290. In response to a question under article 8, she said that a high official of the United Nations had promised to provide the Ccmmission with updated information on existiny vacancies so that candidates could be actively sought. 291. Referring to qtiestions on article 10. she stated that the educational programmes aimed at promoting the diversification of choices for women in education included: (a) A campaign organized under the auspices of the Ministry of Education directed to all secondary schools advising girls of new professional options, which wax supported by written and audio-visual material; (b) A cempaiyn organized by the Commission and the Institute Rmployment and Professional Training entitled “Technical professions profesrtons with a future”. of - 292. In addition, training activities for vocational counsellors and professional guidance officers had been organized by the Commission. Pilot courses in non-traditional areas, such as management, electricity, plumbing and computers, had been organized by various institutions. Progress had been achieved in professional training as a result of the positive measures undertaken since 1988, as indicated by the degree of participation of women in two of the training schemes. Participation had increased from 11.2 and 23 per cent in 1986 to 41.1 and 33 per cent in 1989, respectively. The representative admitted that tbere was no systematic way of monitoring progress in women’s education and training although the percentage of girls attending schools was yenerally hiyh, and the Institute of Rmployment and Professional Training had been making reports on professional training. 293. With regard to the issue of elderly women and illiteracy, she said that there were literacy programmes for all citizens, independent of gender. There were, however, more women in adult literacy courses because of the higher percentage of illiterate women in society. With reyard to the project for non-sexist education and training for teachers, she referred to the first stage of tbe project entitled “Change of attitudes”, which had been discussed in detail in the second periodic report, and to a specific project entitled “Education for equality”, which had been carried out in 1988 by a higher school of education, The Commission had been involved in implementing both parts of the project, which was part of the European Community network. With regard to the high percentage of women teachers in kindergartens and grammar schools compared with the low percentages at higher level educational institutions, she noted that such a tendency had been apparent in many countries and had its roots in the prevailing traditional roles relating to child care and in the low prestige and low salaries associated with those professions. However, a slight improvement had been noted. In 1984185 92.2 per cent of women teachers had been at the primary level and 27.9 per cent at the third level; in 1986187 the percentages had been 92.2 and 31.0, respectively. 294. Turning to questions under article 11, the representative stated that, although the situation of elderly women differed according to their status and income, pensions were generally low. Voith regard to part-time work regimes for civil servants with dependants or with children under 12 years of age, information was provided on an administrative instruction that was meant to -59-