Hello everyone, my name is Shureen Baskaran and I will be pleased to serve you as the chair

of the United Nations Educational, Scientific and Cultural Organisation (UNESCO) committee of
Asia World Model United Nations 2019. I come from the land where unity is fostered through food,
MALAYSIA! I am currently reading the Association of Chartered Certified Accountant (ACCA)
programme in the heart Kuala Lumpur.
To briefly share my MUN journey, I have been a key figure in the Malaysian MUN scene for
about 3 years and have progressed by leaps and bounds from then to now. I started back in 2016 as an
administrator and up to date I have been a part of a total of 31 MUN conferences both locally and
internationally; 13 as a delegate, 14 as a chair and 4 as a member of Secretariat. Hence, AWMUN III
will mark my 32nd conference experience and my 15th time as a chair.
My main goal at AWMUN III is to help as many young diplomats to discover and develop their
skills in public speaking, consensus-building, diplomacy, etc. I aspire to inspire individuals by sharing
what I have personally learned along this journey with all delegates and. And I hope that this process
of sharing knowledge continues like a chain reaction until we successfully build an intellectual society
that is free from any form of marginalization and discrimination.
I urge all of you, especially the first-timers to speak up confidently. Do not worry about making
mistakes, but instead focus on learning and exchanging ideas. Remember to read through this study
guide but bear in mind that this is only a basic guideline. Carry out your research as it helps you to
develop a better understanding of the topics as a whole. Remember, delegates, RESEARCH is key!
Should you require my help, do not hesitate to contact me through:
Facebook: Shureen Baskaran
Email: shureenbaskaran@ymail.com

Hope to see all of you in AWMUN III. Good luck!

Shureen Baskaran
Chair of UNESCO

________________________________________________________________________________ 1
”Be a Part of World’s Changes"
 Greetings to all delegates of the United Nations Educational, Scientific and Cultural
Organisation (UNESCO) committee of Asia World Model United Nations 2019. My name is Oleksii
Zahreba, and I am looking forward to serving you as a co-chair this November. Originally, I come from
Ukraine, where I have lived for ten years of my life. Three years ago I went to pursue studies in Canada,
and this is where I am located today. I am enrolled in the International Studies program at Burman
University.
My mindset has always been international. I have travelled the world, attending MUNs and
volunteered for different causes. My first encounter with Southeast Asia happened a year ago when I
went to Malaysia for Global Goals MUN in Kuala Lumpur. I was amazed by the hospitality and warmth
that came from my new friends. I decided that I will come back to that region of the world again, and
this moment is about to happen soon - Indonesia will be my 11th country on the list, and I believe it
will make to the top 5 of my favourite countries in the world.
There are a few reasons I love MUNs, as I encourage all of my friends at university to
participate at least once in their life. MUN helps you in a variety of ways: public speaking, diplomacy
and negotiation skills, research, and exchange of knowledge with other people who are just as passionate
about the particular subject as you are. MUN helps to make connections, especially when you travel
internationally. I urge you to make many friends and meet as many people as you can at AWMUN this
year. I hope this MUN conference will be an unforgettable event, that will help you to grow and develop
on your intellectual journey.
The primary goal for all of us in this committee is to learn together (it is UNESCO after all).
You will all come from different backgrounds, with different knowledge about MUN or the work of
UNESCO. Some of you have participated in dozens of MUNs, and for some of you, it will be a first
one. Use this opportunity to expand your horizons, and learn new things. Research a lot, make use of
resources about MUN available on the Internet, and do not fear. You are capable to do everything
because this world is the hands of our generation. By participating in the MUN, you are making big
progress into becoming a future international leader. I hope AWMUN will help you to unleash your
potential, and realize that your opportunities are limitless.
Should you have any questions about the MUN procedures, or Canada (why not), contact me.
I will be happy to talk to you!

WhatsApp: + 1(587)679-7482.
Email: alexzahreba@gmail.com
Oleksii Zahreba
Co-Chair of UNESCO

________________________________________________________________________________ 2
”Be a Part of World’s Changes"
 TABLE OF CONTENTS

TABLE OF CONTENTS 3
INTRODUCTION TO COMMITTEE 4
INTRODUCTION TO TOPIC 6
CURRENT SITUATION 12
PAST ACTIONS AND RESOLUTIONS PASSED 15
SUGGESTED SOLUTIONS 17
QARMAs 18
BIBLIOGRAPHY 19

________________________________________________________________________________ 3
”Be a Part of World’s Changes"
 INTRODUCTION TO COMMITTEE

What is UNESCO?
UNESCO (UNESCO - United Nations Educational, Scientific and Cultural
Organization) is the United Nations organization responsible for international
cooperation in education, science, culture, and communication.
The organization was established on November 16, 1945, becoming a
successor to the International Committee of the League of Nations on Intellectual
Cooperation and its executive agency - the International Institute for Intellectual
Cooperation. The Charter came into force on 4 November 1946. The first session of
the General Conference of UNESCO was held in Paris from November 19 to
December 10, 1946, and was attended by representatives of 30 countries.

What goals does UNESCO pursue?

According to the first article of the Constitution of UNESCO, the goals of the
organization are to promote peace and international security through the development
of cooperation between states and peoples in the field of education, science, and
culture. The organization also aims to ensure respect for the rule of law and universal
respect for fundamental human rights and freedoms for all peoples without distinction
as to race, sex, language, orientation or religion. UNESCO works to ensure that every
child or adult has the following rights:
1. The right to have access to quality education;
2. The right to live in a cultural environment, benefiting from its cultural heritage;
3. The right to freedom of expression and freedom of opinion.
4. The right to make use of scientific advances.

What actions are taken by UNESCO to reach those goals?

UNESCO's fields of action are represented in five sectors: education, natural
sciences, social and human sciences, culture, communication, and information. There
are also cross-cutting themes that cover all areas: Africa and gender equality since
2008.

________________________________________________________________________________ 4
”Be a Part of World’s Changes"
 In implementing the education strategy, UNESCO organizes various
programmes to improve access to education, as well as publishing books and
reference materials on education. In the field of natural sciences, UNESCO's
achievement has been the creation of international projects such as the European
Centre for Nuclear Research and the International Union for Conservation of Nature.
In the field of social and human sciences, the main objective of the organization is the
implementation of the Universal Declaration of Human Rights, including through
projects to create and support independent, pluralistic media. The cultural mission is
primarily focused on the protection of various forms of intangible cultural heritage,
masterpieces of oral art, preservation of cultural objects in the zone of armed conflict.
One of UNESCO's activities in the field of communication and information is the
preservation of digital heritage: the organization develops standards for information
preservation and digitizes documents.
Thus, UNESCO's activities have a broad scope and include the eradication of
illiteracy, the fight against discrimination in education, the study of national cultures,
assistance in the training of national personnel, the problems of social sciences,
geology, oceanography and the biosphere, and other areas.

Who manages UNESCO?

UNESCO is governed by the General Assembly. It meets every two years and
includes representatives of all the members of the organization. States that are not
members of UNESCO, as well as intergovernmental organizations, non-governmental
organizations, and foundations, also participate in the work of the General Assembly
as observers.
The Executive Body of UNESCO is the Executive Board, which is elected by
the General Conference and directs the organization between sessions. The
Secretariat is also the governing body and is headed by the Director-General. Since
2009, it has been headed by the Bulgarian politician Irina Bokova. UNESCO is
headquartered in Paris. Also, UNESCO's activities are carried out from UNESCO's
regional, cluster, and national offices.

________________________________________________________________________________ 5
”Be a Part of World’s Changes"
 INTRODUCTION TO TOPIC

Topic Background
The history of the emergence of education as a single system, which was
introduced at the state level has its roots in the distant 8th century. It was during this
period that the first mentions of different schools - for regular people, knights, and
monks, - appeared, as they were the part of the same education system. The founder
of this structure is Charlemagne, who became the emperor of the Frankish lands, then
united almost the entire west coast, expanded the limits of his reign to the eastern
caliphates. It was during this time that education emerged as a system with a certain
goal in mind - the establishment of schools and then academies for the nobility.
Before the beginning of the Renaissance, education could be considered one
of the missions of priests and monks. The second, equally important, the criterion is
the expansion of the sphere of influence on all strata of the population: it is the Catholic
ministers who have made the education of all estates in church schools free so that
not only boys but girls as well have begun to learn to read and write.
In schools, the teaching was in Latin, so the distribution of literacy was difficult,
and the level of knowledge of the teachers themselves left much to be desired.
However, it was during this period that the education system began to assert its
positions, and since that time, the criteria for teaching have been gradually improving,
increasing the level of knowledge.
The first academy was opened by the associate of Charlemagne - the famous
Alquin, an educated and very progressive man who became the founder of the first
schools of higher education. It was he who owned the first works on theology,
arithmetic, grammar, philosophy and other sciences, which became the teaching aids
of the Middle Ages. In this form, all educational institutions existed before the great
French revolution.
The expansion of education and its progressivity were most influenced by the
Renaissance, which was considered to be the era of enlightenment in which the great
classics who changed the concept of art as science lived. Poets, artists, and
composers of the time made a great contribution to education, as the study of all arts
became an integral part of the education system.

________________________________________________________________________________ 6
”Be a Part of World’s Changes"
 By the beginning of the 20th century, education had acquired a hierarchical
staircase that has survived to this day. In addition to folk and craft schools of the time,
universities began to appear, where education was free of charge, but examinations
had to be paid for. Anyone with knowledge of Latin, the only language of higher
education, could study in these institutions. The example of European universities was
the University of Paris, which necessarily had medical, artistic, law and theological
faculties. In due course, there were three samples of these institutions: French
(Parisian), Italian and English universities. Deans were elected from the teaching
community, and rectors were elected from among them.
However, Italian institutions were distinguished by their free management
structure: in these universities, deans and rectors were elected from among students,
and outside professors were invited to give lectures. At the same time, the Oxford and
Cambridge Universities, the most famous higher educational institutions of England,
appeared.
Nowadays, the goals of education in several countries (including the European
Union) are based on the four basic principles set out in the documents of the
International Commission on Education for the 21st century (Delors, 1996). They also
characterize trends in education development. These trends take into account the
world experience and are based on the analysis of reality, respond to the current and
future demands of a changing society, today's and tomorrow's needs and interests of
the individual.
The first principle emphasizes learning for the sake of acquiring knowledge.
The growth of the world scientific information, which doubles itself every 10-15 years,
its rapid partial obsolescence, social development, which opens up new opportunities
for economic, political and social activity, requires a combination of broad cultural
knowledge with a deep understanding of the continuously developing sciences,
mastering the ways of independent acquisition of knowledge.
In the conditions of transition to the post-industrial, information-based society,
this principle is embodied in a tendency of the increasing importance of the general
cultural aspect of education, the connection of fundamental professional training and
mastering of humanitarian knowledge.
The second principle highlights the importance of learning for using the learned
information in work and acquiring not only a professional qualification but also
competence, which is the basis of competitiveness of graduates of educational

________________________________________________________________________________ 7
”Be a Part of World’s Changes"
institutions. The term "competence" has several meanings. In general terms,
competence is defined as knowledge and experience in a particular field of activity.
Professional competence is a range of profession-related problems in which an
individual has sufficient knowledge, life and learning experience to solve practical and
theoretical problems.
In the legislation on education and the practice of educational institutions,
especially professional ones, there is a significant tendency to strengthen the practical
orientation of education and the achievement of professional competence by
graduates, as it is the basis of competitiveness of the employee. It should be noted
that the main reason for numerous production failures, accidents, and catastrophes is
the lack of competence of employees and managers of different ranks.
The third principle is about learning how to live and co-exist together. This
principle emphasizes the importance of developing the ability to understand other
people and nations, gaining knowledge about their history, traditions, way of thinking,
and respecting their values. It is necessary to realize the dependence of people on
each other, as it will help to overcome obstacles on the ways of civilization
development. People need to learn how to design their personal and collective actions
together to deal with conflicts in a reasonable and peaceful manner. Thus, the trend
of the increasing role of education in the formation of civic qualities of a personality,
one of which is the awareness of the need to establish loyal relations between social
groups, peoples and states. International and national documents on education pay
more attention than ever before to the development of norms of social behaviour,
critical and creative thinking necessary for the functioning of a democratic society, for
cooperation in the productive solution of domestic, interstate and global problems of
our time. The trend under consideration is manifested, in particular, in the growing
importance of tolerance education as quality of culture (moral, legal, political).
The fourth principle sums up the educational orientation of the previous three.
The principle is formulated as follows: to learn to live to contribute to the development
of one's personality and be able to act, showing independence, independence of
judgment and personal responsibility. It is a tendency to increase the role of education
in the discovery of the creative potential of the individual, in mastering the ways of
independent life-creation, the formation of life positions and prospects.
One of the key trends is the transition to the practice of lifelong learning. The
idea of continuous education as a process, covering the whole life of a person, goes

________________________________________________________________________________ 8
”Be a Part of World’s Changes"
back to the ancient teachings about the continuous spiritual improvement of a person,
his upbringing as a member of society and the state.
In the 20th century, continuous education was considered not only as an idea
but also as a part of educational practice, aimed at the mastering of social and cultural
experience with the use of all links of the educational system. The development of
lifelong learning has become a global trend since the second half of the 20th century,
and on the threshold of our century, as stated in UNESCO documents, it has become
of key importance. This is due to the scientific and technological revolutions, the
transition to a post-industrial society, when science, technology, technology, and
culture began to develop with unprecedented speed, and many new professions
appeared. The processes of globalization, the growing importance of interstate
industrial, technical and cultural ties started to require a significant part of the
population to expand their cultural outlook and master foreign languages. Continuous
education has begun to perform the tasks of not only the professional development of
employees but also raising their general cultural level.
The changing nature of lifelong learning is evidenced by the replacement of the
formula "education for life," which claimed that the education received is enough for
life, with the position "education through life," which asserts the need for lifelong
learning. The development of continuous education contributes to the spread of the
trend of improvement of general education. It is general education that helps people
to better understand each other, to coordinate their actions, and to provide an
individual with a holistic view of the world, including the fundamentals of culture,
understanding the place and role of the individual in that world, in culture.
General educational problems have begun to occupy their rightful place in
universities, lecture halls, and the media. General education is promoted by visiting
museums, exhibitions and tourism. General education (as well as other forms of
education) is beginning to be seriously promoted by information technologies,
computerization of educational institutions, the introduction of distance learning, the
use of which will soon turn into a sustainable trend.
Among the functions of continuous education are compensatory (filling gaps in
basic education), adaptive (operational training and retraining in a changing social and
industrial situation), developmental (meeting the spiritual needs of individuals, the
needs of creative growth). Essential link of continuous education is self-education:

________________________________________________________________________________ 9
”Be a Part of World’s Changes"
purposeful cognitive activity controlled by a person; acquisition of systematic
knowledge in any field of science, technology, culture, political life, etc.

Case study: online education

Online education is the greatest discovery in higher education. While
universities are competing for each student, educational platforms are reaching
millions of listeners. According to the results of the Class Central survey, in 2016,
educational platforms were presented by more than 700 universities, 6,850 courses
and 58 million students were enrolled in them. According to College Data's website,
the average university has between 5,000 and 15,000-20000 students, Coursera's
educational platform has 23 million students, EdX has 10 million, XuetangX (the first
non-English platform to be ranked among the top 5 leading massive open online
courses (hereinafter - MOOC) in the world) has 6 million, FutureLearn has 5.3 million,
and Udacity has 4 million.
It is useless for universities to compete with MOOC. Online courses give
students the opportunity to choose what they like and gain knowledge in a short period
of time, anywhere, for less money. Online learning also gives a sense of freedom and
control over the process of their development, which is one of the key motivators in
obtaining the desired result. That is why universities should include the possibility of
integrating the MOOC with the curriculum in the educational process.
We are already seeing very interesting developments focusing on education
markets that are not yet covered, such as the Federal Polytechnic School of Lausanne,
which initiated the creation of a MOOC for French-speaking Africa; the participation of
the Spanish portal Miriada X in Latin America; and the Globalization of OpenupEd, in
which EADTU and UNESCO are collaborating with African and Asian institutions to
create OpenupEd initiatives in Africa and Asia.
Mixed university education is still in question. However, in 2016, the Imperial
College of London gave rise to the assumption that blended learning could be the
future of higher education. The essence of the programme was that Masters of
Engineering have been taking online business courses since the last semester. While
the idea of the MOOC is not new, online courses for physically present students at the
university were a revolutionary solution. According to David Lefebvre, head of the
Department of Educational Technology, this was not the first attempt to involve
engineers in the business through the MOOC. The first one, held five years ago, was

________________________________________________________________________________ 10
”Be a Part of World’s Changes"
defeated because the technology and course were not sufficiently developed.
Currently, the pilot program was limited to engineering students, but if successfully
implemented, this practice will be extended to students of natural sciences, business
and medicine.
Availability of such advanced technological solutions as online education,
mixed and mobile learning at the university is, in fact, a key factor in the success of
the university. If the university lacks an effective strategy for integrating these
approaches, we can say that such a university has no future. At the same time, it is
necessary to monitor the impact of educational technologies on learning outcomes,
which will show the effectiveness of each of them in a particular situation.

________________________________________________________________________________ 11
”Be a Part of World’s Changes"
 CURRENT SITUATION

Over 60 million children of primary school age are not in school. Most are in the
most remote areas of the regions of Sub Saharan Africa and South Asia. Access to
basic education lies at the heart of development. Lack of educational access, and
securely acquired knowledge and skill is both a part of the definition of poverty and a
means for its diminution. Sustained access to meaningful learning that has utility is
critical to long term improvements in productivity, the reduction of intergenerational
cycles of poverty, demographic transition, preventive health care, the empowerment
of women, and reductions in inequality.

Challenges in Rural Areas.

Education itself is considered a necessity in many parts of the world, including
rural areas. However, unlike many urban areas, there are several factors that
contribute to making it more difficult for those in rural areas to receive education both
of a high standard and over an extended period. Without basic education, children and
adults in rural areas can miss out on important life skills and opportunities, even from
achieving a minimal level of literacy. As the gap between urban and rural education
levels grows, with 4 out of 5 of the 61 million children worldwide that are not in school
living in rural areas, the issue is in danger of becoming self-perpetuating.
The main challenges affecting education in rural areas are related to access,
economics, and resources. Access is often a key factor in determining a child’s ability
to gain an education. Many rural children have to travel vast distances to reach their
schools and often these schools are only at the primary education level. To reach
schools at a secondary education level or higher, the distances travelled are often
much greater. Furthermore, education in rural areas is more gendered than in urban
areas due to a range of factors including cultural practices and beliefs. This is
especially the case within rural areas of the African continent. This further restriction
to education for girls and women highlights the complicated nature of tackling the issue
on a worldwide scale.
Economics also plays an important role in rural education. Rural families often
have to contribute to the cost of education for their children which according to one

________________________________________________________________________________ 12
”Be a Part of World’s Changes"
study can average at 18% of their total incomes, double the percentage paid by urban
families. Families in rural areas are also more likely to be living in a subsistence and
as a result, can often not afford these contributions. Furthermore, education is
frequently limited to primary level as children at an older age are considered an
economic loss if they attend secondary education instead of working for the family.
Girls may also marry for the economic benefit of the family instead of receiving an
education. Families are thus faced with a range of economic choices with regards to
education and despite research showing that “rural households value education for
their children highly,” often only one or even none of the families’ children receive
education beyond a basic level.
Resources are also very important in determining the level and availability of
education in rural areas. In many cases, there is simply a lack of teachers, as they are
unwilling to teach in rural areas, disconnected from their urban lives, and in cases
where they are willing, they often teach classes with students of a variety of ages and
education levels. The lack of teachers is matched by a lack of schools themselves to
accommodate the widely dispersed rural populations. Governments are often unwilling
or unable to pay for improvements that would help to facilitate improved learning
conditions, such as for teachers, schools, books, computers or even larger scale
infrastructure projects, such as better road networks and transportation systems.
There are many factors within rural education that can be improved to help facilitate
better availability and levels of education but the resources are scarce, and urban
areas are traditionally better served than rural ones.
The issue of rural education has many facets, and the above summary is merely
an overview of the complexities both families and governments face in dealing with
the issue. However, the importance of receiving education should not be in doubt and
facilitating the improvement of access, economic viability, and the quality of education
are key to creating a sustainable environment in which rural education levels are no
longer so discrepant from urban ones.

Major Parties/ Stakeholders

1. NGOs
Non-Governmental Organizations are, as the name implies,
organizations set up for a certain purpose without the help of a government.
Many NGOs are very helpful in solving worldwide issues (for instance: UNICEF

________________________________________________________________________________ 13
”Be a Part of World’s Changes"
 fighting for children’s rights), and luckily there are many NGOs wishing to
achieve universal primary and secondary education as well. Examples are big
NGOs like The United Nations Educational, Scientific and Cultural Organization
(UNESCO), but also smaller NGOs like Pratham in India.
2. World Bank
The World Bank is a United Nations international financial institution that
provides loans to developing countries for capital programs. Not only do they
provide loans, but they also spread awareness and advise countries and groups
about (for example) their educational system and programs. Their website is
very broad and shows videos as well as articles and blogs about (for instance)
child development.
3. UNDP
Since 1966, the United Nations Development Programme partners with
people at all levels of society to help build nations that can withstand crisis, and
drive and sustain the kind of growth that improves the quality of life for
everyone. On the ground in more than 170 countries and territories, they offer
global perspective and local insight to help empower lives and build resilient
nations.
4. LEDCs
A country is considered a less economically developed country when it
has a lower standard of the living, underdeveloped industrial base and a low
Human Development Index (HDI). LEDCs are of course major parties in this
discussion, as their educational systems are the ones to be altered.

________________________________________________________________________________ 14
”Be a Part of World’s Changes"
 PAST ACTIONS AND RESOLUTIONS PASSED

UNESCO had passed a significant number of resolutions in the past. UN

agencies and nation-states agreed to commit to bringing a variety of action-plans to
life. Among the most important resolutions are the resolution on education for
sustainable development, resolution on the right to education, resolution on the
school-related gender-based violence.
Among the resolutions on the education passed by the General Assembly, the
most notable ones include the GA resolution (A/RES/70/209. These resolutions
emphasize the importance of inclusive and equal education for all children around the
world. The resolution also highlights the importance of UNESCO in achieving
education for Sustainable Development.
Another GA resolution (A/RES/70/137) on the Rights of the Child highlights the
importance of the implementation of the Convention on the Rights of the Child, the
Promotion and Protection of the Rights of the Child and non-discrimination against
children and the Right to Education.
GA resolution (A/RES/69/2) on education for democracy considers a priority in
the role of education in the consolidation of democracy. The resolution also invites the
Secretary-General and UN agencies to facilitate promotion of peace, human rights,
democracy, and diversity through means of education.
GA resolution (A/RES/69/145) raises concerns on the high number of
unemployed youth and points the importance of empowering youth in gaining access
to changing labour markets so they will be able to make more informed choices in their
life.

Case study: “Project Literacy”

More than 757 million people can't read this sentence. Illiteracy is one of the
serious problems that still exist in modern society, but it can also be "hacked".
According to the latest UNESCO data, 757 million adults worldwide lack basic reading
and writing skills. Imagine that you can't fill out the paperwork in a hospital, you can't
vote, you can't get on the bus you need, or you can't send a simple message - this is
the reality that millions of people around the world live in.

________________________________________________________________________________ 15
”Be a Part of World’s Changes"
 But illiteracy is not only a problem for people who cannot read and write, but it
is also a much more complex and global problem, which in turn leads to increased
crime, child mortality, poverty and infectious diseases.
Even though the causes of illiteracy are as complex as the likely consequences,
the problem can be addressed y by “Project Literacy”. “Project Literacy” is a global
movement that fights illiteracy so that all people, regardless of their age, language,
place of residence or gender, can realize their potential in words and live a fuller life.
The movement brings together a wide variety of people and organizations to
address the problem of illiteracy - according to Project Literacy's bold plan, no child
will be born at risk of growing up illiterate by 2030. “Project Literacy” has the potential
to succeed - the movement actively engages volunteers and partners to work with
them to devise new ways of teaching adults and children reading and writing that
parents and educational institutions around the world can use.

________________________________________________________________________________ 16
”Be a Part of World’s Changes"
 SUGGESTED SOLUTIONS

All factors limiting child development can be tackled with a resolution on this
issue. First of all, the locations of schools should be reconsidered. There are not
enough schools in many countries, and sometimes these schools are not reachable
for children, resulting in students dropping out. Infrastructure is an important factor
here, as well as the exact location of the schools.
Secondly, gender inequality sometimes results in advantages for boys. This
limits the chances of the girls later in life. Many gender equality campaigns have
already taken place, but there might still be something that can be done to tackle this
sometimes small but significant problem.
The costs and quality of the schools are in many cases a real issue. Costs are
the main factor of lower school attendance rates, and therefore a solution to high
school fees must be found. These costs are added up to the costs of travelling to the
distanced schools, and the combination of these factors results in school dropouts. If
then the children finally attend school, several ways of improving the quality of the
schools can be useful. More educated teachers and better working conditions are the
main factors in improving quality. Simple things like chairs and tables and chalkboards
would make a difference already.
Parents also play an important role in the development of their children, as they
are in some cases keeping their children at home for work. Informing these parents
about the effects of having their children attend school could be helpful for achieving
universal education.
The educational systems in many countries also need expanding. Secondary
schools and universities would increase the skills, competencies, and knowledge of
the children and develop them in such a way, that it would increase their lives.
Finally, all major parties should, of course, be taken into consideration.
Delegates should be aware of how their educational system has developed over the
past and take this as guidance for finding solutions to the issue.

________________________________________________________________________________ 17
”Be a Part of World’s Changes"
 QARMAs

1. How nation-states should shape their education systems, that will prepare
students for the jobs that do not exist yet?
2. What practical measures can be adopted to enhance universal access to
education?
3. How will nation-states regulate the informal, self-directed learning that happens
outside of school?
4. How to make education accessible to all genders?
5. How the UNESCO, its partners and associates should help local NGOs that work
on advancing the universal access to education in their country?

Suggested Reading
1. Global Education Monitoring Report. Retrieved from https://en.unesco.org/gem-
report/report/2015/education-all-2000-2015-achievements-and-
challenges#sthash.SI3uuM28.Wxktm4LH.dpbs
2. Consortium for Research on Educational Access, Transitions and Equity.
Retrieved from http://www.create-rpc.org/about/why/
3. How to improve access to education around the world. Retrieved from
https://www.triplepundit.com/story/2018/how-improve-access-education-around-
world/12506/
4. Improving access to education in Africa. Retrieved from
https://borgenproject.org/access-to-education-in-africa/
5. Bad Education. Retrieved from https://nplusonemag.com/online-only/online-
only/bad-education/
6. A Model for the Future of Education. Retrieved from
https://singularityhub.com/2018/09/12/a-model-for-the-future-of-education-and-
the-tech-shaping-it/#
7. The future of learning and teaching: Big changes ahead for education. Retrieved
from https://www.rmit.edu.au/news/the-source/the-future-of-learning-and-
teaching

________________________________________________________________________________ 18
”Be a Part of World’s Changes"
 BIBLIOGRAPHY

Tomaševski, Katarina, Manual on Rights-Based Education: Global human rights

requirements made simple, UNESCO Bangkok, Bangkok, 2004.

Committee on the Rights of the Child, ‘General Comment No. 1: The aims of
education, article 29 (1) (2001)’, CRC/GC/2001/1, 2001.

Committee on Economic, Social and Cultural Rights, ‘General Comment No. 13: The
right to education (article 13)’, E/C.12/1999/10, December 1999, para. 1.

Ibid.

United Nations Educational, Scientific and Cultural Organization, ‘Regional Overview:

Latin America and the Caribbean’, prepared for the EFA Global Monitoring Report
2007, UNESCO, Paris, 2006, p. 2.

United Nations Educational, Scientific and Cultural Organization, EFA Global

Monitoring Report 2007: Strong foundations — Early childhood care and education,
UNESCO, Paris, 2006; United Nations Children’s Fund, Progress for Children: A
World Fit for Children statistical review, UNICEF, New York, forthcoming, December
2007.

Watkins, Kevin, The Oxfam Education Report, Oxfam GB, London, 2000, p. 105.
Santos Pais, Marta, ‘The Convention on the Rights of the Child’, in Office of the High
Commissioner for Human Rights, United Nations Institute for Training and Research,
and United Nations Staff College Project, Manual on Human Rights Reporting under
Six Major International Human Rights Instruments, United Nations, Geneva, 1997, p.
427.

United Nations Children’s Fund, The State of the World’s Children 2007: Women and
children – The double dividend of gender equality, UNICEF, New York, 2006, pp. x, 7.
United Nations Girls’ Education Initiative, ‘Girls Too!: Education for all’, UNGEI Fact
Sheet, 2006, accessed 28 June 2007.

Save the Children, Ending Physical and Humiliating Punishment of Children: Making
it happen, International Save the Children Alliance, Stockholm, 2005, pp. 16–17.

Department for International Development et al., HIV/AIDS and Education: A strategic

approach, International Institute for Educational Planning/United Nations Educational,
Scientific and Cultural Organization, Paris, May 2003, pp. 18, 20.

________________________________________________________________________________ 19
”Be a Part of World’s Changes"
Save the Children, Child Rights Programming: How to apply rights-based approaches
to programming, 2nd ed., Save the Children Sweden, Stockholm, 2005, p. 41.

Frankovits, André, The Human Rights-based Approach and the United Nations
System, United Nations Educational, Scientific and Cultural Organization, Paris, 2006,
p. 20.

Tomaševski, Katarina, Manual on Rights-based Education, op. cit., p. 49.

Committee on the Rights of the Child, ‘General Comment No. 1: The aims of
education, article 29 (1) (2001)’, CRC/GC/2001/1, 2001, para. 1.

Graham-Brown, Sarah, ‘The Role of the Curriculum’, Chapter 6, Education Rights and
Minorities, Minority Rights Group, London, 1994, p. 27.

Committee on Economic, Social and Cultural Rights, ‘General Comment No. 13: The
right to education (article 13)’, E/C.12/1999/10, December 1999, para. 1.

Delors, Jacques. "Learning: The Treasure Within. Report to UNESCO of the

International Commission on Education for the Twenty-first-Century, Paris UNESCO
1996." Internationales Jahrbuch Der Erwachsenenbildung 24, no. 1 (1996).
doi:10.7788/ijbe.1996.24.1.253.

________________________________________________________________________________ 20
”Be a Part of World’s Changes"