Study Guide UNESCO

United Nations Educational, Scientific, And Cultural Organization (UNESCO)
Sustainable Action for Peace Civilization
Java Model United Nations

javamun.iscindonesia.org | javamun.isc@gmail.com | @JavaMUN
3-6 March 2014
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, dont hesitate to contact me
at andrig20@gmail.com. I cannot wait to see you guys in Java MUN 2014!
Building peace in the minds of men and women
Warmest Regards,
Andri
Director of United Nations Educational, Scientific and Cultural Organization
Java Model United Nations 2014

3-6 March 2014
UNITED NATIONS EDUCATIONAL, SCIENTIFIC, AND

CULTURAL ORGANIZATION (UNESCO)
JAVA MODEL UNITED NATIONS 2014
History of the Committee: United Nations Educational, Scientific, and Cultural
Organization (UNESCO)1
In 1945, UNESCO was created in order to respond to the firm belief of nations,
forged by two world wars in less than a generation, that political and economic
agreements are not enough to build a lasting peace. Peace must be established on the
basis of humanitys moral and intellectual solidarity.
UNESCO strives to build networks among nations that enable this kind of solidarity, by:
Mobilizing for education: so that every child, boy or girl, has access to quality
education as a fundamental human right and as a prerequisite for human
development.
Building intercultural understanding: through protection of heritage and support

for cultural diversity. UNESCO created the idea of World Heritage to protect sites
of outstanding universal value.
Pursuing scientific cooperation: such as early warning systems for tsunamis or

trans-boundary water management agreements, to strengthen ties between
nations and societies.
Protecting freedom of expression: an essential condition for democracy,

development and human dignity.
Today, UNESCO's message has never been more important. We must create holistic
policies that are capable of addressing the social, environmental and economic
1
http://en.unesco.org/about-us/introducing-unesco

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dimensions of sustainable development. This new thinking on sustainable development
reaffirms the founding principles of the Organization and enhances its role:
In a globalized world with interconnected societies, intercultural dialogue is vital

if we are to live together while acknowledging our diversity.
In an uncertain world, the future of nations depends not only on their economic
capital or natural resources, but on their collective ability to understand and
anticipate changes in the environment - through education, scientific research
and the sharing of knowledge.
In an unstable world - marked by fledgling democratic movements, the

emergence of new economic powers and societies weakened by multiple stress
factors the educational, scientific and cultural fabric of societies along with
respect for fundamental rights - guarantees their resilience and stability.
In a connected world - with the emergence of the creative economy and

knowledge societies, along with the dominance of the Internet, the full
participation of everyone in the new global public space is a prerequisite for
peace and development.
UNESCO is known as the "intellectual" agency of the United Nations. At a time when
the world is looking for new ways to build peace and sustainable development, people
must rely on the power of intelligence to innovate, expand their horizons and sustain
the hope of a new humanism. UNESCO exists to bring this creative intelligence to life; for
it is in the minds of men and women that the defenses of peace and the conditions for
sustainable development must be built.

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Topic Area A
More than 2,000 boys and girls have been recruited by armed forces in the Central
African Republic since the latest wave of violence in the country began in December
2012. In a news release on April 2013, we had clear evidence of continuing recruitment
of children, and warned that such practices represent a grave violation of international
law.
Source: UN News Centre
Introduction
Child soldier is any person under 18 years of age who is part of any kind of
regular or irregular armed force or armed group in any capacity, including but not
limited to cooks, porters, messengers and anyone accompanying such groups, other
than family members.2 The definition includes girls recruited for sexual purposes and
for forced marriage. It does not, therefore, only refer to a child who is carrying or has
carried arms.3 There are an estimated 300.000 child soldiers around the world and the
number grows as more children are recruited for use in active combat.4 These children
are boys and girls under the age of 18 recruited into government armed forces,
paramilitaries, civil militia and a variety of other armed groups. Africa has certainly
2
http://www.unicef.org/emergencies/index_childsoldiers.html
Ibid.
4
http://www.bbc.co.uk/worldservice/people/features/childrensrights/childrenofconflict/soldier.shtml
3

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been the fastest growing region for child soldiers in recent years 5 as the ongoing
interstate conflicts in the region. Human Rights Watch estimates that 200,000 to
300,000 children are currently serving as soldiers for both rebel groups and
government forces in armed conflicts and is that 100.000 of those fight in Africa. 6At
present, there are countries listed for the recruitment of child soldiers in armed conflict,
which are Central African Republic, Chad, Democratic Republic of Congo, Somalia and
Sudan,7 Palestine and Syria.
However, most of the groups who use child soldiers are so called non-state
actors, anti government rebels and militias who are difficult to negotiate with.8 Taking
an example from Ugandan civil war, there is the most vicious rebel group of the Lords
Resistance Army (LRA) for its infamous for widespread recruitment of child soldiers. It
already moves its activities to parts of Sudan, Central African Republic and DR Congo.
But the situation is worsened by the government recruitment practices recruits children
who have been rescued from the LRA to send them back to the front on the opposite
side. The fact is the government army recruits children during the debriefing process
for rescued children, referring to those who are captured by the Ugandan Peoples
Defence Force (UPDF) in combat.9 Meanwhile in many areas affected by armed conflict
have no functioning government, such as Somalia.
The factors explain how and why they became soldiers10:
Terrified
Often after the armed groups attacks a village they abduct the surviving children.
The children, many of whom have seen their parents slaughtered, are then
removed to special camps. Those children who escape often join the armed
groups who give them shelter and food.
http://www.fordinstitute.pitt.edu/LinkClick.aspx?fileticket=9t%2BeoClcYdA%3D&tabid=471
http://filipspagnoli.wordpress.com/stats-on-human-rights/statistics-on-war-conflict/statistics-on-childsoldiers/
7
http://www.warchild.org.uk/issues/child-soldiers
8
http://www.independent.co.uk/voices/comment/ten-facts-about-child-soldiers-that-everyone-should-know8427617.html
9
HRW, "Stolen Children: Abduction and Recruitment in Northern Uganda," Human Rights Watch 15, no. 7(A)
(2003). p. 21.
10
http://www.bbc.co.uk/worldservice/people/features/childrensrights/childrenofconflict/soldier.shtml
6

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Captive
The children are told they will be killed if they disobey orders or try to escape.
Often they undergo a brutal initiation and have to kill or maim those who have
attempted to flee.
Combat
In war, they are said to be fearless. Children are often less demanding soldiers
than adults. They are cheaper to keep as they eat less and are easier to
manipulate.
Both sides believe the unpredictability of small children makes them better
fighters. Some are sent into battle high on drugs to give them courage.
Threats
In combat children are often captured and threatened. They fight for whoever
controls them in order to stay alive.
But some of them are voluntarily favour the recruitment. Children quite often
join armed struggles without pressure being exerted upon them and may actually look
for military groups themselves to offer their services. In one ILO study, 64% of all
former child soldier informants from the DRC, Burundi, Rwanda and Congo reported
joining an armed group on the basis of personal decision as opposed to being directly
forced to do so (ILO 2003: 26).
Under international law, the participation of children under 18 in armed conflict
is generally prohibited, and the recruitment and use of children under 15 is a war
crime.11 Such children are robbed of their childhood and exposed to terrible dangers
and to psychological and physical suffering.12 Girls and boys in particular are at risk of
rape and sexual abuse and many other human right violations. In the other hand, the
situation is become a complex issue because its direct link with the poverty and
economic development in the country.
11
12
http://www.amnestyusa.org/our-work/issues/children-s-rights/child-soldiers
Ibid.

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Legal Standards to Stop the Use of Child Soldiers13
There are several international legal standards to protect children from
recruitment or use as soldiers. The summary of the main international and regional
human rights standards relating to child soldiers discuss below.
1. Convention on the Rights of the Child (1989): spells out the rights of children
in times of armed conflict and in peace-time. Other rights that are particularly at
risk include rights to: protection against exploitation and violence; protection
against torture, or any other cruel, inhuman or degrading treatment or
punishment; family reunification; a name and nationality. The Convention also
asks States Parties (i.e. Governments) to apply the rules of international
humanitarian law that are relevant to the child, and to take every feasible
measure "to ensure protection and care of children who are affected by armed
conflict.
2. "Optional Protocol to the CRC on the Involvement of Children in Armed
Conflict: The CRC Optional Protocol entered into force on February 12, 2002. It
came into force to fulfil the lacking part of the children on CRC.
3. Rome Statute of the International Criminal Court (1998): defines the
conscription, enlistment or use in hostilities of children under 15 by nation
alarmed forces or armed groups, intentional attacks on civilian populations,
humanitarian assistance personnel and vehicles, hospitals and educational
buildings as war crimes.
4. ILO Minimum Age Convention (138) and Worst Forms of Child Labor
Convention (182): prohibits the forced or compulsory recruitment of children
under 18 for use in armed conflict.
5. The Paris Commitments and Principles (2007): The principles advocate child
soldiers to release and successfully reintegrate them into civilian life and urge to
develop long term preventive strategies in order to end children's involvement
in armed conflict.
13
http://www.cscenter.org.np/uploads/doc/110628012944_Situation%20Update%2089%20Child%20Soldiers.pd
f

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6. African Charter on the Rights and Welfare of the Child: prohibits the
recruitment or direct participation in hostilities or internal strife of anyone
under the age of 18; entered into force in November 1999.
7. Additional Protocols to the four Geneva Conventions of 1949 (1977): It sets
15 as the minimum age for recruitment or use in armed conflict despite the 18year age of children recruitment in other human rights instruments.
8. The UN Security Council: It has passed a series of resolutions condemning the
recruitment and use of children during the time of international and internal
hostilities. It condemned through the resolutions 1261 (1999), 1314 (2000)
1379 (2001), 1460 (2003), 1539 (2004) and 1612 (2005) on children and armed
conflict.
Some bitter realities of child soldiers
The problem is most critical in Africa, where children as young as nine have been involved in armed
conflicts. Children are also used as soldiers in various Asian countries and in parts of Latin America,
Europe and the Middle East.
The majority of the world's child soldiers are involved in a variety of armed political groups. These
include government-backed paramilitary groups, militias and self-defence units operating in many
conflict zones. Others include armed groups opposed to central government rule, groups composed of
ethnic religious and other minorities and clan-based or factional groups fighting governments and
each other to defend territory and resources.
Most child soldiers are aged between 14 and 18, while many enlist "voluntarily" research shows that
such adolescents see few alternatives to involvement in armed conflict. Some enlist as a means of
survival in war-torn regions after family, social and economic structures collapse or after seeing
family members tortured or killed by government forces or armed groups. Others join up because of
poverty and lack of work or educational opportunities. Many girls have reported enlisting to escape
domestic servitude, violence and sexual abuse.
Forcible abductions, sometimes of large numbers of children, continue to occur in some countries.
Children as young as nine have been abducted and used in combat.
Demobilization, disarmament and reintegration (DDR) programs specifically aimed at child soldiers
have been established in many countries, both during and after armed conflict and have assisted
former child soldiers to acquire new skills and return to their communities. However, the programs
lack funds and adequate resources. Sustained long-term investment is needed if they are to be
effective.
Despite growing recognition of girls' involvement in armed conflict, girls are often deliberately or
inadvertently excluded from DDR programs. Girl soldiers are frequently subjected to rape and other
forms of sexual violence as well as being involved in combat and other roles. In some cases they are

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stigmatized by their home communities when they return. DDR programs should be sensitively
constructed and designed to respond to the needs of girl soldier Peace Agreements and Protection of
Children and Armed Conflict.
Source: http://www.child-soldiers.org/childsoldiers/some-facts
Children and Armed Conflict14

As armed conflict proliferates around the world, increasing numbers of
children are exposed to the brutalities of war. In numerous countries, boys and
girls are recruited as child soldiers by armed forces and groups, either forcibly or
voluntarily. Children are susceptible to recruitment
by manipulation or may be driven to join armed
forces
and
groups
because
of
poverty
or
discrimination. Often they are abducted at school,

on the streets or at home. Once recruited or forced
Source: www.rfa.org
into service, they are used for a variety of purposes.
While many children
participate in combat, others are used for sexual purposes, as spies, messengers,
porters, servants or to lay or clear landmines. Many children serve multiple roles.
Children may be recruited for several reasons. In countries that are already
poor, war tends to deteriorate economic and social conditions, thereby forcing
families into further economic hardship. As a result, children may join armed forces
or groups to secure daily food and survival.
childrens education.
Conflict is also likely to disrupt
When schools are closed, children are left with few
alternatives and may be more easily swayed to join armed groups or forces.
When a conflict is prolonged, armed forces and groups are more likely to use
children to replenish their ranks. This trend is facilitated by the availability of
light, inexpensive small arms and light weapons that can be easily handled by
children aged 10 and younger. Children who are used as soldiers are robbed of their
14
Adopted from Guide to the Optional Protocol on the Involvement of Children in Armed Conflict by The
United Nations Childrens Fund (UNICEF),
http://www.unicef.org/publications/files/option_protocol_conflict.pdf

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childhood and are often subjected to extreme brutality. Stories abound of children
who are drugged before being sent out to fight and forced to commit atrocities
against their own families as a way to destroy family and communal ties. Girls are
frequently used for sexual purposes, commonly assigned to a commander and at
times gang-raped. The number of children who have been recruited and used in
hostilities is difficult to quantify. Although research suggests that 300,000 child
soldiers are exploited in over 30 conflicts around the world, in fact, no one knows
the real number. Efforts are under way to collect more reliable information on the
use of child soldiers and to gather data systematically on the impact of war on
children.
Recruitment and Use of Children15

Recruiting or using children under the age of 15 as soldiers is incontrovertibly
prohibited under international humanitarian law.16 Furthermore, international human
rights law clearly states 18 years as the minimum legal age for participation in
hostilities.17
Recruiting and Using Children Under 15 Years
Recruitment and use of children under the age of 15 is prohibited by the
Convention on the Rights of the Child and the Additional Protocols to the Geneva
The Parties to the conflict shall take all
feasible measures in order that children who
have not attained the age of fifteen years do not
take a direct part in hostilities and, in particular,
they shall refrain from recruiting them into their
armed forces.
Conventions.18 The rule that children must

not be recruited into armed forces or
armed groups and that children must not
be allowed to take part in hostilities is
considered customary international law,
Article 77 (2),
Additional Protocol I to the Geneva
Conventions
15
applying
equally
in
situations
international and non-international armed
Adopted from The Six Grave Violations Against Children During Armed Conflict: The Legal Foundation by
Office of the Special Representative of the Secretary General for Children and Armed Conflict,
http://childrenandarmedconflict.un.org/publications/WorkingPaper1SixGraveViolationsLegalFoundation.pdf
16
See, for example: ICRC, as above n. 13, p.482-488.
17
Ibid.
18
Art. 77(2) AP I; art. 4(3) AP II; art. 38 CRC
of

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conflict, and to both Government armed forces and non-State armed groups.19 Judicial
affirmation came in 2004, when the Special Court for Sierra Leone (SCSL) ruled in the
Hinga Norman case that the recruitment and use of children in armed conflict is a war
crime under customary international law.20 In addition, the statutes of the international
tribunals for the former Yugoslavia, Rwanda and Sierra Leone also declared that the
recruitment and use of children under the age of 15 years in armed conflict is a war
crime. The Rome Statute of the International Criminal Court (ICC) echoes this stance.21
The criminal cases before the SCSL and the ICC are evidence of the position the
international community has taken regarding recruitment and use of children in armed
conflict.22 Individual commanders and political leaders are being increasingly held
accountable for the recruitment and participation of children under the age of 15 in
hostilities.
The International Labor Organizations Convention No. 182 on the Worst Forms of
Child Labor declares that recruiting children below the age of 18 is one of the worst
forms of child labor.23 ILO Recommendation 190 accompanying this convention, as well
as the Security Council all call for countries to criminalize child recruitment.24 National
legislation and military manuals in a number of countries increasingly reflect this
practice.25 The Paris Principles on Children Associated with Armed Forces or Armed
Groups (2007) to protect children from unlawful recruitment suggests States to ensure
that armed groups within their territory do not recruit children under the age of 18 and
19
Customary Rule 136 and 137 in: ICRC, as above n. 13 , p. 482

Art. 4(c) Statute of the Special Court for Sierra Leone (2002). Prosecutor v. Hinga Norma (Decision on Preliminary
Motion), SCSL (May 2004). In 2007 the SCSL which has paid special attention to the prosecution child-recruiters found three
commanders guilty of crimes against humanity and war-crimes for, inter alia, recruiting children under the age of 15 and
allowing them to participate in hostilities: Prosecutor v. Hinga Norman, Fofana and Kondewa, SCSL (2007).
21
Art. 8(2)(b) and 8(2)(e) Rome Statute.
22
See, for example, a most recent conviction by the SCSL: Prosecutor vs. Alec Tamba, Brima, Brazzy Camara and Borbor
Kanu (20 June 2007)
20
23
Art. 1- 3 International Labor Organization Convention No. 182 on the Prohibition and Immediate Action for
the
Elimination of the Worst Forms of Child Labour (1999). See also: art. 3(1) of ILO Convention No. 138,
Minimum Age Convention (1973): The minimum age for admission to any type of employment or work
which by its nature or the circumstances in which it is carried out is likely to jeopardise the health, safety or
morals of young persons shall not be less than 18 years.
24
International Labor Organization, Recommendation Concerning the Prohibition and Immediate Action for the
Elimination of the Worst Forms of Child Labor (1999); UNSC Resolution 1882 (2009)
25
According to the ICRCs study of international practices no contrary state practice was found. See: above n. 13
, p.483 for citations of several countries legal provisions.

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that the States themselves respect the international standards for recruitment.26 The
African Charter on the Rights and Welfare of the Child (1999) prohibits recruitment
and direct participation in hostilities of any person under the age of 18 years.27
Release and reintegration of children
States Parties to the present Charter shall take
all necessary measures to ensure that no child
shall take a direct part in hostilities and refrain
in particular, from recruiting any child.
Art. 22,
African Charter on the Rights and Welfare of
the Child
When children
associated with
armed
forces
or
armed
groups
captured
are
by
opposing armed forces, the special protections afforded to

them by international humanitarian law by virtue of their
age remain applicable.28 (See also Working Paper No. 3 on Children and Justice
published in September 2011). Moreover, the Optional Protocol insists that parties to
conflict pay particular attention to all children involved in hostilities during the
disarmament, demobilization and reintegration process, including special programs to
provide for the psychological recovery and social reintegration of these children into
society.29 (See also the Paris Principles on Children Associated with Armed Forces or
Armed Groups)
The Lubanga case before the ICC

On March 2012 , the International Criminal Court convicted Lubanga Dyilo of
committing war crimes consisting of the enlisting and conscripting of children under the age
of 15 into the Forces partriotiques pour la libration du Congo and their use for active
participation in hostilities. He was sentenced by the ICC to a total period of 14 years of
imprisonment. The Lubanga case was the first of its kind before the ICC. Of great
significance was the Courts acceptance that the line between voluntary and involuntary
recruitment is legally irrelevant in the context of childrens association with armed forces or
26
Para. 4 of Paris Commitments to protect children from unlawful recruitment or use by armed forces or armed
groups (2007)
27
Art. 22, African Charter on the Rights and Welfare of the Child (1990).
28
29
Art. 77 AP I; art. 4 AP II.

Art. 6, 7 Optional Protocol CRC (armed conflict).

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armed groups in times of conflict. The court also decided to apply a broad interpretation of
the term active participation in hostilities to ensure justice and protection for all children
associated with armed conflicts from those on the front line to the boys and girls who were
involved in multiple roles supporting the combatants.
The Charles Taylor case before the Special Court for Sierra Leone
On 26 April 2012, the SCSL found former President of Liberia, Charles Taylor, guilty
of aiding and abetting war crimes committed by the Revolutionary United Front (RUF)
during the 1991-2002 civil States Parties to the present Charter shall take all necessary
measures to ensure that no child shall take a direct part in hostilities and refrain in particular,
from recruiting any child. Art. 22, African Charter on the Rights and Welfare of the Child 7
war in Sierra Leone. The Special Court sentenced Taylor to 50 years in prison and this
sentence was upheld by the Appeal Chamber in September 2013. The Courts judgement
against Charles Taylor marks the first time that a former Head of State has been convicted of
war crimes against children that were committed by an armed group found not to be under his
direct command and control but to which he gave his practical assistance, encouragement and
moral support. The Special Court was also the first international court to determine that the
recruitment and use of children aged less than 15 years constituted a war crime under
customary international law.
Detention of children allegedly associated with armed groups

Unlawful or arbitrary detention of children is prohibited under international
humanitarian and human rights law. The arrest, detention or imprisonment of a child shall be
in conformity with national law, in line with international standards, and only be used as a
measure of last resort and for the shortest appropriate period of time. Children as well as all
other detainees must be treated humanely, including an absolute ban on torture and cruel,
inhuman and degrading treatment. In addition, special protections must be afforded to all
children by virtue of their age. In some cases, children are being placed in administrative
detention, which can be defined as the deprivation of liberty of a person initiated or ordered
by the executive branch of Government, not the judiciary, outside the criminal law context
without criminal charges. Administrative detention is lawful in exceptional circumstances,
only when provided for and carried out in accordance with national law and accompanied by

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certain procedural safeguards for children, including regular judicial review. In other cases,
children are being prosecuted for unlawful acts committed while associated with armed
groups. In such a situation, legal safeguards and fair trial principles, such as legal
presentation, must be upheld. The CRC specifies, however, that States should seek alternative
diversionary measures away from the judicial system, which are in the best interest of the
children and promote their rehabilitation into society.
QARMA (Question a Resolution Must Answer)
According to International Human Right Law, recruiting or using children under

the age of 18 as soldiers is incontrovertibly prohibited. Meanwhile, some of the
children are voluntarily favour the recruitment. How the way to effectively
eliminate the use of children as soldiers?
How to conduct a develop prevention strategies to reduce the factors that make
children vulnerable to "voluntary recruitment?
What kind of sustainable actions should be taken and implemented by states:

1. To release child soldiers
2. To improve the life of former child soldiers
3. To prevent children for being recruited or voluntarily recruited as child
soldiers

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Since most of the groups who use child soldiers are so called non-state actors,
anti government rebels and militias who are difficult to deal with. Are
corporations with another U.N bodies needed in order to protect children for
being recruited or used as soldiers?
Conclusion
Armed conflict has affected and violated children in many ways. The top of those
violations are recruitment and the use of children as the child soldiers. Surprisingly,
some of the children are voluntary joining the armed group as the child soldiers. They
stand to become child soldiers because of economic and social factor. It gives so much
works and efforts for the government to deal with this complicated issue. Therefore,
every state should contribute their best effort to solve the problem.
TOPIC AREA B
Achieving Education for All 2015
A.
Introduction
Since its creation in 1945, UNESCOs mission has been to contribute to the building of
peace, poverty eradication, lasting development and intercultural dialogue, with
education as one of its principal activities to achieve this aim. The Organization is
committed to a holistic and humanistic vision of quality education worldwide, the
realization of everyones right to education, and the belief that education plays a
fundamental role in human, social and economic development.

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UNESCOs commitment to the right to education is enshrined in three key standardsetting documents. Signed in 1948 in the aftermath of the Second World War, the
Universal Declaration of Human Rights (Article 26) proclaims that: Everyone has the
right to education. In 1960, the Convention against Discrimination in Education,
adopted by the General Conference of UNESCO, stated that the Organization has the
duty not only to proscribe any form of discrimination in education but also to promote
equality of opportunity and treatment for all in education. It was, and remains, the first
international instrument with binding force in international law that develops the right
to education in all its dimensions. In 1989, the Convention on the Rights of the Child, in
Articles 28 and 29, stipulated that primary education should be compulsory and
available free to all, and that it should allow children to reach their fullest potential.
Today, UNESCO is committed to a holistic and humanistic vision of quality education
worldwide, the realization of everyones right to education, and the belief that education
plays a fundamental role in human, social and economic development.
UNESCOs educational objectives are:
Supporting the achievement of Education for All (EFA)
Providing global and regional leadership in education
Building effective education systems worldwide from early childhood to the adult
years
Responding to contemporary global challenges through education
UNESCO is the only United Nations agency with a mandate to cover all aspects of
education. Its work encompasses educational development from pre-school through
primary, secondary and higher education, including technical and vocational education
and training, non-formal education and adult learning. The Organization focuses on
increasing equity and access, improving quality, and ensuring that education develops
knowledge and skills in areas such as sustainable development, HIV and AIDS, human
rights and gender equality. UNESCO works with governments, National Commissions

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:

3-6 March 2014
1.
Early Childhood Care and Education
The foundations set in the first thousand days of a childs 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
childrens 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 subSaharan 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 worlds
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.

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 subSaharan 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
19992011. 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.

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
regions share of the total number increasing from 39% in 1999 to 45% in 2011. In subSaharan 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. Literacy skills are
best developed in childhood through good quality education. Few countries offer
genuine second chances to illiterate adults. As a result, countries with a legacy of low
access to school have been unable to eradicate adult illiteracy.
The number of illiterate adults remains stubbornly high at 774 million, a fall of 12%
since 1990 but just 1% since 2000. It is projected only to fall to 743 million by 2015.
Ten countries are responsible for almost three-quarters of the worlds illiterate adults.
Women make up almost two-thirds of the total, and there has been no progress in
reducing this share since 1990.
Since 1990, adult literacy rates have risen fastest in the Arab States. Nevertheless,
population growth has meant that the number of illiterate adults has only fallen from 52
million to 48 million. Similarly, the region with the second fastest increase in adult
literacy rates, South and West Asia, has seen its population of illiterate adults remain
stable at just over 400 million. In sub-Saharan Africa, the number of illiterate adults has
increased by 37% since 1990, mainly due to population growth, reaching 182 million in
2011. By 2015, it is projected that 26% of all illiterate adults will live in sub-Saharan
Africa, up from 15% in 1990.
Slow progress means that there has been little change in the number of countries
achieving universal adult literacy. Of 87 countries, 21% had reached universal adult
literacy in 2000. Between 2000 and 2011, the number of countries that had reached this

3-6 March 2014
level increased to 26%. By contrast, 26% of countries were very far from this level in
2011. In 2015, 29% of countries are expected to achieve universal adult literacy, while
37% will still be very far.
5.
Gender Parity and Equality
Gender parity ensuring an equal enrolment ratio of girls and boys is the first step
towards the fifth EFA goal. The full goal gender equality also demands appropriate
schooling environments, practices free of discrimination, and equal opportunities for
boys and girls to realize their potential.
Gender disparity patterns vary between countries in different income groups. Among
low income countries, disparities are commonly at the expense of girls: 20% achieve
gender parity in primary education, 10% in lower secondary education and 8% in upper
secondary education. Among middle and high income countries, where more countries
achieve parity at any level, the disparities are increasingly at the expense of boys as one
moves up to the lower and upper secondary levels. For example, 2% of upper middle
income countries have disparity at the expense of boys in primary school, 23% in lower
secondary school and 62% in upper secondary school.
Reaching parity at both the primary and secondary levels was singled out to be achieved
by 2005, earlier than the other goals. Yet, even by 2011, many countries had not
achieved this goal. At the primary level, for 161 countries, 57% had achieved gender
parity in 1999. Between 1999 and 2011, the proportion of countries that had reached
the target increased to 63%. The number of countries furthest from the target, with
fewer than 90 girls for every 100 boys enrolled, fell from 19% in 1999 to 9% in 2011.
Looking ahead, it is projected that by 2015, 70% of countries will have reached the goal
and 9% of countries will be close. By contrast, 14% of countries will still be far from the
target, and 7% will be very far, of which three-quarters are in sub-Saharan Africa.

3-6 March 2014
6.
Quality of Education
Improving quality and learning is likely to be more central to the post-2015 global
development framework. Such a shift is vital to improve education opportunities for the
250 million children who are unable to read, write, or do basic mathematics, 130 million
of whom are in school.
The pupil/teacher ratio is one measure for assessing progress towards goal 6. Globally,
average pupil/teacher ratios have barely changed at the pre-primary, primary and
secondary levels. In sub-Saharan Africa, with teacher recruitment lagging behind
growth in enrolment, ratios stagnated and are now the highest in the world at the preprimary and primary levels. Of the 162 countries with data in 2011, 26 had a
pupil/teacher ratio in primary education exceeding 40:1, 23 of which are in subSaharan Africa.
Teachers need good quality learning materials to be effective but many do not have
access to textbooks. In the United Republic of Tanzania, only 3.5% of all grade 6 pupils
had sole use of a reading textbook. Poor physical infrastructure is another problem for
students in many poor countries. Children are often squeezed into overcrowded
classrooms, with those in early grades particularly disadvantaged. In Malawi, there are
130 children per class in grade 1, on average, compared with 64 in the last grade. In
Chad, just one in four schools has a toilet, and only one in three of those toilets is
reserved for girls use.
Question a Resolution Must Answer
In regards with the EFA Goals and the problems that the goals are facing, is it
possible for UNESCO to achieve all goals in 2015? Or should UNESCO from those
goals make a few of those goals priority ones?
What effective and sustainable actions can be undertaken by UNESCO in order to

achieve the EFA goals or at least the priority ones?

3-6 March 2014
Which major factors need to be addressed that are constraints for achieving the
EFA Goals?
What organisations and resources (international, national or non-governmental)

can help to cope the problem?
Further Reading:
Education for All Movement ,
http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/education-for-all/
UNESCO Institute for Statistic,
http://www.uis.unesco.org/Education/Pages/default.aspx
Goldstein*, Harvey. "Education for all: the globalization of learning targets."Comparative
Education 40.1 (2004): 7-14.
Brock-Utne, Birgit. Whose education for all?: The recolonization of the African mind.
Routledge, 2000.
Jansen, Jonathan D. "Targeting education: The politics of performance and the prospects
of Education for All." International Journal of Educational Development 25.4 (2005):
368-380.
Education for All (EFA), http://www.un.org/en/globalissues/briefingpapers/efa/
UNESCO 2014: This 11th EFA Global Monitoring Report

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United Nations Educational, Scientific, And Cultural Organization (UNESCO)

Sustainable Action for Peace Civilization

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I am delighted to welcome you to the United Nations

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UNITED NATIONS EDUCATIONAL, SCIENTIFIC, AND

Building intercultural understanding: through protection of heritage and support

Pursuing scientific cooperation: such as early warning systems for tsunamis or

Protecting freedom of expression: an essential condition for democracy,

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In a globalized world with interconnected societies, intercultural dialogue is vital

In an unstable world - marked by fledgling democratic movements, the

In a connected world - with the emergence of the creative economy and

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Children and Armed Conflict14

discrimination. Often they are abducted at school,

into service, they are used for a variety of purposes.

While many children

Conflict is also likely to disrupt

When schools are closed, children are left with few

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Recruitment and Use of Children15

Conventions.18 The rule that children must

international and non-international armed

Art. 77(2) AP I; art. 4(3) AP II; art. 38 CRC

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Customary Rule 136 and 137 in: ICRC, as above n. 13 , p. 482

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opposing armed forces, the special protections afforded to

The Lubanga case before the ICC

Art. 77 AP I; art. 4 AP II.

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Detention of children allegedly associated with armed groups

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QARMA (Question a Resolution Must Answer)

According to International Human Right Law, recruiting or using children under

What kind of sustainable actions should be taken and implemented by states:

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UNESCOs educational objectives are:

Supporting the achievement of Education for All (EFA)

Providing global and regional leadership in education

Responding to contemporary global challenges through education

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Education for All

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Universal Primary Education

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Youth and Adult Skills

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Gender Parity and Equality

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Question a Resolution Must Answer

What effective and sustainable actions can be undertaken by UNESCO in order to

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What organisations and resources (international, national or non-governmental)

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