in the middle secondary, or an increase of 21%, 8% and 10% respectively between 2000 and 2010. 278. In the area of vocational and technical education as well as literacy and non-formal education, the efforts made are still inadequate. The results of vocational and technical education show wide regional disparities; the Dakar region always has the highest concentration of students (62.5%) including most of the private institutions (79.3%). The regions of Louga, Matam and Fatick account for the lowest in terms of students. 279. Higher education is growing rapidly in terms of the number of students. The number of baccalaureate holders increased from 29908 in 2010, to 30564 in 2011, with girls accounting for 40.9%. The entry of this huge number of students into public universities is a thorny issue in spite of the contribution of the private sector to creating access for qualified persons to enter the tertiary level of education. Notwithstanding the establishment of Regional University Centres (CUR), the Cheikh Anta Diop University is bursting at its seams. The development of public education is slow in catching up with the demand. 280. Concerning access by girls to education in particular, the following results were obtained in terms of statistics during the 2010-2011 period:     At the pre-school level, out of 160687 children, 84784 were girls as against 75903 boys ; In the elementary school, out of a total of 1,725,839 pupils, 881678 were girls as against 844161 for boys, representing 51.1% of girls ; In the middle school, out of an overall total of 617911 pupils, 298981 were girls as against 318930 for boys, with girls accounting for 48.4% ; In general at the secondary education level, out of an overall total of 178547 students, 77263 were girls as against 101284 for boys, with girls accounting for 43.3%. 281. Furthermore, the following initiatives and reforms helped to improve the quality of educational delivery:    98 Amendment of Law 91- 92 for the adoption of a 10-year compulsory education (6-16 years) in 2004 ; Diversification of educational delivery through : o State and private French-Arabic schools ; o Grassroots community schools ; o The policy of establishing modern Daaras ; o The policy of inclusive education (provision of care for children with special needs98). Establishment of Regional Training Centres for Educational Staff (CRFPE) for preliminary and continuing education of teachers ; See Chapter III of the Social Orientation Law No 2010-15 of 6 July 2010. 63