often misdiagnosed during the early state of their disease. They lack access to drug treatment, abortion services, AZT and early intervention services and clinical trials. . . . The eligibility of HIV-infected women for disability and health benefits is complicated by criteria which may not reflect the nature of the disease in women.
Id. at 314 n.63.
Reproductive health therefore implies that people are able to have a satisfying and safe sex life and that they have the capability to reproduce and the freedom to decide if, and when and how often to do so. Implicit in this last condition are the right of men and women to be informed and to have access to safe effective, affordable and acceptable methods of family planning of their choice . . . and the right of access to appropriate health-care services . . . .
Id.
[h]igher education in developing countries is inadequate and falling further behind . . . . [I]t is generally overcrowded, chronically under-funded, poorly managed, and beset with inadequate faculty and curricula . . . . Demand for higher education is rising rapidly, compounding the challenges for countries that hope to improve quality, reduce public cost, and increase access to all strata.
See Press Release, World Bank Group, Higher Education Key to Knowledge Economy, http://www.wbln0018.worldbank.org/news/pressrelease.nsf (last visited July 12, 2000). The Task Force calls the situation a crisis, and it emphasizes the need for a holistic approach to education policy that includes viewing higher education as a vital part of their overall human development strategy. Id. The Task Force argues that higher education is a pre-condition for overcoming a wide range of problems, including persistent poverty and economic under-performance. Id. The Task Force suggests specific areas for emphasis by developing countries, including improving scientific and technological capacity and respecting principles of good governance. Id. In launching the Task Forces Report, James Wolfensohn, World Bank President, noted that institutions of higher learning that train well-educated people in the developing world are key to confronting staggering problems [such] as the HIV/AIDS pandemic and the need to build up infrastructure and telecommunications. Id.