A/RES/72/154 The girl child stereotypes, in order to ensure that young women entering the labour market have opportunities to obtain full and productive employment and decent work, and equal pay for equal work or work of equal value; 10. Encourages States to adopt, as appropriate, and implement inclusive policies and programmes to promote girls’ education in science, technology, engineering and mathematics, including information and communications t echnology, throughout their education, by, inter alia, expanding the scope of education and training opportunities ranging from basic digital fluency to advanced technical skills, recognizing that girls who develop such skills may enjoy more academic succe ss and higher-paying jobs in the future, and recognizing also that girls and women have an equally important role to play in these arenas as men and boys; 11. Calls upon States, with the support, where appropriate, of international organizations, civil society and non-governmental organizations, to develop policies and programmes, giving priority to formal, informal and non -formal education programmes, including scientifically accurate and age-appropriate comprehensive education, relevant to cultural contexts, that provides adolescent girls and boys and young women and men in and out of school, consistent with their evolving capacities, and with appropriate direction and guidance from parents and legal guardians, with information on sexual and reproductive health and HIV prevention, gender equality and women’s empowerment, human rights, physical, psychological and pubertal development and power in relationships between women and men, to enable them to build self-esteem and informed decision-making, communication and risk reduction skills and to develop respectful relationships, in full partnership with young persons, parents, legal guardians, caregivers, educators and health-care providers, in order to, inter alia, enable them to protect themselves from HIV infection and other risks; 12. Urges States to acknowledge the different needs of girls and boys during their childhood and adolescence and, as appropriate, to make adapted investments that are consistent with and responsive to their changing needs, in pa rticular ensuring that girls have access to clean water, including safe drinking water, sanitation, hygiene and feminine hygiene products as well as private toilet facilities, including feminine hygiene product disposal facilities, in educational institutions and other public spaces, which will improve their health and access to education and increase their safety; 13. Calls upon States, in collaboration with civil society and other relevant actors, to promote educational and health practices in order to foster a culture in which menstruation is recognized as healthy and natural, and girls are not stigmatized on this basis, recognizing that girls’ attendance at school can be affected by negative perceptions of menstruation and lack of means to maintain safe personal hygiene, such as water, sanitation and hygiene facilities in schools that meet the needs of girls; 14. Urges States to strengthen efforts to urgently eradicate all forms of discrimination against women and girls, and calls upon all States, the United Nations system and civil society to take measures to address the obstacles that continue to affect the achievement of the goals set forth in the Beijing Platform for Action, 9 as contained in paragraph 33 of the further actions and initiatives, 22 including reviewing remaining laws that discriminate against women and girls in order to modify or abolish them and, where appropriate, strengthening national mechanis ms to implement inclusive policies and programmes for the girl child and, in some cases, to enhance coordination among responsible institutions for the realization of the human rights of girls, including access to justice, fighting impunity for perpetrator s of and ensuring the availability of appropriate penalties for crimes of sexual violence committed against the girl child, and to mobilize all necessary resources and support in order to achieve those goals; __________________ 22 6/11 Resolution S-23/3, annex. 17-22960