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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