A/HRC/27/73 tax policy, and to ensure a robust social protection floor. She also noted that the gender gap in women’s participation in decision-making in the economic sphere needed to be addressed. Ms. Raday called for a goal on women’s economic leadership in the post-2015 framework and for gender-sensitive analysis of corporate responsibility that identified, prevented and remedied the harm caused by corporate activities to women, as workers, consumers and community members, especially with regard to export processing zones, sweatshops, garment industries, land dispossession by extractive biofuels, agribusiness and real estate progress, in all of which most of the victims were women. She further drew attention to discrimination against women in formal employment and the need to address women’s exploitation in informal labour and the alleviation of greater poverty of older women, a reflection of their lifetime of lesser economic opportunities. Finally, she recommended a gender-sensitive analysis of austerity measures. 21. Ms. Sen noted that the challenges of the post-2015 framework were in the details. She recalled some of the shortcomings of MDG 3, including narrow indicators for reaching the broad goal of gender equality. She warned that the current discussions on that subject were also facing some of the same gaps and omissions. In particular, while some human rights aspects and emphasis were implicit in the goals, they were not explicit, and were incomplete as well as inconsistent. She also noted that there was non-recognition of the indivisibility and interdependence of human rights. She offered the example of Goal 1, which include d secure rights to own land, but questioned whether that was about equal rights or the right to equal land. In addition, the current discussions had not paid sufficient attention to adolescent girls specifically on the intersection between education and violence against women. She noted that the implementation of the goals also depended on whether sufficient funds would be allocated. 22. Ms. Cabal began by emphasizing that at the core of SRHR were the most intimate decisions in any individual’s life — related to their bodies, their identities, their relationships, marriage, and if and when to have children. She highlighted some of the worrying statistics surrounding maternal health, unsafe abortion, child marriage, unmet need for contraception and HIV. She noted that ensuring SRHR was an end in itself, but also a precondition for the well -being of individuals and resilience of communities. As such, she pointed out that SRHR were priorities in their own right. She referred to three fundamental pillars of SRHR, namely, bodily integrity and autonomy, access to information and services, and non-discrimination. She also emphasized that ensuring SRHR was essential for gender equality. If women and girls could not enjoy their SRHR, their ability to claim other rights, including education and participation, was undermined. When women were empowered to make decisions about their bodies, they were able to make decisions about their lives more broadly. She further emphasized that ensuring SRHR was critical for sustainable development more generally. 23. Mr. Kariuki stressed the need to build inclusive and safe human settlements. He drew attention to the lack of basic services, in particular water and sanitation, in informal settlements. He noted that for women, access to sanitation in informal settlements was a particularly insecure experience and that that insecurity meant that in many instances, women were forced to delay the use of sanitation facilities to the times they considered to be most safe, a situation that exposed them to urinary tr act infections and other serious health issues. That, in turn, had an impact on the financial resources available to women because they ha d to use the little money they had for medical treatment. He expressed concern about girls missing over a month of the school year due to menstruation and lack of sanitation facilities and the impact that that had on their right to education. Young girls did not often go to school during 7