A/HRC/35/10 poverty, severe discrimination and (A/HRC/29/40/Add.2, paras. 69 -70). B. both sexual and labour exploitation Education 20. Intersectional discrimination affects the ability of women and girls to enjoy their right to education. The lack of access to quality education has a detrimental impact on their autonomy, opportunities and choices later in life, including with regard to employment and income, and health (see also A/HRC/35/11). 21. The Committee on the Elimination of Discrimination against Women, the Committee on Economic, Social and Cultural Rights and the Committee on the Rights of the Child have drawn attention to the lack of access to education, prevalence of high school dropout rates and/or low enrolment rates among specific groups of girls, such as migrant and refugee girls, or on the basis of their sex and ethnicity, religion or work and descent in Albania, Bosnia and Herzegovina, China, Croatia, Czechia, Germany, India, Peru, Serbia, Spain and the former Yugoslav Republic of Macedonia.11 The Working Group on the issue of discrimination against women in law and in practice found that, in Peru, the school dropout rate among indigenous girls aged between 12 and 16 years was 89.1 per cent (A/HRC/29/40/Add.2, para. 68). A survey conducted on discrimination against and the living conditions of Roma women in 11 Member States of the European Union showed that only 23 per cent of them remained in school after the age of 16, compared to 32 per cent of Roma men.12 22. High school dropout and low enrolment rates among women and girls affected by intersectional discrimination are closely linked to a combination of related multiple barriers that may include lack of access to gender-sensitive and intercultural education, lack of financial resources, lack of access to health services, including sexual and reproductive health services, unpaid care work, and the high prevalence of sexual and other types of violence (see A/HRC/35/11). 23. Discriminatory attitudes based on race, ethnicity, work and descent, gender or religion held by education personnel and fellow students may also prevent girls from having access to and remaining in school. Educational curriculum and teaching materials may reflect stereotypes and biases based on gender, race, ethnicity, work and descent, religion or other reason, and thus aggravate discrimination and lead to violence against women and girls in education. 24. Educational policies that support the exclusion of specific groups intersect with gender-related barriers and may compound discrimination experienced by girls. The Committee on the Elimination of Racial Discrimination, the Human Rights Committee, the Committee on the Rights of the Child and the Committee on Economic, Social and Cultural Rights in their concluding observations (CERD/C/DEU/CO/19-22, para. 13; CERD/C/MKD/CO/8-10, para. 17(a); CERD/C/CZE/CO/10-11, para. 17; CERD/C/SRB/CO/1, para. 15; CERD/C/SVK/CO/6-8, para. 11 and 16; 11 12 6 CEDAW/C/HRV/CO/4-5, para. 36; CEDAW/C/CHN/CO/7-8, para. 34; CEDAW/C/PER/CO/7-8, paras. 29 and 30; CEDAW/C/BIH/CO/4-5, para. 31; CEDAW/C/CZE/CO/5; CEDAW/C/DEU/CO/6; CEDAW/C/SCG/CO/1; CEDAW/C/BIH/CO/3; Official Records of the General Assembly, Fifty-fifth Session, Supplement No. 38 (A/55/38); Official Records of the General Assembly, Fifty-ninth Session, Supplement No. 38 (A/59/38); E/C.12/ALB/CO/2-3; CRC/C/15/Add.185; and CRC/C/15/Add.118. European Agency for Fundamental Rights, “Discrimination against and living conditions of Roma women in 11 EU Member States”, Roma survey: Data in Focus, October 2014, p. 13.