such as competitions and awards, scientific meetings, travelling exhibitions and the provision of science equipment for girls. Public recognition of and information on famous women scientists as potential role models would be beneficial. The necessity of enhancing the motivation of girls to continue higher education and to reach for positions in decision-making in the scientific field was stressed. Psycho-social factors played an important role in changing the attitude of girls and their parents towards such choices. 119. In a time of rapid change in knowledge, societal norms and technology, education and training by necessity became a lifelong process. For women, lifelong education was still a means to gain basic knowledge, including literacy, and for breaking the cycle of poverty. Lifelong learning included education for citizenship and democracy, legal literacy, access to information and informed choice of information. Distance learning and the use of new communication technologies in adult education benefited women, who often struggled against lack of mobility and time and financial constraints. The precondition for successful adult education was that women would recognize its value. Any form of adult education required a favourable or facilitating environment and should be developed in a participatory process involving all actors. The first steps had been taken in some countries to create a universally accessible lifelong education system with flexibility that would allow the transfer of transcripts from different establishments and recognition of credits and would hence benefit women greatly. 120. The trend to reduce educational budgets, which were also affected by increased demand due to population growth in many countries and structural adjustment measures, had a negative impact on educational systems, particularly for girls. More strategic planning of resources in the field of education was required, including sufficient allotments to primary education, as well as the reallocation of funds from other sectors, such as military spending, to education. In this respect, the 20/20 concept as accepted at the World Summit for Social Development and reinforced in the Platform for Action was recalled. The international community and international organizations were requested to support national initiatives and implementation of the targets set in the Platform for Action, including the agreed target of 0.7 per cent of the gross national product of developed countries for overall official development assistance. 121. At the 16th meeting, on 21 March, the Commission approved the proposal of the Chairperson to include the following statement in its report: "The Commission held four panel meetings with invited experts followed by dialogues with the panellists and among Governments (11-14 March 1997) related to item 3 (c) (Follow-up to the Fourth World Conference on Women: implementation of strategic objectives and action in the critical areas of concern). "The principal elements emerging from the discussions were summarized by the moderators of the four panels, that is, the Chairperson and the Vice-Chairpersons of the Commission. These texts were presented to the members of the Commission and comments were received from various delegations that were not accommodated in the summary. However, the texts were not negotiated nor were they adopted by the Commission." -50-