text: Nationality Act. 3. Ms. TALLAWY noted, with regard to the immigration of students, that males were treated differently from females: the husband of a female student was not automatically admitted to the United Kingdom and was not entitled to work there, whereas the wife and children of a male student were admitted unconditionally and could work if they wished. She asked whether the United Kingdom intended to amend that provision, which constituted a flagrant case of discrimination between men and women. Article 10 4. Ms. FORDE said that the system of education described in the report appeared remarkable. Since school attendance was compulsory from the age of 5, she wished to know whether day-care centres were available to accommodate children below that age, in order that women might be enabled to work. The report also stated that most schools were mixed. She wondered whether studies had been carried out to determine whether that system was more beneficial for girls than a system in which they attended single-sex schools. In conclusion, it would be useful to know whether the children of immigrants or those belonging to a minority could receive an education of the same standard as that provided to other children. 5. Ms. GUAN Minqian, referring to the section entitled "Classroom practice", asked what exactly was meant by "the hidden curriculum" and "the different treatment of boys and girls in the classroom and in nursery schools". 6. Ms. TALLAWY asked whether there was a brochure describing the programmes mentioned under the heading "Non-traditional careers", on which other countries would certainly wish to draw. 7. Ms. SCHOPP-SCHILLING congratulated the Government of the United Kingdom on its efforts to improve education at all levels. She wished to know whether the Cockroft Report on mathematics, which placed emphasis on teaching methods that 
analysis: The text appears to be discussing various aspects of education in the United Kingdom, including immigration of students, curriculum, and non-traditional careers. The questions asked by the delegates suggest a focus on the accessibility and quality of education, as well as potential biases or inequalities in the system.