The gender equality objective in education is underpinned by commitment to the 1997 document entitled Gender Equity A Framework for Australian Schools .

Viet Nam has basically acquired gender equality in primary education and is trying to accomplish universalization of lower secondary education.

Education for All goal 5 on the elimination of gender disparities in education by 2005 and on the achievement of gender equality by 2015 is directly linked to access and quality education issues.

The Ministry of Education therefore has a policy framework to advance gender equality in education.

Reaching adolescents is also important, as this is the age when life skills based education is critical and gender parity in education starts to be transformed into gender equality.

The trends of gender segregation can also be observed in higher education.

A delegation requested further information on basic education, gender equality and the role of UNICEF in the education sector.

The gender gap in schooling remains a concern.

The Department of Education and Science Gender Equality Unit focused on the education sector, while the Ministry of Finance Gender Equality Unit oversaw the implementation of equality policies in the employment of civil servants.

The report was complemented by a report of the Millennium Project Task Force on Education and Gender Equality, in which specific action to achieve gender equality and the empowerment of women was proposed.

There has been an exponential growth in secondary, higher and university education. Gender parity in access to and duration of education has also been achieved at all levels.

This suggests that there is little gender difference in primary education in general.

These differences were not only a consequence of gender inequality in the approach to the educational system.

Eliminating gender inequalities in primary and secondary education by 2006 and at all educational levels by 2015

b) Create awareness of the importance of gender equality and develop gender analytic capabilities throughout the education and training system

The General Education Act, which established equal access, gender equality and non discrimination in education, had been a major step forward for formal education in Paraguay.

The subject matters that promote the Equality of genders are an integral part of the curriculum for all levels of education.

Gender inequalities in access to education are well documented in rural areas.

(d) Develop specific curricula and materials on gender equality for both boys and girls at all levels of education

The Pre School Association does not have a gender equity policy as evidenced by the huge disparity of female trained pre school teachers compared with males.

Regarding focus area 2, basic education and gender equality, several delegations welcomed the role of UNICEF in global initiatives to reach all children with basic education.

Although gender parity in primary education has improved, dropout rates for girls are higher than for boys.

The project is aimed at integrating gender equality in the curricula of higher educational establishments and creating of a virtual competence centre a database web page of gender equality.

Affirming that the realization of the right to education, especially for girls, contributes to the promotion of gender equality and the eradication of poverty,

Progress For Children Primary Education and Gender Parity Report Card, New York UNICEF, April 2005.

The Ministry of Education and Culture, together with the Women's Bureau, had defined a public policy and set up a programme aimed at achieving gender equality.

Education is a human right and an essential as well as a powerful tool for achieving gender equality, development and peace.

However, by eliminating gender disparities in primary and secondary education, it had fulfilled Millennium Development Goal 3.

Globally, women are over represented in employment that is part time and there are persistent wage gaps between women and men.32 Both vertical and horizontal occupational sex segregation exists in all parts of the world, inter alia, as a result of gender inequality in education, training and recruitment, as well as of sociocultural attitudes and practices.

Each target is gender disaggregated in Education Sector Reforms (ESR) and Education For All (EFA) Programs.

Deeply concerned about the persistence of the gender gap in education, which is reflected by the fact that nearly two thirds of the world's adult illiterates are women,

The second area of focus is removing barriers to resolve gender inequality in education and strengthening the programming in girls' education.

The Department of Education, for example, has had a policy of gender equity in the distribution of scholarships since 1997.

(p) To give appropriate priority to the collection of quantitative and qualitative data relating to disparities in education, including gender disparities

Target 4 Eliminate gender disparity in primary and secondary education, preferably by 2005, and at all levels of education no later than 2015

Goal 4 To eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education not later than the end of 2015

Furthermore, Goal 3 of the Millennium Development Goals (MDG) deals with promoting gender equality and empowering women, with the target being to eliminate gender disparity in primary and secondary education preferably by 2005 and in all levels of education no later than 2015.

Affirm gender equality and equity as prerequisites to sustainable development and ensure universal access to education, health care and economic opportunity.

We also welcome national efforts to ensure gender equality, and we encourage States to continue making progress on education and literacy.

Gender parity in primary and secondary education should be on track for full parity by 2009.

Indicators for education, health, employment etc. however show a steady if gradual decrease in the gap between the sexes.

Achieving gender equality by 2005 and universal primary education by 2015 were two of the Millennium Development Goals (MDGs) that were harder to attain.

(b) The elimination of gender disparity in primary and secondary education requires an improvement in access, continuity, quality, and management of women's education at all levels with cultural relevance.

One of the main challenges facing the Ministry of Education and Culture in terms of achieving gender equality in education was the eradication of sexual harassment, most of the victims of which were female pupils.

Kenya reported that as a result of the Children's Act (2001), which ushered in free primary education, the gender gap in primary education had almost closed (49.9 and 50.1 per cent).