TAS Model United Nations 2015
Forum:
Human Rights Committee 1
Issue:
Ensuring primary education of all girls in states to promote gender
equality and enhance girls’ quality of life
Chair:
Cheryl Lin
Introduction
The importance of gender equality in receiving education has become increasingly recognized,
as the gender gap in youth literacy rates has been rapidly narrowing. Globally, 781 million adults and
126 million youth (aged 15 to 24) lack basic reading and writing skills, with more than 60 percent of these
individuals being women. Ensuring equity in education builds a foundation for equal opportunity,
economic growth, job opportunities and the productivity of countries. Supporting the development of
national capacities to reduce gender and other disparities alongside lowering discrimination against
children who are out of school will help to decrease this inequity. The right to education should be given
to children regardless of gender, ethnicity and race, social class, and even irrespective of disability and
disease.
Definition of Key Terms
Primary education
According to the Glossary of Statistical Terms, primary education usually begins at age five, six
or seven, and lasts for four to six years. Programs at the primary level generally require no previous
formal or pre-primary education.
Gender equality
According to the United Nations Population Fund, gender equality refers to the equal rights,
responsibilities and opportunities of women and men and girls and boys. Gender equality implies that the
interests, needs and priorities of both women and men are taken into consideration, while recognizing
the diversity of different groups of women and men. Gender inequality is most easily observed through
educational rights, where cultural and social values of particular countries often discourage and
disapprove of girls receiving an education.
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General Overview
Reasons for gender inequality in educational rights
Gender-based discrimination in education is both a cause and a consequence of deep-rooted
disparities in society. Poverty, geographical isolation, ethnic background, disability, and traditional
attitudes about status and role all undermine the ability of women and girls to exercise their rights. Many
of these symptoms stem from social, economic, and cultural inequities.
Societal inequity
Minority students may be disadvantaged due to preexisting biases and prejudices in
society, with both conscious and unconscious discrimination surfacing in schools in ways that
adversely affect learning acquisition, academic achievement, educational aspirations, and postgraduation opportunities.
Economic inequity
Students from lower-income households, on average, under-perform academically in
relation to their wealthier peers; and they also tend to have lower educational aspirations and
enroll into college at lower rates (in part due to financial considerations). In addition, schools in
poorer communities, such as those in rural or disadvantaged urban areas, may have
comparatively fewer resources and less funding, which can lead to fewer teachers and
educational opportunities.
Cultural inequity
Students from minority cultural backgrounds may be disadvantaged in a variety of ways
when pursuing their education. In addition, these students may struggle in school because they
are unfamiliar with American customs, social expectations, slang, and cultural references.
Major organization involved
United Nations Educational, Scientific and Cultural Organization
The United Nations Educational, Scientific and Cultural Organization (UNESCO) works to
promote equal opportunities to quality learning, free from gender-based or other forms of
discrimination. UNESCO promotes the integration of sustainable development issues such as
climate change, biodiversity and disaster risk reduction into education systems. UNESCO also
supports actions for enhancing and developing the crucial role of women through UNESCO
Chairs and University Twinning and Networking Program (UNITWIN) Networks on gender and
women issues.
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National Coalition for Women and Girls in Education
The National Coalition for Women and Girls in Education (NCWGE) is a nonprofit
organization of more than 50 groups dedicated to improving educational opportunities for girls
and women. The NCWGE aims to provide leadership in and advocate for the development of
national education policies that benefit all women and girls.
Save the Children
The Save the Children Fund is an international non-governmental organization that
promotes children's rights, provides relief and helps support children in developing countries. It
was established in the UK in 1919 to improve the lives of children through better education,
health care, and economic opportunities, as well as providing emergency aid in natural disasters,
war, and other conflicts. Save the Children promotes policy changes in order to gain more rights
for young people especially by enforcing the UN Declaration of the Rights of the Child.
United Nations Population Fund
The United Nations Population Fund (UNFPA) has advocated for women and girls,
promoting legal and policy reforms and gender-sensitive data collection, and supporting initiatives
that improve women's health and expand their choices in life. They also believe that by promoting
development and addressing the world’s most urgent challenges, gender equality an important
issue.
Timeline of Events
Date
Description of event
1967
Declaration on the Elimination of Discrimination against Women
1972
First World Conference on Women held in Mexico City
1979
Convention on the Elimination of All Forms of Discrimination against Women
(CEDAW)
1995
Beijing Declaration and Platform for Action
1999
Optional Protocol to the Convention
2010
United Nations Development Fund for Women (UNIFEM) established
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UN Involvement, Relevant Resolutions, Treaties and Events
●
United Nations Security Council Resolution 1325, 31 October 2000 (S/RES/1325)
●
United Nations Security Council Resolution on Sexual Violence, June 19, 2008 (S/RES/1820)
●
United Nations Security Council Resolution on Creation of Special Representative of the
Secretary-General on Sexual Violence in Conflict, 30 September 2009 (S/RES/1888)
Possible Solutions
Possible solutions include investing in girls and young women to equip them with necessary
skills, confidence, and life options through their families, schools, technical and vocational educational
opportunities and socioeconomic support systems. Also, designing infrastructure, services, and
technology accessible to girls and effective in meeting their needs for safety, connectivity and mobility
can enable their opportunities in education. Another way to promote gender equity in educational
rights is to strengthen data, measurement and the evidence base in relation to the empowerment
against violence towards girls. Furthermore, by including non-profit organization and how they support
and aid this issue into a resolution can often strengthen the operative clauses one proposes.
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