to develop the skills required, women need to have full access to education in science and technology at all levels, including the use of modern technologies such as information technology, to vocational training and to lifelong learning. Using a wide range of strategies and modalities, efforts should be made - for instance, through the development of information services and professional guidance for girls and women - to promote girls’ and women’s participation in fields where they are under-represented, such as science, engineering and technology, and to encourage them to participate actively in the development of new technologies, from design to application, monitoring and evaluation. 14. The development of gender-sensitive teaching materials, classroom practices and curricula and of awareness-raising and regular gender training for teachers is a prerequisite for breaking down gender stereotypes and developing non-discriminatory education and training aimed at the physical and intellectual development of girls and boys. Teacher training is an essential component in the transmittal of gender-sensitive programmes for eliminating the differential behavioural expectations of girls and boys that reinforce the division of labour by gender. Techniques for improving teachers’ capabilities to deliver gendersensitive instruction need to be researched and widely disseminated in order to support the development of multicultural, gender-sensitive curricula in all areas of instruction. 15. The recruitment, training, working conditions and the status of teachers, in particular, of women teachers, must be improved, and gender-sensitive training for teachers, teacher trainers, school administrators and planners must be developed. Positive action programmes should be stimulated in order to overcome the under-representation of women in educational management. 16. The use of instruments available to ensure equality in education and training should be promoted - instruments such as research, information campaigns, refresher courses for teachers, development of gender-sensitive teaching materials, positive action measures and gender-impact assessments. They focus on a variety of actors: girls and boys, parents, teachers, school administrators and policy makers. 17. Governments should provide increased access to non-discriminatory education and training and create safe, enabling environments in order to retain girls and women in schools and eliminate gender disparities in school attendance at all levels of education, including the higher levels. Safety in schools and during extracurricular activities should be promoted by school authorities, parents and administrative personnel. All actors should join efforts by providing school feeding programmes, transport and boarding schools, when necessary. The contribution of non-governmental organizations to all fields of education and, in particular, to lifelong learning is of importance. 18. Governments and all actors should recognize the need for and provide gender-sensitive early childhood education, especially to those groups under difficult circumstances, and should assure the lifelong learning of quality education for the girl child. 19. Governments and all social actors should promote non-formal education programmes and information campaigns to encourage adult women’s lifelong learning. 20. The bodies and specialized agencies of the United Nations system, within their existing mandates, should compile and disseminate information on best -19-