WGA/5/12
Sponsored by Meghana Sappidi, Agamya Singh, Abhisri Singh of Ravenwood High School
The delegates above represented the Delegation of Mexico.
This legislation was filed in the Social, Humanitarian and Cultural category
Presented as part of the MUN B 2023 conference
| 1 | The General Assembly: |
| 2 | |
| 3 | Alarmed that according to the OECD, Organisation for Economic Co-operation and Development, |
| 4 | 63% of Mexico has below upper secondary education, |
| 5 | |
| 6 | Noting that most Mexicans have low educational attainment and the proportion of adults who have |
| 7 | attained at least upper secondary education (37%) is one of the smallest among OECD countries, |
| 8 | |
| 9 | Concerned that teachers in Mexico spend 23 hours a week in the classroom teaching an oversized |
| 10 | class than an average across OECD countries. Lower secondary teachers in Mexico work a net |
| 11 | annual of 1047 hours, which is significantly more than the OECD net annual amount of 694 hours, |
| 12 | |
| 13 | Recognizing, Mexico has the highest average student-teacher ratio prescribed by the Department |
| 14 | of Education in primary and secondary education with 28 students per teacher in primary |
| 15 | education whereas the average would be 15 students per teacher, |
| 16 | |
| 17 | Expressing alarm that teachers are not up to date with curriculum studies and materials. More |
| 18 | than half of the teachers in Mexico work in schools where the school principal reports a shortage of |
| 19 | support personnel (60%) and qualified and/or well-performing teachers (56%), compared with the |
| 20 | Teaching and Learning International Survey (TALIS) average of 47% and 39%, respectively, |
| 21 | |
| 22 | Deeply concerned that due to the limited money going toward education in Mexico and because |
| 23 | 43% of Mexico is in poverty, getting a proper education is problematic and troublesome, |
| 24 | |
| 25 | Incredibly alarmed that economic pressures have caused the Mexican government to cut its |
| 26 | education budget by more than 11%. Mexico’s textbook budget has been cut by a third, and |
| 27 | teacher training programs have been reduced by 40%, |
| 28 | |
| 29 | Keep in mind that more than 35% of high school students will not graduate and may not progress |
| 30 | to a higher level of education. A primary reason for the immense number of dropouts is the fact |
| 31 | that the the average yearly family income is 3,322.376 USD compared to the annual global income |
| 32 | of 12,235 per year; families face financial burdens, |
| 33 | |
| 34 | Acknowledging that the COVID-19 pandemic has destabilized the education system in Mexico as |
| 35 | students were unable to gain access to technology for remote learning because they face financial |
| 36 | |
| 37 | Taking into account the wealth inequality in Mexico; places such as Chiapas have an illiteracy rate |
| 38 | of 18%, compared to the average amount of 7% which is more than half, |
| 39 | |
| 40 | Stressing that the pressure in Mexican public schools is alarmingly high, are often underfunded, |
| 41 | and lack resources, this leads to drop-outs mostly in less urban areas such as Chiapas, Hidalgo, |
| 42 | Veracruz, Oaxaca, Michoacan, Nayarit, Guerrero, and San Luis PotosÃ-, |
| 43 | |
| 44 | Drawing attention to the fact that more than 5,600 schools in Mexico don’t have access to running |
| 45 | water every day, and some don’t have it at all. A lack of infrastructure connecting school |
| 46 | bathrooms to local networks and a lack of supplies are very large contributing reasons, |
| 47 | |
| 48 | Conscious of the fact that a lack of water in schools is more common in rural schools and public |
| 49 | schools. Lack of water access is most common in the elementary schools described as multi-grade |
| 50 | indigenous, |
| 51 | |
| 52 | Believing that the factor of underfunded schools leads to poor education in Mexico, as found that |
| 53 | public funding makes up 78% of Mexico's primary to tertiary education funding, which is relatively |
| 54 | below the OECD average of 83%, |
| 55 | |
| 56 | Noticing that there have been few contributions to help the education system in Mexico, |
| 57 | |
| 58 | Emphasizing that due to the wealth inequality, many public schools in Mexico were left ineffective |
| 59 | and unprofitable because there was not a full extent to fix the problem of poor education as the |
| 60 | effectiveness of the initiatives to fix the education system can vary, |
| 61 | |
| 62 | We the delegation of Mexico hereby: |
| 63 | |
| 64 | Requests the United Nations Educational, Scientific, and Cultural Organization for 59 million dollars |
| 65 | to go into education and sanitation in the schools of Mexico; |
| 66 | |
| 67 | Confirming that 20 million dollars of the money will go towards getting up-to-date resources in |
| 68 | order to provide up-to-date curriculum for the children of Mexico and 30 million dollars will go to |
| 69 | endorse and fund the education budget and teacher training programs across 18,211 schools in |
| 70 | rural Mexico; which would be about 30,616,989.73 pesos per school; |
| 71 | |
| 72 | 5 million dollars of the money will go towards Endorses International teaching programs that |
| 73 | contain professional teaching roles throughout schools in a selected country or region. Teachers |
| 74 | work as teaching assistants in most programs (commonly called “assistantship” programs); |
| 75 | |
| 76 | The teaching program will help with better-equipping teachers with the knowledge that they lack |
| 77 | to ensure that students receive a more meaningful education. The program will last until the |
| 78 | Mexican teachers have been trained properly; |
| 79 | |
| 80 | Calling upon and investing 4 million in the global Water, Sanitation, and Hygiene (WASH) program |
| 81 | to provide expertise and interventions aimed at saving lives and reducing illness; |
| 82 | |
| 83 | The WASH program will improve access to healthy and safe water, adequate sanitation, and |
| 84 | improved hygiene by working on long-term prevention and control measures for improving health, |
| 85 | and improving socio-economic development as well as responding to global emergencies and |
| 86 | outbreaks of life-threatening illnesses; |
| 87 | |
| 88 | Establishes and organizes fundraisers around the world where school supplies, resources, water |
| 89 | supply, and money can be donated to Mexico and distributed among classrooms; |
| 90 | Encourages allies of Mexico such as the USA, Canada, and Japan to do fundraisers in their country |
| 91 | to support Mexico's education, however, this is not required as money coming from the UN will be |
| 92 | almost enough. Regardless, the allies can help contribute to improving the Mexican education |
| 93 | system; |
| 94 | |
| 95 | Reminds the UN that this will significantly accelerate progress toward completing the 2030 |
| 96 | sustainable development goals; |
| 97 | |
| 98 | Notes the enhancement of the Mexican education system will decrease the number of dropouts |
| 99 | from secondary education and help the rural areas start developing. |
| 100 | |
| 101 | Trusts that the United Nations will enact this resolution on January 1, 2024. |
| 102 | |
| 103 |