Prague, February 2017 Prague Model United Nations Conference Model United Nations Prague z.s. Jaurisova 515/4 140 00 Prague 4 The Czech Republic Web: www.praguemun.cz Author: Clarissa Tabosa and Aurélien Sailler Graphic Design: Jiří Drozd, MUN Pragu
Contents Contents... 2 General introduction:... 1 An introduction to the UNESCO... 1 What is expected of delegates for this agenda:... 4 Topic A: Safeguarding cultural heritage in conflict zones... 5 Introduction:... 5 Legal aspects:... 7 Definition of armed conflict:... 7 The protection of cultural heritage:... 7 Case study: Syria... 11 Quick overview of the situation of the Syrian conflict:... 11 Syrian cultural heritage:... 11 The impact of the conflict over Syrian Cultural Heritage:... 12 UNESCO initiatives to protect Syrian Cultural Heritage:... 13 Core issues to discuss:... 15 Additional readings:... 15 Sources:... 15 Topic B: Access to education and health care in conflict and post-conflict zones... 17 Introduction:... 17 Definition of key terms:... 19 The emergence of new threats linked to the evolution of the notion of conflict:... 20 Access to education and Healthcare as weapons:... 20 The importance of transition towards durable institutions:... 21 Legal aspects:... 23 Proposed means of action and points of reflexion:... 23
PRAGUE MODEL UNITED NATIONS 2017 Block positions:... 24 Further readings:... 26 Sources:... 26
General introduction: PRAGUE MODEL UNITED NATIONS 2017 An introduction to the UNESCO: The United Nations Educational, Scientific and Cultural Organization (UNESCO) is a specialized agency of the United Nations. Its headquarters are based in Paris. The UNESCO is composed of two mains bodies: The General Conference, which meets every two years, and is attended by Member States and Associate Members, together with observers for non-member States, intergovernmental organizations and non-governmental organizations (NGOs). Each country has one vote, irrespective of its size or the extent of its contribution to the budget. It determines the policies and the main lines of work of the Organization. Its duty is to set the programmes and the budget of UNESCO. It also elects the Members of the Executive Board and appoints, every four years, the Director-General. The Executive Board ensures the overall management of UNESCO. It prepares the work of the General Conference and sees that its decisions are properly carried out. The functions and responsibilities of the Executive Board are derived primarily from the Constitution and from rules or directives laid down by the General Conference. In this committee, delegates will simulate the General Conference of the UNESCO. The UNESCO was founded in 1945 at the occasion of a United Nations Conference for the establishment of an educational and cultural organization. The Constitution of UNESCO, signed on 16 November 1945, came into force on 4 November 1946 after ratification by twenty countries. Today, the UNESCO is composed of 195 Member States and ten associate members. 1
UNESCO According to its Constitution, the purpose of the Organization is: "to contribute to peace and security by promoting collaboration among nations through education, science and culture in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms which are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations". In order to work towards the achievement of these goals, the UNESCO was initially granted the following functions, defined under the article I of its Constitution: Collaborate in the work of advancing the mutual knowledge and understanding of peoples, through all means of mass communication and to that end recommend such international agreements as may be necessary to promote the free flow of ideas by word and image; Give fresh impulse to popular education and to the spread of culture: Maintain, increase and diffuse knowledge. Today, the agenda of the UNESCO is aimed at the advancement towards the Sustainable Development Goals (SDGs) established at the 70th Session of the United Nations General Assembly: 2
PRAGUE MODEL UNITED NATIONS 2017 To advance towards these aims, the UNESCO acts through five major programs: education, natural sciences, social/human sciences, culture and communication/information. The Organization operates by cooperating with all sorts of actors, including States, Non- Governmental Organizations. The UNESCO is represented worldwide through field offices, whether they are national, multi-national or regionalin practice, UNESCO means of actions includes, but are not limited to: The creation of international 3 types of legal instruments: International Conventions, which are subject to ratification, acceptance or accession by States. They define rules with which the States undertake to comply. They will require a two-third majority to be adopted. Recommendations to Member States, which are not subject to ratification, acceptance or accession by States and in the General Conference formulates principles and norms for the international regulation of any particular question and invites Member States to take whatever legislative or other steps may be required. They only require a simple majority vote. Declarations, which are rarely-used and extremely formal and solemn tools that are also not subject to ratification, acceptance or accession by States. They aim at promoting, in exceptional 3
UNESCO circumstances, general principles acknowledged by the Members of the General Assembly. They only require a simple majority vote. The establishment and financing of programmes of cooperation The establishment and communication of international guidelines and standards What is expected of delegates for this agenda: It is important for every delegate to be able to understand the scope and powers of the UNESCO as it will guide their discussion towards solutions to be implemented to the issues that will be discussed in this committee. Delegates are also urged to study previous UN resolutions and more specifically UNESCO resolutions, to understand the process and format of such MUNs, and the scope of solutions. This Study Guide was made in order to provide delegates with a basic knowledge of the topics that will be discussed. However, it is necessary that delegates commit to personal researches, including, but not limited to the additional readings and sources provided in this document. 4
PRAGUE MODEL UNITED NATIONS 2017 Topic A: Safeguarding cultural heritage in conflict zones Introduction: As mentioned previously, the protection and promotion of Culture is considered by the UNESCO as a fundamental pillar of its goal towards the establishment of Peace. The notion of Cultural heritage can be broadly defined as pieces of cultural expression or information inherited from the past of mankind, and will be legally defined later in this document. The protection of such heritage is considered as a key mission of the UNESCO. The protection of these sites must be conciliated with the needs for economic, touristic, urban and social development that are also core issues for the UNESCO and its member states. As it will be detailed later in this document, the UNESCO has established a certain number of lists and status for Cultural heritage sites. The map hereunder provides us with an idea of the important number of protected cultural sites across the world. 5
UNESCO Map of Cultural Heritage Sites in the world. Source: Screenshot of the interactive map by the UNESCO The issue of protection of cultural heritage is even more difficult to be dealt with in time of conflict, given the instability and destruction that come with conflicts. The core point of discussion in this topic should be the protection of tangible cultural considering the fact that intangible cultural heritage such as artistic performances is less threatened by conflict, being less subject to irreparable damages. Tangible cultural heritage, as Cultural sites or artefacts, on the other hand, are subject to a certain number of grave and beyond repair damages during conflicts, due to direct effects of the conflicts, such as destructions caused by weapons, which have come to be more destructive than ever with the systematic use of shelling in modern conflicts. Irreparable damages are also caused by an indirect effect of conflicts: the instability of states and territories is a fertile ground for the looting of cultural sites, which results in irreparable damages to such cultural properties. It is therefore the responsibility of the UNESCO to provide member states and actors of cultural protection with the necessary means to protect cultural heritage even in times of instability and lack of information. 6
PRAGUE MODEL UNITED NATIONS 2017 Legal aspects: Definition of armed conflict: The Geneva Conventions defines armed conflict in multiple ways, depending on the situation: The Common article 2 to the Geneva Conventions of 1949 defines armed conflict as: cases of declared war or of any other armed conflict which may arise between two or more of the High Contracting Parties, even if the state of war is not recognized by one of them ; cases of partial or total occupation of the territory of a [State party to the Geneva Convention], even if the said occupation meets with no armed resistance". Are also considered armed conflicts, conflicts not of an international character occurring in the territory of one of the High Contracting Parties" as stated in the Common Article 3 of the same Convention. Are also considered armed conflicts, conflicts "which take place in the territory of a High Contracting Party between its armed forces and dissident armed forces or other organized armed groups which, under responsible command, in application of the article 1 of Additional Protocol II to the Geneva Convention. The protection of cultural heritage: The International legislation regarding the issue of protection of cultural property in time of conflict is mainly stated in The Convention for the Protection of Cultural Property in the Event of Armed Conflict of 1954. It is strongly advised for each delegate to read the integral convention in order to get a global legal knowledge of the topic, though, a certain number of important features of this Convention will be explained below: The article 1 of the convention broadly defines cultural property as: (a) movable or immovable property of great importance to the cultural heritage of every people, such as monuments of architecture, art or history, whether religious or secular; archaeological 7
UNESCO sites; groups of buildings which, as a whole, are of historical or artistic interest; works of art; manuscripts, books and other objects of artistic, historical or archaeological interest; as well as scientific collections and important collections of books or archives or of reproductions of the property defined above; (b) buildings whose main and effective purpose is to preserve or exhibit the movable cultural property defined in sub-paragraph such as museums, large libraries and depositories of archives, and refuges intended to shelter, in the event of armed conflict, the movable cultural property defined in sub-paragraph [...] The article 3 of the convention sets forth the obligation for contracting States to take all measures that would appear reasonable, in time of Peace, to ensure the protection of cultural property in the possible times of war to come. The article 4 of this convention se the basic legal ground of the obligation of States parties to the Convention to respect such cultural property, by stating that : 1. The High Contracting Parties (i.e. States parties to the Convention) undertake to respect cultural property situated within their own territory as well as within the territory of other High Contracting Parties by refraining from any use of the property and its immediate surroundings or of the appliances in use for its protection for purposes which are likely to expose it to destruction or damage in the event of armed conflict; and by refraining from any act of hostility, directed against such property. [...] 3. The High Contracting Parties further undertake to prohibit, prevent and, if necessary, put a stop to any form of theft, pillage or misappropriation of, and any acts of vandalism directed against, cultural property. They shall refrain from requisitioning movable cultural property situated in the territory of another High Contracting Party. 4. They shall refrain from any act directed by way of reprisals against cultural property. 8
PRAGUE MODEL UNITED NATIONS 2017 The article 8 provides that refuges intended to provide protection to movable cultural property may receive a status of special protection, subject to the conditions that those sites: (a) are situated at an adequate distance from any large industrial centre or from any important military objective constituting a vulnerable point, such as, for example, an aerodrome, broadcasting station, establishment engaged upon work of national defence, a port or railway station of relative importance or a main line of communication; (b) are not used for military purposes. The application and withdrawal of this statute of special protection is contained in the articles 9, 10 and 11 of the Convention. The article 16 and 17 of the Chart, which composes the Chapter V of the Convention, establish a distinctive emblem used to notify the existence of cultural property in various cases (see the full text of the convention for more details). Distinctive emblem for the protection of cultural property, as defined in the Hague Convention for the Protection of Cultural Property in the Event of Armed Conflict Various UNESCO acts and decisions have created special statuses that provide special protection to a certain number of categories of cultural properties. For example, the Convention Concerning the Protection of the World Cultural and Natural Heritage (1972):, adopted in Paris from 17 October to 21 November 1972, by the UNESCO at its seventeenth session, which came into force on the 17th of December 1975 and is currently ratified by 192 states 9
UNESCO (http://www.unesco.org/eri/la/convention.asp?ko=13055&language=e), has established the World Heritage List, that offers special protection to sites that are of outstanding universal value and meet one out of 10 criteria set by the Convention. (http://whc.unesco.org/en/criteria/). Logo of the United Nations Educational, Scientific and Cultural Organization (UNESCO) World Heritage Committee As mentioned previously, cultural properties are also threatened by the illicit looting of works of art. Such lootings are prohibited by a certain number of International Conventions, including The Convention on the Means of Prohibiting and Preventing the Illicit Import, Export and Transfer of Ownership of Cultural Property (1970) and the UNIDROIT Convention on Stolen or Illegally Exported Cultural Objects (1995). Here is a list of other relevant treaties and declarations that should help delegates in order to expand their legal knowledge about the issue: The Convention for the Safeguarding of Intangible Cultural Heritage (2003) The UNESCO Declaration concerning the Intentional Destruction of Cultural heritage (2003) The Convention on the Protection and Promotion of the Diversity of Cultural Expressions (2005) 10
Case study: Syria PRAGUE MODEL UNITED NATIONS 2017 Quick overview of the situation of the Syrian conflict: Since 2011, Syria is entangled in a civil war conflict that according to the United Nations and Arab League envoy to Syria has killed approximately 400,000 people. If you need to know more about the current situation in Syria, please find links to recommended article in the Additional readings section below. Syrian cultural heritage: With its rich and ancient multi-cultural history, Syria has an incredibly rich and various cultural and architectural heritage. This heritage includes architectural sites from the Antiquity (byzantine and roman period mostly), and also an important number of sites for the history of Christianity and Islam. There are 6 sites in Syria that are inscribed in the World Heritage list. 11
UNESCO The impact of the conflict over Syrian Cultural Heritage: A map of the threats to Syrian cultural heritage sites. Source: Humanitarian Information Unit, U.S Department of State. (Please click on the picture to access the full-sized map online.) The Syrian Civil War that rages in the country currently has been the theatre of operations of the systematic use of shelling by all parties to the conflict, including the use of shelling over sites of important cultural value, such as the city of Aleppo. Furthermore, this war has also been an occasion for the world to witness intentional vandalizing of high cultural value site. It also seems important to mention the systematic destruction and looting of major cultural sites such as the city of Palmyra by some parties to the conflict. The growing use of satellite imagery has been a key factor in identifying the extent of the damage of the war. 12
PRAGUE MODEL UNITED NATIONS 2017 According to the Observatory of Syrian culture, there is evidence that the World Heritage properties have been and are being used for military purposes, and subjected to direct shelling and targeted explosions, as well as extensive illicit excavations, construction violations and temporary human occupation. In many cases, local Syrian communities are playing an important role in efforts to protect their cultural heritage and fight illegal excavations. All six sites in Syria that are on the World Heritage List have suffered damages during the conflict. UNESCO initiatives to protect Syrian Cultural Heritage: The UNESCO, with the financial support of the European Union, created in 2014 the Observatory of Syrian Cultural Heritage. It is based in UNESCO office in Beirut, Lebanon. This organ aims at raising international awareness over the question of the destruction of Syrian cultural heritage and gathering the effort of the various state, non-state and international actors that since the beginning of the conflict, are trying to monitor, prevent and stop this disaster. UNESCO is implementing a three-part approach in order to fulfil these goals, by actions such as: Monitoring and assessing the cultural heritage situation in Syria through updated and continued knowledge and documentation shared by UNESCO, its partners and all stakeholders involved in safeguarding Syria's cultural heritage, which are widely disseminated on the Observatory of Syrian Cultural Heritage. This platform provides information on damages and looting of sites and structures, as well as information on ongoing projects and initiatives to protect and safeguard cultural heritage. In parallel, a database of experts and available documentation on cultural heritage in Syria are being constantly updated to create optimal conditions for post-conflict recovery activities. Mitigating the destruction and loss of Syrian cultural heritage through national and international awareness-raising efforts. A multimedia awareness-raising campaign, using international, regional and national media and social networks, and will include the dissemination of video clips, a documentary and a publication on Syrian cultural heritage. 13
UNESCO Educational activities on cultural heritage aimed specifically at children and educators will be developed in the coming months. Protecting and safeguarding Syrian cultural heritage through enhanced technical assistance and capacity-building for national stakeholders and beneficiaries, by: o providing technical support for the establishment of a police database of looted artefacts; o training police forces and customs officers in Syria and adjacent countries to fight illicit trafficking of cultural property (and on the specific tools available to facilitate and improve the implementation of the 1970 UNESCO Convention); o training national stakeholders to protect movable heritage and museums during and after the conflict; o providing technical assistance and training for the protection of built cultural heritage and planning conservation and restoration works in view of the recovery phase; o training of national stakeholders concerning the core concepts and mechanisms of the 2003 Convention for the Safeguarding of the Intangible Cultural Heritage; and o specialized training of national stakeholders, civil society organizations and communities concerning the creation of inventories for intangible cultural heritage. The UNESCO initiative has yet not permitted to fully protect important Syrian sites from destruction during the current conflict. 14
Core issues to discuss: PRAGUE MODEL UNITED NATIONS 2017 How can existing conventions and guidelines on the protection of cultural heritage con be improved to ensure a more complete protection? How can the monitoring of cultural destructions be improved in the future? How can cultural property be protected in new forms of conflict such as the fight against terrorism? How to improve enforcement of previously created mechanisms of protection? Additional readings: UNESCO Website about cultural initiatives Legal conventions mentioned above (you will be able to find most of these documents following this link) More about the situation in Syria: o About the current Syrian conflict : o http://www.bbc.com/news/world-middle-east-26116868; http://www.understandingwar.org/sites/default/files/november18%20edits%2 0COT.pdf Website of the UNESCO Syrian Observatory Sources: http://en.unesco.org/ https://www.icrc.org/eng/assets/files/other/opinion-paper-armed-conflict.pdf https://en.wikipedia.org/wiki/file:distinctive_emblem_for_cultural_property.svg http://whc.unesco.org/en/statesparties/sy https://en.unesco.org/syrian-observatory/ https://eca.state.gov/files/bureau/syria_culturalsites_2013apr11_hiu_u771_1.pdf https://en.unesco.org/syrian-observatory/damage-assesment-reports 15
UNESCO http://unosat-maps.web.cern.ch/unosatmaps/sy/ce20130604syr/draft_unosat_a3_ce20130604syr_palmyra_sy_30032016_l andscape.pdf http://www.unesco.org/new/en/safeguarding-syrian-cultural-heritage/ https://en.unesco.org/syrian-observatory/emergency-safeguarding-syrian-cultural-heritageproject https://en.unesco.org/syrian-observatory/emergency-safeguarding-syrian-cultural-heritageproject https://ihl-databases.icrc.org/applic/ihl/ihl.nsf/vwtreaties1949.xsp https://en.unesco.org/syrian-observatory/built-heritage 16
PRAGUE MODEL UNITED NATIONS 2017 Topic B: Access to education and health care in conflict and postconflict zones Introduction: Access to education and Healthcare are both considered as fundamental Human Rights by the Universal Declaration of Human Rights under its articles 25 and 26 and by many other international conventions such as the International Covenant on Economic Social and Cultural Rights. The aim of this document is to present the various reasons threatening those basic Human Rights in times of conflict. Conflicts often lead to a drop of literacy and health educators of the affected population, as the result of many factors. During a conflict, structure of the affected state is threatened and therefore is its capacity to perform its duties towards citizens, such as education or healthcare. Actors of conflicts often deliberately restrict access to health and education during times of war, i.e. by shelling, looting or transforming schools and hospitals as military basis. Health and education workers are also particularly vulnerable during time of conflict, as they can become targets of the actors of the conflict, or even be kidnapped and forced to work for the interest of their abductors. The breach in the access to such services in time of conflict leads to obstacles in the peaceprocess. Indeed, the damage undertaken by education and healthcare system and facilities in time of war is usually so grave that it takes years and international assistance for such services to be operational to their pre-conflict scale. Furthermore, as stated by Jo Boyden and Paul Ryder, the same school system to which access is being threatened in time of war is the key to the return of Peace in the State. A parallel must be drawn between this paradox of education and conflict and the access to healthcare in conflict and post-conflict zones. Indeed, and especially in 17
UNESCO developing countries, the access to healthcare is a factor to the stability of the State, necessary for maintaining peace. The issue that should be addressed by the committee during its session is the improvement of current framework in such fields in order not only to be able to protect civilians in times of conflict, but also to be able to work towards a more efficient process of Peace-building. 18
Definition of key terms: PRAGUE MODEL UNITED NATIONS 2017 Peace-building: activities undertaken on the far side of conflict to reassemble the foundations of peace and provide the tools for building on those foundations something that is more than just the absence of war. (Barhimi Report, 2000) Humanitarian assistance: Aid that seeks, to save lives and alleviate suffering of a crisis affected-population. Humanitarian assistance must be provided in accordance with the basic humanitarian principles of humanity, impartiality and neutrality.( RELIEFWEB glossary of Humanitarian term ) Education can be defined as the act or process of imparting or acquiring particular knowledge or skills. It appears important to precise that a broadly accepted distinction exist between levels of education, such as primary, secondary and tertiary education, that are distinguished by both the depth and specialization of the teaching provided. The UNESCO had previously set as a goal for 2015 that all children should have access to primary education. Healthcare: The providing of medical services through professional medical services in order to prevent and treat diseases or injuries. Once again, it appears important to establish a distinction between levels of Healthcare, which ranges from primary healthcare to tertiary healthcare, which levels are distinguished by the specialization of the healthcare provided and institutions. For a definition of armed conflict, please report to the definition provided in the legal framework section of topic A. 19
UNESCO The emergence of new threats linked to the evolution of the notion of conflict: In order to define the context of the issue in today s world, it seems important to take a look at the impact of new forms of conflicts over access to healthcare and education. Apart from the previously mentioned change is the nature of weapons in conflicts and the hazards linked to it, a certain number of issues must be underlined. As stated by Kaldor in 2013, new wars tend to contribute to the dismantling of state over issues of ethnic, linguistic and religious identity. These new forms of war are even more dangerous for access to basic Human needs for civilians, as they tend to exist in form of guerrilla fights in populated areas rather than in organized military action. Furthermore, new forms of war tend to be even more threatening to the stability of the state, by their nature. Indeed, the motivation of armed groups in such conflicts is rather to gain more control than the others over resources available, in opposition to the traditional form of War opposing states over a particular territory or resource. On the top of this dismantlement of the state, new conflict also tends to involve civilians more than ever, especially in the case of children soldiers. The issue of children soldiers require by itself an adapted response in order for the educational system to be able to reintegrate former children soldiers into the peaceful society. Access to education and Healthcare as weapons: As mentioned earlier, during conflicts, and especially during modern forms of conflict such as guerrilla conflicts known today, the educational or healthcare system can be used as weapons by armed groups. 20
PRAGUE MODEL UNITED NATIONS 2017 For example, the control over humanitarian and medical supply is an issue in various current conflicts, such as the conflicts in Ukraine or Yemen. The misappropriation of medical supplies intended for the protection of civilians by armed groups for both commercial and combat supplying must be considered as a core issue to address regarding healthcare in conflict. As mentioned previously, education is a key factor to rebuild society after a period of conflict, as it can be a vector to transmit peace in the collective consciences after a period of internal conflict. Militarized schoolbooks distributed in Afghanistan the late 1980s and early 1990s. Source: National Army Museum. In examples such as the war against Communism in the late 1980s in Afghanistan, the school system was used to convey images of war to children, leading to the establishment of war as a durable process in the collective conscience, and therefore creating obstacles to the Peace-building process. It therefore seems crucial to dissociate education and healthcare from the conflicts, and to view access to basic human Rights as tool for Peace-building and reestablishment of a stable state and society. The importance of transition towards durable institutions: It is important to underline the key role played by humanitarian interventions and therefore by humanitarian NGOs in the issues of access to healthcare and education in such contexts. Yet, it is also important that if Humanitarian assistance is necessary to respond to immediate civilians needs in the fields of education and healthcare, it also important to restore the systems of education and healthcare to their pre-conflict level in order to ensure the soundness of the State and the establishment of a durable and peaceful society. 21
UNESCO Graph explaining the process of transition towards sustainable development in humanitarian intervention. Source: Author, derived from Derick W. Brinkerhoff, the Health Systems 20/20 project, USAID In both the case of healthcare and education, if the access to primary levels of such needs appears as a necessary first step for humanitarian assistance, it seems important to underline that in order to restore the stability of the State and the society, it is also necessary to be able to provide civilians with access to secondary and tertiary education and healthcare, which are key tools towards the establishment of a peaceful and functioning society. Currently, the international programmes have mainly tried to deal with the access to primary needs, as witnessed by the Millennium Goal of access to primary education (2000-2015), but as mentioned by many authors and actors of peace-building, the necessity to improve and develop this access is a more-thanever pressing issue. 22
PRAGUE MODEL UNITED NATIONS 2017 Legal aspects: The United Nations adopts the United Nations Declaration of Human Rights (1948) in which the right of all children to education is protected. Geneva Conventions of 1949 and the Protocol Additional to the Geneva Conventions of 12 August 1949, and Relating to the Protection of Victims of Armed Conflicts provide a framework for the respect and protection of sick, wounded, and shipwrecked military and civilian medical personnel, units, and transports. Common Article 3 and the Protocol Additional to the Geneva Conventions of 12 August 1949 relating to the Protection of Victims of Non-International Armed Conflicts offers protection for the victims of Non-international conflicts. The Convention on the Rights of the Child of 1889 posed the principle of universal primary education. The World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs of 1990 emphasizes the role of the resolution of conflicts in the access to basic education. UNICEF introduced in 1996 its 10-point Anti War Agenda that emphasize the need for protection of children in times of conflict and the role of education in conflict prevention. The United Nations Security Council adopted its 1998 th resolution in 2011, making attacks on schools an offense to the monitoring and reporting mechanism on children in armed conflict established by its Resolution 1612 (2005). Proposed means of action and points of reflexion: Establishment of a combined guide of good practice regarding the protection of access to Healthcare and Education in conflict and post-conflict zone. Creation of a monitoring mechanism regarding the access to Education and Healthcare in conflict and post-conflict zones. Establishment of a guideline regarding the improvement of cooperation between international, states and non-state actors 23
UNESCO Addressing the issue of the creation of aid funds for actors involved in the improvement of the situation. Engaging a reflexion about the involvement of children in decision-making about humanitarian interventions in conflict zones. How can not only primary healthcare and education, but also higher levels be protected in times of war? Block positions: As a first step towards understanding of the position of their country, it is advised for delegate to acquire knowledge about the state of the healthcare and education system of the represented country. In order to acquire such knowledge, the World Health Organization ranking of health systems and the results of the Programme for International Student Assessment established by the OECD could be good starting points, but an examination of the Global Education Monitoring Report 2016 should be considered too. In the matter of access to education and Healthcare, it is important to keep in mind that most States present in this committee agree on the principle of access to education and healthcare, countries are divided on the importance to give to such issues and the means to use to realize such goals. For what is considered in the international as Most Developed Countries like the European Union or the United States of America, the access to education and healthcare is a fundamental issue and the stability or these States allow them to have what can be considered as among the best healthcare and education institutions. More specifically, the European Union member States have agreed on Education & Training 2020, a strategic framework and discussion forum that aims at improving cooperation in the fields of education in order to fulfil ambitious objectives of literacy and access to education levels. Therefore, it is expected from those countries in this committee to push for the establishment of ambitious policies regarding the protection of access to Human Rights in conflict. 24
PRAGUE MODEL UNITED NATIONS 2017 For countries considered as developing countries like China and Russia, the situation must be qualified. Indeed, if the quality of education and healthcare is rising in BRICS countries, the access to those services can still not be considered as exemplar. Those countries will be expected to underline the difficulties faced by the establishment of ambitious policies regarding healthcare and education. The position of what can be considered Least Developed Countries and countries in situation of armed conflict represented in the committee (i.e Ukraine or Syrian Arab Republic) is expected to be way less optimistic towards the protection of access to education and healthcare in conflict. Indeed, those countries, being directly confronted to state instability and to conflict situations, have more difficulties to provide their citizens with such needs. Therefore, those countries tend to raise the question of the feasibility of the establishment of international policies in their countries, taking in consideration the lack of financing they are able to allow to education or healthcare in the context of conflicts and less favourable economical situation. 25
UNESCO Further readings: The hidden crisis: armed conflict and education, report of the UNESCO, 2011 Impact of Conflict on Children s Health and Disability, Background paper prepared for the Education for All Global Monitoring Report 2011 Framework for education 2030, UNESCO Global Education Monitoring report 2016 Relevant International Treaties mentioned above should be read and understood by delegates. Sources: International Review of the Red Cross (2013), 95 (889), 167 187. Violence against health care, a Human Rights approach to health care in conflict, Katherine H. A. Footer and Leonard S. Rubenstein. Rohini Jonnalagadda Haar and Leonard S. Rubenstein, Health in Postconflict and Fragile States, 2012, by the United States Institute of Peace. http://www.who.int/bulletin/volumes/90/1/12-030112/en/ http://www.un.org/ga/search/view_doc.asp?symbol=s/res/1998%20(2011) Implementing the Right to Education in Areas of Armed Conflict, Jo Boyden with Paul Ryder, June 1996, Department of International Development, Queen Elizabeth House, University of Oxford https://www.youtube.com/watch?v=ackokshypty Reports A/63/881 S/2009/304, A/64/866 S/2010/386 and A/67/499-S/2012/746 of the Secretary General to the United Nations Kadlor M, In Defence of New Wars, Stability: International Journal of Security and Development. 26