to enhance the employability of women, basic education and vocational qualifications, in particular in the fields of science and technology, are of great importance. In view of the high presence of women in flexible work-time schemes and atypical work, it is particularly important to facilitate women’s participation in "on-the-job training" so that they can secure their jobs and promote their careers. 7. Consciousness should be raised about the need for a new allocation of responsibilities within the family, in order to alleviate the extra burden on women. 8. National statistical offices, responsible governmental ministries, research institutions, women’s groups, employers and workers’ organizations should provide women, government, policy makers and training providers with the best available labour market information. A redesigned, relevant and up-to-date system of labour market information should provide data disaggregated by sex on training, including employer-sponsored training, present employment trends, income and future employment opportunities. 9. Adult education and training programmes should be developed with a wide focus, incorporating not only literacy and numeracy but also lifelong learning skills and improved capabilities for generating income. Measures should be taken to remove barriers to the participation of women in adult education programmes, such as setting up care structures for children and other dependants. 10. Women who wish to start or improve a microenterprise or small business should have access, not only to financial support services, but also to skillsbased training to assist them in the successful management of their business. 11. Governments should meet their responsibilities for providing education and training. Government policies should ensure that different actors in the field of education and training provide and promote equal opportunities for women and men. Governments should promote cooperation among the public and private sectors, including non-governmental organizations, labour unions, employers’ organizations and cooperatives, to make the process of training relevant, efficient and effective. Citizens should help to mobilize governmental and non-governmental efforts, benefiting from the important role that the media can play, to achieve gender equality in education, training and employment. Employers’ and workers’ organizations should play a critical role in the provision of professional training at the national and local levels. Governments should be ultimately responsible for developing strategies that ensure women’s participation in the provision of education and training, especially for women in remote areas or with social, economic, cultural and physical constraints. 12. Educational planners and policy makers, Governments and other actors should develop programmes in education, technical training and lifelong learning that recognize these components as integral parts on a continuum. This implies that knowledge and skills acquired in formal as well as non-formal, out-of-school education, community activities and traditional knowledge are valued and recognized. The programmes should take a holistic approach, ensuring that women enjoy equality throughout the process in a new learning culture involving individuals, enterprises, organizations and society at large. 13. Educational planners and policy makers should give renewed importance to education in mathematics, science and technology for girls and women. In order -18-