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Strengthening the Education Sector Response to HIV and AIDS in the Caribbean. UNESCO / WB partnership in support of CARICOM strategy in education and HIV and AIDS.
[Paris, France], UNESCO, 2007 Dec 14. 29 p.This report presents the findings and outcomes of the three joint UNESCO/WB missions to Guyana, Jamaica and St. Lucia, and elaborates on next steps identified for action at both national and regional levels. The report also sets these findings and next steps within the broader context of the Caribbean plan for action and presents in its appendices, sample resources to guide the development of a comprehensive response to HIV & AIDS by the education sector.
[Geneva, Switzerland], UNAIDS, . 29 p.AIDS is affecting women and girls in increasing numbers: globally, women comprise almost 50% of women living with HIV. Nearly 25 years into the epidemic, gender inequality and the low status of women remain two of the principal drivers of HIV. Yet current AIDS responses do not, on the whole, tackle the social, cultural and economic factors that put women at risk of HIV, and that unduly burden them with the epidemic's consequences. Women and girls have less access to education and HIV information, tend not to enjoy equality in marriage and sexual relations, and remain the primary caretakers of family and community members suffering from AIDS-related illnesses. To be more effective, AIDS responses must address the factors that continue to put women at risk. The world's governments have repeatedly declared their commitment to improve the status of women and acknowledged the linkage with HIV. In some areas, progress has been made. By and large, though, efforts have been small-scale, half-hearted and haphazard. Major opportunities to stem the global AIDS epidemic have been missed. It is time the world's leaders lived up to their promises. That's why the UNAIDS-led Global Coalition on Women and AIDS is calling for a massive scaling up of AIDS responses for women and girls. (excerpt)
UN Chronicle. 1999 Summer; 36(2): p..What does it take to get girls in school and keep them there? This is a key question, as the United Nations and its partners move towards ensuring the right of every child to a basic education. Yet, fully two thirds of the out-of-school children are girls, many of them out of school by virtue of discrimination on the basis of gender alone. With regard to girls' education, progress is being made and experience gained worldwide, and the related knowledge base is expanding greatly. Initial efforts to promote such education focussed on the barriers that served as obstacles. These are fairly well documented now, and there is a growing understanding of the range of technical approaches that can be employed to overcome them according to the particular context. Thus, many successful strategies for addressing girls' education are known and have been documented. (excerpt)
New York, New York, UNICEF, 2002. 45 p.It was September 1990, a time of unusual optimism in the world. The cold war was over and there was widespread expectation that money that had been spent on arms could now be devoted to human development in a 'peace dividend'. An unprecedented number of country presidents and national leaders gathered at the United Nations for the World Summit for Children, as the world considered how to guarantee children a better life. The World Summit for Children reflected the world's hopes for children. Leaders promised to ratify the Convention on the Rights of the Child, which had been unanimously approved by the United Nations General Assembly just the year before. They signed up to ambitious goals to reduce child mortality, increase immunization coverage, deliver basic education and a whole raft of other measures by the year 2000. The World Declaration to which the leaders signed their name was bold and unequivocal: "The well-being of children requires political action at the highest level." The cause of children, for perhaps the first time in human history, was at the top of the world's agenda. The State of the World's Children 2002 is about leadership: about the leadership that turned the commitments made at the 1990 Summit into actions that improved the lives of children and families, and about the leadership that is still needed to ensure the right of every child to live in peace, health and dignity. Presenting models of leadership from individuals and agencies, organizations and alliances, this report spotlights the 'Say Yes for Children' campaign and the United Nations Special Session on Children. (excerpt)
Human Rights Quarterly. 1999; 21:853-906.This article will trace the evolution of thought and activism over the centuries aimed at defining women's human rights and implementing the idea that women and men are equal members of society. Three caveats are necessary. First, because women's history has been deliberately ignored over the centuries as a means of keeping women subordinate, and is only now beginning to be recaptured, this is primarily a Northern story until the twentieth century. Second, because of this ignorance, any argument that the struggle to attain rights for women is only a Northern or Western effort is without foundation. Simply not enough available records exist detailing women's struggles or achievements in the Southern or Eastern sections of the world. The few records available to Northern writers attest that women in other parts of the world were not content with their status. Third, the oft-heard argument that feminism (read the struggle for women's equality) is a struggle pursued primarily by elite women is simply another example of the traditional demeaning of women. History is replete with examples of male leaders who are not branded with this same charge, even though much of history is about elite men. (excerpt)