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  1. 1

    International technical guidance on sexuality education. An evidence-informed approach. Revised edition.

    UNESCO. Education Sector

    Paris, France, UNESCO, 2018. 139 p.

    The fully revised UN International technical guidance on sexuality education advocates for quality comprehensive sexuality education (CSE) to promote health and well-being, respect for human rights and gender equality, and empowers children and young people to lead healthy, safe and productive lives.It is a technical tool that presents the evidence base and rationale for delivering CSE to young people in order to achieve the global Sustainable Development Goals, among which are SGD3 for Health, SDG4 for Quality Education and SDG5 for Gender Equality.
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  2. 2

    Emerging evidence, lessons and practice in comprehensive sexuality education: a global review.


    Paris, France, UNESCO, 2015. 47 p.

    Comprehensive sexuality education (CSE) has attracted growing interest and attention over recent years. This is demonstrated and reinforced by increased political commitment globally and the development of expert guidance, standards, curricula and other tools to strengthen the implementation of CSE in practice. Across the world, there are a wide range of different approaches to delivering sexuality education; at this stage in the evolution of the field, it is timely to take stock of the evidence, practice and lessons learned to date. This report provides an overview of the status of CSE implementation and coverage on a global level, drawing on specific information about the status of CSE in 48 countries, generated through analysis of existing resources and studies. Best practice in terms of providing CSE continues to develop. The current report examines the evidence base for CSE and, through a series of case studies from every region, explores initiatives that are setting the standard and pioneering new practices in the delivery of CSE. It represents the first in a series of periodic reports that aims to monitor the global implementation of CSE. Comprehensive life skills-based sexuality education helps young people to gain the knowledge and skills to make conscious, healthy and respectful choices about relationships and sexuality.
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  3. 3

    UNESCO's short guide to the essential characteristics of effective HIV prevention.

    Paris, France, UNESCO, 2010. 72 p.

    This booklet identifies the key characteristics of efficient and effective HIV prevention in a user-friendly and accessible format. It explains how programme implementers and project managers can apply, integrate and institutionalize these characteristics in planning and implementing HIV and AIDS responses. The booklet targets programme implementers and project managers developing and implementing activities (largely in the area of HIV prevention) within UNESCO. However, it will also be useful to other stakeholders undertaking similar work, including technical staff, programme implementers and managers in ministries involved in the AIDS response, UN and other development partners, and civil society. As a quick reference guide, users can find out about the key characteristics of a specific approach, check on definitions, identify tools to help put the approach into practice. It is not intended to substitute for the vast amount of existing literature in these areas. Rather, it guides users through the literature via web links and additional reference material for further exploration.
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  4. 4

    Serving up change? Gender mainstreaming and the UNESCO–WTA partnership for global gender equality.

    Szto C

    Sport in Society. 2015 Sep 14; 18(8):895-908.

    In 2006, UNESCO partnered with the Women's Tennis Association (WTA) claiming that women's tennis can help foster gender equality. This partnership was based on the notion that the empowerment of women and girls is integral to sustainable international development; yet, girls and women are positioned as both the barrier and solution to development. This document analysis uses the UNESCO–WTA project in Cameroon to critique the problematic nature of development assumptions and the approach of gender mainstreaming while contextualizing women's empowerment as a loaded term that often ignores social, political, and economic constraints. The implications of this analysis serve to reiterate calls for sport for development and peace initiatives to situate both sport and gender in their local contexts. It is also important to question the lack of accountability and transparency demonstrated by this particular corporate social responsibility partnership.
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  5. 5

    Gender equality, HIV and education.

    UNESCO. Division of Education for Peace and Sustainable Development. Section of HIV and Health Education

    Paris, France, UNESCO, 2012. [92] p. (Good Policy and Practice in HIV and Health Education. Booklet 7)

    This booklet presents evidence and experience on gender, HIV, and education from a variety of perspectives in order to highlight the need to capture, synthesize and strengthen these required linkages. The booklet offers new thinking and emerging research alongside a series of case studies and examples of new and time-tested programs. The booklet includes discussion papers by leading practitioners and authors from a range of organizations and continents that explore issues and emerging evidence in greater depth.
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  6. 6

    Comprehensive sexuality education: The challenges and opportunities of scaling-up.

    DeJong J

    Paris, France, UNESCO, 2014. [92] p.

    This report builds on a program of work on sexuality education for young people initiated in 2008 by UNESCO. It is also informed by several other past and ongoing initiatives related to scaling up sexuality education, as well as drawing on case studies presented at the Bogota international consultation on sexuality education, convened by UNFPA in 2010. The report emphasizes the challenges for scaling-up in terms of integrating comprehensive sexuality education into the formal curricula of schools. It aims to provide conceptual and practical guidance on definitions and strategies of scaling-up; illustrate good practice and pathways for successful scale-up in light of diverse contextual parameters; and provide some principles of scaling up sexuality education that are of relevance internationally.
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  7. 7

    A situation analysis of the education sector response to HIV, drugs and sexual health in Brunei Darussalam, Indonesia, Malaysia, the Philippines and Timor-Leste. Synthesis report.

    Clarke DJ; Afzal A

    Jakarta, Indonesia, UNESCO, 2012 Aug. [76] p.

    This is a synthesis of situation-response analyses (SRA) on the education sector's response to HIV, drugs, and sexual health undertaken in five countries. The five SRAs were developed in close consultation with the Ministry of Education of each country and in most cases have received official statements of endorsement from each respective ministry. The objectives of this synthesis report are to: Provide an overview of the current state of HIV and AIDS, drugs, and sexual health activities in the education sector in the five countries; Identify the policies, programs, and resources for HIV and AIDS, drugs, and sexual health education that are missing or weak in the education sector; Provide evidence-based information for future education sector HIV and AIDS, drugs, and sexual health education planning and prioritization; Make recommendations on where to properly allocate resources to support the missing or weak responses.
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  8. 8

    Positive learning: Meeting the needs of young people living with HIV (YPLHIV) in the education sector.

    Gordon P; Herat J; Garner A

    Paris, France, UNESCO, 2012. [55] p.

    This document outlines roles and responsibilities for the education sector in supporting young people living with HIV to realize their personal, social and educational potential. It provides practical recommendations for all those involved in the education sector, and further suggested actions for those in the health sector and for civil society. It is a tool for networks of people living with HIV and specifically young people living with HIV to advocate for more appropriate, conducive and supportive education systems.
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  9. 9

    Practical guidelines for supporting EDUCAIDS implementation.

    Greenall M

    Paris, France, United Nations Educational, Scientific and Cultural Organization [UNESCO], 2012. 158 p.

    The education sector has a significant role to play in the response to HIV and AIDS. The sector can help to prevent the spread of HIV through education, and, in countries that are highly affected by HIV, by taking steps to protect itself from the effects of the epidemic. It can also make a significant contribution by supporting health improvement more generally and by helping to improve the sexual and reproductive health of young people in particular.This framework is designed to help those working in the education sector at a national level to understand the need for a robust response to HIV and AIDS in order to achieve Education for All (EFA) and the education-related Millennium Development Goals (MDGs). The document also highlights the education sector’s role in contributing to universal access to HIV and AIDS prevention, treatment, care and support.
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  10. 10

    Education, youth and development: UNESCO in Latin America and the Caribbean. Educación, juventud y desarrollo: acciones de la UNESCO en América Latina y el Caribe.

    L'Homme C; Henríquez CJ

    Santiago, Chile, Gráfica Funny, 2010 Aug. [43] p.

    This publication is produced by UNESCO's Regional Bureau of Education for Latin America and the Caribbean (OREALC/UNESCO Santiago). This document analyses the Millennium Development Goals and the Education for All (EFA) goals from the perspective of youth. The publication is the result of a joint effort by UNESCO Offices and Institutes in the region, which provided information on four key issues important to youth in Latin America and the Caribbean: quality education for all youth, education for peaceful coexistence, sexuality education, and HIV prevention and education for sustainable development. Innovative experiences described in the publication include UNESCO's assistance in drafting public policy in Brazil, the implementation of a post-earthquake educational model in Haiti, and teacher training on HIV/AIDS prevention and reduction of the effects of violence in Mexico.
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  11. 11

    Placing learning needs in context: distance learning for clinical officers in Tanzania.

    Brigley S; Hosein I; Myemba I

    Medical Teacher. 2009 Apr; 31(4):e169-76.

    BACKGROUND: Poor public health indicators in Tanzania have led to the upgrading of nursing and clinical personnel who currently have just core training. Clinical officers (COs) have 3 years training in basic and applied medicine and are responsible for healthcare of large and dispersed rural populations. AIMS: UNESCO-Wales has funded colleagues in Wales (UK) to assist the upgrade of COs. An inquiry into their learning needs and the Tanzanian context has produced a framework for design of a module for COs on sexually transmissible infections and HIV & AIDS by distance learning. METHODS: Face-to-face discussions were held with the Ministry of Health, healthcare workers, educators and administrators in Tanzania; a review of training documents was carried out; and a follow-up questionnaire issued to COs. RESULTS: The discussions and review highlighted teacher-centred approaches, and management, infrastructure and resources obstacles to curriculum change. Principal learning needs of COs around STIs were: counselling, syndromic management, drugs management, laboratory diagnosis, health education, resources, staffing and service morale. CONCLUSIONS: Placing learning needs in context in dialogue with Tanzanian colleagues was an advance on simple transfer of educational technologies and expertise. The inquiry resulted in a draft study guide and resources pack that were positively reviewed by Tanzanian tutors. Management and resources issues raised problems of sustainability in the module implementation.
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  12. 12

    Growing together: Youth and the work of the United Nations.

    United Nations. Department of Economic and Social Affairs [DESA]

    New York, United Nations, Department of Economic and Social Affairs, 2008. 101 p.

    This publication shows how various parts of the United Nations system support youth development with a diverse range of programs covering all 15 priority areas of the World Programme of Action for Youth. Several of these priority areas relate to reproductive health and HIV, and numerous UN agencies include activities on these topics in their programming. This document includes illustrative activities for each agency, key publications, and contact information.
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  13. 13

    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.

    Bundy DA; Fontani P; Ruiz Devesa D; O'Connell TE; Babb J

    [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.
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  14. 14

    EDUCAIDS framework for action. 2nd edition.

    Sass J; Castle C

    Paris, France, UNESCO, Education Sector, Division for the Coordination of UN Priorities in Education, Section on HIV and AIDS, 2008 Jan. 27 p.

    The EDUCAIDS Framework for Action: 1) Articulates what is EDUCAIDS; 2) Outlines components of a comprehensive education sector response; 3) Proposes methods to plan and proritise actions, improve coordination and build partnerships among key education sector stakeholders; and 4) Provides an overview of implementation support tools. This version of the EDUCAIDS Framework for Action is an update of the previous version, taking into account feedback from recent regional and sub-regional meetings and workshops involving 39 countries.
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  15. 15

    Mainstreaming HIV in education.

    Joint United Nations Programme on HIV / AIDS [UNAIDS]. Inter-Agency Task Team on Education

    Paris, France, UNESCO, 2008. [2] p. (Advocacy Briefing Note; ED/UNP/HIV/2008/IATT-ABN2)

    Education and HIV & AIDS are inextricably linked. On the one hand, the chances of achieving crucial education goals set by the international community are severely threatened by HIV and AIDS. On the other hand, global commitments to strategies, policies and programs that reduce the vulnerability of children and young people to HIV will not be met without the full contribution of the education sector. Preventing and mitigating the impact of the AIDS epidemic through the education sector is critical, yet all too often responsibility for education and HIV has fallen under different spheres of authority. HIV and AIDS is frequently an add-on to the existing education system, rather than an integral part of education planning. A comprehensive sector-wide approach which mainstreams HIV and AIDS into existing education sector programs - taking account of the underlying causes of vulnerability to HIV infection and the longer term consequences of AIDS - is a crucial step towards addressing the epidemic. In addition, early mainstreaming actions in low prevalence countries may help to stem the surge of AIDS epidemics and reduce the likelihood that concentrated epidemics become more generalized. (excerpt)
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  16. 16

    Workshop report: Appraising HIV / AIDS Prevention Curricular Materials and Teaching-Learning Resources, Geneva, Switzerland, 9-11 June 2003.

    UNESCO. International Bureau of Education

    Geneva, Switzerland, UNESCO, International Bureau of Education, 2003 Jul 14. 11 p. (IBE/2003/RP/HV/01)

    The IBE organized this workshop as part of UNESCO's common effort to make existing curriculum documents and teaching-learning materials for HIV/AIDS education easily accessible, and to identify and disseminate good practices and lessons learned, with the aim of improving the overall success of education as principal means of combating the epidemic. Three objectives have been identified for this workshop: discuss and improve the set of appraisal criteria prepared by the IBE to assess curricular materials and teaching-learning resources for HIV/AIDS prevention in schools; apply the proposed appraisal criterial to analyze concrete curriculum materials and teaching learning resources brought by the participants and identify good practices and lessons learned; formulate follow-up actions and recommendations for future collaboration among participants for identification and promotion of promising approaches and good practice. Presentations of the participants the first day and discussions on important issues and challenges that the education sector faces in designing and implementing HIV/AIDS prevention in schools provided valuable information, but also crucial questions on how to continue the work. (excerpt)
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  17. 17

    Implementation process review of the "Training of Teachers Manual on Preventive Education against HIV / AIDS in the School Setting".

    Girault P

    [Paris, France], UNESCO, Internal Oversight Service, Evaluation Section, 2003 Aug. 50 p. (IOS/EVS/PI/33)

    At a recent review workshop in Uzbekistan and elsewhere concerns have been raised that the manual is too strictly focused on transferring biomedical knowledge and does not pay enough attention to reducing vulnerability to HIV/AIDS by promoting lifeskills. It is also believed that the HIV information in the manual needs to be updated, and that the inclusion of teaching of more participatory training techniques could be considered. In addition, in some countries, a strict focus on HIV/AIDS is not realistic - embedding HIV/AIDS in a wider school-health approach should be considered. Before expanding to other countries, UNESCO decided then to do a review of the progress implementation of the "Preventive Education against HIV/AIDS in the School Setting" project and a review of the manual. The particular interest of this review is to look at the way that the project was implemented and to review the manual based on the comments generated by the targeted countries. Its overall aim is to generate recommendations both on the content of the manual and the implementation process, before expanding to other countries covered by UNESCO Bangkok. (excerpt)
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  18. 18

    Strangers in foreign lands: Diversity, vulnerability and the rights of migrants.

    de Varennes F

    [Paris, France], UNESCO, 2003. 37 p. (SHS/SRP/MIG/2003/PI/H/2)

    Globalization and increased population flows across borders have created a daunting challenge for the international community: the need to address the particular vulnerability of migrants. While migrant workers often make significant contributions to the economies and societies of the State in which they work and of their State of origin they remain, from a legal point of view, more vulnerable than many other groups who have the benefit of clearer and more wide-ranging international and regional legal protections. This is because the development and acceptance - especially from more developed States - of international legal standards to protect migrants' rights has been very slow, with the UN Convention on the Protection of all Migrant Workers and Members of their Families only entering into force in 2003. The rights contained in the Migrant Workers' Convention are human rights. They are indicators as to how governments may protect migrants and better manage the problems and opportunities of international migration. This may also help avoid the dangers of racism, intolerance and xenophobia which may result when there is not a balanced view of both positive and negative aspects of migration movements and their effects on the economies and societies of both host States and States of origin. The global challenge which international migration represents calls for a global approach. UNESCO - as part of its role in the field of migration, social integration and cultural diversity - has been bringing together researchers, policy-makers, NGOs and other interested parties to deal with various facets of this challenge, including the adoption of the Universal Declaration on Cultural Diversity and the launch of a much needed campaign for the ratification of the Migrant Workers' Convention. (author's)
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  19. 19

    Another way to learn... Case studies.

    Dada M

    Paris, France, UNESCO, Education Sector, Division for the Coordination of UN Priorities in Education, Section on HIV and AIDS, 2007. 83 p. (ED-2006/WS/43)

    The purpose of this publication is to share UNESCO's experience and our thinking behind a number of projects that have sought to address the needs of some of the disadvantaged and in particular those impacted by drug misuse. The experience of these projects demonstrates key factors that impinge progress towards social inclusion: homelessness; unemployment; discrimination and stigma; low levels of education; health inequalities; crime and violence. (excerpt)
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  20. 20

    UNESCO and HIV / AIDS: ten lessons.

    Hernes G

    In: The HIV challenge to education: a collection of essays, edited by Carol Coombe. Paris, France, UNESCO, International Institute for Educational Planning, 2004. 253-263. (Education in the Context of HIV / AIDS)

    Twenty years after the identification of AIDS, some 60 million people have been infected by HIV, a number corresponding to the entire population of France, the United Kingdom or Thailand. Those who have died equal the population of Norway, Sweden, Finland and Denmark combined. Those currently infected - more than 40 million - number more than the entire population of Canada. The number of children thought to be orphaned by HIV/AIDS - some 14 million - is already more than the total population of Ecuador. Over the coming decade their numbers may rise to a staggering 50 million worldwide. In other words, the extent of this pandemic is unprecedented in human history. And the worst is yet to come, for many millions more will be infected, many millions more will die, many millions more will be orphaned. On September 11 2001, more than 3,000 people died in the New York bombings. Every day, around the world, HIV infects at least five times that number. But it is not only individuals who are at risk. The social fabric of whole communities, societies and cultures is threatened. The disease is certain to be a scourge throughout our lifetime. (excerpt)
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  21. 21

    Population challenges and development goals.

    United Nations. Department of Economic and Social Affairs. Population Division

    New York, New York, United Nations, Department of Economic and Social Affairs, Population Division, 2005. 57 p. (ST/ESA/SER.A/248)

    Part one of this report provides a global overview of demographic trends for major areas and selected countries. It reviews major population trends relating to population size and growth, urbanization and city growth, population ageing, fertility and contraception, mortality, including HIV/AIDS, and international migration. In addition, a section on population policies has been included, in which the concerns and responses of Governments to the major population trends are summarized. The outcomes of the United Nations conferences convened during the 1990s set an ambitious development agenda reaffirmed by the United Nations Millennium Declaration in September 2000. The 1994 International Conference on Population and Development, being one of the major United Nations conferences of the decade, addressed all population aspects relevant for development and provided in its Programme of Action a comprehensive set of measures to achieve the development objectives identified. Given the crucial importance of population factors for development, the full implementation of the Programme of Action and the key actions for its further implementation will significantly contribute to the achievement of the universally agreed development goals, including those in the Millennium Declaration. Part two discusses the relevance that particular actions contained in those documents have for the attainment of universally agreed development goals, including the Millennium Development Goals. It also describes the key population trends relevant for development and the human rights basis that underpins key conference objectives and recommendations for action. (excerpt)
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  22. 22

    Population, development and HIV / AIDS with particular emphasis on poverty: the concise report.

    United Nations. Department of Economic and Social Affairs. Population Division

    New York, New York, United Nations, Department of Economic and Social Affairs, Population Division, 2005. [69] p. (ST/ESA/SER.A/247)

    The HIV/AIDS epidemic has been a gathering force for nearly a quarter-century, and it continues to be a major global challenge. AIDS finds its victims in both rich and poor countries. There is no region of the world where HIV/AIDS is not a potentially serious threat to the population. Sub-Saharan Africa has so far borne the brunt of the AIDS devastation, and the region continues to experience high rates of infection. About 3 million people in the region were newly infected with the virus in 2004. Countries in Eastern Europe and Asia now have the fastest-growing rates of HIV infection in the world, and the populous countries of China, India and Indonesia are of particular concern. In some more developed countries, there are signs of a resurgence of risky sex between men. (excerpt)
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  23. 23

    Making commitments matter: a toolkit for young people to evaluate national youth policy.

    United Nations. Department of Economic and Social Affairs

    New York, New York, United Nations, Department of Economic and Social Affairs, [2003]. [113] p.

    This Toolkit is meant for national youth organizations and/or representatives working with youth. It can be used as a tool to: Assess your country's progress in reaching the WPAY goals; Prioritize your organization's work, based on your findings; Initiate actions at the national level. This Toolkit should be used as a starting point for determining what your government, and civil society, has done to better the lives of young people, since 1995. In addition to providing methods for evaluating this progress, the Toolkit also contains concrete tools to further your youth work. As such, we hope that you will find it both informative and useful, and a good resource for your organization. (excerpt)
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  24. 24

    Linking EDUCAIDS with other on-going initiatives. An overview of opportunities. An assessment of challenges.

    Visser-Valfrey M

    Paris, France, UNESCO, Education Sector, Division for the Coordination of UN Priorities in Education, Section on HIV and AIDS, 2006 Oct. 43 p. (ED-2006/WS/65; CLD-29608)

    This paper was commissioned by the United Nations Educational, Scientific and Cultural Organization (UNESCO) to review the linkages and synergies between EDUCAIDS, the UNAIDS Global Initiative on Education and HIV & AIDS, and other initiatives in the field of HIV and AIDS. EDUCAIDS is one of UNESCO's three core Education for All (EFA) initiatives and focuses specifically on supporting national governments and their partners in developing comprehensive and scaled-up education sector responses to HIV and AIDS, with the dual objective of preventing the spread of HIV through education and of protecting education systems against the worst effects of the epidemic. This paper documents the similarities and differences between EDUCAIDS and selected initiatives, identifies current and potential links, and provides recommendations on how synergies and linkages can be strengthened. The analysis in this review was done on the basis of a document review and interviews with partners from the majority of the initiatives selected by UNESCO for this study. Five kinds of initiatives were reviewed. The first concerns programmes that have been put in place with a specific focus on HIV and AIDS. The second includes examples of initiatives with a broader focus (such as promoting sustainable development and enhancing school health) and which, through their activities, address a number of priority areas, including HIV & AIDS and education. The third is constituted by 'thematic initiatives' which address HIV and AIDS from a particular defined priority, for example by focusing on children. These initiatives include education as one of their strategies. The fourth kind of initiative concerns frameworks for operation at country level such as the 'Three Ones', the United Nations Development Assistance Framework (UNDAF) and the UN country teams on HIV and AIDS. Finally, the analysis also considers the synergies and differences between EDUCAIDS and the UNAIDS Inter-Agency Task Team (IATT) on Education. (excerpt)
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  25. 25

    Human trafficking in Mozambique: root causes and recommendations.


    Paris, France, UNESCO, 2006. 71 p. (Policy Paper Poverty Series No. 14.1 (E); SHS/CCT/2006/PI/H/3)

    Trafficking in human beings, especially women and girls, is not new. Historically, it has taken many forms, but in the context of globalization, has acquired shocking new dimensions. It is a complex, multi-faceted phenomenon involving multiple stakeholders at the institutional and commercial level. It is a demand-driven global business with a huge market for cheap labour and commercial sex confronting often insufficient or unexercised policy frameworks and trained personnel to prevent it. Mozambique is but one of an estimated 10 African countries (Angola, Botswana, DRC, Lesotho, Malawi, Mozambique, Swaziland, Tanzania, Zambia and Zimbabwe) that fuel the human trafficking business that feeds South Africa, the regional magnet. The recent history of armed conflict, extremes of dislocation and loss, reconstruction, political upheaval and deep social scars, together with its particular geography and the AIDS pandemic make Mozambique an inviting target for organized crime. The impact of these events on women and children, together with systemic gender discrimination and the absence of protective legislation make them particularly exposed to human trafficking. (excerpt)
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