CEDAW/C/PHI/5-6 651 graduates (or 74 percent) trained in such trade areas as hotel and restaurant management (29 percent), garments (16 percent), crafts, gifts and housewares (12 percent), food processing (10 percent), and jewelry (6 percent). Non-formal/community education 313. The Bureau of Non-Formal Education (BNFE) offers Functional Education and Literacy Programs in 10 of the 16 regions of the country. Some regions conduct Female Functional Literacy classes with maternal and childcare as core topics. It has also expanded alternative non-formal education systems for indigenous communities to include Magbasa Kita (Let Us Read) that teaches women and girls to read, and established school-based child-minding centers so that older children, mostly school-aged girls who take care of younger siblings, could attend classes despite their child-minding task. 314. To meet the needs of persons with disabilities, government implemented a number of programs, such as educational services and material support from the education department; and from the social welfare department, a community-based project for children and out-of–school youth that actively involves family members in the rehabilitation process of children with disabilities. The latter also has an ongoing project that provides skills training for women with disabilities in sewing, rattan and toy crafts, food processing, loom weaving, ceramics, and home aide service. It also enhances women’s understanding and practice of maternal and personal care, community participation, livelihood, and social communication skills. From 1995 to 1999, it served a total of 166,293 disadvantaged women nationwide. Of the women graduates, some 136,262 (or 81 percent) were absorbed in the labor force either through self- or open employment, sheltered workshop or community manufacturing, or sub-contract jobs. Meanwhile, the National Council for the Welfare of Disabled Persons (NCWDP), with the trade and industry department, conducted skills training programs on food processing and craft making in three cities for differently-abled women and for parents or guardians of differentlyabled persons. 315. In 2001, the Philippine Commission on Human Rights (PCHR) launched a campaign to promote human rights information among the youth, civil servants and the masses. One of its two projects is implemented in coordination with the education department and involves the establishment of a human rights desk in educational institutions, which will disseminate human rights materials and conduct human rights orientation for students and the academe. Efforts of educational institutions, professional organizations and NGOs 316. An increasing number of universities and colleges are offering women studies. The Women’s Studies Association of the Philippines (WSAP) has 50 member-schools and over 300 teacher advocates all over the country. In July 2001, it convened a conference that focused on the theme of sexism in campus, which involved teachers and researchers in Women’s Studies as well as young women students who spoke on various forms of sexism that they encountered in school. Held simultaneously with the conference was a training of guidance counselors on feminist guidance counseling and non-sexist career counseling. During the period under review, WSAP members also undertook teacher training and curriculum development on 89