CEDAW/C/PHI/4 English Page 44 dominated by men, although there is an increasing number of women taking up "male preserve" courses such as engineering, law and fishery. 156. The problem of gender-tracking has been aggravated by the lack of gendersensitive counselling for students which, if made available, may widen the range of career choices for women. The need for counselling programmes that will encourage women's entry into non-traditional courses must be addressed. 157. To address the aforementioned problems, textbooks and instructional materials are continuously being reviewed for gender biases and discriminatory stereotyping. Home economics, previously an all-girl class, is now home technology, a common subject for girls and boys. 158. Moreover, the Women in Non-Traditional Trades Project, which is funded by the Netherlands Government with technical assistance from ILO has been implemented to promote the entry of women into non-traditional trade and industry areas. Its components include development of a trainers' training programme for all instructors of the National Manpower and Youth Council (NMYC) to continually upgrade their pedagogical skills; training of female instructors in non-traditional areas along various training methodologies utilized in skills training; and training of women in technology and industry courses. Instructional materials were also developed to improve quality of training. Various audiovisual equipment with video instructional materials were provided to all training centres to enhance the existing training delivery system. The Project also provides entrepreneurial development training for its graduates. 159. To accelerate the elimination of gender-stereotypes in education, there is a need to incorporate and take into account the gender perspective in teachers' training programmes. The Women's Studies Association of the Philippines, which is engaged in teacher training and curriculum development in women's studies, is taking a lead role in this. Remaining issues 160. Notwithstanding the aforementioned efforts on the part of both the government and non-government sectors, issues and problems concerning the educational system, as well as agents and beneficiaries of education and training, continue to exist. These have been identified by the Department of Education, Culture and Sports itself and are reflected in the education chapter of the Philippine Plan for Gender-responsive Development. Some of these are enumerated below. 161. The highly stereotyped association of home management and child care with women find working mothers in the various sectors of society, such as in education and human resources development, engaged in full-time productive work in addition to full-time housework and other community concerns. This multiple burden has been observed to seriously affect the quality of job outputs, the time they have left for personal improvement in terms of further studies and availing themselves of training and scholarships abroad, and eventually, their chances of having a promotion. The problem is aggravated by the lack of support system and services such as day-care and child-minding facilities which, if /...