E/2011/27 E/CN.6/2011/12 perspectives, hinders economic development and women’s empowerment and can contribute to the gender pay gap. economic 19. The Commission expresses concern about high drop-out rates from school of female students in many parts of the world, especially at the secondary level, and including at the tertiary level, owing to multiple discrimination and factors that impede girls’ participation in education. 20. The Commission expresses concern that the unequal sharing of responsibilities of daily life, including caregiving between women and men, girls and boys, has a disproportionate impact on women’s and girls’ access to education, training and science and technology, and on their economic empowerment and long-term economic security. 21. The Commission underlines that addressing the barriers to equal access of women and girls to education, training and science and technology requires a systematic, comprehensive, integrated, sustainable, multidisciplinary and multisectoral approach, including policy, legislative and programmatic interventions and, as appropriate, gender-responsive budgeting, at all levels. 22. The Commission urges Governments, at all levels, including local authorities and national machineries for the advancement of women, and/or, as appropriate, the relevant entities of the United Nations system and international and regional organizations, within their respective mandates and bearing in mind national priorities, and invites national human rights institutions where they exist, and civil society, including non-governmental organizations, academia, educational, scientific research and funding institutions, the private sector, employer organizations, trade unions, professional associations, the media and other relevant actors, to take the following actions, as appropriate: Strengthening national legislation, policies and programmes (a) Mainstream a gender perspective in legislation, policies and programmes within all governmental sectors, including education, training, science and technology, academia, research institutions and research funding agencies, in order to address unequal access and participation of women and girls in education, training and science and technology, including for the promotion of women’s equal access to full employment and decent work; (b) Strengthen capacities to ensure that science education policies and curricula are relevant to the needs of women and girls so that developments in science and technology can directly benefit them; (c) Improve and systematize the collection, analysis and dissemination of sex-, age- and disability-disaggregated data; enhance capacity development in this regard; and develop relevant gender-sensitive indicators to support legislative development and policymaking on education, training and science and technology; (d) Encourage the provision of institutional and financial support for academic studies that can produce gender-specific knowledge and feed into all policies and programmes on education, training and research and support research, including longitudinal policy research, to identify specific gaps in 4 11-28654