Global

The Global Action Plan is a global strategy developed to improve international and country-level coordination for Education for All. It aims to clarify the roles of the five international agencies spearheading the global EFA movement (UNDP, UNESCO, UNICEF, UNFPA and the World Bank) and to define their coordinated, joint action at the global level.

This publication focuses on the key issues to address and strategies to put in place in order to meet international targets and national goals for universalizing girls' access to, retention in and completion of quality education. The right of all children to education that is free from discrimination and of a sufficient quality to enable their full participation in society has been a goal emphasized through all major modern universal rights treaties, and development discourses. In particular, the Convention against

Discrimination in Education, 1960, and the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), 1979, have defined discrimination in many spheres, including education, as a violation of universal rights. The Convention on the Rights of the Child, 1989, has made the promotion of free primary education and quality education an obligation for governments to respect for children and youth up to the age of 18 years.

This publication focuses on the key issues to address and strategies to put in place in order to meet international targets and national goals for universalizing girls' access to, retention in and completion of quality education. The right of all children to education that is free from discrimination and of a sufficient quality to enable their full participation in society has been a goal emphasized through all major modern universal rights treaties, and development discourses. In particular, the Convention against

Discrimination in Education, 1960, and the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), 1979, have defined discrimination in many spheres, including education, as a violation of universal rights. The Convention on the Rights of the Child, 1989, has made the promotion of free primary education and quality education an obligation for governments to respect for children and youth up to the age of 18 years.

This publication focuses on the key issues to address and strategies to put in place in order to meet international targets and national goals for universalizing girls' access to, retention in and completion of quality education. The right of all children to education that is free from discrimination and of a sufficient quality to enable their full participation in society has been a goal emphasized through all major modern universal rights treaties, and development discourses. In particular, the Convention against

Discrimination in Education, 1960, and the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), 1979, have defined discrimination in many spheres, including education, as a violation of universal rights. The Convention on the Rights of the Child, 1989, has made the promotion of free primary education and quality education an obligation for governments to respect for children and youth up to the age of 18 years.

This publication focuses on the key issues to address and strategies to put in place in order to meet international targets and national goals for universalizing girls' access to, retention in and completion of quality education. The right of all children to education that is free from discrimination and of a sufficient quality to enable their full participation in society has been a goal emphasized through all major modern universal rights treaties, and development discourses. In particular, the Convention against

Discrimination in Education, 1960, and the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), 1979, have defined discrimination in many spheres, including education, as a violation of universal rights. The Convention on the Rights of the Child, 1989, has made the promotion of free primary education and quality education an obligation for governments to respect for children and youth up to the age of 18 years.

Youth panelists shared and highlighted the experiences and challenges of girls growing up in their four different countries, namely, Kenya, South Africa, Zambia and the Philippines. The girls were sharing at a discussion hosted by the United Nations Girls' Education Initiative (UNGEI) in New York. Some of the challenges highlighted include female genital mutilation, poverty, domestic violence, sexual violence and cultural and traditional practices that hamper girls' education.

A new study may help put to rest fears that pregnancy accelerates progression to full-blown AIDS in women with HIV receiving antiretroviral therapy. The study, published in the October 1st issue of the Journal of Infectious Diseases and now available online, revealed that pregnancy may, in fact, slow disease progression in these women.

Women are said to be more active on social networking sites

The ICT arena is characterized by the strategic control exercised by powerful corporations and nations - monopolies built upon the intellectual property regime, increasing surveillance of the Interned and an undermining of its democratic substance, and exploitation of the powerless by capitalist imperialism, sexism and racism.  Within the ICT arena women have relatively little ownership of and influence on the decision-making processes being underrepresented in the private sector and government bodies which control this arena.

Women can benefit from ICT policies that encourage growth in the sector, provided these policies remain gender neutral.  Gender-sensitivity among those working in regulatory agencies and multilateral initiations helps ensure that gender-neutral policies do not become gender-blind during implementation.

The ICT sector is one of the last areas to open to a gender perspective.  There is substantial evidence to support the contention that policy making in technological fields ignores gender issues.

Why are gender issues important in the Information, Communication and Technology sector?