The strongest prospect for continued activity is in the school education field; new teacher training initiatives, curriculum reform and awareness raising are firmly on the agenda in several countries.

25. Insists on paying proper attention to gender equality in all its forms, in curricula, development aims and learning outcomes, content, school programmes and lesson plans, as well as on the need to assess the place of women in school curricula in various disciplines, highlighting their role in the content taught; considers that gender equality in education should explicitly address the principle of equality and must include a range of issues, such as literacy, bullying, violence, hate speech, human rights and civic education;

25. Insists on paying proper attention to gender equality in all its forms, in curricula, development aims and learning outcomes, content, school programmes and lesson plans, as well as on the need to assess the place of women in school curricula in various disciplines, highlighting their role in the content taught; considers that gender equality in education should explicitly address the principle of equality and must include a range of issues, such as literacy, bullying, violence, hate speech, human rights and civic education;

7. Appeals to the government to speed up the madrassa reforms by establishing a basic curriculum that meets international standards, with special emphasis on removing hate material from the curricula and introducing community and religious tolerance teaching into the basic syllabus; calls on the Commission to follow up on previous demands for the revision of EU-financed textbooks containing hate speech;

40. Calls on the Member States to intensify their efforts to reduce early school leaving in order to achieve the goal set out in the EU 2020 strategy of a dropout rate no higher than 10 % by 2012; invites the Member States to make use of a wide range of measures to fight early school leaving and illiteracy, e.g. reducing class sizes, providing assistance for pupils who cannot afford to complete their compulsory education, increasing the emphasis on practical aspects in the syllabus, introducing mentors in all schools and establishing an immediate follow-up of early school leavers; points to the example of Finland, which has succeeded i ...[+++]n reducing the number of early school leavers by studying together with pupils the possibilities of seeking a new direction; invites the Commission to coordinate a project on best practices;

The European dimension poses crucial questions for the curricular systems of Europe: How can the national school curricula promote both national and European understanding?