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UNICEF
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PAN AMERICAN SCHOOL
10TH ANNUAL MODEL
UNITED NATIONS
February 23rd
, 24th
, and 25th
Dear Delegates,
Welcome to PASMUN 2017! We are honored to have you
participate at our 10th Annual Model United Nations. Our
secretariat, chairs and staff have been working to give you
one of the best simulations you will ever experience.
During these three days you will have the opportunity to deal with international issues which will improve your skills, flourish your leadership, will promote teamwork and will make you have a different way of viewing the world we live in. You will also get to know new people, since this is an event created by students for students.
We encourage you to challenge your abilities in all the possible ways before, during and after the event. We hope you give your best in this simulation and take the most advantage of it. This year, since we still have faith in humanity, we are trying to inspire you in order for you to inspire others to be the change! We are beyond excited to have you in our event!
Sincerely,
Natalia Tellez
Secretary General
Natalia Tellez
Secretary General
Jose Luis Herrera
Director General
Miranda Silva
Crisis Director
Valeria Villafranca
Subsecretary of
Commitees
Rafael Paredes
Chief of Crisis
Paola Froto
Subsecretary of Affairs
Pablo Navarro
Subsecretary of
Technology
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Committee: UNICEF
Director: María Fernanda Cavazos
Moderator: Andrea Garza
Committee: United Nations International Children
Emergency Fund
Topic A: Ensuring Inclusive and equitable education for all children
I. Committee Background
United Nations Children's Fund: an agency, created by the United Nations
General Assembly in 1946. UNICEF promotes the rights and wellbeing of every
child, in everything we do. Together with they partners, UNICEF work in 190
countries and territories to translate that commitment into practical action, focusing
special effort on reaching the most vulnerable and excluded children, to the benefit
of all children, everywhere. UNICEF was created with a distinct purpose in mind: to
work with others to overcome the obstacles that poverty, violence, disease and
discrimination place in a child’s path. They advocate for measures to give children
the best start in life, because proper care at the youngest age forms the strongest
foundation for a person’s future. UNICEF upholds the Convention on the Rights of
the Child. They work to assure equality for those who are discriminated against,
girls and women in particular. We work for the Millennium Development Goals and
for the progress promised in the United Nations Charter. UNICEF strive for peace
and security. We work to hold everyone accountable to the promises made for
children. UNICEF priorities are HIV/AIDS and children, Child Survival and
development, Child protection, Policy advocacy and partnership and Basic
education and gender equality.
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II. Statement of the problem:
Every day children face violence, disease and hunger. They are battered by the
chaos of war and disaster and forced to flee their homes. They are denied an
education. All children – regardless of their gender, ethnicity, background or
circumstances – have the right to a quality education. Across the globe, UNICEF is
committed to nothing less than full and complete access to free, quality education
for every girl and boy. Universal access to quality education is not a privilege – it is
a basic human right.
There are over 59 million children of primary school-age, who are being denied
their right to education. Sub-Saharan Africa accounts for more than one-half of all
out-of-school children worldwide, 55 per cent of whom are girls. Moreover, there
has been little progress in keeping children in school. Data shows that of the 59.3
million out-of-school children of primary age, 20 per cent have some schooling but
dropped out. A further 38 per cent are expected to enter school in the near future.
Another 41 per cent will probably never enter school. For UNICEF, quality
education is education that works for every child and enables all children to
achieve their full potential. Child Friendly Schools are now the major means
through which UNICEF advocates for and promotes quality with equity in
education. Equitable and inclusive education quality and learning effectiveness are
therefore increasingly recognized as essential for creating and sustaining inclusive
and equitable societies. In line with international human rights treaties,
guaranteeing all the right to education is not enough.
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III. Topic Information:
a) History about the topic
Education is a fundamental human right and is indispensable for the
achievement of sustainable development. We are only able to empower girls,
combat climate change, fight inequality and end extreme poverty if all
stakeholders, including business, commit themselves to advancing the education
goal. While education needs globally are immense, companies can leverage their
resources and core competencies to support governments in delivering on their
promise of education for all. Strong leadership by business can help unlock the
necessary investments to ensure quality learning opportunities for all children and
adults. The business case to invest in education can range from improving brand
leadership to developing the capacity of future employees and building a more
diverse employee pipeline. Education can help address the mismatch between
skills of the available workforce and job vacancies, which is a key problem in many
markets. Business can make long-term strategic investments in education that will
lead to a larger, more talented pool of future employees. Investing in education can
be a source of innovation and facilitate access to new markets.
b) Current Issues:
Girls are one of the most marginalized groups, with more than half being
excluded from education. Most are children from the poorest families, from rural
areas, from ethnic or linguistic minorities. Many are children with disabilities, or
children who have to work to help their families make ends meet. But the greatest
challenge is faced by children with multiple disadvantages – the girls from poor
rural areas, the ethnic minority children with disabilities, or the refugee children
forced to sell things at the side of the road.
Education is often a local issue, which will require businesses to work within local
education systems and in communities to determine the best utilization of
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resources. Business should apply best practices to engage responsibly in
education, including promoting sustainable development topics in higher education,
and support the public sector’s ability to provide inclusive and equitable quality
learning opportunities for all.
Between 2010 and 2013, the number of out-of-school children of primary school-
age increased by 4.2 per cent to 59.3 million. The current financial crisis has put
extra pressure on stretched public funding. The aid to education has fallen by 10
per cent since 2010. If funds become scarcer, access to education will continue to
stagnate and the quality of schools will decline, denying the most vulnerable
children in the world’s poorest countries their basic human right to quality
education: without it, their future opportunities are dramatically limited. Data
shows that 36 per cent of all out-of-school children live in countries that have been
affected by conflict. Equitable, quality education pays off: it can increase country’s
gross domestic product per capita by 23 per cent in 40 years.
c) United Nations Actions:
In 1990, over 150 governments adopted the World Declaration on Education for
All at Jomtien, Thailand to boost efforts towards delivering the right to education.
Ten years later, the World Education Forum in Dakar, Senegal reaffirmed this
commitment and adopted the six Education For All (EFA) goals that run to 2015:
Goal 1: Expanding and improving comprehensive early childhood care and
education, especially for the most disadvantaged and vulnerable children.
Goal 2: All children, particularly girls, children in difficult circumstances and those
belonging to ethnic minorities have access to free, quality and compulsory primary
education by 2015.
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Goal 3: Ensuring that the learning needs of all young people and adults are met
through equitable access to appropriate learning and life skills programs
Goal 4: Achieving a 50 per cent improvement in levels of adult literacy by 2015,
especially for women, and equitable access to basic and continuing education for
all adults.
Goal 5: Eliminating gender disparities in primary and secondary education by 2005,
and achieving gender equality in education by 2015, with a focus on ensuring girls’
full and equal access to and achievement in basic education of good quality.
Goal 6: Improving every aspect of the quality of education, and ensuring their
excellence so that all, especially in literacy, numeracy and essential life skills,
achieves recognized and measurable learning outcomes.
180 countries signed up to make these goals happen, committing to putting legal
frameworks, policies and finance in place so that everyone, no matter what their
circumstances, could have an education - one that is available, accessible,
acceptable and adaptable. The richest countries pledged to help make Education
for All a reality by committing to principles of international cooperation towards
those countries with fewer financial resources. Commitment towards the right to
education was also reflected in the UN Millennium Development Goals, set in 2000
with a deadline for achievement by 2015. There are eight Millennium Development
Goals (MDGs), of which two focus on education:
1. Ensure that all boys and girls complete primary schooling by 2015
2. Eliminate gender disparities in primary education by 2005 and at all levels by
2015
Progress has been painfully slow. In the period immediately after the setting of
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both the MDGs and the six EFA goals, investments were made by governments
committed to achieving these goals. Education budgets, both foreign and domestic,
increased, enabling the abolition of tuition fees for primary school in several
countries and the development of improved national education plans. However, as
we move closer to the 2015 deadline, progress has slowed.
IV. Conclusion:
While UNICEF adapts its strategies to fit each situation, its interventions
typically include outreach to identify excluded and at-risk girls and get them into
school, policy support and technical assistance for governments and communities
to improve access for those children who are hardest to reach or suffer most from
discrimination, and programmers to eliminate cultural, social and economic barriers
to girls’ education. As part of its equity strategy, UNICEF is working on identifying
the bottlenecks that inhibit school participation and to understand the complex
profiles of out-of-school children that reflect the multiple deprivations and
disparities they face in relation to education. The Initiative enables countries to take
pioneering steps to eliminate fees and other costs to address economic barriers
preventing children from accessing basic education. UNICEF also provides
development and implementation support, promotes educational quality and helps
countries prepare for and respond to crises, in order to ensure that affected
children learn in safe, stable and gender-sensitive environments.
V. Essential Questions:
1. What is your delegation doing for ensuring these?
2. What are some of your delegation solutions?
3. How is your delegation planning to do that?
4. What is the purpose of equity children's education?
5. What is your country doing to solve these issues?
6. Is your delegation working with other countries to solve these issues?
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7. Why has this goal not been achieve yet?
8. How is your delegation planning to achieve the equitable education
for all children?
VI. Bibliography:
Unicef.org recovered from
https://www.unicef.org/about/who/index_introduction.html
Unicef.org recovered from https://www.unicef.org/whatwedo/
Unicef.org recovered from https://www.unicef.org/education/
Unicef.org recovered from
https://www.unicef.org/education/bege_61657.html
Unesco.org recovered from
http://www.unesco.org/new/en/education/themes/strengthening-
education-systems/quality-framework/development-goals/equity-and-
inclusion/
Unicef.org recovered from
https://www.unicef.org/publications/files/Investment_Case_for_Educa
tion_and_Equity_FINAL.pdf
Unicef.org recovered from
https://www.unicef.org/education/index_44870.html
Unicef.org recovered from
https://www.unicef.org/education/index_action.html
Unicef.org recovered from
https://www.unicef.org/education/bege_61657.html