Welcomes the initiatives of the Turkish government such as the Social Risk Mitigation Project (conditional cash transfer), which involves paying families in need a sum of money for each child attending primary school; notes that the amount given to families for girls is higher than that given to boys, and that this amount is handed to the mothers; welcomes the fact that in this way the issues of schooling of girls and empowerment of women within the family structure are addressed simultaneously; notes, however, that dropping out of ...[+++] school is still a concern, especially among seasonal workers' families and Roma children, and calls on the Turkish government to support and make full use of the early warning system for children at risk of dropping out, and to eliminate regional disparities in primary and secondary education;

A lack of childcare facilities and full-day schools continue to hinder the labour market participation of women, especially in Western Germany.

The following are examples of measures being envisaged: reforming the occupational health system to incorporate short-term jobs; promoting the employment of the disabled; development of an action model based on joint responsibility on part of various actors within society and changing the funding responsibilities of benefit systems in order to increase the chances of employment for those who are at the risk of exclusion from the labour market; drawing up integrated housing strategies in municipalities based on the use of the existing housing stock; examination of nationwide development needs and of student welfare at the levels of pr ...[+++]e-school instruction, basic schooling and upper secondary schooling; and establishment of a centre working closely with NGOs to study and monitor poverty and social exclusion.

A reform of care services and nursery schools was started.

We now need to build upon that success by mainstreaming that experience, so that it moves beyond the pilot stage into all schools; improving the way in which we deal with transition phases from one school to another - so that success in primary education is effectively built upon in secondary; and ensuring the availability of mother-tongue foreign language speakers in schools who can help children develop their skills beyond the capacity of normal primary or secondary teachers.

We now need to build upon that success by mainstreaming that experience, so that it moves beyond the pilot stage into all schools; improving the way in which we deal with transition phases from one school to another - so that success in primary education is effectively built upon in secondary; and ensuring the availability of mother-tongue foreign language speakers in schools who can help children develop their skills beyond the capacity of normal primary or secondary teachers.