CEDAW/C/PHI/5-6 Women Studies. For instance, WSAP provided training in peace education as part of its March 2002 conference on gender, peace and justice. 317. Private women’s colleges and universities have actively promoted key courses and programs. Miriam College created the Women and Gender Institute (WAGI) in 1999 and has been offering international women’s human rights seminars on an annual basis. St. Scholastica’s College requires its students to take a course on women’s studies prior to graduation. In 1990, it created the Institute of Women’s Studies as part of its outreach program. The Institute offers formal courses and trains women from various parts of the country and Southeast Asia on gender-fair education, women and development, women and health, feminist theories, VAW, and gender issues in marriage. Meanwhile, the Philippine Women’s University’s community outreach program conducts volunteer health workers’ leadership training, literacy class and values formation program for women living in poverty. REMAINING CHALLENGES AND ISSUES 318. Negative results of gender tracking at the tertiary level include placement of women in lower paying jobs (see discussion in Article 11). Without viable employment opportunities locally, educated women end up overseas, working in domestic service. This produces a deskilling at two levels: nationally, as the country loses its educated workers; and personally, as people hold jobs that require less skills than they are trained for. To avoid this, education needs to be attuned with global trends so that women may be employed in jobs matching their skills and knowledge. 319. Also due to the difficulty of finding work in the country, job seekers, both women and men, tend to grab the first available job opportunity. When this happens to women who train in nontraditional professions or careers, it diminishes their opportunity to grow in their profession unless they go for re-training. As a result, there are still few female role models in nontraditional occupations like engineering, science and technology, architecture, and even in vocational-technical courses like computer technology. 320. Lower literacy and education in rural areas predispose rural women (and men) to lower level jobs, such as domestic service and unpaid family work, or worse, easy prey to prostitution. Although not all college graduates find a job, postsecondary education has been directly related to better paying jobs, better family health, higher use of contraception and lower number of children. There is, thus, a need to put more resources and expand government education programs to rural and indigenous women. 321. The disproportionate representation of women in top education positions persists. Despite their large number in the educational system and their extensive educational training, women are provided limited career opportunities in decision-making levels where they can apply their knowledge and where they can further enhance their capabilities on the job. 322. There is inadequate data to monitor women’s education and training and job matching. Women’s concentration in a narrow band of traditional areas has kept wages down or produced stiff competition among women entrepreneurs. While data show that more and more women are entering traditionally masculine professions or training, it is important to establish if they 90