigenous, from a low socioeconomic status background; from a regional or remote area; a person from a culturally or linguistically diverse background; or if they are a student with a disability. Women (and men) can also get assistance if there are identified instances of educational disadvantage associated with gender, including access to non-traditional areas of study.
8.38 The Australian Government continues to fund the Workplace English Language and Literacy program and the Language, Literacy and Numeracy program for unemployed people. For more information on the Language, Literacy and Numeracy program, see under 'Primary and secondary education' in paragraphs 8.8 to 8.23. The Workplace English Language program targets workers whose language, literacy and/or numeracy levels place them at risk of losing their jobs; prevent them from participating in further training or promotion; and/or hinder them from doing their job effectively. Workers assisted by this program are from English and non-English speaking backgrounds and from Indigenous backgrounds. Each year since 2003, the program has assisted up to 18,000 workers-with over 40 per cent being female. Of the 7,000 females participating in the program, around 2,500 are from a non-English speaking or Indigenous background.
8.39 The Queensland Government has ensured humanitarian refugee and immigrant women are provided with equal access and opportunities to English language training through flexible timetabling, intensity and locations; bi-lingual tutoring; Home Tutor and Distance Learning programs; and child care, with information provided and translated into 17 languages. Transition programs target specific groups, including breastfeeding mothers.
8.40 The New South Wales Government runs programs specifically for disadvantaged groups of women including the Healing our Sisters-Building our Skills workshop focused on vocational education and training for Indigenous women and women with mental illnesses in custody; women-only programs and classes in information technology; and the Tasting Success Women Chefs' Mentoring program designed to help women who have experienced disadvantages in relation to their employment embark on a career that brings them to senior leadership positions in the hospitality industry.
Vocational education and training
8.41 The main focus of vocational education and training (VET) in Australia is to give Australians the opportunity to gain the skills they need to enter the workforce for the first time, re-enter the workforce, retrain for a new job, or upgrade their skills for an existing job. In the 2008-09 Budget, the Australian Government committed new measures totalling $1.9 billion over five years to VET.
8.42 VET, like higher education, is segmented by gender, with women more likely to enrol in management and commerce, society and culture, food, hospitality, and personal services courses. They are less likely to enrol in the fields of engineering and related technologies, architecture, and building.39
8.43 In 2007, the number of women enrolled in VET courses was 794,213, a decrease of 0.2 per cent from 2006. However, women accounted for 47.7 per cent of VET students in 2007, an increase from 47.5 per cent in 2006.40
8.44 In 2007, Indigenous students reached record representation in VET, accounting for 4.3 per cent of all students, up from 4.0 per cent in 2006.41 In 2007, women accounted for 46.6 per cent of all Indigenous VET students.42 The pass rates for Indigenous students, people with disability and people from culturally and linguistically diverse backgrounds are growing, but continue to be lower than the pass rates reported for all students.43
8.45 VET employment outcomes are similar for men and women. For example, among the 2006 VET graduates, the proportions finding employment after completing their courses went up by 7.1 per cent for males and by 6.9 per cent for females.44 In comparison to non-Indigenous VET graduates, Indigenous VET graduates are less likely to be employed and more likely to be unemployed or not in the labour force after graduation.45
8.46 The New South Wales Government developed the Technical and Further Education NSW Women's Strategy 2004-10 to improve access, participation and outcomes for women students in its institutes of Technical and Further Education (TAFE). All TAFE institutes in the state are required to implement the strategy and to report on progress each year. From 2003 to 2007, the overall proportion of women's enrolments increased from 47 per cent to 48 per cent of all enrolments in TAFE New South Wales. Enrolments by women from most equity groups also increased-for example, as a proportion of all women enrolled, enrolments of mature-age women (aged 45 to 64 years) increased from 18 per cent to 22 per cent; women from culturally and linguistically diverse backgrounds increased from 21 per cent to 25 per cent; women with disability increased from 9 per cent to 10 per cent; and Indigenous women increased from 4 per cent to 5 per cent.
8.47 The Victorian Government has created training and employment opportunities for women through Access Training and Employment Centre funding, where women are provided with advice on training needs and opportunities to encourage them to enter emerging and non-traditional industries.
8.48 The Australian Capital Territory Government has developed a strategic priorities program run through VET, jointly funded by the Australian Government. Through this program, VET projects target women in equity groups. These groups are identified both nationally and locally, to address industry skills' shortages and inclusiveness, and to attract and retain workers in the workforce. The program also funds initiatives that give women opportunities to have their existing skills and knowledge formally recognised.
8.49 In Tasmania, the number of women enrolled in VET from 2003 to 2006 increased from 15,700 to 18,000.46 In 2006, 43.2 per cent of enrolments were female, with more females than males enrolled in VET at Advanced Diploma and Certificate IV level. Female enrolments were on par with male enrolments at Diploma level.47 VET participation of women aged 15 to 64 years remains slightly below that of men from 2003 to 2006, including for women identifying as Indigenous or identifying as having a disability. Courses targeting women-especially disadvantaged women, Indigenous women and women with disability-are helping to address these inequalities.
8.50 In Western Australia, women account for 46.3 per cent of VET enrolments, 49.4 per cent of traineeships, and 55.3 per cent of higher education enrolments. In 2003, Indigenous women made up two-thirds (66 per cent) of the Indigenous student population in higher education. Western Australia's VET provides leadership, initiatives, and a range of grants to engage and retain women in further education and training, including in non-traditional areas of work.
8.51 The Queensland Government released the Queensland Skills Plan in 2006 and provided new industry and community engagement models to address the diverse range of women's vocational, education and training and skill needs. The models have been implemented and include skills alliances, skills formation strategies, centres for excellence, regional and industry forums, and cross-government skilling partnerships.
[ top ]
Apprenticeships and traineeships
8.52 Australian Apprenticeships (apprenticeships and traineeships) combine training with practical work to provide a nationally recognised qualification in both traditional and non-traditional trades. The number of Australian Apprenticeships completed by females has increased from 60,700 in 2004 to 62,800 in 2007. The total number of female Australian Apprentices in-training decreased over the same period-from 134,600 to 133,600.48 As at 30 December 2007, women made up 33 per cent of those in training and 43 per cent of commencements.49 Australian Apprenticeships undertaken by women are concentrated largely in the intermediate clerical, sales, and service worker occupation group and women are under-represented in the tradespersons and other related workers field.50
8.53 Between December 2000 and 2007, the number of Indigenous Australian Apprentices in training grew from 5,270 to 11,910, and the proportion of apprentices that are Indigenous increased from 1.85 per cent in 2000 to 2.94 per cent in 2007. Of all Indigenous apprentices in training in 2007, 38 per cent were female. Not only was there an upward trend in the number of Indigenous Australian Apprentices between December 2000 and December 2007, but the level of participation in higher qualification levels (that lead to a qualification or trade) also improved. However, Indigenous Australian Apprentices are still less likely than non-Indigenous Apprentices to undertake higher level courses.51
Scholarships and grants
8.54 The Australian Government introduced the Commonwealth Scholarships program (previously called the Commonwealth Learning Scholarships program) in 2004 to help students from low socioeconomic status backgrounds, particularly those from regional and remote areas and Indigenous students, with higher education costs. From 1 January 2008, 1,000 Indigenous Access Scholarships each year will also help Indigenous Australians wanting to access higher education, particularly students who need to move away from regional and remote areas to study.
8.55 From 1 January 2008, the Australian Government provided an extra $91.4 million over four years to increase the number of Commonwealth Scholarships from around 8,500 to 12,000 each year. This increase included introducing scholarships for undergraduate students enrolled in associate degree courses and Indigenous students enrolled in courses that mean they can go on to higher education.
8.56 The Australian Capital Territory Government runs the Audrey Fagan Scholarship program, which supports women leaders by providing financial assistance for further study. Scholarships are open to women in leadership positions working in law enforcement, care and protection, allied health areas, or women who provide professional or social support in areas involving domestic violence or victim support.
8.57 The Queensland Government has established the Australian South Sea Islander Community Foundation, which provides scholarships for Australian South Sea Islander students to help with their undergraduate university studies. By 2008, 12 of the 24 students who were successful in gaining $15,000 scholarships were women.
8.58 In 2007, the Northern Territory Government expanded the number of study awards to reflect the needs of Territory women. There are now three Chief Minister's Study Scholarships for Women awarded each year-A Higher Education Study Scholarship for Women of $15,000 with a laptop computer; and two Chief Minister's VET Study Scholarships for Women of $2,000.
Student income support
8.59 The Australian Government continues to provide funding for government income support payments under the Student Allowances Scheme. Eligible higher education students can receive income support through AUSTUDY or Youth Allowance payments. Indigenous Australians may be eligible for ABSTUDY payment. In 2005-06, women made up 55 per cent of the 266,000 full-time students who received Youth Allowance.52 Forty-seven per cent of the students who received AUSTUDY were women,53 and 54 per cent of the students on ABSTUDY were women.54
8.60 When applying for a government-funded student loan, women must meet the same eligibility criteria as men. Since Australia's last report on CEDAW in 2003, the student loan scheme has changed. From 1 January 2005 the Higher Education Loan program subsumed previous schemes, and a new loan scheme was established to help eligible domestic undergraduate students undertake some of the study towards their Australian higher education qualification overseas. Another measure introduced since the last report is a new VET Fee Higher Education Loan program scheme, which provides loans for fee paying students undertaking Diploma and Advanced Diploma courses that are accredited as vocational education and training awards, and that have significant credit transfer arrangements to higher education.
Teaching staff
8.61 In 2006, women comprised 79.8 per cent of all primary school teachers and 56.6 per cent of secondary school teachers. In 2007, for academic staff, women represented approximately 23 per cent in the Above Senior Lecturer category and almost 54 per cent in the Below Senior Lecturer category.
8.62 The Australian Government has contributed $190,000 to support the Australian Vice-Chancellors' Committee Action Plan for Women Employed in Universities 2006-10. The action plan's objectives are to encourage all universities to integrate equity strategies and performance indicators into their institutional plans; significantly improve the representation of women in senior roles; monitor the entry patterns of women into academia; and respond to barriers to sustained entry.
Educational information on sexual and reproductive health
8.63 The Australian Government funds the National Family Planning program to provide education on sexual and reproductive health to primary and secondary students, (as well as teachers, parents, health care professionals and the broader community). The program provides information on delaying sexual activity until it can be undertaken in safe and informed circumstances, and provides advice on all forms of contraception. Under the Public Health Outcome Funding Agreements, curriculum planning, training and resource development of school-based programs, including those relating to sex and relationships education, are determined by state and territory government and non-government education authorities and individual schools.
8.64 In addition, the Australian Government has funded the development and distribution of a number of youth specific education resources. For example, funding was provided for the development of the Talking Sexual Health school-based education package, which is used in many jurisdictions. Talking Sexual Health assists young people to develop the knowledge, skills and strategies they need to respond to HIV/AIDS, sexually transmissible infections and blood-borne viruses in the social context in which they live and make decisions. Talking Sexual Health is inclusive of all young people and addresses the impact of sexually transmissible infections on reproductive health. For more information about family planning and reproductive health, see paragraphs 10.54 to 10.67.