text: appeared to motivate and involve girl pupils more effectively, had been followed up with corresponding action. Noting that efforts were being made to teach information technology, physics and mathematics to groups of either girls or boys, she asked whether there were any studies comparing the results obtained from those groups with those obtained from mixed groups. 8. Ms. PILATAXI PE ARENAS asked what the response of teachers in Scotland had been to the "Strategy for equality", what the results had been and whether a comparable initiative had been launched in the rest of the United Kingdom. With regard to the British Virgin Islands, she fully agreed that, as stated in the report, the issue of pregnant teenagers, who were currently required to leave school, needed further review. Was the legal age of marriage the same in the Islands as in the United Kingdom? Another area of concern in the Territory was the fact that the percentage of children not attending school was considerably higher than that of those attending. She wished to know what was being done to deal with that problem and whether it was possible, in the Islands, to open higher education institutions supported by the United Kingdom, thus avoiding the need for girls to pursue their studies on the mainland. 9. Ms. ESCOBAR shared the concern expressed by Ms. Pilataxi de Arenas concerning the pregnancies of teenagers in the British Virgin Islands and asked whether such teenagers were able to complete their studies. She also wished to know what percentages of both women and men were illiterate. 10. Ms. LAIOU-ANTONIOU asked why the Department of Education and Science continued to subsidize a small number of schools which admitted only either boys or girls and whether that policy was based on any particular ideology. The initiatives of the 
analysis: The text appears to be discussing education and its related issues, such as gender-based teaching, teenage pregnancies, and access to higher education. While there are some general references to the British Virgin Islands, the focus is on educational policies and practices rather than specific economic, environmental, or cultural aspects of the territory.