Solicitud directa (CEACR) - Adopción: 1990, Publicación: 77ª reunión CIT (1990)

Convenio sobre la discriminación (empleo y ocupación), 1958 (núm. 111) - Chequia (Ratificación : 1993)

1. Admission to and contents of higher education. In previous comments, the Committee had noted that, under various legislative texts relating to higher education, the primary duty of institutions of higher education was to prepare candidates who were politically and morally developed and well prepared for work in various sectors of life in a developed socialist society. The Committee had also referred to requirements relating to the study of Marxism-Leninism, noting, for example, that according to Notification No. 110/1980 of the Ministry of Education of the Czech Socialist Republic and Notification No. 105/1980 of the Ministry of Education of the Slovak Socialist Republic on courses in higher education establishments, the obligations to be fulfilled by each student included the obligation to assimilate the Marxist-Leninist vision of the world and the obligation to raise his ideological, political and cultural level.

The Committee has noted the Government's statement that a basic knowledge of Marxism-Leninism is required of all applicants for studies at the university, forms part of the curriculum and therefore also part of the final examinations, but that political opinions are not inquired into for purposes of admission to studies or final examinations. The Government states that Marxism-Leninism is an integral part of education for all students.

The Committee observes, however, that the requirements previously mentioned appear to go further than merely defining the contents of curricula, and require the assimilation of the Marxist-Leninist vision of the world and the raising of the student's ideological and political level. Moreover, the academic justification for the inclusion of Marxism-Leninism in all courses of higher education is not evident.

The Committee would accordingly appreciate information on any further developments in educational policy and programmes having a bearing on the implementation of the Convention.

2. Training and employment of women. The Committee has noted with interest the information provided by the Government regarding access to training, access to employment and conditions of employment of women. It notes that, although girls have access to all types of vocational training, traditional views on the respective roles of men and women in different sectors of employment persist and influence sex distribution of persons attending the various kinds of training institutions. It notes that measures have been taken to encourage girls to train for less usual occupations, particularly by means of vocational guidance, direct assistance, and priority access to certain training programmes. The Committee requests the Government to provide further information on the measures taken, and also on the results obtained.

3. The Committee notes the Government's statement that, while education and qualification levels among men and women are becoming increasingly more balanced, that trend has been reflected only slowly in the structure of employment, with persistence of the employment of women in low-skilled and less well-paid work in a number of industries. The Government indicates that in many cases the assignment of workers to various jobs and grades is also influenced by traditional distinctions between typically men's and women's jobs. The Committee notes the Government's statement that the competent authorities are trying to analyse why, notwithstanding the guarantees of equality of opportunity and treatment laid down by law, situations of de facto inequality arise, with a view to adopting practical measures to deal with them. It requests the Government to provide information on the nature and results of the studies undertaken, and on the measures adopted. It would also appreciate statistical data on the extent of employment of women at different levels of responsibility.