CEDAW/C/GC/36 (e) Train teachers, facilitators and youth workers to equip them to educate girls about female genital mutilation and support those at risk of undergoing the procedure or who have already undergone the procedure; (f) Encourage religious and community leaders to oppose the practice of female genital mutilation and to inform and educate their communities on the dangers of the practice; (g) Formulate re-entry and inclusive education policies enabling pregnant girls, young mothers and married girls under 18 years of age to remain in or return to school without delay and ensure that such policies are disseminated to all educational establishments and administrators, as well as among parents and communities; (h) Address practices that may hinder access to education, such as involving girls in unpaid labour in the home; (i) Ensure that all children, in particular girls, under the minimum age of employment are in school full time, including, where appropriate and consistent with the relevant international labour standards, in vocational or technical school. VIII. Rights within education 56. Girls’ and women’s rights within education relate to the governmental obligation to make education acceptable. 11 Acceptability addresses issues of the form (content) and substance (quality) of education, which apply to the school setting, as well as educational content and method. The realization of rights within education requires the government’s provision of funds, the necessary infra structure, support and supplies for students and teachers. It also requires that girls be ensured equal access to the same quality of education as boys, in terms of the quality of teachers and amenities, and an environment characterized by girls and women having opportunities to pursue goals towards their self-determination and self-actualization. Rights within education, therefore, encompass respect for and promotion of the human rights of girls and women throughout the education cycle. 57. The lack of respect and dignity that girls and women experience in educational institutions, depending upon the gender regime of the school, is a reflection of the wider social order. An environment lacking respect and dignity for girls and women is often marked by entrenched patriarchal ideologies, practices and structures that shape the daily experience of teachers and students. As a result of girls being exposed to such an environment, which can be one of physical, emotional and sexual abuse, for as many as 10 years or more, they are denied their rights within the education arena. Various issues need to be addressed to ensure that girls and women, including the staff of educational institutions, can enjoy equality of treatment and opportunity. Stratification of schools and knowledge (articles 10 (a) and (b)) 58. In general, education systems are highly differentiated in the ways by which students are sorted, in particular at the point of transition from the primary and secondary levels, into schools and/or streams that stress either vocational or academic training. In some systems, once students are placed, movement between vocational or academic training is challenging. Socioeconomic status strongly influences student placement into the different types of schools. Students of high economic status are more likely to attend academically oriented schools offering high -status knowledge __________________ 11 17-19774 See para. 14 above. 15/23