UNESCO - Background Guide

ROME MODEL UNITED NATIONS- 2013 EDITION

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UN EDUCATIONAL, SCIENTIFIC AND CULTURAL

ORGANIZATION-UNESCO BACKGROUND GUIDE

PREPARED BY

Mr. MINHEV Atanas

Chair, UNESCO

Rome Model UN 2013

AND

Mr. LANGAH Fawad

Director, UNESCO

Rome Model UN 2013


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CONTENTS

UN EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION-UNESCO BACKGROUND GUIDE................................ 1

PRESENTATION OF UNESCO CHAIRPERSON AND DIRECTOR-ROMEMUN 2013 ............................................................ 4

Introduction ................................................................................................................................................................... 7

UNESCO ..................................................................................................................................................................... 7

MDGs ......................................................................................................................................................................... 8

TOPIC 1 - MDG 2a ......................................................................................................................................................... 9

Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary

schooling. ................................................................................................................................................................... 9

Target 2a: Ensure that all boys and girls complete a full course of primary schooling 2.1 Net enrolment ratio in

primary education 2.2 Proportion of pupils starting grade 1 who reach last grade of primary 2.3 Literacy rate

of 15-24 year-olds, women and men. .................................................................................................................... 9

Current Developments and UN Involvement .......................................................................................................... 12

Priority 1: Put Every Child in School .................................................................................................................... 13

Priority 2: Improve the Quality of Education ...................................................................................................... 13

Priority 3: Foster Global Citizenship .................................................................................................................... 14

The Issue Before The Committee ............................................................................................................................ 16

Topic b: Agenda 8.f ...................................................................................................................................................... 20

In cooperation with the private sector, make available benefits of new technologies, especially information and

communications ...................................................................................................................................................... 20

Focusing On MDG 8 – the Global Partnership for Development ......................................................................... 20

The changing nature of development cooperation ................................................................................................. 22

Technology development and use ........................................................................................................................... 23

Public and Private Partnership ................................................................................................................................ 24

World Bank: Partnering To Help Countries Move Forward ................................................................................. 25

Information Communications and Technologies ..................................................................................................... 26


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Role OF ICT to achieve Goal 8 ............................................................................ Errore. Il segnalibro non è definito.

Access to new technologies ..................................................................................................................................... 27

Access to ICT services .............................................................................................................................................. 28

Rapidly expanding mobile telephone and internet services ............................................................................... 28

The gap in cellular telephony continues to narrow… .......................................................................................... 29

…but least developed countries lag behind ......................................................................................................... 30

Mobile broadband expands faster than fixed broadband ................................................................................... 34

Wide gaps in affordability persist ........................................................................................................................ 35

New broadband targets and indicators have been established .......................................................................... 36

Enabling the development impact of ICT ................................................................................................................ 37

The role of e-government .................................................................................................................................... 37

ICT can vastly improve public services................................................................................................................. 38

Access to ICT to address climate change ............................................................................................................. 38

Access to information for disaster risk management .......................................................................................... 39

Conclusion ............................................................................................................................................................... 41

BIBLIOGRAPHY ............................................................................................................................................................. 42


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PRESENTATION OF UNESCO CHAIRPERSON AND DIRECTOR-

ROMEMUN 2013

CHAIR - ATANAS MIHNEV- [email protected]

At the age of 21, Atanas Mihnev is a senior at the American University in Bulgaria, majoring in

Economics and International Relations. His experience in Model United Nations includes

participation in five conferences since 2008 (including the RomeMUN 2012 Security Council)

and chairperson positions in two Model UNs.

In 2009/2010, Atanas was a Bulgarian Youth Delegate to the United Nations, where he

represented his country in the 3rd Committee of the 64th Session of the Organization’s General

Assembly in New York City. Part of his work included the resolution on the International Year of

Youth. His experience in multilateral diplomacy is completed by participation in over 30

international youth conferences around the world and in the 2012 rounds of the Jessup

International Law competition.

Atanas Mihnev is active in his local community and in Bulgarian politics and his favorite topics

are sustainable development and maintaining cultural heritage in times of military conflict. He

is looking forward to discussing those with the delegates of RomeMUN 2013.

DIRECTOR - FAWAD LANGAH- [email protected]

We need to shift from an economic organizing principle for human civilization, to a

humanitarian organizing principle. Making money more important than your own

children is a pathological way for an individual to run their affairs, and it's a

pathological way for a society to run its affairs.

Marianne Williamson

Distinguish Delegates, It is my pleasure to welcome you all for the “Rome MODEL UNITED

NATIONS CONFERENCE 2013”,I shall be your Director for the committee who works to create


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the conditions for dialogue among civilizations, cultures and peoples, based upon respect for

commonly shared values. Through the dialogue that the world can achieve global visions of

sustainable development encompassing observance of human rights, mutual respect and the

alleviation of poverty i.e United Nations Educational,Scientific and cultural organization

(UNESCO).

I am Fawad Ali Langah belongs to Karachi,Pakistan and pursuing my majors in

Telecommunications and Networking from PAFKIET. Since 2009 I have been associated with this

platform which turns my life into a think tanker. I have attended several MUN’s over the globe

including EURASIA Passau , Germany, WorldMUN Singapore, OXIMUN, Oxford University , UK

and ROMUN, Italy . My life’s best achievement that GIMUN (Geneva International MUN

Conference) selected me as a Bloc Representative/Trainer to train the “OIC” delegates were in,

Palace de Nations UN Geneva Headquarters Switzerland, while the rest are my national

participations.

The biggest achievement of my entire life that I am the only Pakistani student who selected by

the United Nations to attend their 1st Annual global Model United Nations workshop which was

held at UN Headquarters NewYork.

Looking forward to meet you in march with full of enthusiasm, research and diplomatic skills.

The most wonderful study of mankind is man. Relieving human suffering and

diffusing universal knowledge is humanitarian.

Daniel D. Palmer

VERY IMPORTANT: PLEASE REMIND THAT EACH COUNTRY HAS TO

PRESENT A COPY OF THE POSITION PAPER ABOUT THE TWO AGENDA

TOPICS OF THIS COMMITTEE BY MARCH 1ST

, EMAILING IT AS

ATTACHMENT IN WORD FORMAT TO [email protected]

ALL THE INDICATIONS ABOUT HOW TO PREPARE A POSITION PAPER IS

NOT IN THIS GUIDE BUT IN THE DELEGATE GUIDE (AVAILABLE ON

ROMEMUN FORUM)


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COUNTRIES REPRESENTED AT UNESCO

ROMEMUN 2013 EDITION

Andorra Pakistan

Argentina Paraguay

Australia Peru

Azerbaijan Poland

Brunei Darussalam Republic of Korea

Cape Verde Republic of Moldova

Chile Romania

China Russian Federation

Cuba Rwanda

Cyprus Senegal

Ethiopia Somalia

Finland SOUTH SUDAN

France Sri Lanka

Gambia Syria

Guatemala Tajikistan

Guyana Togo

Kyrgyzstan Tunisia

Lao People’s Democratic Republic Tuvalu

Lebanon United Arab Emirates

Libya United Kingdom

Liechtenstein United States

Luxembourg Uruguay

Malawi Viet Nam

Montenegro

Morocco

Niger

Norway


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INTRODUCTION

UNESCO

The United Nations Educational, Scientific and Cultural Organization (UNESCO) is a specialized

agency of the UN, established on November 16, 1945 and headquartered in Paris. The goal of

UNESCO is to promote international co-operation in the fields of education, science and culture

with regards to the fundamental rights granted by the UN Charter.

UNESCO’s aim is "to contribute to the building of peace, the eradication of poverty, sustainable

development and intercultural dialogue through education, the sciences, culture,

communication and information".

Member States are 195. The number includes some states that are not members of the UN.

UNESCO achieves its goals through five major programs: education, national sciences, social

and human sciences, culture, communication and information. Activities under the heading of

UNESCO include: teacher-training, literacy and technical programs; promotion of independent

media and freedom of the press; international scientific programs; promotion of cultural

diversity; regional and cultural history projects; translation of global literature; international

agreements and cooperation to secure world cultural and natural heritage and to preserve

human rights, and attempts to decrease the digital divide.

Universal education and lifelong learning are a part of UNESO’s priorities. The general goals and

aims of the “Millennium Development Goals“ document are reflected strongly in UNESCO’s


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strategies and activities.1

MDGS

Eight official international goals were set by the United Nations during the Millennium Summit

in 2000. All 193 UN member states have agreed in principle for the attainment of these goals,

called the Millenium Developmnet Goals or MDGs. These are:

1. Eradicating extreme poverty and hunger,

2. Achieving universal primary education,

3. Promoting gender equality and empowering women

4. Reducing child mortality rates,

5. Improving maternal health,

6. Combating HIV/AIDS, malaria, and other diseases,

7. Ensuring environmental sustainability, and

8. Developing a global partnership for development 2

The MDGs represent not only a global agreement, but the world’s biggest promise to reduce

and somehow eradicate the problem of poverty through multilateral activities and cooperation.

The final wording of the Millenium Development Goals reflects many contemporary issues and

each goal has sub-goals and targets. Some criticism has arisen due to that fact that the

achievement of some goals cannot be measrued quantitatively. By today, international

organizations are discussing an adequate follow-up to the current Goals after 2015 and ways to

continue the international collaboration aimed at sustainability and eradication of poverty.

1 http://www.unesco.org/new/en/

2 http://www.un.org/millenniumgoals/bkgd.shtml


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TOPIC 1 - MDG 2A

ENSURE THAT, BY 2015, CHILDREN EVERYWHERE, BOYS AND GIRLS ALIKE, WILL BE ABLE

TO COMPLETE A FULL COURSE OF PRIMARY SCHOOLING.

TARGET 2A: ENSURE THAT ALL BOYS AND GIRLS COMPLETE A FULL COURSE OF PRIMARY

SCHOOLING

2.1 NET ENROLMENT RATIO IN PRIMARY EDUCATION

2.2 PROPORTION OF PUPILS STARTING GRADE 1 WHO REACH LAST GRADE OF PRIMARY

2.3 LITERACY RATE OF 15-24 YEAR-OLDS, WOMEN AND MEN.

THE ISSUE:

Universal education and lifelong learning are a part of UNESO’s priorities. The general goals and

aims of the “Millennium Development Goals“ document are reflected strongly in UNESCO’s

strategies and activities.

Today over 60 million school-age children (69 million according to 2010 UN data) are not in

school. Almost half of them live in sub-Saharan Africa and over a quarter – in Southern Asia.

MDG II postulates that every child in the world must be able to complete a primary education

by 2015.

A graph by Friedrich Huebler ([email protected]) of the Education Indicators and Data

Analysis unit of the UNESCO Institute for Statistics based on data from UNICEF and UNESCO

portrays the following picture:


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A significant improvement since 1999 can be noted. According to the London-based Overseas

Develop-ment institute there has been an increase of donor funding and increase in enrollment

in primary schools, especially in sub-Saharan Africa. However, the graph data suggests that

universal primary education for every child will not be achieved by the year 2015.

HISTORICAL DEVELOPMENT

The study of the problem of universal primary education goes beyond obtaining international

aid to build schools in regions where access to schooling is relatively low. Had this been enough,

we would not have this topic on the agenda for discussion.

Education is a complicated socio-cultural process. Schooling systems reflect cultural differences

in the understanding of world, social morality and values. They have developed independently

for centuries and had reached different stages of development before the age of globalization.

The age of globalization and multilateral international organizations, not without the efforts of


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UNESCO in the sphere of education, has witnessed a consolidation of schooling system and

exchange in international schooling practices in some regions and countries (EU efforts in the

sphere of exchange of good educational practices). However, with the integration of technology

in education, the digital divide has even further increased the gap between education in

developed and developing states.

Nevertheless, the majority of children, boys and girls alike, without access to primary education

do not live in developed or developing countries. They reside in the world’s most impoverished

regions, such as Sub-Saharan Africa, where according to data from the 2010 Education for All

Monitoring Report the enrollment ratio is merely 73%. Such impoverished countries that do not

provide access to even basic education did not have the chance to participate in the

aforementioned globalization of education, neither did they take part in the integration of new

technologies in it.

Historically, education has been a privilege, rather than an all-encompassing right of mankind.

Consider the development of a schooling system: the influence of religion in the middle ages,

the private tutoring for nobility, the renaissance etc. Even the simplest most basic education,

which is the concern of our committee, did not become available to the wider public in most

states until the late XIX century and to the Third World -- until the late XX century. In the

preindustrial society education was linked to either law, war studies, administration,

international commerce or religion.3 Formal education was a privilege for the church and the

royal elite.

Education, as psychologist Peter Grey denotes, has started its evolution as learning by example

in pre-historical societies. Even in the earliest civilizations (Egypt, Mesopotamia, Ancient

Greece) the ability to write and read was associated with wealth and authority. The Middle

Ages saw the rise of importance of religion in education. This relationship was especially visible

3 Foster, Philip; Purves, Alan: "Literacy and Society with particular reference to the non western world"


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in Europe, where the majority of the first universities were founded by the Roman Catholic and

the Byzantine Orthodox Church. However, similar observations could be made regarding other

religions and cultures. The ability to read and write remained a highly valuable power of

enlightenment in the Dark Ages. The Renaissance saw the advent of modern art, literature and

science. The great achievements of astronomy and geography questioned religion’s leading

role. However, access to education was still not a priority for the aristocratic rulers. The age of

Enlightenment and the establishment of the republic as method of state governance brought

about prospects of nation-wide education in a few countries around the world. Yet, as Foster

and Purves have denoted, universal education came about 150 to 100 years ago in developed

societies. Attempts to provide even basic education in the world’s poorest countries started in

the 1900s.

CURRENT DEVELOPMENTS AND UN INVOLVEMENT

The Millennium Development Goals were developed in the last years of the XX century and

adopted at the 2000 Millennium Summit by the UN Member States with the goal of eliminating

global poverty and ensuring development for every state in the world. The deadline for

achieving the 8 objectives for development was set at 2015. However, up to this date an all-

encompassing action plan for achieving global development objectives does not exist and many

states organization attempt at attaining them following their own separate agendas and

programs. Analysts denote that many of the MDGs do not have available quantitative

measurements of progress and that efforts that follow up the document are not ones of total

commitment, but rather campaign-like and sporadic in their nature. 2010 saw a follow-up

conference on the MDGs with diplomats and UN officials alike reaffirming their pledged

support for the program and talking about future actions and international declarations to

complete and extend the mandate of the MDGs. Among them was the first High-Level Panel on

Post-2015 Agenda for Development, held in 2012 and co-chaired by the Presidents of Indonesia

and Liberia and the Prime Minister of UK.


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UN-sponsored commitments to attaining the goal include: “Education First”, a 1.5 billion

initiative to increase education accessibility, launched during the 67th

session of the UN in

2012.4 “Education First” has 3 main priorities, which are the following:

PRIORITY 1: PUT EVERY CHILD IN SCHOOL

Education is the great driver of social, economic and political progress. As people learn to read,

count and reason critically, their prospects for health and prosperity expand exponentially. But

our advances in education have not benefited everyone equally—and primary school

enrolment rates tell only part of the regrettable story. Millions of children who start primary

school are unable to finish, and still more miss out on high school. Today, some 71 million

young people—including half of all adolescents in low-income countries—are receiving no post-

primary education. We can no longer afford the cost of excluding them.

PRIORITY 2: IMPROVE THE QUALITY OF EDUCATION

School attendance should open pathways of learning and discovery, but too often it doesn’t.

Millions of children go through school and come out without basic literacy and numeracy.

Education is ultimately judged by what people learn. Many students around the world are

banking their futures on poorly trained, weakly motivated teachers without enough books and

other basics to facilitate their learning. This is grave disservice not only to the students

themselves but to the parents who sacrifice to support them and the countries whose futures

depend on them. While we strive to boost school attendance, we must ensure that our schools

are engines of opportunity and not just idle warehouses.

4 http://www.globaleducationfirst.org/, UN Secretary General’s Initiative on Education


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PRIORITY 3: FOSTER GLOBAL CITIZENSHIP

The world faces global challenges, which require global solutions. These interconnected global

challenges call for far-reaching changes in how we think and act for the dignity of fellow human

beings. It is not enough for education to produce individuals who can read, write and count.

Education must be transformative bring shared values to life. It must cultivate an active care for

the world and for those with whom we share it. Education must also be relevant in answering

the big questions of the day. Technological solutions, political regulation or financial

instruments alone cannot achieve sustainable development. It requires transforming the way

people think and act. Education must fully assume its central role in helping people to forge

more just, peaceful, tolerant and inclusive societies. It must give people the understanding,

skills and values they need to cooperate in resolving the interconnected challenges of the 21st

Century.”5

Although the program faces issues such as post-primary education, its goals and achievements

are important to study and understand. “Education First” is one of the global endeavors that

places an important role on global citizenship and on understanding the issues of the day.

These can be very applicable to finding the right solutions and attaining MDG II.a.

As an UN organ responsible for culture and education, UNESCO has been working steadily to

promote capacity-building in the field of education, studies in comparative education, including

developing ASPNet – an international network of 8 000 schools in 170 countries.

Amidst calls from UN Secretary General Ban Ki-Moon for bold, yet practical policy statements to

follow up the MDGs, it is up to the UN Educational, Scientific and Cultural Organization to

decisive action for education.

5 http://www.globaleducationfirst.org/priorities.html


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0.950 and over – dark green

0.900–0.949

0.850–0.899

0.800–0.849

0.750–0.799

0.700–0.749 – yellow

0.650–0.699

0.600–0.649

0.550–0.599

0.500–0.549

0.450–0.499 – red

0.400–0.449

0.350–0.399

under 0.350 -- black

not available -- gray

The picture above shows the Education index, which portrays literacy rates around the world

according to the 2007/2008 Human Development Report. The map suggests that both regional

and global approaches are needed to improve literacy and achieve MDG IIa. as there are whole


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regions where access to primary education is low and scattered states, where access is

relatively low. A concentration on Sub-Saharan Africa or India would certainly not be enough to

tackle the issue effectively.

THE ISSUE BEFORE THE COMMITTEE

Target 2a of the Millennium Development Goal II stipulates:

Ensure that all boys and girls complete a full course of primary schooling

2.1 Net enrolment ratio in primary education

2.2 Proportion of pupils starting grade one who reach last grade of primary

2.3 Literacy rate of 15-24 year-olds, women and men.6

UNESCO has contributed significantly to the implementation of these goals through its

Medium-Term Strategy 2002-2007 (31 C/4 Approved).7 The program contains three main

starategic thrusts and three main priorities related to education that are listed below:

Three main strategic thrusts

• Developing and promoting universal principles and norms, based on shared values, in

order to meet emerging challenges in education, science, culture and communication

and to protect and strengthen the “common public good” ;

• Promoting pluralism, through recognition and safeguarding of diversity together with

the observance of human rights;

• Promoting empowerment and participation in the emerging knowledge society through

equitable access, capacity-building and sharing of knowledge.

6 http://www.un.org/millenniumgoals/bkgd.shtml

7 http://unesdoc.unesco.org/images/0012/001254/125434e.pdf


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Strategic objectives

Education

• Promoting education as a fundamental right in accordance with the Universal

Declaration of Human Rights;

• Improving the quality of education through the diversification of contents and methods

and the promotion of universally shared values ;

• Promoting experimentation, innovation and the diffusion and sharing of information

and best practices as well as policy dialogue in education.8

A special attention must be paid to the organization’s current “Education for All” campaign.

According to the program’s website: “The Education for All (EFA) movement is a global

commitment to provide quality basic education for all children, youth and adults. At the World

Education Forum (Dakar, 2000), 164 governments pledged to achieve EFA and identified six

goals to be met by 2015. Governments, development agencies, civil society and the private

sector are working together to reach the EFA goals.

The Dakar Framework for Action mandated UNESCO to coordinate these partners, in

cooperation with the four other convenors of the Dakar Forum (UNDP, UNFPA, UNICEF and the

World Bank). As the leading agency, UNESCO focuses its activities on five key areas: policy

dialogue, monitoring, advocacy,mobilisation of funding, and capacity development.

In order to sustain the political commitment to EFA and accelerate progress towards the 2015

targets, UNESCO has established several coordination mechanisms managed by UNESCO’s EFA

8 http://www.unesco.org/bsp/eng/mts.htm


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Global Partnerships team. Following a major review of EFA coordination in 2010-2011, UNESCO

reformed the global EFA coordination architecture.”9

The text of a modern resolution must follow up on the achieved so far and address all the issues

that contribute to the lack of access of education including climate, gender issues, cost,

language and all other possibilities.

It is a fact that today more boys go to school than girls go to school as in some societies the

women are still considered culturally as the inferior sex, which takes care of the house and

family while men work. Another issue is climate and transportation – in some countries in

Africa the weather is too hot for children to go to school or schools are too far away for pupils

to reach them. The cost of providing education (which arguable should include healthcare and

meals for children) is rising given that most children without access to education live in

countries where the majority of the population lives with less than one US dollar a day.

Hygiene, provision of clean water, eradication of hunger, prevention of diseases and health care

are other issues that countries with low rates of enrollment in primary education face.

Furthermore, not all countries with low enrollment rates have governments, which consider

education to be a top national priority. The values of the necessity of valuable schooling in the

conventional sense are not embedded in every society.

It is also a fact that there are not enough skilled and educated teachers to provide universal

primary education to every child. Language is also a challenge as many indigenous languages

exist in Africa that not many people are able to speak or to teach in.

In addressing the issues of Target 2.2 related to the proportion of pupils starting primary

education who manage to complete it, it is very important to consider the reasons why some

children leave school. Child labor and children’s participation in armed conflicts are two of the

9 http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/education-for-all/


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main factors that contribute to the above-mentioned to happen.

Adequate solutions must be sought not only to education problems in poor countries and in the

regions of sub-Saharan Africa, India and Southern China, but also to the issue of gender

inequality in access to schooling in many societies, provision of adequate civic education and

fostering democratic values, inclusion of marginalized groups and minorities in educational

programs in developed and developing countries.

A final note on the importance of MDG II – analysts, psychologists and sociologists alike note

that proper education may solve many social problems both on the local and the global level.

Civic education, democratic values, developing a sense of entrepreneurship and social initiative

are crucial for this to happen. The chairs of the committee would like to take this discussion one

step further and note that education can be the key to achieving all MDGs in a sustainable

manner as proper schooling can improve health, prevent from diseases and eliminate hunger

by creating an actual economy. This committee will consider MDG II as pivotal in the building of

global development and eradication of poverty.

Education is the most powerful weapon which you can use to change

the world.

Nelson Mandela


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TOPIC B: AGENDA 8.F

IN COOPERATION WITH THE PRIVATE SECTOR, MAKE AVAILABLE BENEFITS OF NEW

TECHNOLOGIES, ESPECIALLY INFORMATION AND COMMUNICATIONS

“If harnessed effectively, information and communication technologies

have the potential to greatly improve our social, economic and cultural

lives. They can serve as an engine for development in areas ranging from

trade to telemedicine, and from education to environmental protection.

They are tools with which to advance the cause of freedom and democracy.

And they are vehicles with which to propagate knowledge and

mutual understanding.”

—Kofi Annan, World Summit on the Information Society

December 2003

FOCUSING ON MDG 8 – THE GLOBAL PARTNERSHIP FOR DEVELOPMENT

Within the present set of goals, MDG 8 aims to “Develop a global partnership for

Development”, and comprises six targets:

• 8A: Develop further an open, rules-based, predictable, non-discriminatory trading and

financial system [Includes a commitment to good governance, development and poverty

reduction, both nationally and internationally];

• 8B: Address the special needs of the least developed countries [Includes: tariff and

quota free access for LDC exports; enhanced programme of debt relief for heavily


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indebted poor countries (HIPC) and cancellation of official bilateral debt; and more

generous ODA for countries committed to poverty reduction];

• 8C: Address the special needs of landlocked developing countries and small island

developing States (through the Programme of Action for the Sustainable Development

of Small Island Developing States and the outcome of the twenty second special session

of the General Assembly);

• 8D: Deal comprehensively with the debt problems of developing countries through

national and international measures in order to make debt sustainable in the long term;

• 8E: In cooperation with pharmaceutical companies, provide access to affordable

essential drugs in developing countries;

• 8F: In cooperation with the private sector, make available the benefits of new

technologies, especially information and communications technology.10

MDG 8 has been criticized for being the least well-defined goal. The links between MDG 8 and

MDGs 1-7 are not very explicit, the targets of MDG 8 are not explicit and do not capture all of

the actions that countries need to undertake within a cooperative framework to deliver a

‘global partnership’; and the indicators do not always reflect the spirit of the targets (for

example, dealing comprehensively with the debt problems of all developing countries is

proxied by progress under the HIPC and MDRI initiatives that were restricted to a poorer

subset of developing countries).

Since 2008, the MDG Gap Task Force, co-chaired by UNDP and DESA and comprising some 30

UN and other agencies, has assessed the extent to which the global partnership is being put in

place by measuring progress on each of the targets. The reports surmise that while some

progress has been made, further efforts are needed to bring the global partnership to its full

potential. Although the global partnership is framed as incentivizing stakeholders in all

10

https://www.un.org/millenniumgoals/pdf/global_partnerships_Aug.pdf


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countries, the subtext is mostly about a compact between the ‘rich North’ (through ODA, debt

relief, extensions of market access, and established private sector entities making technologies

more accessible) and a ‘poor South’. This framing is increasingly losing its relevance as the lines

between country typologies blur, and new modes of cooperation become relatively more

important, particularly ICT-accelerated South-South knowledge sharing, regional integration

and cooperation initiatives, public-private partnerships, the growing influence of new donors

and philanthropy, and trade and investment. New global partnerships to implement a post-

2015 agenda could consider more delineated responsibilities for all stakeholders..11

THE CHANGING NATURE OF DEVELOPMENT COOPERATION

Since last decade the development cooperation has changed their nature and charaterzied by a

diversity of new and different flows from a larger group of actors.

Traditional ODA from DAC donors rose from 2000, reversing the decline of the decade before.

The MDGs arguably played a part in this reappearance: to a large degree, the focus on

expanding the condition of social services went hand in hand with a focus on ODA within the

development narrative. ODA channeled through multilateral routes remained flat in this period,

with more resources directed through bilateral donors and new vehicles (such as GAVI and the

Global Fund).

DAC donor ODA has been sensibly flexible despite the ongoing economic and financial crisis,

although there are concerns over whether this situation will remain as slow growth and high

unemployment continue in the OECD area. History has shown that the effects of economic

recessions on ODA can be felt with a lag. Moreover, problems of aid quality remain, with only

moderate progress made on many aspects of the Paris agenda.

11

https://www.un.org/millenniumgoals/pdf/global_partnerships_Aug.pdf


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Cooperation between Southern countries has grown significantly in the last decade, but often

not as grant ODA but rather in the forms of private investment, knowledge sharing, or

allowance on market access. China, in particular, has invested heavily in infrastructure in many

African countries. A number of developing countries have been providing special treatment to

least developed countries’ products.

During the Seventh World Trade Organization Ministerial Conference in December 2009 Brazil

announced that it would provide duty-free quota-free (DFQF) market access to least developed

countries’ products, initially covering 80 per cent of tariff lines by mid-2010, with the purpose

to expand it to 100 per cent. Turkey provides DFQF for most LDC products in line with the

Everything But Arms initiative, as it is in a customs union with the European Union; and China

and India now also offer DFQF market access to certain LDCs. This trend towards South-South

cooperation is likely to continue, with the share of DAC ODA declining as aproportion of all

flows to developing countries.12

TECHNOLOGY DEVELOPMENT AND USE

Partnerships to implement the post-2015 development agenda will need to take stock of rapid

changes in technology.

The last decade has seen a remarkable increase in the speed and amount of information

flowing within and between countries. The quick uptake of new information and

communication Technologies (ICTs) across borders has reinforced our sense of

interconnectedness and the Benefits of a common endeavor, and are acting as a catalyst for the

achievement of all three Pillars of sustainable development - social, economic and

environmental. Global campaigning by NGO coalitions has found a new expression in social

media largely Because of this rapid uptake of ICTs. Developing countries have increased their

12

Changing the nature of development/ https://www.un.org/millenniumgoals/pdf/global_partnerships_Aug.pdf


24

share of the World’s Internet users from 44% in 2006 to 62% in 2011 and there are now more

than 6 Billion mobile phone subscriptions worldwide. The increasingly ubiquitous nature of ICTs

is providing the first global test of Article 19 of the Universal Declaration of Human Rights which

guarantees freedom of expression ‘through any media and across all frontiers’, while research

shows us that investment in any sort of ICT Network has a direct positive effect on GDP. Beyond

ICTs, there have been significant Beyond ICTs, there have been significant developments in

technologies for agriculture, disease prevention and management, disaster relief and

mitigation, and energy. These will be increasingly important for food security and nutrition,

global health, and efforts to reduce the impacts of climate change. Access to these technologies

should be facilitated through the new global partnership.13

The UN Millennium Declaration outlines a focus on partnerships with the private

sector to “ensure that the benefits of new technologies, specially information and

communication technologies … are available to all.”

KOFI ANNAN, SECRETARY-GENERAL, UNITED NATIONS, NEW YORK

PUBLIC AND PRIVATE PARTNERSHIP

Public and private partnership encourages to play the role of development over the

world.Partnership itself courages the participation and gathering all the international

organization, government and private sectors into one platform and they discuss the innovative

solutions as well as the problems and crisis among their self.

“The United Nations General Assembly promulgate the Millennium Development Goals (MDGs)

in 2002, developing a global partnership for development being one of the eight goals. As a

form of blueprint agreed by all the world's countries and leading development institutions, it

13

Technology developement and use/https://www.un.org/millenniumgoals/pdf/global_partnerships_Aug.pdf


25

upholds the cooperation with the private sector to make available the benefits of new

technologies-especially information and communication technologies. Likewise, the 2004 Bonn

Declaration as well as the 2008 Manila Declaration advocates public private partnerships which

are pivotal to human-centered sustainable development”14

.

In 2002 the United Nation General Assembly spread the idea of millennium development goal

(MDG) in 20012, development or partnership itself exists in one of the goals of MDG i.e goal 8

Global partnerships. As a form of proposal approved by all the world's countries and top

development institutions, it supports the cooperation with the private sector to make available

the remuneration of new technologies-especially information and communication technologies.

WORLD BANK: PARTNERING TO HELP COUNTRIES MOVE FORWARD

“In 1996, the World Bank and the International Monetary Fund launched the Heavily Indebted

Poor Countries (HIPC) Initiative so that countries encumbered by debt could get back on their

feet. In 2006, the Multilateral Debt Relief Initiative (MDRI) was launched to provide additional

resources to HIPCs to meet the MDGs. By June 2010, $76.4 billion in HIPC debt relief had been

committed to 36 countries, of which 30 countries have received an additional $45.8 billion

under the MDRI.

MDG 8 also addresses the digital divide. Studies show that a 10% increase in high-speed

Internet connections result in economic growth of 1.3% in developing countries, yet many

people live in rural areas without access or are too poor to afford it. The World Bank is the

largest international funder of information and communication technology development,

currently supporting projects in 95 countries”15

.

14

http://www.cpsctech.org/publications/reports/isppp 15

http://www.worldbank.org/mdgs/global_partnership.html


26

“Over the last 13 years, the International Development Association (IDA), the World Bank’s

fund for the poorest countries, has been a leader in partnering to reduce the debt burden of

developing nations. Under the Enhanced HIPC Initiative, the IDA’s share is 20% of the total

estimated cost of debt relief. In addition, IDA provides more than 50% of debt relief committed

under the MDRI”.16

INFORMATION COMMUNICATIONS AND TECHNOLOGIES

“Information and communication technologies (ICTs) are no longer a luxury for developing

countries. In fact, many of the innovations are emerging from developing countries. They are

creating new ways of communicating, doing business, and delivering services. Through

extending access to ICTs and encouraging the use of ICTs, the World Bank aims to stimulate

sustainable economic growth, improve service delivery, and promote good governance and

social accountability.”17

The role of Information and communication technologies are very majors in all aspects of

human life such as politics, economics,social and cultural development .ITU has changed our

lives like the way of business access information and communicate with each other.

It feeds the global economy and making us available and connect to each other 24/7.It also

helps us in human rights heeling over to support freedom of expression and right to

information as refereeing to article 19 of the universal declaration of Human rights (Viitanen

2003).

Referring to the National Information Technology Policy (2001) in Ojuope(2007) and Jidaw

systems(2007) their mission statement of the policy spelt out that the “Information Technology

16

http://www.worldbank.org/mdgs/global_partnership.html 17

http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTINFORMATIONANDCOMMUNICATIONANDTECHNOLO

GIES/0,,menuPK:282828~pagePK:149018~piPK:149093~theSitePK:282823,00.html


27

should be the education reaction of wealth , poverty eradication ,job creation and global

competitiveness”.

A recent publication by the Global Knowledge Partnership organization based in Malaysia

concluded,in Ndukwe(2007), that through the partnership the power of ICT becomes most

effective.and with cooperation from all the stakeholders in all sectors of society, government,

civil society and public sectors.

According to the United Nations Department of a public information (UNDPI) 2002 ICT helps all

the 8 goals of millennium development goals and helps to meet there 18 targets.

ROLE OF ICT TO ACHIEVE GOAL 8

The importance of ICT to achieve goal 8 can be attained as.

• It promotes the public-private partnerships to deploy ICT infrastructures in the pursuit

of all MDGs.

• It also promotes distance working, facilitated by ICT to create service-sector jobs in

developing countries in such industries as call centers data entry and processing and

software.

• Promote telecenters

• Improves youth learning skills on ICT and using ICT to meet challenges of the

knowledge-based global economy of the 21th century.

ACCESS TO NEW TECHNOLOGIES

In today’s era to access the new technologies especially in the scope of information and

communication technologies, prolong to increase at a step up rate in developing countries. The

spread of ICT also continues in developed countries and, as a result, the digital divide remains


28

wide. The rising use of ICT is behind Broader development processes, including the improved

accessibility and effectiveness of social services.but the problem is that ICT continues to fall due

to its services remain much less affordable by the citizens of developing countries, Infact

reduction in the cost of ICT services may lead to progress towards the MDG. While MDG 8.F

focuses in part on ICT, the pressing need to address climate change and ensure that

environmental limits are not surpassed requires.

Significantly accelerated technological progress and diffusion of knowledge.If we focus on MDG

8f with respect to ICT, the pressing need to address, climate change and guarantee that

environmental limits are not exceed need considerably step up technological progress and

dispersal of knowledge. Sustainable development is unachievable without this accordingly,

reasonable access to new technologies for climate change improvement and adjustment, as

well as disaster risk management, have become urgent priorities. Well there has been in

creating frameworks and methods that should help enable sufficient technological progress and

diffusion on these fronts, the challenge now is to put these procedures into practice and secure

them with sufficient funding.18

ACCESS TO ICT SERVICES

RAPIDLY EXPANDING MOBILE TELEPHONE AND INTERNET SERVICES

Globally the use of services of ICT continues to grow rapidly, especially in the area of mobile

cellular telephony.In fact by the end of 2011it has been estimated that the number of mobile

cellular subscriptions reached almost 6 billion up from 2.7 billion in 2006.

The global penetration rate1 went up from 41.8 per cent in 2006 to 86.7 per cent in 2011 (see

figure). The number of Internet users increased to 2.4 billion. This implies that one third of the

18

http://www.un.org/millenniumgoals/2012_Gap_Report/MDG_2012Gap_Task_Force_report.pdf


29

world’s population is able to access the Internet, compared with less than one fifth five years

ago, while fixed-line telephony continues a decline that began in 2005.19

THE GAP IN CELLULAR TELEPHONY CONTINUES TO NARROW…

The diffusion rate of mobile cellular phones in developed countries appears to be nearing a

dispersion point, as the number of subscriptions increased by only 1 per cent between 2009

and 2010. However, mobile phone subscriptions in developing countries continue to expand at

a very quick pace, recording growth of 20 per cent in 2010, with no signs of a slowdown,

thereby reducing the gap with developed countries.

By the end of 2011, developing countries had reached an estimated mobile cellular penetration

rate of 78.8 per cent, which is 39 percentage points less than that of developed countries (see

figure 1).

While this gap is the same as in 2001, the digital divide in cellular telephony has narrowed since

2008.20

19


20



30

…BUT LEAST DEVELOPED COUNTRIES LAG BEHIND

The penetration rate of mobile cellular subscriptions in least developed countries (LDCs)

remains very low, at 34 per cent, despite a higher rate of increase than the average for

developing countries in 2010. By geographic regions, Oceania and sub-Saharan Africa lag well

behind other regions, with penetration levels of less than 50 per cent in 2010 (see figure 2).

Latin America, on the other hand, has surpassed a penetration rate of 100 per cent.21

21



31

Sub-Saharan Africa, Southern Asia, Oceania and the Caribbean are the Regions with the lowest

penetration rates of fixed telephone lines, at around 10 per cent or less (see figure 3).

Developing countries have increased their share of the world’s total number of Internet users

from 44 percent in 2006 to 62 per cent in 2011, and Internet penetration in the developing

countries stood at 26.3 per cent (figure 2). However, the vast majority of people in the LDCs still

lack access to the Internet (figure 3). Fewer than one in nine people in Oceania, Southern Asia

and sub-Saharan Africa has Internet access. Policymakers and investors have been giving

considerable attention to the diffusion of broadband networks. Worldwide, fixed broadband

subscriptions have more than doubled over the past five years, from 284 million in 2006 to 591

million in 2011. The developing-country share is increasing rapidly, but a large gap with

developed countries remains. While the penetration rate of fixed broad-22

22



32

Sub-Saharan Africa, Southern Asia, Oceania and the Caribbean are the regions with the lowest

penetration rates of fixed telephone lines, at around 10 per cent or less (see figure 4).

Developing countries have increased their share of the world’s total number of Internet users

from 44 per cent in 2006 to 62 per cent in 2011, and Internet penetration in the developing

countries stood at 26.3 per cent (figure 2).

However, the vast majority of people in the LDCs still lack access to the Internet (figure4).

Fewer than one in nine people in Oceania, Southern Asia and sub-Saharan Africa has Internet


33

access. Policymakers and investors have been giving considerable attention to the diffusion of

broadband networks. Worldwide, fixed broadband subscriptions have more than doubled over

the past five years, from 284 million in 2006 to 591 million in 2011. The developing-country

share is increasing rapidly, but a large gap with developed countries remains. While the

penetration rate of fixed broad.23

23



34

MOBILE BROADBAND EXPANDS FASTER THAN FIXED BROADBAND

By contrast, mobile broadband has expanded at a much more dynamic pace. The number of

active mobile broadband subscriptions reached an estimated 1.2 billion at the end of 2011,

twice the number of fixed (wired) broadband subscriptions. Today, more than 160 countries

provide commercial 3G services. For many people in developing countries, mobile broadband,

including prepaid mobile broadband, is often the only type of Internet access available.Active

mobile broadband penetration in developing countries reached an estimated 8.5 per cent by

the end of 2011. The potential development impact of bringing people online via wireless

access is very high, and mobile broadband technology and developments are expected to play

an important role in achieving development goals. The expansion of wireless broadband access

is much faster in developing countries, where coverage reached 56.6 per cent in 2011, up from

19 per cent in 2007.


35

WIDE GAPS IN AFFORDABILITY PERSIST

Although the cost of ICT services has been decreasing, they remain much higher in developing

than in developed countries. Costs are still prohibitive for the majority of people in some

regions, especially Africa. Mobile cellular services cost, on average, about 10 per cent of per

capita income in developing countries, but their cost is as high as 25 per cent of per capita

income in Africa.24 The average cost of a fixed broadband subscription in Africa is almost three

times the per capita income. In developed countries, however, the average cost per user is less

than 2 per cent of per capita income.

24

MDG Gap Task Force Report 2011—The Global Partnership for Development: Time to Deliver (United Nations

publication, Sales No. E.11.I.11).


36

NEW BROADBAND TARGETS AND INDICATORS HAVE BEEN ESTABLISHED

In October 2011, recognizing the potential of enhanced accessibility of the Internet to promote

development, the Broadband Commission for Digital Development proposed the establishment

of concrete targets and indicators to guide broadband policies and monitor affordability and

uptake of broadband.25 The targets include making broadband policy universal by adopting

national broadband plans or strategies and connecting people and households in developing

countries to affordable broadband services. The establishment of the broadband targets will

help improve the monitoring of progress in access to ICT. Target 8.F of the global partnership

for development regarding cooperation with the private sector has been criticized for lacking

numerical and, therefore, measurable precision. Nonetheless, the indicators associated with

the target have helped verify progress made regarding the spread of ICT. There have been

parallel efforts, however, to establish measurable targets for building information societies.

One such effort has been undertaken by the Partnership on Measuring ICT for Development, a

global initiative to improve the availability and quality of ICT statistics. In May 2010, the

Partnership launched a new Task Group on Measuring the WSIS Targets (TG WSIS) in order to

track progress towards the achievement of the 10 targets agreed upon at the 2005 World

Summit on the Information Society (WSIS), which range from connecting villages, universities

and schools, to ensuring that more than half of the world’s population has access to ICT by

2015.26

“You can see the computer age everywhere but in the productivity statistics.”

Robert Solow, Nobel Prize–winning economist.

25

Broadband Commission for Digital Development, “Broadband targets for 2015”, available from

http://www.broadbandcommission.org/Documents/Broadband_Targets.pdf. The Broadband Commission was

established in 2010 by the International Telecommunication Union (ITU) and United Nations Educational, Scientific

and Cultural Organization (UNESCO) with the support of the United Nations Secretary-General. 26

For the list of the 10 World Summit on the Information Society (WSIS) targets as approved by the WSIS Geneva

Plan of Action, see http://www.itu.int/wsis/docs/geneva/official/poa.html.


37

ENABLING THE DEVELOPMENT IMPACT OF ICT

ICT has transformed more than just the way people communicate; arguably, it has also made

business transactions more efficient and, more generally, made information much more

accessible in nearly every field imaginable. As already noted, important challenges remain if ICT

is to become more accessible and affordable. Adequate competition among operators and

service providers, aided by the necessary regulatory measures, has shown to be critical in

lowering prices of services and in protecting consumer interests. The same conditions have

spurred innovation and facilitated the emergence of new business models. The fast growth of

ICT has also given rise to the need for new and better forms of regulation, as spelled out further

below. Governments can also set an example when promoting the use of ICT by themselves

making greater use of ICT in improving service delivery, which in turn would help accelerate

achievement of the MDGs.27

THE ROLE OF E-GOVERNMENT

The use of new technologies in Government can support the achievement of the MDGs by

increasing efficiency, effectiveness, transparency and inclusiveness in public administration and

public service delivery. One of the key challenges of national Governments has been improving

the quality of public administration. Through the use of ICT, Governments are increasing

efficiency and transparency by providing more information online, simplifying administrative

procedures, streamlining bureaucratic functions and increasingly providing open Government

data. According to a recent survey, 179 countries provided information via their national portals

on laws, policies and other documentation of interest to their citizens in the areas of education,

health, social welfare and other sectors.28

ICT is also used effectively in poverty reduction; it

27

Enabling the development impact of ICT

http://www.un.org/millenniumgoals/2012_Gap_Report/MDG_2012Gap_Task_Force_report.pdf 28

United Nations E-Government Survey 2012: E-Government for the People (United

Nations publication, Sales No. E.12.II.H.2).


38

gives vulnerable groups access to information on a range of subjects, including health and

education information and management systems, education, and management of natural

resources.

ICT CAN VASTLY IMPROVE PUBLIC SERVICES

Studies to evaluate the impact of broadband on national economies have shown that it not only

has a direct impact in terms of revenues and employment creation, but also has spillover

effects in other sectors by helping to increase efficiency and, at the same time, further

stimulate broadband adoption.29 Governments are also moving towards centralizing the entry

point of service delivery to a single portal where citizens can access all Government-supplied

services. In 2012, 70 per cent of countries provided a consolidated one-stop-shop portal

compared with 26 per cent in 2003. This not only makes it easier for citizens to find public

services, but it encourages Governments to integrate processes across departments and

increase efficiency.

“Governments are also moving towards centralizing the entry point of service delivery to a

single portal where citizens can access all Government-supplied services. In 2012, 70 per cent

of countries provided a consolidated one-stop-shop portal compared with 26 per cent in

2003. This not only makes it easier for citizens to find public services, but it encourages

Governments to integrate processes across departments and increase efficiency.”

ACCESS TO ICT TO ADDRESS CLIMATE CHANGE

In September 2010, the Broadband Commission established a number of working groups to

focus on specific issues related to the challenges and opportunities of broadband networks,

services and applications. Climate Change was one of the key issues. In 2011, the dedicated

29

See http://www.broadbandcommission.org/work/documents/case-studies.aspx.


39

Working Group on Climate Change30

(WG-CC) was established with the main objective being to

support innovation in the ICT industry as well as in broadband networks, services and

applications that have the potential to accelerate the uptake of transformative low-carbon

solutions. The WG-CC will identify how investments in broadband can be leveraged from an

environmental perspective to address climate change. The working group will report on the

potential of broadband as a solution to mitigate and adapt to climate change and make

recommendations for achieving a low carbon, sustainable future with the use of ICT.

ACCESS TO INFORMATION FOR DISASTER RISK MANAGEMENT

The risk of disasters is increasing in developed and developing countries. The proportion of

people living in flood-prone river basins increased by 114 per cent and on cyclone-exposed

coastlines by 192 per cent.31

More than half of the world’s largest cities (those with populations

of over 2 million) are currently located in areas of high risk for the occurrence of earthquakes.

With growing exposure, the risk of economic loss is also increasing. Although the risk of deaths

of people living in flood plains and along cyclone-exposed coastlines relative to population size

is decreasing, many countries are struggling to address losses caused by exposure. Moreover,

losses suffered by low-income households owing to frequently occurring disasters are often

under-recorded. Disaster risk levels depend on a number of factors, such as climate variability,

poverty levels, land use planning and management, and ecosystem degradation. Mortality risk

for all weather-related hazards continues to be concentrated in countries with high levels of

poverty, poorly planned and managed urban and regional development, and environmental

degradation. Further progress in risk reduction will depend on Governments’ taking decisive

steps to explicitly recognize their stock of risk. A crucial first step involves the systematic

30

For more information, see http://www.broadbandcommission.org/work/workinggroups/climate-change.aspx. 31

United Nations International Strategy for Disaster Reduction, 2011 Global Assessment Report on Disaster Risk

Reduction: Revealing Risk, Redefining Development (Geneva, 2011).


40

recording of disaster losses and impacts, and the institutionalization of national disaster

inventory systems.

Countries collect statistics on demography, employment, economic activity and many other

development indicators, but without accurate accounting for disaster losses, such indicators do

not form a complete picture. While some 40 countries have already established disaster

inventory systems, there remains significant room for improvement as the majority of countries

do not currently have functioning and institutionalized systems for recording disaster losses.

Indonesia, Mozambique and a regional initiative —involving Egypt, Jordan, Morocco, the Syrian

Arab Republic and Yemen— have established policy-relevant databases. In Mozambique, for

instance, detailed information on the areas and types of crops affected and destroyed is

providing farmers as well as policymakers with relevant information on the probability of

natural hazards and the ways in which they may affect the agricultural sector and rural

livelihoods.

In 2011, the Third Session of the Global Platform for Disaster Risk Reduction called for the use

of ICT to ensure accountability, monitor and report on progress, account for disaster losses in a

standardized manner, track investments and provide access to risk information, among other

measures.32

The aim is to promote the efficient use of resources and integrated approaches to

development that address climate change adaptation, disaster risk reduction and ecosystem

management and restoration.

32

See http://www.preventionweb.net/files/20102_gp2011chairssummary.pdf.


41

CONCLUSION

Every goal of the MDG is very important and waiting for its completions, but about 2 years left

before the deadline and some of the developing nations are still facing the issue and the UN is

also thought to extend the deadline .

Delegates you have been selected for this committee to sort out those areas which are making

the hurdles to achieve the MDG’s and especially focusing on the agenda i.e. target 8F goal 8 ,

we have tried our best to give you all the progress and the lacking now its your time to work on

it and come up with great and practical solutions for this committee to achieve the best way

that can lead to completion of target 8f of Millennium Development Goal 8.

“We can report broad progress.

(. . .) Working together, governments, the United Nations family, the private sector

and civil society can succeed in tackling the greatest challenges. As the 2015 deadline

is fast approaching, we must be united and steadfast in our resolve to accelerate

progress and achieve the MDGs.”

— UN Secretary-General Ban Ki-moon


42

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CHAPTER 9 Information and Communication Technologies Michael Trucano

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