DelegatesStudy GuideJava Model United Nations United Nations Educational, Scien
DelegatesStudy GuideJava Model United Nations United Nations Educational, Scientific, And Cultural Organization (UNESCO) “Sustainable Action for Peace Civilization” 3-6 March 2014UIN Syarif Hidayatullah Jakarta Java Model United Nations “Sustainable Action for Peace Civilization” javamun.iscindonesia.org | javamun.isc@gmail.com | @JavaMUN 3-6 March 2014 Welcome Delegates! I am delighted to welcome you to the United Nations Educational, Scientific and Cultural Organization Commiitee of Java Model United Nations 2014! My name is Andri, and I am pleased to say that I will be serving as your director for this upcoming conference. I am currently in my final year at Syarif Hidayatullah State Islamic University Jakarta (UIN Jakarta) majoring International Relations. So far I have spent my time at UIN Jakarta in participating in many student activities such as making social projects with International Studies Club and Global Citizen Corps, contributing and participating in great projects of Indonesian Student Association For International Studies, volunteering in NGOs, researching about asylum seeker and illegal immigrant in Indonesia, researching about the US foreign policy and others International Relations Issues, and of course joining and chairing some Model UNs. My free time is spent predominantly hanging out with friends, watching movies, eating, and travelling. I am so exited for chairing UNESCO of Java MUN 2014. Our committee will discuss about hot topics what my team and I believe are two of the most important issues in the world right now. The first topic focuses on the use of children as soldiers. The second topic will be education for the 21st century. Nathasa Tiara Ramadan and Muhammad Ichsan Fadillah will help me in this committee as co-directors. They both are awesome and great to work with, therefore I believe our committee can be fun and comfortable committee for you guys to participate in and to speak up. If you have any concerns about anything of this committee, don’t hesitate to contact me at andrig20@gmail.com. I cannot wait to see you guys in Java MUN 2014! ò ó Warmest Regards, Andri Director of United Nations Educational, Scientific and Cultural Organization Java Model United Nations 2014 Java Model United Nations “Sustainable Action for Peace Civilization” javamun.iscindonesia.org | javamun.isc@gmail.com | @JavaMUN 3-6 March 2014 for UNESCO and a wide range of other partners to make education systems more effective through policy change. It coordinates the Education for All movement, tracks education trends and raises the profile of educational needs on global development agendas. UNESCO is also an active and committed partner in UN reform, which aims to improve coordination, efficiency and delivery. In the UNESCO of Java MUN 2014, we are going to make a resolution talking about preventive actions for achieving Education for All (EFA) which has a deadline in 2015. B. Education for All In the year 2000, the international community signed up to the Education for All and Millennium Development Goals. Currently the two most influential frameworks in the field of education, they are an ambitious roadmap for the global community to follow, offering a longterm vision of reduced poverty and hunger, better health and education, sustainable lifestyles, strong partnerships and shared commitments. The EFA movement is a global commitment led by UNESCO to provide quality basic education for all children, youth and adults. It began at the World Conference on Education for All (Jomtien, Thailand, 1990), which stressed education as a human right and outlined a holistic vision of lifelong learning. Ten years later, at the World Education Forum (Dakar, 2000), 164 governments pledged to achieve EFA and identfied six goals with wide-ranging targets to be met by 2015 which are early childhood care and education, universal primary education, youth and adult skills, adult literacy, gender parity and quality, and quality of education. But, the commission still faces many problems in each of the goal of the EFA with just one year left before the deadline. The goals are facing the following problems: Java Model United Nations “Sustainable Action for Peace Civilization” javamun.iscindonesia.org | javamun.isc@gmail.com | @JavaMUN 3-6 March 2014 1. Early Childhood Care and Education The foundations set in the first thousand days of a child’s life, from conception to the second birthday, are critical for future well-being. It is therefore vital that families have access to adequate health care, along with support to make the right choices for mothers and babies. In addition, access to good nutrition holds the key to developing children’s immune systems and the cognitive abilities they need in order to learn. But In 2012, UNESCO noted that 6,6 million children still died before their fifth birthday. The progress has been slow. In 43 countries, more than one in ten children died before age 5 in 2000. If the annual rate of reduction for child mortality in these 43 countries between 2000 and 2011 is projected to 2015, only eight countries will reach the target of reducing child deaths by two-thirds from their 1990 levels. Some poorer countries that invested in early childhood interventions, including Bangladesh and Timor-Leste, reduced child mortality by at least two-thirds in advance of the target date. Progress in improving child nutrition has been considerable. Yet, as of 2012, some 162 million children under 5 were still malnourished; three-quarters of them live in sub- Saharan Africa and South and West Asia. While the share of children under 5 who were stunted – a robust indicator of long-term malnutrition – was 25%, down from 40% in 1990, the annual rate of reduction needs to almost double if global targets are to be achieved by 2025. 2. Universal Primary Education In the 2013 which was just two years until the 2015 deadline for the Education for All goals, the goal of universal primary education (UPE) is likely to be missed by a wide margin. By 2011, 57 million children were still out of school. Around half the world’s out-of-school population lives in conflict-affected countries, up from 42% in 2008. Of the 28.5 million primary school age children out of school in conflict-affected countries, 95% live in low and lower middle income countries. Java Model United Nations “Sustainable Action for Peace Civilization” javamun.iscindonesia.org | javamun.isc@gmail.com | @JavaMUN 3-6 March 2014 Girls make up 54% of the global population of children out of school. In the Arab States, the share is 60%, unchanged since 2000. In South and West Asia, by contrast, the percentage of girls in the out-of-school population fell steadily, from 64% in 1999 to 57% in 2011. Almost half the children out of school globally are expected never to make it to school, and the same is true for almost two of three girls in the Arab States and sub- Saharan Africa. Often children do not make it to school because of disadvantages they are born with. One of the most neglected disadvantages is disability. New analysis from four countries shows that children at higher risk of disability are far more likely to be denied a chance to go to school, with differences widening depending on the type of disability. In Iraq, for instance, 10% of 6- to 9-year-olds with no risk of disability had never been to school in 2006, but 19% of those with a risk of hearing impairment and 51% of those who were at higher risk of mental disability had never been to school. 3. Youth and Adult Skills The third EFA goal has been one of the most neglected, in part because no targets or indicators were set to monitor its progress. The 2012 Report proposed a framework for various pathways to skills – including foundation, transferable, and technical and vocational skills – as a way of improving monitoring efforts, but the international community is still a long way from measuring the acquisition of skills systematically. The most effective route to acquiring foundation skills is through lower secondary schooling. The lower secondary gross enrolment ratio increased from 72% to 82% over 1999–2011. The fastest growth was in sub-Saharan Africa, where enrolment more than doubled, albeit from a low base, reaching 49% in 2011. Children need to complete lower secondary education to acquire foundation skills. Analysis using household surveys shows that completion rates had only reached 37% in low income countries by around 2010. There are wide inequalities in completion, with rates reaching 61% for the richest households but 14% for the poorest. Java Model United Nations “Sustainable Action for Peace Civilization” javamun.iscindonesia.org | javamun.isc@gmail.com | @JavaMUN 3-6 March 2014 The number of out-of-school adolescents has fallen since 1999 by 31%, to 69 million. However it has all but stagnated since 2007, leaving many young people needing access to second-chance programmes to acquire foundation skills. Slow progress towards reducing the number of adolescents out of school in South and West Asia resulted in the region’s share of the total number increasing from 39% in 1999 to 45% in 2011. In sub- Saharan Africa, the number of adolescents out of school remained at 22 million between 1999 and 2011 as population growth cancelled out enrolment growth. 4. Adult literacy Universal literacy is fundamental to social and economic progress. uploads/Finance/ study-guide-unesco.pdf
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- Publié le Mar 30, 2022
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- Langue French
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