Commission on Status of Women
Topic: B
Promoting Women and Girls’ Access to
Education, Training, Science and
Technology
CSW Topic B
LCCCMUN14 – ST EDWARD HIGH SCHOOL POSITION PAPER
COUNTRY : Algeria
DELEGATES: Patrick McMahon
COMMITTEE : CSW
TOPIC: B – Promoting Women and Girls’ Access to Education, Training, Science and Technology
Algeria wholeheartedly supports the promotion of women’s access to education, training, science and
technology. We have stood for many years on a platform in favor of bridging the gap between men and woman. We
believe that there is no difference between man and woman in the eye of the public, and that we must work to make
equality a reality. This is our belief for not only our nation but for international policy as well.
Our nation is very much a leader in furthering this realization in our region. North Africa is a region
dominated by very traditional gender roles in many regards, which often includes a lack of education, skill training
and exposure to opportunities in science and technology for women. However, although Algeria is a nation
comprised of various backgrounds and subcultures, and rich with tradition, we believe that gender equality is very
important for our nation as well our region.
The Algerian Government has played a large role in the advancement of the realization of gender equality
in our nation. Women are protected from discrimination in regards to employment and education as well as the
judicial system, and in areas that equality and protection are lacking, we are working to improve. Because of our
efforts, there are many areas in which woman have excelled. On average, woman tend to have more years of school
than men. The majority of Algerian university students are woman, and woman also take the majority of lawyers
and judges in the country. Furthermore, woman dominate medicine and are increasingly contributing to average
household income more so than men.
However, there are still some areas where women have not risen to their full potential. Some of these areas
include the general work force, where they only make up 20%. Despite this number being so low, it is a number that
is rapidly trending upward and has doubled within a single generation. The Algerian Head of State said, “"Despite
shortcomings we have to catch up in the future, we aspire to make our country an example to follow in the field of
promoting women, part of the respect for human values and precepts of Islam"
Algeria welcomes the ideas of other nations that share a similar fundamental belief in gender equality. We
would be very interested in hearing suggestion regarding our own domestic policy, and would be happy to work
with other nations on international resolutions that uphold the dignity of woman and the advancement of
opportunities that expose women to education, skills training, science and technology across the globe.
Works Cited
Algeria Press Service (http://www.aps.dz/en/algeria/4674-president-bouteflika-algeria-works-to-lay-foundations-forachievement-of-equality-between-woman,-man)
CIA World Factbook (https://www.cia.gov/library/publications/the-world-factbook/geos/ag.html)
The New York Times (http://www.nytimes.com/2007/05/26/world/africa/26ihtalgeria.1.5876681.html?pagewanted=all&_r=0)
The University of Colorado, Boulder
(http://www.colorado.edu/StudentGroups/mun/docs/positionpaperexample2.pdf)
CSW Topic B
Submitted by: Chad
Committee: Commission on the Status of Women (CSW)
Topic B: Promoting Women and Girl’s Access to Education, Training, Science, and Technology
Delegates: Joyoshri Sadhukhan and Sabrina Barghouty
Around the world, women and men have always had a different place in society. Typically,
women would stay home to take care of the family, while men would go to school or work. Chad is one
of the many developing countries who continue to have an education gap between the two sexes. Girls
have difficulty receiving access to education. In Chad, women aren’t given the opportunity to use
technology to educate themselves (Unwomen.org). This has affected the enrollment for girls in
elementary school, which is currently at 37 percent. Early marriages have also restricted women’s ability
to finish school. According to The Gender Achievements and Prospects in Education Report, 71.4
percent of women are married by the age of 18. In order to improve women’s access to education, the
UN has passed many resolutions. The United Nations Integrated Peacebuilding Office was established in
2009 to strengthen democratic institutions, and promote human rights and the rule of law
(Peacewomen.org). In addition, the early and forced marriage resolution, adopted at the Human Rights
Council in 2010, made efforts to end child marriage by stressing the value of gender equality
(Girlsnotbrides.org).
The country of Chad is working hard to improve their status on women. According to the UN,
the government spending on education represents two percent of nation GDP, making it one of the
lowest ranking countries. President of the Republic, Idriss Deby Itno recently called for the Chadian
education system to double the budget for teaching. This allowed Chad to make progress in their
schools, and encouraged more women to finish their education (Opendemocracy.net). A document
published in 2012 by ministers in charge of education stated, “80 percent of the schools in Chad are
CSW Topic B
located in rural areas where they welcome 67 percent of the student population.” The overcrowded
schools have mothers and fathers worried that the western education would lead their daughters away
from their duties and traditional rural life principles (Ungei.org). Chad believes that creating more childfriendly schools, where everyone has a fair chance to learn, would increase the attendance of students.
Many strategies are placed in Chad to provide better opportunities for women. The United
Nations Population Fund (UNFPA) is committed to support skills training, as well as, reproductive health
education for women. In 2012, the government has also placed the three-year Interim Strategic Plan for
Education and Literacy (SIPEA), which improves the quality of teaching and school enrollment for girls
and women, and provides a protective environment for them. In order to improve Chad, technological
advances need to be made. In doing so, women would have lighter workloads at home, permitting them
to stay in school longer. Investing in technology like small machines could increase income and reduce
long hours of work for women. New electric farming equipment, for example, would allow girls to
complete their chores early, giving them time to focus on their studies. Furthermore, improving Chad’s
schools would be beneficial for children, especially girls. Financing reading materials would greatly
support Chad’s literacy training. Chad hopes that adequate funding can be provided for girls and women
around the world, to keep them enrolled in existing schools, and promote gender equality.
Works Cited
“Resolution Watch - Chad and Central African Republic Index." PeaceWomen. Women's
International League for Peace and Freedom, United Nations Office, n.d. Web. 18
Nov. 2014.
"States Adobt First-Ever Resolution on Child, Early and Forced Marriage at Human
Rights Council." Girls Not Brides. The Idea Bureau, 27 Sept. 2013. Web. 18 Nov.
CSW Topic B
2014.
"West & Central AfricaBLIGHTED BY EMERGENCIES." Gender Achievements and
Prospects in Education: The GAP Report. UNICEF, n.d. Web. 18 Nov. 2014.
"Education in Chad: In a State of Decline." OpenDemocracy. N.p., 13 Nov. 2012. Web.
18 Nov. 2014.
"Unleashing the Potential of Women Informal Cross Border Traders to Transform IntraAfrican Trade." HeadQuarters. UN Women Headquarters, 2010. Web. 18 Nov.
2014.
CSW Topic B
Submitted by: Denmark
Committee: Commission on the Status of Women
Programme (CSW)
Topic B: Promoting Women and Girls’ Access to Education, Training, Science and Technology
Delegates: Michelle Tokman and Emilie Cohn, Orange High School
Denmark is said to have “a long tradition of supporting and addressing human rights.
Over time, various governments have focused on areas such as freedom of expression and
religion, eliminating racism, children’s rights, torture, and more recently, corporate social
responsibility”, Women in Denmark involve themselves in many of the same activities as other
individuals. Women are treated as equals, and assume the same or higher responsibilities as
men. Denmark is known to not treat men superior to women. Women stand as independent
individuals with their employment rate at 70%. While a majority of women are employed,
70/179 of them have seats in parliament. Similarly to Scandinavia, Denmarks gender
participation in politics is above average. However, men are known to do jobs strictly relating to
construction and engineering, while women mostly employ themselves in the social and health
care forces.
There were two main women’s rights movements in Denmark. Overall, the women’s
rights movements ended in 1985. The first movement, which began in 1870 was led by the
Dansk Kvindesamfund (Danish Women’s Society). The efforts of this society led to the revision
of the Denmark constitution in 1915. The newly edited constitution now allowed women to
vote, and allowed for the creation of equal opportunity laws. The second women’s rights
movement in Denmark was led by Rødstrømpebevægelsen (The Red Stocking Society). The
second movement led to "institutionalized feminism". By 1924, remarkable women such as
CSW Topic B
Nina Bang were becoming symbolic figures in history. Nina Bang became the first women
minister which put Denmark as the second country to have a female minister in the world.
However, studies show that girls are less likely to choose certain majors over men. For example,
studies show that few women in Denmark enroll in the computer science major. This career path
is usually only pursued by boys. This shows that although on equal terms, both men and women
are more likely to go into restricted fields of labor.
Altogether, Denmark to has outstanding women’s tolerance, along with equal
rights between men and women. However, women should not be expected to take on the
common job, while men are employed with the more difficult and enduring tasks. Since treated
equal, more women should begin to take the authority of men.
CSW Topic B
Country: Republic of Ecuador
Committee: Commission on the Status of Women (CSW)
Topic B: Promoting Women and Girl’s Access to Education, Training, Science, and Technology
Delegate: Séamus Kean
Women’s rights and gender equality are an on-going topic in almost every third world
country today. One of the biggest issues would be women and girl’s access to education,
training, science, and technology. It clearly states in article 331 of The Constitution of Ecuador,
“The State shall guarantee to women equal access to employment, vocational and professional
training and advancement, equitable pay, and the option to self-employment. All necessary
measures shall be taken to eliminate inequality. Any form of discrimination, harassment or
violent action, of any nature, whether direct or indirect, affecting women at work is forbidden.”
(“Political Database of the Americas”). The Republic of Ecuador has been working hard to
increase gender equality in the country. As of 2011 the literacy rate of women in Ecuador is
90.2% compared to the male which is 93.1% (“The World Factbook”). Discrimination against
women is prominent in the Ecuadorian society. “According to the Government, women received
65 percent of the pay received by men for equal work. There were fewer women than men
employed in professional work and skilled trades, and pay discrimination against women was
common.” (“Women’s Rights in Ecuador”). Although females attended primary and secondary
school in greater numbers than males, more males received higher education. This shows how in
education is unequal between men and women.
CSW Topic B
The Republic of Ecuador strongly suggests we continue to promote women and girl’s
access to education, training, science, and technology. There have been many organizations
created and devoted to accomplishing the goals of promoting women and girl’s access to
education, training, science, and technology. One of these organizations is The Ecuadorian
Women’s Permanent National Forum which includes more than 320 women’s organizations that
promote social, economic, and cultural change. They do this through various methods, such as
increasing political participation by women. Another organization would be the National
Women’s Council which provides support for approximately 500 women’s organizations, many
of which promoted social consciousness and greater participation by women in the political
process. Lastly, the Government’s National Commission on Women (CONAMU) focuses
primarily on equal opportunities, public policy programs toward women, and lines of credit for
women’s businesses (“Women’s Rights in Ecuador”). These programs are devoted to promoting
women and girl’s access to education, training, science, and technology.
The Republic of Ecuador encourages the United Nations to continue to intervene. With
the current problem of women’s rights and the way they are seemingly getting better we would
like to continue with the organizations. These organizations will continue to steadily increase
women and girl’s access to education, training, science, and technology. Resolutions must
discourage discrimination against women. The Republic of Ecuador is determined and willing to
cooperate with United Nations to reach a goal in the interests of promoting women and girl’s
access to education, training, science, and technology.
Works Cited
Political Database of the Americas. Georgetown University, 20 Oct. 2008. Web. 18 Nov. 2014.
CSW Topic B
<http://pdba.georgetown.edu/Constitutions/Ecuador/english08.html>.
The World Factbook. Central Intelligence Agency, 22 June 2014. Web. 18 Nov. 2014.
<https://www.cia.gov/library/publications/the-world-factbook/geos/ec.html>.
Women's Rights in Ecuador. Willamette University, 12 Mar. 2011. Web. 18 Nov. 2014.
<http://blog.willamette.edu/worldnews/2009/03/12/womens-rights-in-ecuador-2/>.
CSW Topic B
Submitted by: France
Committee:
Commission on the Status of Women (CSW)
Topic B:
Promoting Women and Girls’ Access to Education, Training, Science and
Technology
Delegates:
Alex Moore & Brandon Gotlieb, Orange High School
Women all over the world have been forced into lower education and social standings
due to long lasting Patriarchies that have been permitted to continue oppressing them for
centuries upon centuries. Because of this, women are not seen as people, but as objects and
property. Many areas in the Middle East, Asia, Africa, and Eastern Europe have systems which
oppress women, making them dumped at the bottom of society. Education is a basic human
right. It also is a key driver of economic growth and social change. It is a basis of women’s
empowerment. Investing in women and girls has positive multiplier effects on the well being of
their families, their communities and nations. Ensuring that women acquire the necessary skills
and competencies in science and technology is an economic imperative; it also empowers
women and girls to make informed decisions on critical aspects of their lives, including their
health.
France has been a huge advocate for Women’s rights to education and technology since
1909 when Jeanne-Elizabeth Schmahl founded the Free Union for Women’s suffrage and gained
women the right to vote in France. There are many challenges we face in creating programs for
this. Things like money, people, and other important resources are scarce in this day and age.
France zealously believes that women in oppressed countries must be given adequate options on
their education and access to it. With the help of other nations, France would like to achieve
these goals of having women live in a world free of oppression and inequality.
CSW Topic B
Tetu, Crystal. "Lack of Women's Education in the Middle East." Lack of Women's Education in
the Middle East. Vitality League, 2012. Web. 17 Nov. 2014.
Tate, Alyson S. "News." France at the United Nations. N.p., 2013. Web. 17 Nov. 2014.
CSW Topic B
School: Vermilion High School
Committee: Commission on the Status of
Women
Topic B: Education of Women
Submitted By: Ghana
Delegates: Rebecca Terschak and Morgan Walker
Women’s education in Ghana has been difficult to achieve for multiple reasons.
Cultural ideals and poverty prevent women from receiving the education they deserve.
Though it is extremely difficult to influence or change cultural ideals, Ghana has
assuaged the financial burden of schooling for women. After doing this, Ghana saw an
immediate, positive impact, and now our culture is more accepting of women receiving
educations.
Ghana has made major progress in the amount of women that have been
educated in the country. We wish to encourage other countries to follow the same path
as us. In 2005, the Ministry of Education abolished school fees nationwide in basic
education and introduced a capitation grant for all basic schools after a successful pilot
in 2004. This allowed women to enroll in school for free and dramatically increased the
amount of educated women in Ghana. Especially in Ghana, the main reason for lack of
enrollment was poverty. Ghana saw drastic increases in particularly kindergarden
enrollment; enrollment went up from about 500,000 students in 2004-2005 to more than
800,000 in 2005-2006, which is an increase of 67%. Additionally, the primary enrollment
rate increased from 59.1% to 68.8%. Enrollment at the junior secondary level increased
from 31.6% to 41.6%. Abolishing school fees resulted in more enrollment of women into
school in comparison to males.
CSW Topic B
Ghana’s Ministry of Education established a Girls’ Education Unit within their
program in 1997. Every region/district has a Girls’ education officer. Additionally,
Ghana’s Ministry of Education foundation provides scholarships and bicycles for girls,
trains and deploys female teachers to rural areas, and promotes girls’ clubs and camps.
They also provide a publication of a national status report on gender parity in education.
Ghana has seen a major increase of women receiving an education because of these
programs and means of assistance. Because of this, our government officials are
supportive of these programs; they believe education is essential to the success of an
individual. Ghana wishes to encourage other countries to do the same to close their
gender gaps. This will allow women to take on powerful roles in their county, make a
difference, and set an example for women everywhere striving to receive an education.
Works Cited
"Ministry of Education, Ghana - Accra | Official Website." Ministry of Education, Ghana Accra | Official Website. N.p., n.d. Web. 17 Nov. 2014.
"UNITED NATIONS GIRLS EDUCATION INITIATIVE." UNGEI. N.p., n.d. Web. 17 Nov.
2014.
CSW Topic B
Submitted by: Nippon koku (Country of Japan)
Committee: Commission on the Status of Women (CSW)
Topic B: Promoting Women and Girls’ Access to Education, Training, Science and Technology
Delegates: Lily Kuentz and Ami Ishikawa
The Country of Japan has faced a long history of patriarchy, making it very difficult for women to
gain equality in the society. Texts such as Kaibara Ekiken’s Onna Daigaku, or Greater Learning for
Women, have formed various restrictions and limits on the role of women in Japanese society. In these
texts, Japanese women are expected to be submissive and obedient to their husbands. Their destiny is to
grow up, move in with their husband’s household, and maintain the family (Ekiken). During the Meiji
period, women’s education was promoted, and since then, Japanese women’s education has continued to
improve; however, inequalities between men and women in education and their career paths still exist.
In 1999, the Basic Law for a Gender-Equal Society was implemented and the Gender Equality
Bureau was established in 2001. These changes reflect the idea that women should be treated on an equal
basis with men. They were also set in place to weaken the distinctions between males and females in the
workplace. More recently Prime Minister Shinzo Abe has been advocating a new plan based on Kathy
Matsui and her colleagues’ proposal, including an expansion in daycare and nursing care services, new
work arrangements providing more flexibility, and evaluation and compensation systems that are more
objective (Abe).
The gap between the education of males and females in Japan could be closed through further
spreading awareness of these issues. If groups like the Gender Equality Bureau continued to encourage
the Japanese society to break the ancient gender roles, then both males and females would benefit.
Women would be more active in the workplace and the percentage of women who work in Japan would
increase. Also, men would be able to play a more dominant role in the raising of their children by being
CSW Topic B
able to take time off from work. Children also cannot be raised with the ideas of these gender roles where
the males do all the working, and females stay shut up in their houses watching the children and
maintaining the household. Children should be taught at a young age that they have the freedom and
potential to grow up and be as ambitious as they want to be. Schools should advocate the idea of gender
equality from a young age so that when the children grow up they already have these ideas in their heads.
This would happen through a series of government-implemented school lectures for younger kids and for
teenagers government-implemented classes concerning possible career paths. If girls are taught at such a
young age that they can succeed just as much as males can, then they will feel more comfortable
competing in the job market later on. The further inclusion of women in the Japanese workplace will also
have economic benefits. According to Shinzo Abe, an increase in the productivity due to a growth in
female workers would produce a 2% increase in real GDP growth and a 3% growth in the nominal GDP
(Abe). Also, in 2010, a workshop co-sponsored by the NSF, the Japan Society for the Promotion of
Science, the Japan Science and Technology Agency, and the National Women's Education Center was
held to discuss improvements within the fields of science, technology, engineering, and mathematics. In
this workshop, suggestions were made that could improve women’s access to science and technology.
They suggested that in order for the view towards women researchers to change, the highest levels of a
university system should encourage the institutions to change. Another idea suggested that researchers
should apply for certain grants dedicated towards women facilitating research initiation (Venere and
Dyke). If ideas such as these were applied, then women would gradually be respected as equals within the
science and technology fields. Equality between the education of males and females would benefit
everyone, and that can be achieved by further advocating the idea of gender equality for children and
adults.
Works Cited
CSW Topic B
Abe, Shinzo. “Shinzo Abe: Unleashing the Power of ‘Womenomics.’” The Wall Street Journal.
Dow Jones & Company, 25 Sept. 2013. Web. 18 Nov. 2014.
http://online.wsj.com/articles/SB10001424052702303759604579091680931293404
Ekiken, Kaibara. “Onna Daigaku (Greater Learning for Women).” Women in World History. Roy
Rosenzweig Center for History and New Media, n.d. Web. 18 Nov. 2014.
http://chnm.gmu.edu/wwh/p/84.html
Hewlett, Sylvia Ann. “What’s Holding Japanese Women Back.” Time. Time, 27 Sept. 2013.
Web. 18 Nov. 2014. http://ideas.time.com/2013/09/27/whats-holding-japanese-womenback/
“Japanese Women and Work: Holding Back Half the Nation.” The Economist. Economist
Newspaper, 29 Mar. 2014. Web. 18 Nov. 2014.
http://www.economist.com/news/briefing/21599763-womens-lowly-status-japaneseworkplace-has-barely-improved-decades-and-country
Mori, Shunta. “Gender Equality Policy in Japan: Current Difficulties and Signs of Change.”
Global Ethnographic. Global Ethnographic Journal, 7 June 2014. Web. 18 Nov. 2014.
http://oicd.net/ge/index.php/test/
Response to the Questionnaire to Governments on Implementation of the Beijing Platform for
Action (1995) and the Outcome of the Twenty-Third Special Session of the General
Assembly (2000). N.p.: United Nations, n.d. United Nations Women Watch. Web. 18
Nov. 2014. http://www.un.org/womenwatch/daw/Review/responses/JAPAN-English.pdf
CSW Topic B
Venere, Emil, and Shirley Dyke. “U.S., Japan Strengthen Ties for Women in Science and
Engineering.” Purdue University. Purdue University, 25 Aug. 2010. Web. 18 Nov. 2014.
http://www.purdue.edu/newsroom/general/2010/100825DykeJapan.html
“Women in Meiji Japan.” Women in Meiji Japan. Vashon School District, 1995. Web. 18
Nov. 2014. http://vashonsd.org/teacherweb/butler/files/Women_in_Meiji_Japan.pdf
CSW Topic B
Submitted by:South Korea
Committee: Disarmament and International Security (DISEC)
Topic:
B
Delegates:
Jeff Immel, Orange High School
We, the Republic of Korea, are a proud country that takes our defense very
seriously. We have the 11th largest defense budget and the sixth largest number of
active troops. Our peoples’ safety is one of our top priorities; we spend about 15% of
our GDP on our military. Having a strong military is of great importance to, not only the
protection of our civilian populace, but also for our thriving economy.
Due to the fact that we take our nation’s defense so seriously we are extremely
against the illegal arms trade that exists not only around Korea but around the world.
We have signed but not yet ratified the arms trade treaty. There is a moderate amount
of arms smuggling going on in our country and we are doing our best to reduce the
amount. However obviously our border control is not enough to keep illicit guns out of
our country that is why we are calling for the countries of the world to regulate their
exports better. We have supported the “7+1” solution. which would have the treaty
include United Nations Register weapons, along with small arms and light weapons.
We propose a resolution to end this problem worldwide. In order to end this crisis
the UN must have access to major port cities to intercept any illegal weapons being
traded. In addition to that proposal we wish that the UN could reach an agreement to
ban all arms trade to countries that are prone to violence and abuse of weapons such
as our neighbor North Korea.
CSW Topic B
Submitted by: Libya
School: Lake Ridge Academy
Committee: Commission on the Status of Women
Delegates: Celia Kilbane
Topic B: Promoting Women and Girls’ Access to Education, Training, Science, and Technology
Women and girls’ access to education, training, science, and technology in Libya is
extremely high. Libya has a well- educated female population and 32% of women compared to
men (33%) have a degree from a University. Thus, showing that men and women have the same
amount of access to education in Libya. The jobs women pursue are medicine, languages, and
applied sciences while men pursue engineering, economics, and medicine. Encouraging women
to receive a higher education is a Libyan tradition and it is the key factor for women’s access into
the workforce. Also women in Libya have access to media. Many Libyan women receive most of
the information about news taking place in Libya from the TV. The 2013 polls have shown that
71% of women have reported that they watch TV every day. While the statistics in Libya look
good, this is not always the case for women in society.
Under Libyan law women and men are equal, but in society this is not being practiced.
While both men and women have equal opportunity, both genders believe that men deserve
employment over women. When asked “When jobs are scarce, men should have more right to a
job than women” (Abdul-Latif 34), 91% of men and 79% of women agreed. Also in Libya men
receive higher wages than women. Even though they have access to education, women in the
workplace are facing glass ceilings, sexual harassment, and not being acknowledged for
leadership roles. Poor women also find it hard to leave their homes in order to become educated
and become employed. Women are facing these issues today, in 2014, even though laws have
been put in place to overcome these gender inequalities including the New Constitutional
Declaration of 1969 and The Declaration of the Establishment of the Authority of the People of
CSW Topic B
1977. More specifically the Great Green Charter of Human Rights in the Age of the Masses of
1988 was put in place to protect discrimination of women in society. The most important
legislation, even in 2014, is the Charter on the Rights and Duties of Women in Libyan Arab
Society. This allows women to fight for their country, have financial independence, and have
supervisory positions.
Libya provides women and girls’ access to education, training, science, and technology. In
order for Libyan women to keep thriving in society it is important for women to believe gender
equality is necessary. Media could be a useful mechanism for spreading awareness on gender
equality. Also media is easily accessed by women in Libya and it could help educate women on
the jobs they can pursue. For example, engineering is pursued by men rather than women in
Libya. If women were educated and exposed to jobs in engineering the number of women in this
field would increase. Thus, the Libyan government should inform women on the importance of
gender equality and the opportunities they have with jobs through television commercials,
informative programs, and simply making people aware. Also Libya has many laws in place and
the government needs to remind people of these laws. Women are not being considered for
leadership positions even though there is the Charter on the Rights and Duties of Women in
Libyan Arab Society legislation to specifically provide women with this right. Using the media
and simply enforcing these laws that are in place could help overcome gender barriers. Women
in Libya are given a huge opportunity to advance and educate themselves. Educating and
showing them the way is the next step in making Libyan women more equal and important in
society.
Works Cited
Abdul-Latif, Rola. “Libya Status of Women Survey 2013.” Ifes.org. N.p., Sept. 2013. Web. 18
Nov. 2014.
CSW Topic B
<http://www.ifes.org/~/media/Files/Publications/Survey/2013/Libya%20Status%20of%2
0Women%20Survey%20Report_final2.pdf>.
“Libya.” Countries and Their Culture. N.p., n.d. Web. 18 Nov. 2014.
<http://www.everyculture.com/Ja-Ma/Libya.html>.
Pargeter, Alison. “Women’s Rights in the Middle East and North Africa - Libya.” Refworld.
N.p., 14 Oct. 2005. Web. 18 Nov. 2014.
<http://www.refworld.org/docid/47387b6dc.html>.
CSW Topic B
Committee: Commission on the Status of Women (CSW)
Topic: Elimination of Violence Against Women in Developing Nations
Country: Madagascar
Delegates: Caitlyn Harrington and Liz Leszcz
Madagascar is aware of the link between violence against women and political crisis. In
Madagascar, “The Union of Social Workers in Antanaarivo noted an increase of recorded
violence against women after the beginning of the political crisis. During the year the entity
documented more than 1,000 cases of domestic violence against women, compared with 910 in
2011, 733 in 2010, and 479 in 2009” (United States 20-21). In developing nations it is especially
hard to guarantee and preserve the rights of women as set out by the Declaration of Human
Rights. Many women in these developing countries do not file official complaints or act when
there is violence against them. This is due to a number of factors including: illiteracy, cultural
traditions, societal intimidation, and lack of knowledge of their rights. Many men in developing
countries see women as inferior and use this to justify violence against them. Education on the
importance of women, gender equality, and healthy relationships is vital to changing the stigma
of women being less important than men. To try to eradicate violence against women in these
developing nations, it is necessary to try and eliminate the factors that lead up to violence against
women.
In our own country, there have been several small steps taken to fight against genderbased violence. There have been judicial centers set up where women who are victims of
domestic violence can get legal advice and psychological support. A lot of violence against
women is perpetuated by the fact that many women are not informed on their legal rights.
Judicial centers would help educate the women, and empower them with the knowledge of the
legal power they have. The CSW can partner with other UN committees and NGOs to work with
police to enforce laws that protect women. Many of the laws set in place in these developing
countries are not carried out, and so violence against women goes unpunished. Working with
police forces, they can help inform women on their rights, and then enforce those rights by
punishing offenders. In Madagascar, Andriamanana of the UNFPA has reported success with
working with police. She reports, “We have worked with the police in Antananarivo to take these
women seriously, and we have seen a slight increase of cases coming to police level” (“Small
Steps”). Volunteers from the UNFPA and the UN Volunteers Programme have gone from door
to door in our capital, Antananarivo, to inform women on the existence of these centers (“Small
Steps”). These centers are important in the fight to eliminate violence against women. Setting up
judicial centers like these in other developing nations, and using volunteers or advertising to get
the word out is part of our plan to help stop this violence. Something that our country lacks, is
shelters for battered women that help provide for and care for women and their families. In many
situations, women are forced to go back to a life of abuse because they have no where else to go,
and no way to provide for themselves or their families. Battered women's shelters should be set
up in these developing nations to help women escape abuse. These shelters would provide
temporary asylum, food, clean water, and clothing to women and children fleeing violence.
These are all short-term solutions to the problem. To actually eradicate violence against women,
there needs to be a change in societial-attitudes toward gender-based violence. Women need to
be seen as equals, and need to be empowered by receiving the same rights and education as men.
CSW Topic B
Works Cited:
"Small Steps in Madagascar's Fight against Gender-Based Violence." IRIN. UN
Office for the Coordination of Humanitarian Affairs, 10 Dec. 2013. Web. 27
Oct. 2014.
United States. Bureau of Democracy, Human Rights and Labor. Madagascar Country
Report on Human Rights Practices for 2012. Washington: GPO, 2012. Print.
CSW Topic B
The Netherlands
Committee on the Status of Women
Promoting Women and Girls’ Access to Education, Training, Science and Technology
Lake Ridge Academy
Delegates: Dhanya Rao and Trixie Yoo
Throughout history, men and women have struggled for equality in society. One of the major
setbacks society sets for women is the ability to gain an education and consequently obtain a job. Foreign
accounts of classical travelers describe Dutch women as being remarkably independent and capable
entrepreneurs (socialhistory.org). The economic success of the Dutch Republic was partially made
possible by the involvement of women in the labor market. However, many women could afford not to
work, although, when most did, they performed remarkably well in their own specialties, predominantly
in the field of business. Currently, 71% of women in the Netherlands have a high school degree and 70%
of the female population is part of the workforce, compared to 74% and 80%, respectively, for men. The
long-term unemployment rate for women is 1.7% while it is 1.8% for males (OECD, 2014). All women
are allowed to get an education in the Netherlands; there is no such law prohibiting it. The statistics
presented above highlight the idea that women, on a global scale, need a change of mindset to get a
complete education, and ultimately becoming one step closer to equality.
The United Nations has taken much action on this important issue. Through its draft of the
Universal Declaration of Human Rights in 1948, the preamble declares that “everyone is entitled to all the
rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex,
language, religion, … birth or other status” (UN, 2014). The UN openly acknowledges the rights of
women and promotes the notion of feminism very publicly. The establishment of the Commission on the
Status of Women was also a major achievement in achieving gender equality; the Commission on the
Status of Women was created solely to create policies for the greater good of the advancement of women.
In 1975, the UN organized the world’s first Conference on Women. 1975 was subsequently considered
CSW Topic B
International Women’s Year, considering the fact that the feminist movement was at its height in the 70’s.
The biggest feminist movement accomplished by the UN was adopting the “Convention on the
Elimination of All Forms of Discrimination against Women” or CEDAW (UN, 2014). This document
was essentially a Bill of Rights for Women. The feminist movement reached its maximum point when the
declaration was recognized internationally, granting rights to every woman in the world to participate in
society and gain a full education. The new Declaration empowered women who normally shied away at
the thought of a comprehensive education and becoming an active member of society.
The Netherlands is a massive supporter of the notion of women’s’ rights to education. Gender
policy is coordinated at a government level. The Vice Minister of Social Affairs and Employment
oversees operations for gender equality. It is divided into ministries, and each ministry has its own gender
action plans. Some of the priorities of these ministries include: participation and quality of education,
information and communication technology (ICT), and the addition of research institutions. However, a
major impediment for this project is the fact that each ministry is supposed to fund itself for the new
policies and actions it plans on doing. The total amount the ministry receives per year is 5 million euros
($6,250,000) per year (Mottier, 2002). This is quite a bit of money, so the ministries need to start
spending it a smarter and more efficient manner. There are fourteen universities in the Netherlands, and of
them only three are known for their science and technology departments. In most Dutch colleges, 50% of
students enrolled in humanity courses are females, however, in the field of science and technology,
women are still the minority. The Dutch government in alliance with some colleges has instituted a
program by the name AXIS, a platform for science and technology. AXIS is only a four-year project
funded by the government (Mottier, 2002). Its purpose is to allow women to gain a better understanding
in the fields of science and technology in order to get ahead with their education, training, and also
occupation.
The delegates from the Netherlands would like to propose 3 resolutions for promoting women’s
access to education, training, science and technology. The first being the Boards of Universities should be
CSW Topic B
more open to women, and at a quicker pace, in such a way that they need to increase acceptance to
women. Secondly, there should be more governmental programs put into place like AXIS. These
programs should be government funded, and unlike AXIS, should last for longer than 4 years, and should
be open to everyone. Finally, the ministries for women’s education mentioned above should get a greater
deal of funding, predominantly from tax money. As far as international resolutions go, we propose to
institute more programs like AXIS worldwide as well. These programs should be put in place in order to
educate women who cannot afford education, or do not have the access. Secondly, the stigma regarding
women’s rights to education should be abolished. This involves educating children starting from a young
age the fault in gender stigmas, especially those regarding women’s education. The current situation in
the Netherlands is not as bad as that compared in other countries, but it could be improved. As far as
international issues go, the bad outweighs the good, making the topic an extremely influential and
important one. Through this conference, the delegates from the Netherlands hope to achieve all of these
goals, making women’s education and training easily accessible to all parts of the global population.
Works Cited
"Equality for Women Worldwide." Government.nl. N.p., n.d. Web. 16 Nov. 2014.
<http://www.government.nl/issues/development-cooperation/equal-treatment-for-womenworldwide>.
"Global Issues at the United Nations." UN News Center. UN, n.d. Web. 15 Nov. 2014.
<http://www.un.org/en/globalissues/women/>.
Mottier, Ilja. "WOMEN AND SCIENCE: Review of the Situation in the Netherlands." N.p., 2002. Web.
15 Nov. 2014.
<ftp://ftp.cordis.europa.eu/pub/improving/docs/women_national_report_netherlands.pdf>.
"Netherlands." OECD Better Life Index. N.p., n.d. Web. 16 Nov. 2014.
<http://www.oecdbetterlifeindex.org/countries/netherlands/>.
CSW Topic B
"Women's Work in the Early Modern Period." Welcome to IISH. N.p., n.d. Web. 16 Nov. 2014.
<http://socialhistory.org/en/projects/womens-work-early-modern-period>.
CSW Topic B
Arielle Tindel
Lakala Stewart
Sierra Leone
Beachwood High School
CSW
Topic B: Promoting Women and Girls’ Access to Education, Training, Science and
Technology
As stated in the Commission on the Status of Women, “everybody has a right to
education.” The human desire to gain valuable knowledge does not discriminate based on
gender. As Amartya Sen explains, “development occurs when people are able to achieve what
make their lives valuable.” Throughout the world, women and girls are associated with distinct
gender roles that determine their place in society. This critically affects their futures in regards to
education, and ultimately, careers. As society progresses, women have also made progress in
dissolving stereotypes as they enter the workforce alongside men. Although this progress is
extremely significant, women throughout the world have not fully become involved in the STEM
(science, technology, engineering, and mathematics) areas of education.
After a ten year Civil War, thousands of schools throughout Sierra Leone were left in
ruins (Global Partnership). In 2001, the year the war ended, most girls did not attend school past
the age of six (CIA). In 2007, Sierra Leone joined the Global Partnership for Education in
attempts to build an educated society through an update in the Education Sector Plan. 14% of
the national budget goes towards education, and approximately 50% of this goes to primary
education, ensuring that all children have access to basic education. In 2001, about 55% of
students completed primary school. After implementing new policies regarding minimum quality
standards, 76% of children completed primary school (Global Partnership). Strategic reforms
including the implementation free schooling, teaching, learning materials and uniforms for girls
in Sierra Leone serve as incentives to attend school. In 2003, The Ministry of Education, Science
CSW Topic B
and Technology adopted the “Girl Child Support in Education.” The policy provides every girl
who passes the National Primary School Examination in the Eastern and Northern Provinces
money to pay three years of school fees, core textbooks, and other school supplies. The Sierra
Leone Chapter of the Forum for African Women Educationalists provides education
opportunities for girls involved in early marriages and pregnancies by establishing day-care
systems for their children (UN).
In order for women to break through in the STEM areas, all women must first have
access to basic education. Education is crucial towards making advancements in dissolving
gender stereotypes, and nations must take multiple steps to ensure that women are granted this
right. Implementing mandatory public education systems for all children, regardless of gender,
will allow young girls in developing nations to have equal opportunities to boys. Nations must
establish programs, funded by NGOs, to provide school supplies to those who cannot afford
them in order to allow all children to receive an education. Programs providing day-care
assistance to young mothers attending school would also help women to break through in all
areas of education. In developed nations, offering specialized classes focusing on STEM
education in high schools and secondary schools could strengthen the numbers of women
entering careers in STEM areas. Sierra Leone has implemented many reforms to ultimately
dissolve gender stereotypes in education, workplaces, and society as a whole.
Works Cited
"Sierra Leone." Global Partnership for Education. Global Partnership for Education,
2014. Web. 10 Nov. 2014. <https://www.globalpartnership.org/country/sierra-leone> (Global
Partnership)
CSW Topic B
"The World Factbook: Sierra Leone." Central Intelligence Agency. Central Intelligence
Agency, n.d. Web. 08 Nov. 2014. <https://www.cia.gov/library/publications/the-worldfactbook/geos/sl.html> (CIA)
United Nations. Commission on the Status of Women. Develop Africa. N.p., 10 Mar.
2005. Web. 10 Nov. 2014.
<http://www.developafrica.org/files/Enhanced_participation_of_women_in_development.pdf>.
(UN)
CSW Topic B
Committee: Commission on the Status of Women (CSW)
Topic: Promoting Women and Girls’ Access to Education, Training, Science and Technology
Country: Slovakia
Education is the process of receiving of giving systematic instruction, especially at school
or a university. Education is a human right and is an essential tool for achieving the goals of
equality. Non-discriminatory education benefits both girls and boys and contributes to more
equality. If women want to become assistants of change, they have to have equal opportunity
and equal access. The better educated a woman, the more she is inclined to improve health,
nutrition and education in the family. It is of social and economic duty to invest in the education
of woman and the equal education of the sexes. Girls access to education, training, science and
technology can be particularly limited if they live in poverty. However, education is still not
enough for woman to gain access to full employment and decent work. Woman may enter the
labor union, but with jobs that do not guarantee the right of decent work. Young woman often
times find the transition into the workforce to be much more difficult than young men.
Entrepreneurship should be an employment option for woman.
Progress has been made in advancing women's participation in science and technology
education. Woman now dominate some fields of science, especially life science and humanities.
Unfortunately, still, there is an underrepresentation of women in science and technology.
Women must be able to contribute equally to the development of science and technology. This
will enhance economic growth, job creation, and general society well-being. Also, it will ensure
that the needs of both men and women are met. There is a clear ‘gender-science stereotype’ that
associates men with mathematics and science. Slovakia believes that this stereotype is just
setting the world back from making positive change.
CSW Topic B
Slovakia, a sovereign state in Central Europe, believes that womans rights are an
essential component of universal human rights. Slovakia believes that there is a gender based
discrimination that needs to stop. We also believe that this discrimination puts us at an increased
risk of poverty, violence, ill health and poor education. We are working to advance new rights
and opportunities for all woman.
CSW Topic B
Committee: Commission on the Status of Women (CSW)
Topic B
Thailand
The lack of female presence in educational settings in staggering and deserves action.
Globally, women represent less than 30% of the scientific, technological and innovative fields
nations depend on for advancement1. The number of women in the mentioned fields or any field
of work requiring education is decreasing rapidly. 67 million recorded girls worldwide were not
admitted into primary schools2. Thailand, with
During the 55th session of the Commission on the Status of Women3, the first panel was
given the conversation of Access and participation of women and girls to education, training,
science and technology, including for the promotion of women’s equal access to full
employment and decent work. Members agreed that “Gender stereotypes are a root cause of
horizontal and vertical occupational segregation, including in science and technology. A widely
held belief is that boys and men are naturally better than girls and women at science and
technology3.” In summary, there is a stigma against women which prevents success. The panel
called for legislation and governmental or private initiatives to continue working towards the
goal of making the technological field more attractive to young women.
Among the expert panelists was H.E. Mr. Issara Somchai, Minister of Social
Development and Human Security of the Kingdom of Thailand. In his statement4, Somchai
called attention to Thailand’s full support of the Elimination of All Forms of Discrimination
against Women. Somchai reiterates in his statement that the Thai government is passing and
enforcing laws such as the National Education Act which provides full learning opportunities to
CSW Topic B
all school aged girls and boys equally. Universities in Thailand have also jump started
educational programs from which women can benefit. The Technology Clinic Project was an
initiative taken to provide consultation on technological and health related matters and 60% of
the attendees were female4.
There is still much work to be done. It is true that the rate of female literacy is rising in
the country of Thailand, yet, there are still too many girls being denied education by their
families and communities. Barriers to girl’s education come in many forms: long distances
between homes and educational institutions, low rates of birth registration, poverty and economic
status and prejudice against marginalized groups5. Thailand is in a national transition period. The
country could be much better equipped to be an effective industry-based country with education
reform and the elimination of the barriers preventing Thai children, specifically girls, from
getting an education.
The world is amazingly dependent on advancements in science and technology. The
nations of Earth are engaged in a global arms race to be the technological paramount. Yet, most
leaders of these nations, including Thailand, ignore a crippling issue. What if someone were to
say that the millions of dollars spent towards a country’s wavering projects could be matched
with millions of brilliant, educated minds, whose potential to enrich the country’s global power
is enormous. In order for those minds to be activated there must be the destruction of the stigma
which deems girls unfit to work in the aforementioned fields. This can be done through reform,
cooperation and initiative.
CSW Topic B
Works Cited
1 "National Assessments on Gender and STI." National Assessments. Women in Global Science
and Technology, n.d. Web. 17 Nov. 2014. <http://wisat.org/national-assessments/>.
2 “What’s New?" EcoHealth 10.3 (2013): 323. Web.
<http://siteresources.worldbank.org/EXTEDSTATS/Resources/32327631197312825215/EdStatsNewsletter22.pdf>.
3 "55th Sesssion Panel 1." And Further Actions and Initiatives Key Policy Initiatives and
Capacity-building on Gender Mainstreaming: Focus on Science and Technology (n.d.): n.
pag. Key Policy Initiatives and Capacity-building on Gender Mainstreaming: Focus on Science
and Technology. CSW. Web. <http://www.un.org/womenwatch/daw/csw/csw55/panels/Panel1Eng.pdf>.
4 Issara, Somchai. Thailand Statement (n.d.): n. pag. CSW, Feb. 2011. Web. 17 Nov. 2014.
<http://www.un.org/womenwatch/daw/csw/csw55/statements/Thailand.pdf>.5 UNITED
NATIONS GIRLS EDUCATION INITIATIVE." UNGEI. N.p., n.d. Web. 17 Nov. 2014.
<http://www.ungei.org/infobycountry/thailand.html>.
CSW Topic B
Submitted by:Turkey
School: Vermilion
H.S.
Committee: Commission on the Status of Women
Delegates: Cara Allen and Claire Ozmun
Topic B: Promoting Women and Girls’ Access to Education, Training, Science and Technology
Around the world the concern for the access of education, training, science, and technology for
women is a pressing issue. In March 2011 the United Nations Entity for Gender Equality and the
Empowerment of Women, produced a background on ways to combat gender stereotypes and
improve the quality of education women receive; along with these recommendations the article
also gave global data about the access to education that women have. “Women make up nearly
two thirds of the world’s 759 million illiterate adults.” A number that is astronomically high and
needs that to be addressed. Turkey contributed to this article by suggesting good practices in
combating stereotypes and improving the quality of education for women. For years the Turkish
government has been working with the United Nations to develop programs to increase the
accessibility of education for women around the world.
The Turkish government has a strong commitment to women’s rights. They have been “party to
the United Nations Committee on the Elimination of All Forms of Discrimination Against
Women (CEDAW) since 1985, as well as to its optional protocol since 2002.” Turkey tries to
provide the women of their country with support on these issues, the steps they have taken had a
large affect on literacy rates. 90.3% of Turkish women are literate compared to the 97.9% of
Turkish men. While this is a small margin, comparatively speaking, Turkey fully supports the
need for advancements in education for women. Turkey has been working with several UN
CSW Topic B
affiliated organizations in order to improve the literacy rate among women in their own country
along with women around the world. .
Turkey would furthermore like to propose solutions for the future. Keeping in mind that all
members of society need to be informed in order to encourage young women around the world to
be further educated. The Muslim religion is very prominent in Turkey, 99.8% of population, due
to the conservative nature of muslim culture it is important to reach out to the community.
Turkey is willing to work in collaboration with other nations to come up with possible ways to
implement programs for the advancement of women and girls access to education, training,
science, and technology. Turkey wants to preserve the culture of their people, being a
conservative country in a time where the fight for women is a pressing issue that is gaining a lot
of media attention is difficult. The violent outbreaks in response to trying to provided women
with an education is a major concern that Turkey has. Turkey hopes to be able to provide all of
its women citizens with some form of education or training in the future.
Works Cited
Central Intelligence Agency. Central Intelligence Agency, n.d. Web. 4 Nov. 2014.
Commission on the Status of Women. Sacramento, CA (1303 J St., Suite 400, Sacramento,
95814):
Commission, 1990. Web. 4 Nov. 2014
"EU-Turkey: In Istanbul on Women's Rights and Gender Equality." EU-Turkey: In Istanbul on
Women's Rights and Gender Equality. N.p., n.d. Web. 4 Nov. 2014.
"From Rep. of Turkey Ministry of Foreign Affairs." Republic of Turkey Ministry of Foreign
Affairs.
CSW Topic B
N.p., n.d. Web. 4 Nov. 2014.