CEDAW/C/GC/36 Women, therefore, continue to be largely marginalized from the political sphere and boardrooms as a result of discriminatory laws, practices, attitudes and gender stereotypes. 81. The Committee recommends that States parties pursue the following measures to increase women’s equal participation in social, economic and political processes as well as in decision making positions in all sectors: a) train teachers to adopt constructivist teaching strategies that equip girls/women with critical thinking skills and a sense of positive self-worth and confidence to participate equally with male counterparts in high level and decision-making positions in the social, economic and political spheres; b) adapt the options and the content of girl’s/women’s education, particularly at the higher levels thereby increasing their participation in scientific, technical and managerial qualifications to ensure access to high-level jobs and decisionmaking positions, particularly in male dominated professions and jobs; c) strengthen civic and citizenship education in schools as well as gender responsive continuing adult literacy programmes aimed at enhancing women’s roles and participation in the family and the wider society; d) recognise the importance of empowering all women through education and training in government, public policy, economics, information technology and science to ensure that they develop the knowledge and skills needed to make full contributions in all spheres of public life; e) protect the right of women to decent work by challenging entrenched horizontal segregation of labour markets where men are privileged and predominately positioned in high status occupational sectors based on patronage rather than merit; f) improve and broaden women’s access to information and communications technologies, including e-government tools, in order to enable political participation and to promote engagement in broader democratic processes, while also improving the responsiveness of these technologies to women’s needs, including those of marginalized women; g) develop appropriate tools, skills and training programmes, in consultation with women, to equip and empower them to participate in leadership positions and to assume responsibilities in public life; h) take all appropriate measures to eliminate prejudices and gender stereotypes that constitute barriers to women’s access to and full participation in social, economic and political spheres. J. State responsibility: implementation and monitoring 82. Information laid out in the preceding sections of this GR indicate that although there have been some gains in girls’ and women’s right to education, their rights in all three domains – to, within and through – remain an unfinished agenda. The recommendations contained in all sections identify benchmarks for adoption and/or reform of policy and legislative frameworks, as well as the financial and human resources required to provide for and protect girls’ and women’s rights in these three domains of rights. If, ultimately, education is to be the vehicle for the personal, social, economic and political empowerment of women and the tool for equipping them to seize opportunities to make a direct contribution to national and regional development processes, then attention to these actions are not optional but obligatory. Transformation of systems and structures, however, can only be realized where there is political will. States parties need to commit to fulfill internationally binding obligations under conventions such as the CEDAW supported by GRs, particularly GR 28 on the core obligations of States parties. 83. The Committee therefore urges States parties to take the following actions to ensure timely implementation and monitoring of recommendations in this GR to protect girls’ and women’s rights of access to education, and their rights within and 19