of training as fightar pilots but they could train as civil pilots. The representative said, in response to a follow-up question on women’s participation in the Folketing and political parties, that women were which had influenaed the enaouraged to enter politics and to vote for women, inalusion of women in the lists of candidates for politic!al positions. The women who were currently in the Folketing acted as role models for the younger 262. On article 8, the representative stated that one woman was an ambassador and some were in senior positions in the United Notions system. No specific details were given on the action taken by the Government to encourage the appointment of women to senior positions in the United Nations. and 263. With regard to article 10, she said that the new forms of education structural reforms had been continued, with the involvement of the teachers’ trade unions. ESC would be publishing guidelines for educational institutions In most, if to assist the education authorities in their work for equality. ~m:not all, suhools, sex education was available but it was not compulsory. The -form of the curricula and training of teachers for sex education was being considered. In response to a question on the significant difference in the participation rates of men and women in apprenticeships, the representative saia that, to some extent, apprenticeships were available in trades traditionally associated with men, At the university level, special attention had been given to counselling female students on careers that offered good The representative provided data on the percentage ~~~~~~prospects~ for employment. of women in education at various levels and in the labour market in 1988. Women accounted for 51.6 per cent of the students in basic courses and basic vocational training and for 20.1 per cent of the students in apprenticeship courses. Women accounted for 60.3 per cent of the students in courses leading While 82.9 per cent of those taking part in to a basic qualification, short-term advanced education courses were women, only 44.6 per cent of those in medium-term courses and 43.6 per cent of those in long-term adganced coureen wwe women. 264. On article 11, the representative provided statistics with regard to the The aonditions of employment and rates of participation in the labour force. percentages of women in administrative posts at different levels were reported In the central administration, women for tire public ana private sectors. represented 51 per cent of the personnel at the entry level, 37 per cent at .the middle level (academics) and 12 per cent at the leadership level. Corresponding figures for the private sector were 63 per cent, 25 per cent and 11 per cent, respectively. The representative reported that the pay of unskilled women was 89.4 per cent of the amount earned by unskilled men and, at the ~offiuial level, salaried women earned 11.7 per cent of the amount She said that there earned by men. More men occupied managerial positione. was still a need to find an acceptable definition for “equal pay for work of equal value” and that Denmark was following the code of EEC. The reasons given for the inequality in pay levels were a persisting tendency towards a gender-segregated structure of segments of the labour market, and the fact that women tended to have shorter lengths of service, to have spent less time in education and to be concentrated in greater numbers in part-time jobs. Those issues were main concerns of the Government, and ESC was carrying out projects to identify and overcome the obstacles to achieving equality in pay. The Nordic countries were collaborating to pool their knowledge and experience -52-