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 ISMUNHK 2020UNESCOCHAIR REPORTTOPIC: Improving Literacy Rates in Third World CountriesBy Olivia YangContentsTopic IntroductionKey termsBackground information and key areas to considerGuiding questionsKey parties involvedTimelinePossible solutionsBibliographyTopic introduction15th of September 2015 marked the 70th session of the United Nations General Assembly, where the 2030 agenda for Sustainable Development was adopted by world leaders. The idea was implemented to make sure that our world would change for the better by 2030, and that everyone will have an equal opportunity to live life with the most basic rights. The fourth goal of the 17 Sustainable Development Goals is “quality education”, which essentially ensures everyone the right to good education without being discriminated against. Countries all around the world, even the richest ones, still face problems regarding improving literacy rates, but the third world countries are still the ones suffering the most from this issue. Even after over 50 years of hard work, there are still more than 773 million adults in the world who are illiterate, and most of them are women. Receiving mandatory and free basic education is one of the most basic human rights one should be given. Receiving education affects the ability of people all around the world to get stable jobs and provide for their family. However, it is highly impossible to reach the goal of quality education if different member states refuse to cooperate and endeavour to meet the time frame as laid out by the UN SDGs. Key termsSustainable Development GoalsThe Sustainable Development Goals are 17 goals that were implemented on January 1st, 2016. They were adopted by all member states and are a plan to end poverty, protect the earth, and allow people to live in a peaceful environment by the year 2030. These goals are essentially a blueprint that the UN hopes will be able to ensure everyone an improved lifestyle.Literacy rateThe total number of literate persons in a certain age group. The adult literacy rate measures the number of people from the age of 15 and above who are literate. The youth literacy rate measures the number of people from the age of 15 to 25 who are literate. This allows us to understand the number of people who are lacking a proper education in the world. Global Alliance to Monitor Learning (GAML)The Global Alliance to Monitor Learning is designed to support the improvement of education throughout the world, by utilising methodological tools to measure and monitor the progress towards the target of ensuring every child worldwide has a chance to and will be able to receive quality education. MediaCommunication channels where we are able to disseminate news throughout a city, country, or the world.UNESCO Institute for Statistics (UIS)The UNESCO Institute for Statistics is the official source for internationally-comparable statistics on education, science, culture and communication. This is a reliable source for most of the data regarding literacy rates around the world. Educational Standard Educational Standards are goals or requirements for what each student in each grade level should be taught and should understand. However, educational standards are not curriculums, rather just rules that every school in every country needs to follow. Technical Cooperation GroupThe Technical Cooperation Group is a group of country representatives and technical experts who will utilise all available data sources to help countries fill gaps regarding the monitoring of education and policymaking. Out-of-school populationThe total number of primary of lower-secondary school-aged children who are not enrolled in primary or secondary school. Background informationQuality education (4th United Nations Sustainable Development Goal)One of UNESCO’s primary initiatives is to improve literacy rates all around the world. They believe that the only way to eradicate extreme poverty, all forms of discrimination, and improve on people’s sense of wellbeing and responsible citizenship, is to improve educational standards in every country, meanwhile ensuring every child and youth a chance to free and proper education. Goal 4 of the United Nations Sustainable Development Goal (UN SDG) is quality education, which is of high relevance to the current topic. There are 10 targets under this goal which go into further detail on how the UN wishes to tackle the issue of providing every child with a good and thorough education that will benefit them in their future, but below is only 5 of the more important ones pertaining to this topi. Target 4.1 “Free Primary and Secondary Education”, outlines that the UN wishes that all girls and boys will be ensured entirely free, equitable and quality primary and secondary education, by the year 2030. This targets the problem of aiming to make sure that both girls and boys will be able to have an equal chance of receiving free education that will eventually benefit them in the future. Target 4.2 “Equal Access to Quality Pre-Primary Education”, ensures that by 2030, every child will be guaranteed access to quality pre-primary education, early childhood development and care, to ensure that they are prepared for primary education in advance. This allows parents to ensure that their children will be given a good start before going to primary and secondary school. Target 4.6 “Universal Literacy and Numeracy”, this aims for an equal proportion of children and adults, both men and women, who have achieved literacy and numeracy by the year 2030. This will allow adults to provide for children and for children to be ensured a good chance in employment in the future. Target 4.B “Expand Higher Education Scholarships for Developing Countries”, this target aims that by 2020, every child in less developed countries will be ensured a chance at scholarships when enrolling for higher education. This will allow them to acquire more skills to help with their future careers and lives. Target 4.C “Increase the Supply of Qualified Teachers in Developing Countries”, this target aims for a higher number of teachers who are qualified to give children proper education in developing countries, which will, in turn, ensure that they will acquire all the skills that need to be learnt in schools. Key parties involvedUNESCOUNESCO is the United Nations Educational, Scientific, Cultural Organisation. The main goal of UNESCO is to bring peace to those around the world through Education, Science, and Culture. UNESCO’s programmes contributed to the making and establishment of sustainable development goals. UNESCO’s role plays a big part in helping every child around the world have access to free and quality education. UNESCO and the EAC (educate a child) worked together to make sure that children in Asia and the Middle East will be given a proper and free education by implementing education interventions, which allows the students to be able to have access to support in acquiring skills that are taught in school, which includes functional skills, academic skills, cognitive skills, behavioural skills, and social skills. UNESCO also helps countries around the world in meeting international standards to help with equality in the educational sector, as well as promoting equality in general. Global Alliance to Monitor Learning (GAML)The Global Alliance to Monitor Learning is an alliance that is made up of experts in education and academics, donors, and organisations that advocate for education throughout the world. The responsibilities of the GAML is to ensure that every child in the world is allowed access to educational tools and that countries have guidelines and standards to assess the quality of the education provided for the children in their country. Republic of NigerThe Republic of Niger is the country with the lowest literacy rate in the world, with only 19.10% of people above the age of 15 who have received a proper education. Niger is also one of the poorest of the third world countries, and as a result, there are not many schools in different areas in Niger. Even though schooling is free, and it is compulsory to attend school between the ages of 7 and 15, but because of the lack of schools in Niger, not many children are willing to walk to school every day, especially when they can be helping out around the home with different chores. Democratic People’s Republic of KoreaThe Democratic People’s Republic of Korea is the country with 100% of people above the age of 15 who have received a proper education. This is because of the number of different types of schools there are throughout North Korea. Unlike Niger, North Korea has a wide variety of schools that are available in every area around the country. There are three main types of schools in North Korea, one of them is the normal school system, and the other two are ones for special purposes, and for people who wish to take on courses that are continuous, where that they can learn about more in-depth. This system allows the children and adults in North Korea to accommodate their passions and needs, which is the main reason why North Korea is so successful in making sure that their citizens are all literate. TimelineDateDescription of event1948UNESCO recommended that all member states should make primary education free and compulsory. 1950UNESCO launches a schooling programme for Palestinian refugee children, similar to tent schools, where they followed children around as they migrated to different areas, ensuring that they still have a chance to proper education despite the conditions in Palestine. 1990The conference on Education for All that was held in Jomtien, Thailand, establishes a global movement striving to provide basic education for everyone in the world.2000The World Education Forum takes place in Dakar, Senegal, with the 1,100 participants in the forum adopting the Dakar Framework for Action, and reaffirms their goal of realising Education for All by the year of 2015. They then delegate the general responsibility of coordinating the progress of the world to UNESCO. 2009The World Digital Library is launched. It has collections of archives around the world and provides everyone with free access to everything in the World Digital Library.2011UNESCO launches a new initiative to promote education for all girls and women.2011UNESCO establishes a Mobile Learning Week, partnering with Nokia, and discusses how we can utilise mobile technologies to aid in achieving the Education for All goal.2012UNESCO launches the Global Education First Initiative since they believe that education is the best way to battle poverty, improve health and wellbeing, promote growth, and promote responsible citizenship. Possible SolutionsTent schoolsIn Syria, many children and families have been displaced due to the ongoing crisis. These children flee to the refugee camps to find a shelter from the constant airstrikes, leaving behind their destroyed schools and vital education. These children are all victims of the war, and there is a huge risk that they will not be able to receive their basic education because there are not many supplies or adults who are literate and can aid them in their education. So, having tent schools, which will essentially follow the children around as they migrate or move to other places, they will be able to receive proper education from qualified teachers, and they will be provided with the tools they need in order to learn. Tents schools can come in different forms, simple tents in refugee camps, or buses that are cleared out to make space for the children to work, and will be able to move about with the children.Digital solutionHalf of our world’s population rely on digital services, so UNESCO decided that the only way to allow illiterate adults who are using phones or any digital services to be able to utilise apps that accelerate learning. Some examples are, farmers can use an app to improve their agricultural practices, and help women with maternal health in India. UNESCO and other NGOs have considered how many illiterate adults will not be able to understand many aspects of how to use the app, so they are developing solutions as to how they will ensure that everyone will be able to have a second chance at learning even when they have their jobs and family to worry about. Bibliography ................
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