and their leaders, journalists, the media, community and opinion leaders in order to incorporate gender, civic and electoral education in their programmes and activities . 136. Among the impediments that prevent women from fully enjoying their political rights, one can mention harmful socio-cultural bottlenecks, the low involvement of women in political activities, the low access by women to income and to credit, to training and information. This situation is more precarious for women living in the rural communities.  EDUCATION (ARTICLE 12) 137. The Constitution of the DRC stipulates in Articles 43 and 44 that every individual shall have the right to school education which is provided through national education and provides for a specific programme for the eradication of illiteracy considered as a national duty. It specifies in Article 45 that education is free and that every individual shall have access to national educational establishments according to their capacities without any discrimination as to their place of origin, race, religion, sex, political or philosophical opinions, physical, mental or sensory state. These constitutional provisions establish the principle of equality of opportunities, free access and non-discrimination in the area of education and training. 138. The framework law on education is consistent with the country’s Constitution and with international legal instruments which the DRC has acceded to. This national law does not tolerate any discrimination against women in terms of access basic, primary, secondary, higher and tertiary education. According to this law, access to education at all levels, disciplines or curricula, scholarships is guaranteed to all without any discrimination whatsoever based on gender or any other criterion. 139. To ensure that every citizen has access to education and to guarantee quality education, the State established a network of primary, secondary and tertiary educational institutions. Initiatives by the private sector come to support this network to the extent that the educational sector is in the hands of State authorities which control all the institutions and determine the operational rules. In that respect, the public authorities have taken measures to ensure gender equality in education , the major ones focus on : (i) elimination of obstacles impeding access to school by girls and boys (ii) strengthening the presence and maintenance of girls and women in higher education (sciences, mathematics and technology), (iii) reduction of the gap between men and women in basic functional literacy, and (iv) elimination of obstacles preventing the enrolment of adolescent pregnant girls. 140. All these measures have been supported by concrete actions such as the Circular Note issued by the Ministry of Primary and Secondary Education requesting the heads of schools to allow pregnant girls/mothers to continue with their studies, free and compulsory primary education for all boys and girls in the school, the establishment of social promotion centres across the country, the award of scholarships to boys and girls who distinguish themselves, etc. 141. Indeed, in March 2010, the government adopted a new educational policy dubbed (20102016 Strategy for the Development of Primary, Secondary and Vocational Education) with three major objectives: (i) increase access, accessibility, equity and retention at the various levels of education, in particular at the basic education level; (ii) improve the quality and relevance of education, and (iii) strengthen governance in the sector. 142. In order to ensure universal access to basic education, the government has decided to promote free and compulsory primary education for all (girls and boys) in line with the Constitutional provisions. This decision was concretized with (i) the gradual elimination of school fees ; (ii) identification and integration of children excluded from the school system; (iii) the reduction of geographical disparities and inequalities among men and women and social groups (iv) support for the local communities towards the development of pre-school education in order to facilitate the transition to primary education. 143. In relation to this new education policy, several measures and programmes have been implemented by the government to increase enrolments. They include, among others: (i) the campaign code-named “All Children to School” launched in 2005 with the support of UNICEF; (ii) free education decreed since 2010; (ii) School Infrastructure Rehabilitation and Reconstruction (PRISE) intended to build 1000 schools yearly; (iii) gradual mechanization of 34