RGA/2/7
Sponsored by Shlok Shinde, JD Byers, Carter Kim, Will Woodruff of Ravenwood High School
The delegates above represented the Delegation of Luxembourg.
This legislation was filed in the Social, Humanitarian and Cultural category
Presented as part of the MUN B 2023 conference
| 1 | To the General Assembly: |
| 2 | |
| 3 | Recalling the Universal Declaration of Human Rights, which establishes the human right to |
| 4 | education and that it should be accessible easily and without extreme cost, |
| 5 | |
| 6 | Deeply concerned about the disparity in access to education systems among vulnerable states, |
| 7 | which can lead to further cycles of poverty and lower quality of life, |
| 8 | |
| 9 | Alarmed that ConcernUSA’s article, 11 Unexpected Barriers to Education Around The World, found |
| 10 | that in 39 out of 99 countries, about 50% of children have not completed primary school, while |
| 11 | more than 50% have not completed secondary education, and more than half of the children in |
| 12 | Sub-Saharan Africa receive less than 4 years of education, |
| 13 | |
| 14 | Worried that 258 million children and youth are out of school which adds to 59 million children of |
| 15 | primary school age, 62 million of lower secondary school age, and 138 million of upper secondary |
| 16 | age according to the 2019 UNESCO report, Out-of-School Children and Youth, |
| 17 | |
| 18 | Anxious that UNICEF Education reported that over 600 million children and adolescents worldwide |
| 19 | are unable to attain minimum proficiency levels in reading and mathematics, |
| 20 | |
| 21 | Recognizing that systems of teaching and education are essential for upward development, higher |
| 22 | median income, and the promotion of peace, stability, and human rights, |
| 23 | |
| 24 | Noting the large differences in access to quality education between certain states, notably amongst |
| 25 | vulnerable populations, which includes children in conflict zones, refugees, internally displaced |
| 26 | persons, and women affected by the gender gap, |
| 27 | |
| 28 | Stressing the need to align with Sustainable Development Goal (SDG) 4 to ensure inclusive and |
| 29 | equitable quality education and promote lifelong learning opportunities for all, |
| 30 | |
| 31 | Calls upon member states to promote international improvements in education to foster tolerance, |
| 32 | understanding, and social cohesion in underfunded, underrepresented, and underdeveloped |
| 33 | countries; |
| 34 | |
| 35 | Recommends the United Nations to appoint the Office of the UN High Commissioner for Human |
| 36 | Rights (OHCHR) and a United Nations Overseer for Funds to exchange best practices, develop |
| 37 | guidelines, track funds, and monitor progress in promoting education for vulnerable populations; |
| 38 | |
| 39 | Encourages member states to support initiatives aimed at improving technology and online |
| 40 | resources to provide educational opportunities, particularly in remote, vulnerable, or underserved |
| 41 | areas; |
| 42 | |
| 43 | Believing that funding for the promotion of education would break the perpetuating cycle of |
| 44 | poverty in vulnerable states and encourage further development, equality, and stability. |
| 45 | |
| 46 | The Delegation of Luxembourg hereby: |
| 47 | |
| 48 | Requests the United Nations to allocate $50 million in funding to support education reforms in 15 |
| 49 | of the most vulnerable states ($3.33 million for each country), which will yield benefits to the |
| 50 | following key areas: |
| 51 | a. Teacher training and creation of professional development programs. |
| 52 | b. Infrastructure development, including the construction and renovation of schools. |
| 53 | c. Adaptable curriculum and the supply of learning materials. |
| 54 | d. Access to quality education for vulnerable and disadvantaged populations. |
| 55 | Gives authority to the Office of the UN High Commissioner for Human Rights (OHCHR) with the |
| 56 | duty of checking the progress of education in vulnerable states. The OHCHR will do this by: |
| 57 | a. Working with UNESCO and the United Nations Development Programme (UNDP) to arrange |
| 58 | efforts and avoid fraudulent work |
| 59 | b. Engaging with organizations working on education equality issues in vulnerable states to gather |
| 60 | information and raise awareness |
| 61 | c. Giving specific updates while monitoring activities and demonstrating findings to the United |
| 62 | Nations |
| 63 | Calls upon Member States to fully collaborate with the OHCHR in its monitoring activities, including |
| 64 | by providing access to information and fostering OHCHR visits to vulnerable states. |
| 65 | Calls for the United Nations Overseer for Funds with the following responsibilities: |
| 66 | a. Management of the allocation and utilization of funds allocated for education reform in |
| 67 | vulnerable states. |
| 68 | b. Confirmation of the usage of funding projects for education reform. |
| 69 | c. Regular reporting to the United Nations on the progress and efficiency of fund utilization. |
| 70 | d. Coordination with appropriate United Nations agencies, international organizations, and |
| 71 | member states to ensure the effective implementation of education reform projects. |
| 72 | |
| 73 | Expresses its hope that if the promotion of education works well in the 15 most vulnerable |
| 74 | countries, similar practices could be used in parallel underdeveloped nations to further improve |
| 75 | conditions for future generations and promote the development and sustainability of their nation, |
| 76 | |
| 77 | Trusts that the United Nations will enact this resolution by the time it passes. |
| 78 | |
| 79 |