CEDAW/C/GC/36 e) eradicate and/or reform policies, institutional, administrative or regulatory directives and practices that directly or indirectly discriminate against girls or women within the education sector; f) enact legislation that sets the minimum age for marriage of girls at 18, and, in compliance with international standards, align the end of compulsory education with the minimum age for employment; g) review and/or abolish laws and policies that allow expulsion of pregnant girls, other categories of trainees and teachers and ensure there are no restrictions on their return following childbirth; h) recognise rights in education as legally enforceable for which, upon violation, girls and women have equal and effective access to justice, and the right to remedies including reparation; i) monitor the implementation of national, regional and international provisions governing girls’ and women’s right to education ensuring the right to remedy where there are violations; j) work with the international community and civil society toward the enhancement and development of the right of girls and women to education. F. Addressing gender stereotyping 25. Discrimination faced by girls and women in education is both ideological and structural. The ideological dimension is addressed in articles 5 and 10 (c) of the Convention which call on States to modify accepted ‘social and cultural patterns of conduct of men and women which are based on …stereotyped roles for women and men’. This is of paramount significance in ensuring that women and girls can enjoy rights to, within and through education. This is essential as these discriminatory practices are not only exercised at the individual level but are also codified in law, policy and programmes and are therefore perpetuated and enforced by the State 26. Article 5(a), addresses the structural dimension of discrimination stating that it is rooted in ‘prejudices and customary and all other practices which are based on the idea of the inferiority or the superiority of either of the sexes or on stereotyped roles for men and women’. Here, the Convention requires States parties to adopt measures ‘towards a real transformation of opportunities, institutions and systems so that they are no longer grounded in historically determined male paradigms of power and life patterns’. The educational system is an example of an area for transformation, which once achieved, can accelerate positive change in other areas. 27. In keeping with articles 5 and 10 (c) of the Convention, the Committee recommends that States parties strengthen efforts and take proactive measures to eliminate gender stereotyping in education that perpetuate direct and indirect discrimination against girls and women by: a) challenging and changing patriarchal ideologies and structures that limit girls and women from fully exercising their human right and freedom to enjoy their rights to, within and through education; b) developing and implementing policies and programmes, including awareness-raising and educational campaigns about the Convention, gender relations and gender equality, at all levels of schooling and society at large, directed at ‘modifying social and cultural patterns of conduct of men and women with a view of achieving the elimination of prejudices and customary practices��� in line with article 5 (a) of the Convention; c) encouraging the media to project positive and non-sexualized images of women, including ethnic and minority girls and women, elderly women and girls and women with disabilities as well as promote the value of gender equality for society as a whole; 6