50.Mrs.ARUNGU-oLENDE (Kenya) saidthat,according tothereport, womenhad traditionally predominated asempl~ees inkindergartens ansnursery schools, but thatwasnolongerthecase. Sheaskedifthemenwhowerenowemployed intoose institutions didthesameworkaswomenorconfined theiractivities tocertain spheres. Thestatement inparagraph 66(a)that"school enrolment isvoluntary and attendance isfree,asisthecaseinsomeprivate schools" inplied thatsome private schools could·beattended freeofcharge, andsherequested clarification onthat. 51.Referring tothecomment inparagraph 395thatthelackofhousing was confirmed bythephenomenon ofco-habitation, sheaskedwhether customs and manners, inaddition tolackofhousing, didnotcontribute tothatphenomenon. Paragraph 394referred tothe"shortage ofurbanized areasavailable for hane-building" and,inthecontext, inplied thathousescouldbebuiltonlyin urbanized areas,sherequested thatthatbeclarified. 52.TheCHAIRMAN, speaking astheexpertfromDenmark, requested moreinformation abouttheItalian Government's attempts totransfer responsibility fromtheState tothevarious regions. Moreover, thereporthadrelateditsdiscussion of article 12topartIIoftheCovenant, buthadfailedtodothesamefor articles 10and11.Hehopedthattheomission wouldberectifiedinfuture reports. 53.Thereportprovided fewdetails onthesituation ofvulnerable groupssuchas Umnigrants andrefugees, particularly withrespect tosocialsecurity andhousing, andhewouldbegrateful ifthatinformation couldbesupplemented. 54.Paragraphs 202and209contained statistiesiooicating thatthenumberof children assisted byinstitutions forearlychildhood haddropped, butdidnotmake itclearwhether thosestatistics reflected theimpactofthelegislation on abortion. Themeeting roseat12.55p.m.
**Analysis**
The text appears to be a discussion or inquiry related to the social and educational aspects of a country, specifically Kenya. The topics raised include the employment of men in kindergartens and nursery schools, the availability of free education, housing and social security, and the situation of vulnerable groups such as refugees. The tone is inquiring and seeking clarification, suggesting a discussion or dialogue rather than a presentation of information.

**Category**
Education, Humanitarian aid and relief