46. Calls on the Member States to take an intergenerational approach to education, and to ensure equal access to formal and informal education by integrating the supply of affordable and quality childcare in their educational systems, as well as care for the elderly and other dependents; calls on the Member States to engage in initiatives that reduce direct and indirect educational costs and to increase the capacity of all nurseries and crèches, pre-school, school and after-school networks, in due respect of the principles of inclusion for children living in poverty or at risk of poverty; emphasises the importance of this in order to help all women and men, including single parents, balance family life with work and guarantee women’s part ...[+++]icipation in lifelong learning and vocational education and training whilst subsequently creating role models for girls’ empowerment;

9. Acknowledges that teachers play a major role in the formation of educational identities and have a significant impact on aspects of gendered behaviour in school; recalls that much has yet to be done to empower teachers with regard to how they can best promote gender equality; insists, therefore, on the need to ensure comprehensive initial and ongoing equality training for teachers at all levels of formal and informal education, including peer-learning and cooperation with external organisations and agencies, in order to build awareness of the impact of gender roles and stereotypes on their students’ self-confidence and their subject ...[+++] choices during their studies; stresses that girls need to have positive female and male role models in schools and universities so that they can identify and make the best use of their own potential without fear of discrimination or ambiguity on grounds of gender;

It has been valuable, for example, in questioning the belief held by many parents and professionals in the English-speaking world that ‘proper’ learning must take place in a classroom environment, in contrast the Nordic model which recognises the importance of the outdoor world for children’s learning and development.

Integration between care and education is therefore necessary, irrespective of whether the ECEC system is split between (a) childcare from birth to age 3 and (b) pre-school education from 3 to the start of school, or is based on a unitary model covering the entire age range from birth to the start of compulsory schooling.[21]

(c) e-twinning European schools: Actions in this area will strengthen and develop schools networking, in particular via an European-wide school-twinning scheme which should make it possible for all European schools to build pedagogical partnerships with a school elsewhere in Europe, fostering language learning and intercultural dialogue, and promoting awareness of the multilingual and multicultural European model of society;

The community education authority model suggests that individual needs, such as religion, culture, and education potential can be recognized in sectors within a common system.