CEDAW/C/PHI/5-6 17 percent graduated in 1998, from a high 66 percent graduation rate the previous year, for both sexes. 297. As of 2001, about 40 percent of the enrollees in TVET institutions were women. In 2003, women accounted for over 53 percent of total TVET enrollees and graduates. This figure is higher than that in most countries, but it is still less than parity. Moreover, it disguises at least two gender issues. Most women congregate in traditional programs such as sewing, arts and crafts, and food services that usually lead to low-paying jobs. Also, far fewer women take the national trade tests after completing their studies. In 1998, some 7,400 women took the test, as compared to 26,700 men. Only about 33 percent of the women passed the trade test, as compared to 39 percent of the men. The problem partly rests with the gender segmentation in the labor market, which perpetuates unequal incomes for women in the job market (see discussions under Article 11). Besides, the programs that women enter do not have trade tests, such as cooking, sewing, etc. B. ACTIONS TAKEN 298. To respond to the gender issues in the educational sector, the government initiated various policy and program initiatives. In addition, various non-governmental groups, such as private educational institutions, non-government organizations, and professional groups, launched programs and projects to improve women’s and girl’s access to education and promote educational environments that are women- and girl-friendly. Policy developments 299. To boost enrolment in science and technology courses, the Philippine Congress passed RA 8248, or the Science and Technology Scholarship Act of 1997. This aimed to expand and upgrade educational opportunities for women and men to pursue careers in science and technology. 300. The National Service Training Program Act of 2001 (RA 9163) made military training in the tertiary level (known as the Reserved Officers Training Corps, or ROTC) as one of three requirements for graduation that male and female students can choose from, beginning in academic year 2002-2003. The two others are Civil Welfare Training Service (CWTS) and the Literacy Training Service (LTS). 301. Several bills are pending in the Philippine Senate that would grant women scholarship or financial assistance. Senate Bill Nos. 764, 1104, 1108 and 1247 seek to grant women equal opportunities with men in the field of sports by providing them with athletic scholarship programs and equal prize money in professional competitions. Meanwhile, Senate Bill Nos. 601 and 1248 aim to empower women by providing them with assistance and opportunities in enterprise in order to enhance their welfare, realize their full potentials and increase their access to education. 85