The SNLVBG reflects the will of the Government to carry out the fight against this plea with the support Of national stakeholders and development partners for a period from 2014 to 2016. For its implementation, a three-year programme that mobilises all national components was established: Government, Parliament, Economic and Social Council, Commission on Dialogue, Truth and Reconciliation, civil society organization with the support of international institutions. Today the Document of National Gender Policy adopted by the Cabinet is being popularised and the development of a strategic plan for its implementation is planned with all partners. Following the commitment made by the President of the Republic during his solemn declaration to conduct a reflection to develop or revise discriminatory laws against women (Marriage Act, filiation Act, law on rural land). A Penal Code and Criminal Procedure Code Amendment Bill that severely punish offenses committed with respect to Gender Based Violence was recently approved and will soon be submitted to the National Assembly for approval. From 2007, the DEPG initiated the establishment of the Gender units based in the various technical ministries which 14 are now functional. The Gender units are responsible for ensuring the inclusion of practical and strategic needs of women and men in the development, implementation, monitoring and evaluation of programmes and projects of Government departments. Notwithstanding these efforts, many disparities still exist between girls and boys, especially with regard to access to education. The indicators available show that gender parity in primary education has remained at 0.88 i.e. 88 girls per 100 boys in 2006 (source: MICS 2006) and in 2008 (source: ENV 2000). It was 0.81 in 2000 (MICS 2000). In secondary education the ratio girls / boys was 64 per 100 boys in 2008 against 54 in 2000. Les indicateurs disponibles montrent que la parité entre les sexes dans l’enseignement primaire s’est maintenue à 0,88, soit 88 illes pour 100 garçons en 2006 (source : MICS 2006) et 2008 (source : ENV 2000). Elle s’établissait à 0,81 en 2000 (MICS 2000). Dans l’enseignement secondaire le rapport illes/ garçons était de 64 illes pour 100 garçons en 2008 contre 54 en 2000. Au niveau de l’enseignement supérieur ce rapport se situait à 56% en 2008. Au niveau de l’enseignement technique et de la formation professionnelle, les illes représentaient 43,9% de l’effectif total avec respectivement 56,3% pour la formation au secteur tertiaire et 43,7% au secteur industriel. Dans l’enseignement secondaire technique, nous notons 97 illes pour 100 garçons selon les données statistiques 2013/2014 source: DPES/MENET. Selon l’EDS-MICS 2011-2012, l’indice de parité entre les sexes au primaire est de 0,90 au niveau national soit 90 illes pour 100 garçons. Au niveau de l’école secondaire l’IPS est de 0,74, dénotant que les illes fréquentent l’école secondaire relativement moins que les garçons. At the level of higher education this ratio was at 56% in 2008. At the level of technical education and vocational training, girls represented 43.9% of the total of students with 56.3% in tertiary education training and 43.7% in the industrial sector. In technical secondary education, there are 97 girls for 100 boys according to 2013/2014 statistics Source: ESPD / MENET. According to the DHS-MICS 2011-2012, the index of gender parity at the primary was 0.90 nationally i.e. 90 girls for 100 boys. At the secondary school the index of gender parity was 0.74, indicating that the girls attending high school were relatively less than boys. RAPPORT INITIAL SUR LA MISE EN OEUVRE DE LA CHARTE AFRICAINE DES DROITS ET DU BIEN ÊTRE DE L'ENFANT 29