training, including employer-sponsored training, present employment trends, income and future employment opportunities. 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. 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. 13. Educational planners and policy makers should give renewed importance to education in mathematics, science and technology for girls and women. In order 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. 10. Women who wish to start or improve a microenter- prise or small business should have access, not only to financial support services, but also to skills-based 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. 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 gender-sensitive instruction need to be researched and widely disseminated in order to support the development of multicultural, gendersensitive 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. 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 2