A/RES/50/81 Page 9 to the year 2000; the third phase, covering the period 2001 to 2010, will focus on further implementation and evaluation of progress made and obstacles encountered; it will suggest appropriate adjustments to long-term objectives and specific measures to improve the situation of young people in the societies in which they live. IV. PRIORITY AREAS 18. Each of the ten priority areas identified by the international community is presented in terms of principal issues, specific objectives and the actions proposed to be taken by various actors to achieve those objectives. Objectives and actions reflect the three themes of International Youth Year: Participation, Development, Peace; they are interlinked and mutually reinforcing. 19. The ten fields of action identified by the international community are education, employment, hunger and poverty, health, environment, drug abuse, juvenile delinquency, leisure-time activities, girls and young women and the full and effective participation of youth in the life of society and in decision-making. The Programme of Action does not exclude the possibility of new priorities which may be identified in the future. 20. Implementation of the Programme of Action requires the full enjoyment by young people of all human rights and fundamental freedoms, and also requires that Governments take effective action against violations of these rights and freedoms and promote non-discrimination, tolerance, respect for diversity, with full respect for various religious and ethical values, cultural backgrounds and philosophical convictions of their young people, equality of opportunity, solidarity, security and participation of all young women and men. A. Education 21. Although progress towards universal basic education, beginning with literacy, has been impressive in recent times, the number of illiterate people will continue to grow and many developing countries are likely to fall short of universal primary education by the year 2000. Three main concerns regarding current systems of education may be expressed. The first is the inability of many parents in developing countries to send their children to schools because of local economic and social conditions. The second concerns the paucity of educational opportunities for girls and young women, migrants, refugees, displaced persons, street children, indigenous youth minorities, young people in rural areas and young people with disabilities. The third concerns the quality of education, its relevance to employment and its usefulness in assisting young people in the transition to full adulthood, active citizenship and productive and gainful employment. 22. To encourage the development of educational and training systems more in line with the current and future needs of young people and their societies, it would be helpful to share experience and to investigate alternative arrangements, such as informal arrangements for the provision of basic literacy, job skills training and lifelong education. 23. Opportunities for young people to pursue advanced or university education, engage in research or be trained for self-employment should be expanded in developing countries. Given the economic problems faced by such countries and the inadequacy of international assistance in this area, it is /...