text: into the barriers that prevented women from achieving the levels of which they were capable. Some steps had been taken. An initiative called "Achieving a Balance", introduced in 1987, should help to eliminate career bottle-necks. Part-time training was now available at the senior registrar grade and might be extended to other grades. Guidelines on equal opportunities in appointment procedures were to be issued shortly and a working party on women in medicine would soon make recommendations on all issues affecting women doctors. 34. The Ministerial Group had also recently been considering the issue of domestic violence in the context of a Home Office research study on the subject and a report (Mrs. Denham, United Kingdom) from the Women’s National Commission. The Group had done further work in July 1989 on the use of criminal and civil law and the response to domestic violence by the police, the Crown Prosecution Service and the courts; on how Social Services Departments and health services could give more effective help to victims of domestic violence; on guidance and materials currently available to schools in that area; and on the role of personal and social education in helping to prevent domestic violence. 35. In education, the Government had maintained its clear commitment to the need to promote equal opportunities in schools and to encourage girls in those areas of the curriculum where they had not participated fully in the past. The Sex Discrimination Act of 1975 provided the legislative framework for such efforts. Responsibility for education was shared by the central Government, local education authorities and the teaching professions. The Government's oversight of the system was largely exercised through important specific functions relating, for example, to teacher supply and training and the inspection of schools. Recent education legislation had added to the duties of the central Government but primary 
analysis: The text discusses the UK government's initiatives to promote equality and address specific issues affecting women, such as career barriers, domestic violence, and education. It also mentions the government's role in providing guidance and oversight in education. This suggests that the text is focused on social issues and government policies rather than economic or environmental concerns.