young women. Currently, for every 100 male students with a scholarship, there are 40 young girls or women. 530. However, with regard to international scholarships, the refusal rate for girls is higher because of external pressures: reluctance of families to let their daughters leave the family, because they are engaged for marriage, they are getting married or they will soon be young mothers. 531. Special attention is paid to the accommodation of young girls. For the 20132014 academic year, for example, the ratio was 54 girls to every 100 boys. The Lomé university centre set up a policy of systematically allocating accommodation to the first five girls per series at the baccalaureate level, as well as to poor girls who have passed this examination. This measure was meant to encourage young girls to pursue university studies. 532. The University of Lomé set up a "House of Entrepreneurship", in conjunction with the Lomé City Council and the Chamber of Commerce and Industry of Togo, in partnership with the Chamber of Commerce and Industry of Paris-Iles de France. It is a forum where young girls, sensitized to the interest of entrepreneurship, will spread their knowledge and experiences in this field to family members, mothers, aunts, sisters or neighbours. 533. The government took measures to encourage girls' education, including: - the creation of new vocational training centres in order to make education accessible to all and especially to girls who have much more difficulty in travelling out and especially accommodation. Thus, they will now be closer to training centres (a total of 14 new centres and institutions were created from 2010 to 2014);  special temporary measures for girls studying for the Certificate of Professional Competence (CAP), the Diploma of Vocational Studies (DEP) and the “Seconde” class, and specifically, the minimum recruitment quota of 25% granted to girls at Glidji-Aného Technical High School, which currently provides training in electrical engineering and computer maintenance;  the creation of new courses (CAP in domestic arts, agropastoral activities, sewing, hairdressing-cosmetology ...) within the country diversified training offered to the girls and also enabled them to acquire skills and to have good training that helps their development 151