THIMUN ALL PASSED RESOLUTIONS Special Conference 2 (9)

Transcription

1 THIMUN ALL PASSED RESOLUTIONS Special Conference 2 (9) Resolution 179: FORUM: Special Conference on Building Civil Society Through Education (Sub- Commission 2) QUESTION OF: Building civil society through MUN-style conferences SUBMITTED BY: Luxembourg THE SPECIAL CONFERENCE, Observing that Model United Nations (MUN) has grown a surmountable amount in the past ten years with creation of organizations such as UN4MUN, Recognizing that MUN is a prominent mechanism for not only educating but building the future leaders of tomorrow, Aware of the value and the principles an MUN conference can transmit, Keeping in mind the major expansion of MUN conferences since 1991, Emphasizing the need for international cooperation regarding this uncontroversial issue, 1. Considers creating the MUN official task force that would comprise of educational professionals, delegates, and others knowledgeable persons with an interest in expanding and improving MUN programs in general which would be responsible for: a) visiting and evaluating conferences b) reviewing conferences before they are given funding c) ensuring that conferences are following regulatory parliamentary procedures while making suggestions to conference administrators; 2. Recommends that the United Nations (UN) increases general involvement in MUN conferences worldwide by: a) providing funding to established conferences that are looking to expand b) having UN delegates and UN activists serve as guest speakers for established conferences; 3. Suggests the UN create a high school internship program to allow students with a vested interest in diplomacy to apply for a chance to shadow or work at an office entailing: a) the application process which will require students to submit a curriculum vitae, 3 references letter, complete responses to short essay questions, a valid passport, and a secondary school transcript b) 6 weeks of shadowing and hands-on experience; 4. Further recommends the creation of an MUN Scholars program that would provide underprivileged and academically qualified students who apply for a scholarship that would allow them to attend a certified international conference that they would otherwise

2 not be able to afford, through an application process which would require students to submit a curriculum vitae, 3 references letter, complete responses to short essay questions, a valid passport, and a secondary school transcript; 5. Supports the idea of investing time into creating a database with the information regarding established MUN conferences and MUN organizations around the world to regulate the measures listed above, ensuring that the database would include: a) the name of the conference b) the location of the conference (city, country) c) the number of years in which the conference has been in existence d) the number of schools and students that typically attend the conference e) MUN task force date of visit and comments f) theme of the conference g) issues discussed at the conference; 6. Endorses the creation of an official MUN social media platform, monitored by participating schools, to connect student delegates globally; 7. Encourages the creation and implementation of a campaign, run by individual countries, that would not only broadcast current UN initiatives but also inform the public of local MUN programs in the form of: a) television broadcasts and social media b) school assemblies c) any other appropriate format; 8. Further suggests the creation of annually held forums in which education professionals, invited students, involved UN delegates, and possible business sponsors could assemble and: a) hold a brief MUN style debate regarding one specified relevant topic b) discuss the information gathered by the MUN task force c) discuss new initiatives that could be taken to broaden the outreach, accuracy, and effectiveness of MUN; 9. Encourages MUN advisors to motivate their pupils to participate in every committee in their MUN career, so as to gain insight into world issues of major importance; 10. Emphasizes the importance of the integration of an annual MUN workshop at local universities that will focus on training future educators and MUN delegates, focusing both on the procedure, the elements and principles MUN can offer; this will provide in depth knowledge to all future delegates or chairs and help educators become better advisors for their delegates and include the cooperation of experts in the educational field from different countries so as to help run world workshops aiming at integrating MUN practices in all levels of education; 11. Encourages the UN and Non-Governmental Organizations (NGOs) to work together towards establishing MUN clubs at schools, in which the students will be debating, practicing diplomacy, emulating original MUN procedures and getting prepared in order to attend actual conferences;

3 12. Takes note of the need for adequate funding and support for initiatives listed above through: a) contributions from the United Nations Development Programme (UNDP) b) aid in any form from willing More economically developed countries (MEDCs) any organization or entity wishing to donate; 13. Invites members to encourage the further development and conducting of MUN-style conferences around the world, with the support of the UN, in areas of the world where private funding for such occasions is limited, in order to give students in poorer areas the chance to carry out and participate in an MUN conference, even if their circumstances would not otherwise allow them to do so; 14. Further encourages schools, teachers as well as MUN directors to motivate their students to participate more in MUN conferences thus promoting civil society, by means of but not limited to: a) presentations from MUN delegates and advisors adressed at students of all classes b) extra courses concerning global politics.

4 Resolution 218: FORUM: Special Conference on Building Civil Society Through Education, Sub- Commission 2 QUESTION OF: Fostering Affordable Access to Education for All SUBMITTED BY: United Kingdom THE SPECIAL CONFERENCE, Reminds all member states to recognise Sustainable Development Goal 4, which aims to ensure inclusive and quality education for all and promote lifelong learning, with one of its specified targets reading by 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy, Recognising the effect of poverty on the youth literacy rate and that, according the World Bank, the global poverty line was recorded to be $1.90 a day in 2015, meaning that over 700 million people currently live in extreme poverty, Noting with deep concern that, according to the United Nations Educational, Scientific and Cultural Organization (UNESCO), 130 million girls between the age of 6 and 17 are out of school, Deeply concerned that the wealthiest 20% of the world s population is 4 times more likely to be in school than the poorest 20%, Affirming that more than 72 million children around the world remain unschooled as a result of poverty and marginalisation, Realising that, in 2015, world leaders agreed on Sustainable Development Goal 5, to: 'achieve gender equality and empower all women and girls' by 2030, Bearing in mind that around 264 million adolescents and children do not have access to basic and fundamental education, Having examined article 26 of the Universal Declaration of Human Rights that states that all citizens have the right to education, Aware of the General Recommendation No. 19 (11th session, 1992), which focuses on the issue of violence against women, 1. Calls for member states to incorporate a basic education foundation to ensure, amongst others: a) the option of free education services in each country b) secondary expenses, including school uniform, books, lunch and transport to/from school are covered c) that families are not restricted in their access to education as a result of their income; 2. Asks all member states to intensify their efforts on providing a more accessible education system and/or to enhance their available system for every child in their country and

5 ensuring that the right of education is guaranteed, covering actions such as, but not limited to: a) raising global awareness through non-governmental organisations (NGOs), intergovernmental organizations (IGOs) and the United Nations on the issue of limited access to education using accessible visual or oral aids, to ensure that all individuals can understand and interpret the information when illiterate or innumerate, through means such as media and publicity b) encourages all member states to focus on decreasing education costs by providing scholarships for children of economically unstable families c) creating annual MUN-style conferences with the purpose of raising awareness on education rights and finding solutions to current issues related to education d) providing mother-tongue education to communities of different ethnicities within member nations in order to guarantee that all children receive equal opportunities and can understand the content taught; 3. Aims to introduce methods of education, preferably by utilizing the Universal Design for Learning (an educational framework based on pedagogic research, including cognitive neurosciences, that guides the development of flexible learning environments) to schools or increase the availability of specialised teachers for those needing more attention in their learning, or those at a disadvantage, including disabled, physically or mentally disadvantaged, and vulnerable youth; 4. Urges all member states to immediately take action to solve issues that limit access to education, ensuring that political corruption is contrasted, through means such as, but not limited to: a) organising annual checkups and inspections by government officials to ensure that all youth is provided with quality education and recording education statistics, such as the number of uneducated individuals globally and nationally, through an online database regulated by the UNESCO Institute for Statistics (UIS) b) monitoring the use of financial aid, especially through NGOs, IGOs and previously specified United Nations programmes c) requiring teachers to pass an acceptance test before they are qualified to work in the school; 5. Strongly requests NGOs, IGOs and the World Bank to cooperate with the United Nations to construct more schools, especially in undeveloped and/or isolated areas, less economically developed countries (LEDCs), and post-crisis zones, by providing specialists, resources and equipment, through data collection and the inspections mentioned in clause four; 6. Suggests the establishment of a training programme to allow teachers and specialists to give workshops to local (aspiring) teachers, especially in undeveloped and/or isolated areas, LEDCs, and post-crisis zones, by means such as, but not limited to: a) the providing of specialists by NGOs, UNESCO and the World Bank b) providing transport to/from isolated regions c) providing resources and training manuals d) providing a connection platform for contact between specialists and aspiring teachers in remote areas

6 e) providing volunteers with the opportunity to travel to developing countries and LEDCs as to teach students and aspiring teachers in that country; 7. Advises member states to implement a home-schooling programme, organised by the ministry of education in each nation, which includes: a) a final post-education exam to ensure that the individual has obtained a sufficiently suitable education b) the option of following an online course through which contact with experienced teachers is possible c) the option of receiving free resources to guide individuals through their education at home; 8. Requests that member nations work towards closing the gender gap, as stated in Sustainable Development Goal 5, and foster gender equality in education, through means such as, but not limited to: a) building safe and inclusive learning environments for girls and young women b) incorporating compulsory education of a minimum of five (5) years for children of both genders and the funding thereof into standard law; 9. Further urges governments in regions with high crime and violence rates to establish a safe learning environment through means such as, but not limited to: a) incorporating a safety procedure in case of conflict, attacks, shootings, or fires, which is clearly communicated with students and teachers alike through regular testing of the procedure b) employing security guards to monitor suspicious behaviour and regulate safety, both on the premises and surrounding the school; 10. Strongly recommends that the following measures should be taken to incentivise teachers to remain in their jobs and perform their duties to a high standard: a) providing accommodation to teachers which would be close to their school and appropriate to their needs b) ensuring their salaries are more than sufficient for a comfortable life for them and their families c) providing free insurance/ care for themselves and their families d) providing resources for teaching such as learning aids and technology as appropriate so they may perform their duties efficiently and comfortably e) providing impartial communication channels for teachers to voice any complaints or requests without fear of discrimination; 11. Encourages that the issue of early childhood care and education is addressed by providing: a) free early childhood care and education including formal education and parenting skills both during pregnancy and after until the child reaches the age of elementary school b) building community centres, and kindergartens for children up to 6 years old; 12. Decides to remain actively seized upon the matter.

7 Resolution 244: FORUM: Special Conference on Building Civil Society Through Education, Sub- Commission 2 QUESTION OF: Promoting inclusive education of girls and women SUBMITTED BY: Kenya THE SPECIAL CONFERENCE, Defining education as the important act or process of acquiring general knowledge or study, developing the powers of reasoning and judgement, and generally of preparing oneself intellectually for mature life, Recognising the 2030 Agenda for Sustainable Development, also known as The Sustainable Development Goals, agreed upon by 193 member states, Reminding that if all women received primary education, the number of women dying in childbirth in sub-saharan Africa could be reduced by 70%, Emphasizing the necessity of implementation of the UN Sustainable Development goals globally, most particularly education, Recalling Goal 1 of the Millennium Development Goals, agreed upon by 183 countries, with the aim of achieving universal primary education, Observing with concern that women and girls often face injustice and discrimination in institutions of education due to their gender by their peers and even teachers, Noting with deep concern women are more likely to encounter the lack of education, seeing as the presence of widespread poverty causes families to have to prioritise their children, in turn sending their boy(s) to school instead of their girl(s), Alarmed that roughly 860 million people worldwide are illiterate, with over 60% being women, and according to the United Nations Educational, Scientific and Cultural Organisation (UNESCO), 130 million girls between the ages of 6-17 are presently out of school, with 15 million girls of primary school age who will never enter a classroom in their lives, Viewing with appreciation that there is an annual meeting for the United Nations Commission on the Status of Women (UNCSW) held in New York, in which both NGOs and member states may participate, Fully believing that by empowering women and pushing their fundamental human rights will allow school girls to have higher ambitions and reduce lower self-esteem caused by their gender, and furthermore, the empowerment of women will cause a chain reaction that will slowly initiate an educational system more aware and supportive of young women striving to learn more, Noting with appreciation that the Education for All (EFA) program initiated by UNESCO which consisted of various goals to be achieved by 2015,

8 Noting with deep concern the lack of women in scientific fields, including but not limited to mathematics and engineering (STEM), Expressing concern over the lack of education in rural areas, despite the UN Literacy Decade ( ), Acknowledging the importance of women s education, in order to establish equality between men and women in sharing equal rights, 1. Trusts that UNESCO works in partnership with other NGOs and member states to ensure that the quality and quantity of education globally will improve by means such as but not limited to: a) publishing yearly reports of educational statistics around the world through the UNESCO Institute for Statistics, gathered through research activities and programmes in areas such as, but not limited to: i. formulation of adequate policies to apply to specific areas ii. policy development and analysis iii. programme delivery iv. technical needs for implementation of said policies/ programmes, followed by the provision of technical support to the specified areas in need b) requests for the creation of a global education system, overseen by UNESCO, whereby the same curriculum would be taught for all nations which includes: i. implementing at least one global language as a requirement in education to encourage globalisation ii. creating subdivisions in each nation responsible for teaching their culture through lessons such as history and languages c) creating a sexual education curriculum to teach students about the following topics, amongst others: i. further mainstreaming and promoting gender equality in schools ii. educating children and communities - starting at young age - about the importance of the education of women and gender equality iii. female reproductive health, as many girls still do not attend school during their period and lack knowledge on the subject iv. consent, as sexual abuse and child marriage is still common in underdeveloped areas; 2. Encourages member states to work together with a sub-body of the UNESCO to be created, called the UNESCO Educational Division for Rural Development (UEDRD), to ensure that educational centres in rural areas provide the best education for their citizens, these educational centres including the following but not limited to: a) computers with internet connections which will be used in order to help promote occupation-specific education, to make it easier for students to find jobs after finishing their education, through the means of but not limited to free online learning programs and resources b) a health care sector in partnership with the World Health Organization (WHO) which will provide a location for the following, amongst others:

9 i. for the distribution of basic health care to ensure personal hygiene, including items such as but not limited to contraceptives, female sanitary products and soap ii. for women and girls with unwanted pregnancies to get help iii. in the case of a pandemic, a location from which products and help can be distributed c) providing a program to help minimize the harm brought by child marriage through: i. working directly with girls to give them the opportunity to build skills and knowledge, understand and exercise their rights and develop support networks ii. supporting girls to become agents of change, helping them envisage what alternative roles could look like in their communities and ultimately helping them to forge their own pathway in life iii. reducing their sense of isolation and vulnerability by providing them with safe meeting places to share experiences regularly as a good alternative for those who do not have access to formal education; 3. Asks all member states to support female empowerment by means such as but not limited to: a) financial empowerment such as but not limited to: i. increasing financial involvement of women, especially women in more vulnerable social positions, such as those in poverty and migrants, in the labor market ii. encouraging modifications to current domestic employment legislation in accordance with the International Labor Convention 189 b) preventing gender-based violence through: i. increasing awareness of the scope of the problem and its impact by educating citizens to build up valid recognition of women ii. improving service for survivors of violence, including psychological guidance and constant concern c) implement a national quota of women representatives in politics, as well as a stimulus to increase the number of women exercising their right to vote, which would: i. empower women and make it easier to implement measures protecting them ii. serve as role models to encourage girls to finish school and even attend higher education with the goal of entering politics iii. reach 10% of female representatives in national governing institutions; 4. Invites all relevant member states and NGOs to work in partnership with the UNESCO and its sub-bodies, in order to increase awareness, aid and funding in the promotion of women s rights to education by working further towards The Education 2030 Framework for Action and the joint program of Empowering Adolescent Girls and Young Women through Education which also involves UN Woman and UNFPA as well as UN Women, to focus on the UNEDF; 5. Advises monetary funds such as the World Bank and International Monetary Fund (IMF) to create a fund in cooperation with the UNESCO in order to subsidise education up to secondary education for those who need it to ensure education is accessible to everyone

10 and build more educational infrastructure in rural areas with a minimum of one educational infrastructure of both primary and secondary education level per population of 2000 people; 6. Suggests government branches and local authorities offer protection and support programs in schools for women, allowing them to express their concerns, and further requests the creation of more refugee communities, with the help of the UN refugee agency to allow asylum seeking girls to go to school without the fear of not having a place to stay, which will encourage the participation of women in schools such as women who are oppressed, excluded, discriminated by peers and teachers alike or facing violence as a result of their gender; 7. Further invites the UNESCO Institute for Statistics (UIS) to work in partnership with the United Nations Commission on the Status of Women (UNCSW) and other NGOs on topics such as but not limited to: a) inequalities in areas such as but not limited to: i. political power ii. within households iii. legal status/entitlements iv. within the domestic/unpaid sector v. institutions of education vi. the Gender Inequality Index (GII) b) discriminatory attitudes and violence towards women, both globally and in more specified areas; 8. Further requests member states and NGOs to raise awareness for the issue of genderbased violence through means such as, but not limited to: a) using social media platforms to aid the spreading of awareness and creating an app and website for women to be able to anonymously express their concerns about their education in the event they don t feel comfortable saying it publicly b) improving service for survivors of violence, including psychological guidance and constant concern c) establishing gender-sensitive workshops on a local scale, focusing on eliminating disparity and dealing with discrimination, that would: i. educate children and communities - starting at a young age - about the importance of gender equality and the education of women ii. train teachers, officials, and community leaders; 9. Strongly endorses any plans which promote the incorporation of women in Science, Technology, Engineering and Mathematics (STEM) oriented fields of study, which are currently under predominantly male domination, by ensuring the psychological influence which impacts girls already at a very young age in their choice of subject interest, whether consciously or unconsciously, through the psychological influence and phenomena of: a) gender stereotyping, which causes many women to be discouraged in pursuing a STEM career due to an association with a masculine field of study, or other preconception of an image which pertains to an individual wishing to pursue a STEM career, causing said highly competent individual to be negatively influenced about STEM fields of study

11 b) insecurity and harassment due to women's individual choice to pursue a field of study which does not fit society s perception of what it means to be able to pursue a STEM career c) a lack in encouragement on the pathway to a STEM study, leading to a lack in self-esteem in women who would wish to pursue a STEM career, yet have been discouraged as a result of a lack in support to this, and rather have been influenced towards pursuing a more feminine occupation; 10. Recommends that boys and girls from the ages have the freedom and opportunity to continue their education as they wish, whether that be an apprenticeship, internship or traditional schooling to ensure that they have a high level of education and develop work skills earlier on through ways such as but not limited to: a) by the provision of financial incentives to local companies that offer internships and opportunities to younger students looking to develop skills outside of standard schooling b) funding programs within countries for students who were required to join the workforce before being able to complete their secondary education c) giving students the right to waive parental consent at the age of 16 as long as they are continuing with some sort of education such as but not limited to i. internships ii. apprenticeships iii. traditional schooling; 11. Further congratulates NGOs or even governments who create incentives to ensure female participate in education, working in collaboration with the UNCSW or the SCBCSTE, for communities to lower their Gender Inequality Index (GII) a given amount, and reduce discrimination in the communities, by means such as, but not limited to micro financing by UN organizations and governments and access to development programs and internships; 12. Invites all member states to make sanitary products for women such as menstruation pads and tampons cheaper and easier to purchase in order for all girls to be able to go to school during the entire month, by means such as but not limited to: a) acknowledging and exonerating the existence of the Pink Tax, or the fact that in numerous consuming societies, women products are often more expensive than the male equivalent b) creating campaigns to start the conversation about menstruation, and how to effectively deal with it, in order to tackle embarrassment at school and in the buying of these sanitary products; 13. Expressing hope that these methods, when used, will surely increase the education around the world in ensuring that it is inclusive towards women and girls; 14. Urges member nations to work towards building a safe and inclusive learning environment for girls and boys alike, through means sach as, but not limited to: a) incorporating a safety procedure in case of conflict, attacks, shootings, or fires, which is known and communicaed to both students and teachers within the school and is regularly tested b) employing security guards to monitor susicious behaviour and regulate safety on the premises and surrounding the school;

12 15. Recommends the implementation of classes within communities for adults, parents, and community leaders on the necessity of female education, including: a) information on benefits of female education b) dissuasion from child marriage and youth pregnancies c) promotion of gender equality.

13 Resolution 263: FORUM: Special Conference on Building Civil Society Through Education Sub- Commission 2 QUESTION OF: Promoting Inclusive Education of Girls and Women SUBMITTED BY: Saudi Arabia THE SPECIAL CONFERENCE, Strongly affirming the provisions in Article 9b) of the Cairo Declaration of Human Rights in Islam (1990) which affirms the right of every human being to receive both religious and worldly education from the various institutions of teaching, education and guidance, including the family, the school, the university, the media, etc., Defining NGOs as Non Government Organisations that can aid in the independent development of the debated actions, and provide support, Further defining CEDAW as the Convention on the Elimination of all Forms of Discrimination Against Women, formed in 1979 by the UN General Assembly, Supports Article 10 of the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), which promotes the same opportunities for access to programmes of continuing education, including adult and functional literacy programmes... sports and physical education with the aim of closing the gender gap in education, Fully affirms the Millenium Development Goals (MDGs) of achieving universal primary education for all and promoting gender equality and empowering women, and recognises these goals as ideologies worth reviving and striving towards, Recognizing that approximately 30 million girls are out of primary school, and more than half of them will never have the chance to enter school, approximately 34 million females are out of secondary school, which results in a lack of working skills, and two thirds of the illiterate people are women, Deeply concerned that lack of education for women has serious consequences such as young marriage, early pregnancy when they cannot support themselves, and life-long poverty, Taking into consideration that female education is beneficial for women to be physically and mentally healthy, to be able to contribute to the labour market, obtain sufficient income, have a better marriage, take good care of children, and also help promote the economy and future education of the nation, 1. Encourages the increased funding of educational facilities in Less Economically Developed Countries (LEDCs), by the respective governments of these nations and organisations such as the World Bank and other social and individual donors, with objectives such as: a) accommodating and facilitating access for girls and women to adequate training as a means of promoting women s roles in moving society towards achieving the Sustainable Development Goals, in nations where gender differences are a source of disadvantage

14 b) providing scholarships to help more girls finish at least secondary education to learn working skills c) providing annual funds for local governments to build more schools, advocating a free elementary education system by proposing the passing of an Education Act which requires females attend school d) creating an education loan program to help women get money for education independently e) gathering resources and hiring social workers; 2. Urges the awareness of gender equality among all nations under the monitoring of UN organizations and to implement systems to monitor access to equal rights in every nation, through the implementation of inclusive education and specialised courses into the nationally accepted syllabus of member nations that lack them, that deal with topics such as: a) adequate family planning and the use of contraception in response to income, environment and laws b) appropriate and up to date sexual education provided by the government in accordance with national values c) addressing illegal consumption of alcohol and drugs as a prevailing issue of the youth, and using information on its effects as a means of regulation and prohibition, with the intention to reduce related crimes such as sexual abuse d) creating a special program aimed at males to learn the equal importance of male and female contribution to history and society e) creating gender equality curricula from an early school age f) promoting the idea of the benefits of female education to conservative communities or parents to ensure the participation of girls at school g) informing the general public about the negative effects of illiteracy, and the relevance of the issue; 3. Suggests the creation of schools in LEDCs where gender inequality is present, which will provide education to females, with adequate support from respective governments, relevant UN organizations, and NGOs to: a) eliminate school violence and bullying rooted in gender difference, in order to create a safe environment, encouraging girls to stay in school and move forward into higher education b) raise girls awareness of their right to education and the potential dangers of dropping out of school c) remind others of the Violence Against Women (VAW) Survey that was recently brought to light, and that cases of gender inequality are recognised and dealt with by means such as: i. building capacities of relevant ministries and Civil Society Organisations to deliver harmonized and comprehensive services to victims ii. increasing coverage, enhancing sustainability and improving quality of relevant services iii. expanding capacities of law enforcement agencies to further eliminate the issues established by the VAW and bringing justice to those found guilty;

15 4. Calls for safe, free, and universally accessible transportation to and from rural or developing school facilities, provided by relevant NGOs and UN Organisations, to ensure such students that are able to attend can do so without obstacles such as extreme distance, difficult or potentially injurious footpaths, harsh/ deterring weather conditions, and possible urban dangers such as violence and human trafficking; 5. Calls upon The United Nations Educational, Scientific and Cultural Organization (UNESCO) to broaden the reach of its Education Sector, to engage in actions such as: a) establishing more effective Foreign Exchange programmes, sponsored by the UN, for a number of promising individuals of any nation per annum, especially inclusive of women, which will offer opportunities such as: i. studying a preferred and relevant academic area in a More Economically Developed Country (MEDC) of their choice ii. building connections with individuals of international and different backgrounds in order to promote globalisation and make more individuals aware and become contributing members of society iii. helping women who are unnecessarily held back by unjustified rules to experience the world through a different perspective, which will solidify their role in society b) improving the quality and the level of detail in biannual reports on women s wellbeing and status, assembled from results of different national surveys, such that they: i. encompass a more detailed profile of how future national goals will be achieved ii. discuss relevant and adequate passive protests performed by women with regard to an unnecessary lack of rights, which are in accordance with national law; 6. Reminds all member nations of the terms proposed and agreed upon in the CEDAW and encourages member nations, who have not already done so, with reference to the CEDAW, to prioritise objectives such as, but not limited to: a) further investing in modern infrastructure and high standard of basic social services, especially the provision of Government-funded health care and educational services to multiple sectors of society b) drafting new and improved legislation on the implementation of women's rights with respect to active monarchies of monarchical nations, and establishing, by royal decree, more adequate Human Rights commissions, tasked with enforcement of those human rights; 7. Further suggests that female children are guaranteed a safe and positive home and educational system, with the intention of optimizing primary and secondary education and helping them progress further into the workforce, which will be achieved through actions such as, but not limited to: a) minimizing child marriage in nations where the issue is prevalent, in order for girls to have the chance of pursuing their education b) raising the provision of compulsory education for minors with a curriculum consisting of adequate and relevant subjects c) providing further education with the addition of necessary and adequate bursaries to expand the student pool d) elevating the legal marital age to 18 in nations where this is not present

16 e) investing in primary education as a means of attaining the Sustainable Development Goals and MDGs of Ensuring Universal Primary Education f) minimizing prejudice and discrimination against girls and women based on ideology, religion and culture in nations where needed through UN or national organizations through but not limited to seminars and conferences in schools and workplaces in which both genders will become aware of the negative aspects of discrimination and prejudice and will get to know the advantages of equality; 8. Further urges the cultural empowerment of women, as a means of empowering gender equality ideologies, through ways such as: a) diverting common stereotypes of male figures at home through the media, TV and radio, and introducing such ideologies through the implementation of international TV channels b) encouraging mass media to promote principles and values necessary to motivate the global community to respect gender equality through campaigns targeting public awareness; 9. Further reminds states to pay special attention to reaching the most disadvantaged girls through Early Childhood Care and Education (ECCE) services by: a) devising clear policies, strategies and action plans for the professionalization of ECCE personnel by enhancing and monitoring their ongoing professional development, status and working conditions b) developing assessment of ECCE policies and programmes in order to improve their quality.

17 Resolution 268: FORUM: Special Conference on Building Civil Society Through Education Sub- Commission 2 QUESTION OF: Promoting inclusive education of girls and women SUBMITTED BY: Chad THE SPECIAL CONFERENCE, Understanding that advancing gender equality is critical not just to education, but to all areas of healthy society, from reducing poverty to promoting the health, protection, and the wellbeing of girls and boys, Acknowledging that disadvantages in education translate into lack of access to skills and limited opportunities in the labour market for young women, Believing that gender-based sexual violence and child marriage are the leading reasons why women and girls are discouraged or unable to attend school, Recalling that everyone should enjoy the human right to education, which is enshrined in the Universal Declaration of Human Rights, the International Covenant on Economic, Social and Cultural Rights, the Convention on the Rights of the Child and other pertinent international instruments, Noting with deep concern that young women drop out of school due to early and forced child marriages, Recognizing that many young girls and women are forced to stop pursuing education to raise children due to early and unplanned pregnancies, Alarmed that despite some being able to attend school, girls are faced with a gender-biased curriculum and learning practices provided at school, Further alarmed by the idea that most older women who have not had the opportunity of pursuing education due to fears of not being able to care for their families, 1. Supports the implementation of all appropriate measures, especially in the field of education, to modify social and cultural patterns of conduct in order to promote the development of respectful relations and to: a) eliminate prejudices, harmful customary practices and all other practices based on the idea of the inferiority or superiority of either of the sexes b) raise awareness of the unacceptability of violence against women and girls at all levels by teaching materials sensitized on gender equality and human rights; 2. Encourages the establishment of Women Skill Centers and Transition Programs, which will positively encourage the success of effective and impactful careers in women s futures after secondary education that: a) will promote career and life skills needed to become a significant part of the workforce such as: i. career exploration

18 ii. computer skills iii. community leadership b) connects girls and women of all ages with internship and job opportunities in order to establish themselves within the workforce c) benefits both the empowerment of women and gives them the opportunity to benefit their community as a whole, as the likelihood that the earnings will also be used to support the women's families as a whole; 3. Calls for the creation of educational programs with aid from United Nations Women to raise awareness of the heightened risk of sexual violence in educational institutions: a) through implementing training for teachers, students and parents by working with partners to develop a non - formal educational curriculum against violence b) by encouraging youth leaders to deliver the same curriculum on prevention of sexual abuse of girls in public schools throughout the world; 4. Asks to implement affordable early childhood care and educational practices to be carried out in Non-Formal Education (NFE) learning centers which would follow the Community Based Rehabilitation (CBR) program proposed by the World Health Organization (WHO), which specifically invite girls and women and establish centers in rural and remote areas, aiming to fully ensure that: a) the curriculum provided with informal education prioritizes basic literacy, numeracy and other skills which contribute to improved living conditions b) these special programs will not increase social exclusion but rather enable girls and young women to participate in familial and communal life c) women and girls are given the possibility to physically reach education centres through the implementation of public transport; 5. Urges Member States to implement an independent age limit for women to be legally able to get married to ensure that young girls pursue higher education rather than being forced to take care of their families: a) and if such age limits are not complied with, ensures the implementation of punitive legal measures such as: i. compensatory punishments ii. legally ruling the defendant to serve time in jail b) by placing educational workshops and seminars run by United Nations Girls Education Initiative (UNGEI) that promote the idea of recognizing sexual, emotional, and mental abuse in child marriages; 6. Further encourages Member and Non-Member States to fully cooperate with the framework of the Global Partnership for Girls and Women s education to: a) provide girls and young people with comprehensive sexuality education and sexual and reproductive health information which will: i. protect the right to education and health ii. allow advances in gender equality in education and the achievement of internationally agreed goals iii. be enacted with respect to and in accordance with national religious belief systems b) promote the implementation of gynecologist appointments in order to increase the population s knowledge of contraceptives and sexual health

19 c) provide free sanitary products in schools in order to establish the idea that girls are able to attend school even during their menstruation; 7. Requests all countries fully understand the encompassing role and importance of education systems in terms of its impact on gender bias and to review and, if necessary, reform their curriculum and textbooks with focus on gender-sensitivity in cooperation with UNESCO International Bureau of Education (IBE) which would: a) ensure that all learning materials and classroom practices promote gender equitable norms, contain information about human rights, and realize the full potential of both boys and girls to grow into responsible and empowered individuals b) set the standards and guidelines for what must be regarded as quality curricula c) produce, discuss and validate guidelines and tools needed for the design, development, and assessment of quality curricula through intellectual dialogues with the governments; 8. Emphasizes the necessity of providing education to older women through adult literacy programs, occupational courses, and adult primary and secondary schools while: a) suggesting that children care centers should be installed to give women the opportunity to receive quality education without the fear of their child being in danger b) ensuring the accessibility of the courses for all women; 9. Asks that the United Nations Institute for Training and Research, United Nations Women, and United Nations High Commissioner for Human Rights to be involved by dispatching volunteers to:asks the United Nations Institute for Training and Research, United Nations Women, and United Nations High Commissioner for Human Rights to be involved by dispatching volunteers to: a) train local teachers in order to ensure sustainability of these programs in the long term and encourage involvement of the local community b) establish schools in Less Economically Developed Countries (LEDCs) by providing necessary materials or support; 10. Wishes to be actively seized on the matter.

20 Resolution 299: FORUM: Special Conference on Building Civil Society Through Education Sub-commission 2 QUESTION OF: Fostering affordable access to education for all SUBMITTED BY: Republic of Guatemala THE SPECIAL CONFERENCE, Recognizing the statement asserted in The Universal Declaration of Human Rights (UNDHR) in Article 26 that everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit., Noting that education is also part of the International Covenant on Economic, Social and Cultural Rights, the Convention on the Rights of the Child, the Convention on the Elimination of All Forms of Discrimination against Women, the Convention on the Rights of Persons with Disabilities and others, Further Recognizing that the global demand for education has increased significantly as represented by the fact that the number of students in higher education institutions has doubled from 2000 to 2014, Keeping in mind that education is closely linked with the concept of democracy as well as economic growth, building of peaceful societies and social justice, Fully believing that, by 2050, access to education may be free and accessible to the whole population of the world, Noting with deep concern that regions with high numbers of indigenous minorities, dense population and unstable economic or political situations are most affected by illiteracy, Expecting full cooperation between the United Nations (UN), the United Nations Educational, Scientific and Cultural Organization (UNESCO) and governments of all member nations, Accepting the following definition for disability: A physical or mental condition that limits a person s movements, senses, or activities and is imposed or recognized by the law (Oxford Dictionary), Noting with regret that around 262 million children and adolescents worldwide, because of a variety of factors such as affordability, availability, social standards, distance, safety and disability, do not have access to any form of education, 1. Calls for research on global education to be undertaken under these conditions and with the following aims: a) research should be conducted in areas where the majority of children do not have access to affordable education in order to identify the causes of lack of education in such areas

21 b) using the data to support policy-makers in generating opportunities and integrate said children into the educational systems c) after research has been undertaken, Non-Governmental Organisations (NGOs) and United Nations (UN) branches should work to facilitate the integration process, training of teachers and to help build a healthier school environment for children; 2. Asks that a fight against all forms of discrimination is undertaken in the educational systems of all Member States a) by acting with particular focus on the eradication of gender discrimination and discrimination towards disabled people b) by promoting the inclusion of cultural minorities in national education systems c) by ensuring that governments support the eradication of all forms of discrimination, and actively support those individuals who are discriminated against financially and personally so that they may have access to education; 3. Supports the development of government-recognized indigenous and ethnic educational programs in schools in nations with a distribution of indigenous populations and ethnic groups living in rural regions that is above 5%, applying to Member Nations where: a) indigenous populations and ethnic groups living in rural regions practice a different culture to that which is taught in the nation s schools b) indigenous populations are not the prevalent ethnic group of the nation itself c) such educational programs are not already existent and recognized by the nation s government; 4. Encourages that, in order to ensure that a larger percentage of primary school aged children receive education, UN bodies and NGOs should: a) continue to create, expand and duplicate existing projects and programs such as, but not limited to: i. the United Nations International Children s Emergency Fund (UNICEF s) Schools for Africa program ii. the Educate a Child s (EAC) and Save the Children s Build a Future project iii. Child Aid s Adventures in Reading program iv. breakthrough collaborative six-week summer programs v. the All in School initiative created by UNICEF and the UNESCO Institute for Statistics to ensure that all children have access to quality education, are ready for school at the government designated age and can complete primary education b) plan to, in the case that the above-mentioned solutions will not stimulate adequate change, develop new partnerships, projects, and liberal guidelines in countries where this is necessary to be able to reach the goal of providing education for all primary school aged children c) substantially expand globally the number of scholarships available to developing countries, small island developing states and African countries, for enrollment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programs, in More Economically Developed Countries (MEDCs), and other developing countries, which shall: