mathematics and technology, including through such methods as distance- and e-learning; (b) Encourage regulatory bodies, where they exist, to promote full participation of women in the ownership, control and management in the ICT and media sectors; (j) Establish or, where they already exist, expand skills training, vocational and employment training and capacity-building programmes for women and girls and women’s non-governmental organizations on the use, design and production of ICT, including preparing them to take on leadership roles and promote their participation in the political process, and integrate a gender perspective in ICT training programmes for teachers and in training programmes for media professionals; (c) Include gender perspectives and measurable gender-specific targets in all programmes and projects on ICT for development, as well as specific activities, as appropriate, for women and girls as active users of information; (d) Remove ICT-related infrastructural barriers that disproportionately affect women and girls and promote the establishment of affordable and accessible ICT-related infrastructure for all women and girls, bearing in mind the specific needs and interests of women and girls living in countries in the process of peace-building and reconstruction; (k) Enable equal access for women to ICT-based eco- nomic activities, such as small business and homebased employment, to information systems and improved technologies and to new employment opportunities in this area, and consider developing tele-centres, information centres, community access points and business incubators; (e) Invite, as appropriate, through partnerships, or through the use of self-regulatory gender-sensitive guidelines and self-regulatory gender-sensitive guidelines for media coverage and representation, public and community media to work in support of gender equality, bearing in mind the importance of providing financial resources and other support; (l) Strengthen partnerships among all stakeholders to build the capacity of women to fully participate in, and enjoy the benefits of, the information society, including e-governance, where it exists and as it is developed, and participatory approaches; (f) Support research into all aspects of the impact of the media and ICT on women and girls, in particular into their information needs and interests, review existing media and ICT policies and find ways to adapt ICT to the needs of poor and, in particular, illiterate women, in order to overcome barriers and support women’s empowerment; (m) Ensure equal opportunities for women and monitor gender representation in different categories and levels of work, education and training in the media and ICT areas, with a view to increasing women’s participation in decision-making at all levels of ICT and the media; (g) Make education, formal and non-formal, a prior- (n) Provide management, negotiation and leadership ity in particular for the development of ICT and take measures to promote girls’ education so as to enable girls and women to gain access to ICT; training for women, as well as mentoring systems and other support strategies and programmes to enhance women’s capabilities and potential for advancement in the media and ICT sectors; (h) Include, at appropriate levels of government, ICT education for girls and women in curricula at all educational levels, from early childhood to tertiary level, as well as in continuing education, in order to promote and ensure women’s full participation in the information society; (o) Take effective measures, to the extent consistent with freedom of expression, to combat the growing sexualization and use of pornography in media content, in terms of the rapid development of ICT, encourage the media to refrain from presenting women as inferior beings and exploiting them as sexual objects and commodities, combat ICT- and media-based violence against women, including criminal misuse of ICT for sexual harassment, (i) Take concrete steps to increase the number of female students at all educational levels in media- and ICT-related subjects, including science, 2