such fields as science, mathematics, engineering, environmental sciences and technology, information technology and high technology, as well as management training; (f) Promote women’s central role in food and agricultural research, extension and education programmes; (g) Encourage the adaptation of curricula and teaching materials, encourage a supportive training environment and take positive measures to promote training for the full range of occupational choices of non-traditional careers for women and men, including the development of multidisciplinary courses for science and mathematics teachers to sensitize them to the relevance of science and technology to women’s lives; (h) Develop curricula and teaching materials and formulate and take positive measures to ensure women better access to and participation in technical and scientific areas, especially areas where they are not represented or are underrepresented; (i) Develop policies and programmes to encourage women to participate in all apprenticeship programmes; (j) Increase training in technical, managerial, agricultural extension and marketing areas for women in agriculture, fisheries, industry and business, arts and crafts, to increase income-generating opportunities, women’s participation in economic decision-making, in particular through women’s organizations at the grass-roots level, and their contribution to production, marketing, business, and science and technology; (k) Ensure access to levels for adult disabilities and to improve their quality education and training at all appropriate women with little or no education, for women with for documented migrant, refugee and displaced women work opportunities. Strategic objective B.4. Develop non-discriminatory education and training Actions to be taken 83. By Governments, educational authorities and other educational and academic institutions: (a) Elaborate recommendations and develop curricula, textbooks and teaching aids free of gender-based stereotypes for all levels of education, including teacher training, in association with all concerned - publishers, teachers, public authorities and parents’ associations; (b) Develop training programmes and materials for teachers and educators that raise awareness about the status, role and contribution of women and men in the family, as defined in paragraph 29 above, and society; in this context, promote equality, cooperation, mutual respect and shared responsibilities between girls and boys from pre-school level onward and develop, in particular, educational modules to ensure that -30-