UNICEF - UConn Model United Nations · 2017-09-14 · Our mission within UNICEF is to work together in order to provide basic necessities, and other aids for children ... All delegates

UCMUN 2017 United Nations International Children’s Emergency Fund

Welcome to the 2017 UCONN Model United Nations Conference! My name is Clotilde Gannon, although I typically go by Chloe. I’ll be leading the United Nations Children’s Fund this year. Our mission within UNICEF is to work together in order to provide basic necessities, and other aids for children all over the world. UNICEF works to give children opportunities towards a better future providing aids for food, water, education, and security. UNICEF hopes to create future generations of successful and healthy people who can pass down their knowledge and skills for years to come.

Within our committee this year, we have two topics to debate. Topic A focuses on the children involved in human sex trafficking. Topic B centers around the gender gap within education around the world. Each nation has a particular stance on each of the issues presented, but together our committee can come together to create solutions that will provide aid for children all around the world. All delegates attending the conference in November should come prepared with knowledge about your country’s stance on these topics and what solutions can be applied while still respecting your country’s overall customs and culture. Remember to look back and use methods used in the previous years of the UNICEF committee. I look forward forward to hearing each and everyone of your ideas in order to fully debate each of our topics. Please do not hesitate to jump out of your comfort zone and share your ideas in committee.

As for me, my name is Chloe and I am currently a sophomore at UCONN. I am studying Political Science. After I graduate UCONN, I plan to service two years in the Peace Corps, hopefully in Africa. I am originally from Orange County, California but moved to Bristol, Connecticut when I was 15 years old to finish out high school. Although I love Connecticut and UCONN, my heart will always at the beach. I like to spend my summers in Long Beach, California with my grandparents. I love to ride my bike, read, and spend as much time at the beach as I can.

I look forward to meeting you all! Please do not hesitate to email me with any questions or concerns you may have about the upcoming conference. Clotilde “Chloe” Gannon UCMUN 2017 UNICEF Director [email protected]


Committee History:

The United Nations International Children’s Emergency Fund (UNICEF) was established

by the General Assembly of the United Nations soon after World War II. Founded in 1946, the

organization was created with hopes of providing aid such as food, clothing and health care

access to children affected by World War II and other armed conflicts.

After the initial post-war crisis, UNICEF continued its role of providing relief to

suffering children. In 1953 UNICEF became a permanent part of the United Nations,

spearheading initiatives to fight diseases. One of the first campaigns they launched was to fight

yaws, a disfiguring illness that can be cured with penicillin (unicef.org). In 1959, the UN General

Assembly adopted the Declaration of the Rights of a Child. This document establishes the rights

unique to children, including protection, shelter, nutrition, health care, and education. In 1961,

UNICEF expanded its education program, raising its priority within the organization. Efforts

included both teacher training programs and funds for classroom equipment in newly

independent countries.

During the 1970’s the organization took an active role in advocating for children’s rights.

With the help of the UN Commission on Human Rights, UNICEF took part in drafting the

Convention on the Rights of the Child. In 1989, the UN General Assembly adopted the

document, which soon became the most ratified human rights treaty in history.

UNICEF now works with 190 countries and territories and continues to make strides

protecting children all over the world. For the last 70 years, UNICEF has been actively changing

the lives of many children and their families for the better, earning the Nobel Peace Prize in

1965. More recently, UNICEF has worked to encourage and promote girls’ education, and yet


still focuses on children in poverty, disease, and violence– domestic and combat.


Work Cited

"Our History." UNICEF. N.p., n.d. Web. 01 Feb. 2017.

"UNICEF Founded." History.com. A&E Television Networks, n.d. Web. 01 Feb. 2017.


Committee Simulation:

The Role of the Delegates

A successful conference cannot take place without active and participatory delegates.

Participation in committee is essential and takes the form of engaged, persuasive debate with

other delegates through informed speech and writing. Delegates are expected to have thoroughly

and accurately researched the position of their respective country ahead of time; knowledge of

current refugee policy is most important but must be accompanied by an understanding of bloc

positions, history, and cultural ideologies. As such, any resolution that is passed by the

committee must be representative of the positions of the countries sponsoring it.

Background research is clearly not only crucial for a realistic debate but for a successful

committee. Delegates should keep in mind, however, that drafting a resolution is not a simple

process, requiring extensive negotiation and structured arguments. Of course, other complicating

factors such as political alliances, social and cultural viewpoints, and funding make the writing

of resolutions even more challenging. Like any form of negotiation, an impressive debate must

draw on compromise and a wide range of knowledge, skills that any accomplished delegate

needs.

That being said, there are rules within this committee and the conference as a whole that

must be followed. While proper parliamentary procedure and decorum must be maintained

throughout all committee sessions, it is even more important that delegates have respect for

themselves, those around them, the staff, and the international issues at hand. Following these

rules will make UCMUN more enjoyable for everyone, especially as a learning conference. This


conference is supposed to be fun, and it will be as long as delegates act appropriately and

respectfully.

The Role of the Dias

The Director and the Assistant Directors will form the Dias. They are obligated to

maintain a structured, appropriate debate; they will accomplish this by establishing and keeping

committee rules as well as ensuring delegate participation. More specifically, the Dais is

responsible for setting debate, ending debate, and voting procedure. All members of the Dais are

also available as a resource that delegates may approach with any questions regarding

parliamentary procedure, the topics being discussed, or the conference in general.


Topic A: Child Prostitution and Trafficking

Introduction:

Child sex trafficking is a form of human trafficking that involves children being sexually

exploited for money or other means of trade. In 2000, the Protocol to Prevent, Suppress and

Punish Trafficking in Persons, Especially Women and Children defined child trafficking as the

recruitment, transportation, transfer, harboring or receipt of children for the purpose of

exploitation (UNICEF.) Two million children are subjected to prostitution in the global

commercial sex trade (Ark of Hope For Children.) The primary causes of sexual exploitation of

children include but are not limited to poverty, gender discrimination, drug crimes, family

dysfunction, social tradition, tourism, and war. Armed conflict increases the risks of sexual

exploitation, as child refugees are more vulnerable to the demands of border guards, government

officials, and military personnel. Wars in Colombia and Sierra Leone, for example, have resulted

in young girls being forced to engage in sexual exploitation at the hands of soldiers in hopes of

attaining protection for their families. (UNICEF.) Child victims have a higher risk of unplanned

pregnancies and sexually transmitted diseases such as HIV/AIDS. The children being exploited

typically have little knowledge of STIs and have little control over the high-risk sexual practices

in which they are forcibly involved in.

A minority of children are able to escape these conditions, but not without a social stigma

that will forever trail behind them. Survivors of the sex trade often face shame, fear, rejection

from their families, and an inability to participate in society. Education is essential to not only

prevent the sexual exploitation of children, but to reintegrate child survivors back into society.

Education empowers children to protect themselves and avoid high-risk situation while also


giving them opportunities to create a different life path. UNICEF works to prevent the sexual

exploitation of children by working with governments to improve the quality of education, train

mental health professionals, and change cultural traditions that encourage these oppressive

practices. It is important that UNICEF continues its efforts to end child sex trafficking in order to

fully protect the rights of the child.

Figure 1.1: Shehzad Noorani, a girl abandoned at age 14 and sold to a brothel in Kolkata, India.

Source: UNICEF

History and Description of the Issue:

Slavery has had a long and varied history, but it took on a new significance at the start of

the 1400s in Europe. During this period, the European slave trade began with Portugal, which is

often argued to be the forerunner to modern human trafficking (eden.rutgers.edu). Throughout

the 1600s, more countries such as Spain, North America, and France joined the European slave

trade. As more states became involved, the practice of human trafficking globalized and, as a

result, remains present in different societies around the world. Human trafficking may include

but is not limited to the practices of forced labor migration, organ harvesting, slavery, and sexual

exploitation.


Figure 1.2: A depiction of the African slave trade throughout the 1400s to 1600s. Source:

Rutgers University

As the African slave trade came to an end, there was a shift into a cessation of “white

slavery.” White slavery can be defined as the “procurement– use of force, deceit, or drugs– of a

white woman or girl against her will for prostitution” (hankeringforhistory.com). Thirty-three

percent of the 13,392 people trafficked for sexual exploitation per year are children

(hankeringforhistory.com). The problem of white slavery was not formally addressed

internationally until the beginning of the 1900s. The International Agreement for the Suppression

of the White Slave Traffic was created in 1902. The conference held in Paris was determined to

"prevent the procuration of women and girls for immoral purposes abroad"

(protectionproject.org). The first international agreement was signed in 1904

(hankeringforhistory.com). The International Agreement for the Suppression of “White Slave

Traffic” was drafted in order to reintegrate victims of human trafficking back into their homeland

societies. Only in 1910 did white slavery become criminalized.


Figure 1.3: The image about shows the depiction of white slavery. Source: Hankering for

World War 1 brought the attention of “white slavery” back as a topic of discussion within

European countries. As the League of Nations established itself as the world's first international

political organization, it shifted more of its attention to the issue of “white slavery.” In 1921, 33

nations within the League of Nations signed the International Convention for the Suppression of

the Traffic in Women and Children (ec.europa.eu). This document addressed the fact that all

women are victims of this “white slavery”, not just white women. The document also brought the

attention to young children, including boys. Previously, only white women were protected and

accounted for in the documents produced during this period.

In the aftermath of World War II in 1949, the United Nations addressed the problem of

child sex trafficking by adopting the Convention for the Suppression of the Traffic in Persons

and of the Exploitation of the Prostitution of Others, which put more of a focus on young, male

victims of sexual exploitation. Young boys are typically overlooked as victims affected by sexual

exploitation in the realm of human trafficking. Contrary to popular belief, boys are also involved


in human sex trafficking. The United Nations Office on Drugs and Crime (UNODC) reported in

2012 that for every three children victims, two are girls and one is a boy

(arkofhopeforchildren.com). Although this was the first legally binding international agreement,

only forty-nine countries around the world ratified the document (http://faculty.webster.edu).

Current Status:

Sex trafficking did not receive a large amount of global attention until the second wave of

the women’s movement in the 1960s and 1970s. The term “sex trafficking” was only adopted

during the 1980’s, as the movement regained momentum. Sex trafficking was recognized during

the first wave of the women’s movement with the passing of minimal laws and policies that

attempted to protect victims of sexual exploitation during the late 19th century, but the issue

didn’t gain the recognition it deserved until the second movement. Sex trafficking is a main

focus and an unresolved problem in the women’s rights movement, striving not only for

women’s safety but bringing the focus to children as well.

Now there is a universal definition of sex trafficking due to the advancements of the

United Nations and powerful countries such as the United States. In 2000, both the United

Nations and United States passed legislation to protect the children victims of sex trafficking.

The United Nations adopted the Protocol to Prevent, Suppress and Punish Trafficking in Persons,

Especially Women and Children, while the United States passed the Trafficking Victims

Protection Act (TVPA.) (fairobserver.com) The TVPA defines sex trafficking, but additionally

includes children, providing further protections for child victims. In 2000, the United Nations

also made further actions to criminalize sex trafficking under the Protocols of Transnational

Organize Crime (hankingforhistory.com). In order for this issue to fully be understood,


transnational partnerships must be made to ensure the protection of the children from acts of sex

trafficking. Many countries have signed treaties in attempt to protect the children including the

International Labour Organization Convention 182 and the Optional Protocol to the Convention

on the rights of the child (unicef.org). In 1999, The International Labour Organization

Convention 182 banned the worst forms of child labour, including sex trafficking. One hundred

eighty countries ratified the document, including the United States, Thailand, France, and Haiti.

In 2000, the Optional Protocol to the Convention of the Right of the Child prohibited the sale of

children and child prostitution, along with child pornography. The document has been ratified by

173 countries including Belgium, Czech Republic, and Germany.

Apart from international treaties and individual countries legislation, there are

organizations that work to end child trafficking. In the United States, one of the main influential

projects is the Polaris Project which fights to end modern-day slavery, including child sex

trafficking (themuse.com). The Polaris Project advocates for legislation, but also provides

services to victims of the child sex trade. The Polaris Project created a hotline for victims to call.

In the last 8 years, more than 31,600 total cases of human trafficking have been reported to the

hotline (polarisporject.org).


Figure 1.4: The map reflects cases reported to the National Human Trafficking Hotline in 2016.

Map image powered by Palantir Technology. Source: The Polaris Project

Although many nations have taken action to protect children against sex trafficking, there

is still a large circulation of child sex trafficking. In 2002, the International Labor Organization

made an estimate of 1.2 million children being trafficked each year (unicef.org). Similarly, the

US State Department reported in 2006 that a little over one million children each year are

involved in the international sex trade (ungift.org). Sex tourists often exploit children in foreign

lands in order to remain anonymous, keeping the circulation large and current. There has been a

shift from mainly women to now children. The shift is due to the fact that children are more

vulnerable, less expensive, but also less likely to demand higher wages.

Bloc Positions:

UNICEF proudly takes on the task of ending child sex trafficking. Although no country

formally allows sex trafficking through legislation, there are specific states that have made more

progress on eliminating the practice altogether. Sex trafficking is common in poor countries in

Africa, Asia, Latin America, and Eastern Europe. The United States has taken the lead in reform


of the issue of child sexual exploitation by targeting the crime both at home and abroad.

In 2000, the United States passed the Trafficking Victims Protection Act (TVPA)

(fairobserver.com.) The TVPA divided countries into three tiers based on their level of efforts to

support the fight against human trafficking, including child sex trafficking. Based on the tier

system, the U.S. cut off most financial aid to any country that did not fit the criteria of the

acceptable tiers. Tier 1 is intended for countries that are actively fighting trafficking such as

France, Germany, and the United Kingdom. Typically, more developed countries take further

measures to fight human trafficking because of their political and economic maturity. Tier 3

countries are nations that are doing little or nothing to stop trafficking such as Cuba, Haiti, and

Sudan. The TVPA not only urges countries aboard to help victims, but also sets policies in place

for the United States. The United States allows victims to apply for refugee status, giving them

the power to sue their victimizers for any mental or physical damages that they have imposed on

the victim (Masci.)

The tier system by the TVPA has influenced countries such as Russia, Saudi Arabia, and

Indonesia to advance their efforts to stop the fight against child sex trafficking by threatening

their tier status. Tier status not only affects a country's specific aid from the United States, but

also how influences their relationships with other counties. The TVPA influenced Japan to not

only raise national awareness of the issue, but to also give monetary aid to Cambodia, a region

with severe levels of human trafficking.

Sudan is an African country that is highly populated with victims of sex trafficking.

Muslim tribesmen from Northern Sudan continuously stage raids, taking non-Muslim women

and children into the sex slavery. Due to high poverty rates, many children are forced to the


streets and street vending (state.gov.) In war-torn Sudan, Sumerian Christians and other

non-government organizations (NGOs) have tried to buy slaves and return them to slavery.

Although these organizations are trying to help the victims, it ultimately raises the demand for

slaves (Masci.) Sudan has no active legislation regulating child sex trafficking and has made no

efforts to stop the growing problem. Instead, the Sudanese government has encouraged the

practices in order to engage in war against the south. Sudan is ranked in Tier 3 of the Trafficking

Victims Protection Act in the United States.

The problem is growing in South East Asia as well, but despite efforts from local and

international groups, not much is being done to solve the problem of child sex trafficking. The

Philippines, Cambodia, Burma, Laos, and Indonesia are all areas of extreme poverty with a high

percentage of children working as sex slaves. Due to poor law enforcement, corruption, and the

lack of protective legislation, traffickers will continue to be able to take advantage of vulnerable

children (voanews.com.)

Committee Mission:

UNICEF seeks to find a solution that will protect and promote awareness of the children

who are subjected to the heinous acts of child sexual exploitation. UNICEF recognizes the

harmful effects of child sex trafficking, making solving the issue a priority in hopes of creating a

safer and healthier well-being for the children who have been affected. Legislation with more

severe punishments will discourage perpetrators from practices of sexual exploitation. UNICEF

needs to work together to provide aid for survivors of child trafficking. The children will need to

be reintegrated back into society with the help of education and safe homes. Increased education

in the child victims will not only help to reintegrate back into society, but also teach the children


alternate routes for their future. Children who have escaped sexual slavery will also need shelter

with food and water. Mentor programs and mental health services need to be introduced in order

to protect the future of the children once they return home. UNICEF is committed to finding a

solution to enrich the lives of many children around the globe.

Questions to consider:

1. What has your nation done to help aid the victims of child sexual exploitation?

2. If your country has done nothing to help aid the victims, what steps can your state

take to help victims?

3. What types of international programs can be introduced to help the victims of

children who have survived sex trafficking?


Work Cited

"Child Trafficking." UNICEF. Inter-Agency Coordination Group against Trafficking in Persons,

22 Mar. 2011. Web. 23 Feb. 2017. <https://www.unicef.org/protection/57929_58005.html>.

This is a document released by UNICEF outlining their definition of child sex trafficking. The

paper also outlined a set of possible measures that can prevent victims and aid survivors of

sexual exploitation.

"Child Trafficking Prevalent Throughout Southeast Asia." VOA. VOA, 29 Oct. 2009. Web. 04

Apr. 2017.

<http://www.voanews.com/a/a-13-child-trafficking-prevalent-throughout-southeast-asia-673904

62/382777.html>.

The Voice of America is a news channel that gives news around the world. It began broadcasting

in 1942 to combat Nazi propaganda with accurate and unbiased news and information. After the

war ended, the VOA has continued to serve the world with consistent, unbiased stories.

Global Initiative to Fight Human Trafficking Staff. “Trafficking of Children.” Trafficking of

Children. UNODC, 2017. Web 28 Mar. 2017

<http://www.ungift.org/knowledgehub/en/about/trafficking-of-children.html>.

The United Nations Global Initiative to Fight Human Trafficking (UN.GIFT) is an organization

with the purpose to fight human trafficking. In 2007, UN.GIFT was launched by a number of

committee in the United Nations including (UNICEF), (UNODC), (ILO), (IPM), and (OSCE).


"Home." Child Trafficking Statistics. Ark Hope For Children, 16 Mar. 2016. Web. 23 Feb. 2017.

<http://arkofhopeforchildren.org/child-trafficking/child-trafficking-statistics>.

Ark of Hope for Children is a human rights organization that advocates for the victims of

children affected by sex trafficking. This organization may be open to biases as one of their main

goals is to collect donations to support their cause.

Hughes, Donna. "Combating Sex Trafficking: A History." Fair Observer. Shuttershock, 08 May

2014.Web.28Mar.2017.

<https://www.fairobserver.com/region/north_america/combating-sex-trafficking-history/>.

Fair Observer is a non-profit organization focused on enlightening today's youth with current

events around the world. Considering this organization is meant to inform their audiences with

factual information, not influence opinions, there is less probability of a bias.

Jesonka, Natalie. "The Fight for Freedom: 7 Organizations Combatting Human Trafficking."

Free Career Advice. The Muse, 24 Jan. 2012. Web. 28 Mar. 2017.

<https://www.themuse.com/advice/the-fight-for-freedom-7-organizations-combatting-human-traf

ficking>.

The Muse is a website in which readers can research specific jobs; the Polaris Project is one of

the organizations listed. The website explained their purpose and the work they do.

Masci, David. Human Trafficking and Slavery: Are the World's Nations Doing Enough to Stamp

It Out? Washington, DC: Congressional Quarterly, 2004. Web.

This is an article outlining human trafficking, giving detail to the countries that are not making


an effort to stop the issue.

"New UNICEF Report on Sexual Exploitation." New UNICEF Report on Sexual Exploitation.

UN Press Release, 21 Dec. 2001. Web. 23 Feb. 2017.

<https://www.unicef.org/newsline/01pr97.htm>.

This is a press release held by the UNICEF Executive Director Carol Bellamy. The purpose of

the release was to report new findings on the number of children victims. The report also

included factors and preventions of the sexual exploitation of children.

Oster, Grant. "The History of Human Trafficking." Hankering for History. N.p., 29 Apr. 2016.

Web. 08 Mar. 2017. <http://hankeringforhistory.com/the-history-of-human-trafficking/>.

This is a website devoted to history. The website specializes in current events and uncovering

falsehoods, but also includes other aspects of history.

"Our Mission." The Protection Projects. Ed. Mohamed Mattar. The Protection Projects, 2015.

Web. 08 Mar. 2017. <http://www.protectionproject.org/>.

The Protection Project is a human rights institute with the mission of addressing human

trafficking. The Protection Project focuses on the promotion of human rights values throughout

the world with an emphasis in women’s and children’s rights.

Staff, The Polaris Project. "The Facts." Polaris. The Polaris Project, 14 Feb. 2017. Web. 28 Mar.

2017. <https://polarisproject.org/facts>.


The Polaris Project is an organization that fights modern day slavery; it seeks donations, which

may leave it open to potential biases.

"Sudan." U.S. Department of State. U.S. Department of State, 2016. Web. 03 Apr. 2017.

<https://www.state.gov/j/tip/rls/tiprpt/countries/2016/258867.htm>.

The Office of Website Management, Bureau of Public Affairs, manages this site as a portal for

information from the U.S. State Department.

"Women and Global Human Rights." Women and Global Human Rights. N.p., 2000. Web. 08

Mar. 2017. <http://faculty.webster.edu/woolflm/trafficking.html>.

This website is an organization looking for donations to help women victims who have

previously lacked their fundamental human rights and have been exposed to heinous situations

such as domestic violence and sexual exploitation.

Young, Patricia. "Timeline of Human Trafficking." Human Trafficking Timeline. Rutgers

University, 2011. Web. 08 Mar. 2017.

<http://www.eden.rutgers.edu/~yongpatr/425/final/timeline.htm>.

Rutgers University has a campus coalition against trafficking with their main goal being to raise

awareness and ultimately end human trafficking. The coalition is a student run organization that

raises funds for victims of trafficking.


"1921 International Convention for the Suppression of the Traffic in Women and Children -

Together Against Trafficking in Human Beings - European Commission." Together Against

Trafficking in Human Beings. European Commission, 03 Sept. 2017. Web. 09 Mar. 2017.

<https://ec.europa.eu/anti-trafficking/legislation-and-case-law-international-legislation-united-na

tions/1921-international-convention_en>.

This organization makes strides into working towards progress to eliminate human sex

trafficking. The organization works with a number of countries around the world in hopes of

relieving the ache of victims and helping them to reintegrate back into society.

"Home." Child Trafficking Statistics. Ark of Hope for Children, 19 Mar. 2016. Web. 09 Mar.

2017. <http://arkofhopeforchildren.org/child-trafficking/child-trafficking-statistics>.

The Ark of Hope for Children is an organization with the primary goal of aiding children who

have undergone abuse, such as sexual exploitation.


Topic B: Female Education Introduction:

The gender gap that lies in between education puts girls at a severe disadvantage.

Progress has been made to close the gap, in some countries more than others, but regardless of

the progress that has been made, boys currently out number girls overall, leaving many young

girls with little to no education levels. As of 2013, UNICEF estimated 31 million girls of

appropriate age around the globe were not enrolled in primary school, and an additional 32

million girls of age were not enrolled in secondary school (UNICEF.) The gender gap is

measured according to gender parity. Gender parity is an index designed to measure the relative

access of education for males versus females. Sub-Saharan Africa has the lowest number of

countries with gender parity. South and West Asia are among the nations with the widest gender

gap between their out of school population (UNICEF.) UNICEF works to close the gender gap,

publically releasing their goal that by 2015 69 percent of countries will have achieved gender

parity in primary education and 48 percent of countries will have achieved gender parity in lower

secondary education (UNICEF.)

Education changes lives for children, giving children the opportunity for a better life,

often breaking the cycle of poverty. Starting now with young girls, increased the probability of

future educated generations. Educated children lead to educated mothers who send their children

to school continuing the new cycle of educated women. In order for the future generations to

foster in healthy, educated adults, they must be born healthy enough live and survive. Educated

women are less likely to be in contact with HIV/AIDS, therefore less likely to pass it on to their

children. Educated women are less likely to be involved in forced marriages and be subjected to


death by childbirth. Statistics show that each year a child stays in school past fifth grade delays

her marriage by one year (voicesofyouth.org.) Maternal mortality rates would decrease by 70

percent in sub-Saharan Africa if all women completed their primary education (UNICEF.)

Increases in a women’s education may also provide positive effects for a country’s society

overall including: decrease of population, increased women in politics, and a decrease in

domestic and sexual violence (voicesofyouth.org.) Education creates positive opportunities for

generations to be able to foster and grow into a healthier society, leading to a more equal world.

Figure 2.1: Malala Yousafzai is a Pakistani activist who spoke out publicly against the Taliban’s

prohibition on the education of girls. In 2014 Yousafzai was awarded the Nobel Prize for Peace.

Source: Britannica.com


History and Description of the Issue:

Differences between men and women root from traditionally different roles in society.

There isn’t a required, formal education needed to act as a “housewife.” A women’s role in

society in the past has been primarily to take care of her husband and children, and ensuring her

children were raised to be a positive contribution to society. Women often learned how to take

care of their families by the older generations of women within their family. Women showed

increased levels of education during the Renaissance era, because education was proving to be an

important asset that was pivotal to growing in society. This education started to become more

common as literary requirements became obligatory, especially to the royalty in Florence

(cedarcrest.edu.) Many women at this time choose education over having a family, choosing

convents as a way of life that inhibits intellectual and spiritual growth. During the Renaissance

period, many women saw the church, and the role of being a nun, as the only way to gain a

well-rounded education.

In many places around the world, getting an education isn’t easily accessible for girls.

There are many barriers driven by society that keep young girls from getting an enriched,

complete education. In less developed countries where poverty is widespread, school fees are

often applied to keep girls out of school. Poverty is one of the main obstacles that keep girls out

of school. In these regions it is often that families cannot afford to send their daughters to school.

Even when schools are considered to be “free”, there are often costs attached that make the

“free” education not affordable. There is a high correlation between work and girls’ education,

for example in the Lao People’s Democratic Republic the total hours worked per week

accurately estimated the rate of girls’ school attendance (uniei.org.)


Many cultural norms favor boys, which result in an increasing number of boys attending

school, while the number of girls remain low. Early marriages often prevent girls from gaining

an education. Society sees being a housewife as a role that doesn’t require a formal education.

When there is a choice of sending a daughter or son to school, the son will be sent in most cases

because of the opportunities that can be offered, especially after the education is completed.

Even when girls are educated in less developed countries, it is hard to apply the education to

successful careers because of the cultural norms set in place. In many countries because there are

few career opportunities for women, it seems unnecessary for their families to put in the extra

effort to ensure a proper education. Although there may not be career opportunities for women in

these developing countries, it is still important for girls to receive an education to promote

opportunities for their future daughters. Illiterate mothers are twice as likely to have children

who will drop out of school (unieg.org.) In these developing countries about 75% of children

who have not received a complete primary education come from families with an uneducated

mother (unieg.org.)

The lack of infrastructures often contributes to the decline of girls in schools. Private and

separate sanitation facilities are prime examples of the infrastructures that play a role in the

gender gap (UNICEF.) Girls cannot be subjected to negative school environments without proper

sanitation and be expected to learn and retain the knowledge they were taught. These obstacles

often discourage families from sending their daughters to attend school because it is simply not a

safe and healthy environment. Without proper government or private funding, proper sanitation

facilities can not be provided. In many countries, parents repeatedly choose not to send their

daughters to school because of the high risk of sexual harassment and assault.


Figure 2.2: This chart shows the percentage of children out of school by household wealth

quintile. Source: unieg.org

Differences between men and women root from traditionally different roles in society.

There isn’t a required, formal education needed to act as a “housewife.” A women’s role in

society in the past has been primarily to take care of her husband and children, and ensuring her

children were raised to be a positive contribution to society. Women often learned how to take

care of their families by the older generations of women within their family. Women showed

increased levels of education during the Renaissance era, because education was proving to be an

important asset that was pivotal to growing in society. This education started to become more

common as literary requirements became obligatory, especially to the royalty in Florence

(cedarcrest.edu.) Many women at this time choose education over having a family, choosing

convents as a way of life that inhibits intellectual and spiritual growth. During the Renaissance

period, many women saw the church, and the role of being a nun, as the only way to gain a

well-rounded education.


In many places around the world, getting an education isn’t easily accessible for girls.

There are many barriers driven by society that keep young girls from getting an enriched,

complete education. In less developed countries where poverty is widespread, school fees are

often applied to keep girls out of school. Poverty is one of the main obstacles that keep girls out

of school. In these regions it is often that families cannot afford to send their daughters to school.

Even when schools are considered to be “free”, there are often costs attached that make the

“free” education not affordable. There is a high correlation between work and girls’ education,

for example in the Lao People’s Democratic Republic the total hours worked per week

accurately estimated the rate of girls’ school attendance (uniei.org.)

Many cultural norms favor boys, which result in an increasing number of boys attending

school, while the number of girls remain low. Early marriages often prevent girls from gaining

an education. Society sees being a housewife as a role that doesn’t require a formal education.

When there is a choice of sending a daughter or son to school, the son will be sent in most cases

because of the opportunities that can be offered, especially after the education is completed.

Even when girls are educated in less developed countries, it is hard to apply the education to

successful careers because of the cultural norms set in place. In many countries because there are

few career opportunities for women, it seems unnecessary for their families to put in the extra

effort to ensure a proper education. Although there may not be career opportunities for women in

these developing countries, it is still important for girls to receive an education to promote

opportunities for their future daughters. Illiterate mothers are twice as likely to have children

who will drop out of school (unieg.org.) In these developing countries about 75% of children


who have not received a complete primary education come from families with an uneducated

mother (unieg.org.)

The lack of infrastructures often contributes to the decline of girls in schools. Private and

separate sanitation facilities are prime examples of the infrastructures that play a role in the

gender gap (UNICEF.) Girls cannot be subjected to negative school environments without proper

sanitation and be expected to learn and retain the knowledge they were taught. These obstacles

often discourage families from sending their daughters to attend school because it is simply not a

safe and healthy environment. Without proper government or private funding, proper sanitation

facilities can not be provided. In many countries, parents repeatedly choose not to send their

daughters to school because of the high risk of sexual harassment and assault.

Figure 2.2: This chart shows the percentage of children out of school by household wealth

quintile. Source: unieg.org


Committee Mission:

UNICEF seeks to find a solution to the gender gap around the work, and works together

to ensure girls around the world an opportunity of a quality education. UNICEF advocates for the

basic rights of a child, with hopes of children someday reaching their full potential. When girls

are afforded the opportunity to gain an education, they result in skills that aid the breakage of the

cycle of poverty. Educated women are less likely to be involved in forced marriages, as well as

premature marriages that often result in premature child births which can endanger the lives of

the mothers. Education breed healthier children being born into the world, along with decreases

the chances of harmful diseases such as HIV and AIDS. The Chair looks favorably upon

delegates looking at cultures and best determine ways to integrate education into the lives of

females across the globe. UNICEF aims to increase the quality and quantity of education around

the globe, creating a ripple effect for generations of children to come, both girls and boys.

Questions to Consider:

1. What is your nations past and current stance of educating girls?

2. What has your nation done domestically and internationally to help young girls gain an

education? Are there programs in place?

3. Should education be mandated? What is the age at which should a child receive schooling

until under this mandate?

4. How would the mandate be enforced?

5. What types of aid can be given to nations that claim female education undermines their

religion and overall societal culture?


6. How can your nation ensure that the funds are being appropriately distributed between

girls and boys?

7. What can be done to improve the quality of schools, including sanitation facilities?

8. How can more female teachers be integrated into education institutions around the globe?


Works Cited

Björk, Johanna. "What Scandinavia Can Teach Us About Gender Equality." What Scandinavia

Can Teach Us About Gender Equality | Do More. Gap Inc., n.d. Web. 05 June 2017.

<http://www.letsdomore.com/blogs/scandinavia-can-teach-us-about-gender-equality/>.

This article is brought to you by Gap Inc., who has worked since they opened their first store in

1969 to fund education. Their company has always contributed to the arts and has worked

continuously to improve the lives of young people. This article is a research piece on the

universal education in the Scandinavian culture.

Blumberg, Naomi. "Malala Yousafzai." Encyclopædia Britannica. Encyclopædia Britannica,

Inc., 11 Apr. 2017. Web. 27 May 2017.

<https://www.britannica.com/biography/Malala-Yousafzai>

Britannica acts as an online encyclopedia, using facts with little to no biases.

Breene, Keith. "The World's 10 Most Gender-equal Countries." World Economic Forum. World

Economic Forum, 26 Oct. 2016. Web. 05 June 2017.

<https://www.weforum.org/agenda/2016/10/worlds-most-gender-equal-countries/>.

The World Economic Forum is committed to improving the state of the world. The establishment

was created in 1971 as a not-for-profit foundation headquartered Switzerland. It is impartial and

not tied to any special interests. The Forum values moral and intellectual integrity, leaving little

room for biases.


Noltemeyer, A.L., Mujic, J., & McLoughlin, C.S. (2012). e history of inequality in education. In

A.L. Noltemeyer & C.S. McLoughlin (Eds.), Disproportionality in Education and Special

Education. Springfield, IL: Charles Comas Publisher Ltd.

<http://digitalcommons.sacredheart.edu/cgi/viewcontent.cgi?article=1103&context=his_fac>

"Press Centre." UNICEF. Web. 27 May 2017 <https://www.unicef.org/media/media_45452.html

This document was released by UNICEF, providing the public with facts and statistics on female

education.

Staff. "Girls' Education and Gender Equality." UNICEF. UNICEF, 23 July 2015. Web. 27 May

2017. <https://www.unicef.org/education/bege_70640.html>.

This is a document released by UNICEF, giving statistics on education gaps in less developed

countries.

Staff. "10 Facts on the Status of Girls Education in Developing Countries Today."

Egirlpower.org. eGirl Power, 16 Jan. 2016. Web. 01 June 2017.

<http://egirlpower.org/blog/10-facts-status-girls-education-developing-countries-today>.

eGirl Power is a nonprofit organization with the main goal of bringing awareness to Gender

Equality and support Girls' Education. Their main goals are to empower girls to improve their

confidence, self-esteem, and achieve their full potential; leaving room for potential biases

because of they are a type of interest group.


This article is a research piece written and produced by Sacred Heart University.

"The NCES Fast Facts Tool Provides Quick Answers to Many Education Questions (National

Center for Education Statistics)." National Center for Education Statistics (NCES) Home Page, a

Part of the U.S. Department of Education. National Center for Education Statistics, n.d. Web. 06

June 2017. <https://nces.ed.gov/fastfacts/display.asp?id=93>.

The Institute of Education Sciences (IES) a branch of the U.S. Department of Education. The

institution is independent and non-partisan, responsible for statistics, research, and evaluation of

education in the United States. The institution relays factually statistics, taking out the chances of

biases.

"The Status of Women’s Education in India." Safecity. Safecity, 14 July 2016. Web. 07 June

2017. <http://safecity.in/the-status-of-womens-education-in-india/>.

Safecity is a non-for-profit establishment that reports sexual harassment cases in India. Their

main goal is to make cities safer by encouraging equal access to public spaces for everyone

especially women.

Unieg Staff. "No Easy Journey." Gender Achievements and Prospects in Education: The GAP

Report | Part One. Web. 31 May 2017. < http://www.ungei.org/gap/educationJourney.html>

The GAP report is committed to girls’ education. The project includes interviews with

economists, educators, development specialists, field workers, community leaders, parents and

children; statistical analyses; and a review of the literature.


Womer, Braidyn. Education and Women: Why Not? Web. 31 May 2017.

<http://www2.cedarcrest.edu/academic/eng/lfletcher/shrew/bwomer.htm>

This is an educational article that looks at the history of discrimination of the gender gap within

education. The article focuses on the Renaissance era.

Youth, Voices Of. "WHY WE SHOULD SUPPORT GIRLS’ EDUCATION." RSS. Web. 27

May 2017. <http://www.voicesofyouth.org/en/posts/why-we-should-support-girls--4> In 1995

Voices of Youth (VOY) was founded as UNICEF’s online place for young people to learn more

about issues affecting their world. Today, VOY is a community of youth bloggers from all over

the world.

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UNICEF - UConn Model United Nations · 2017-09-14 · Our mission within UNICEF is to work together in order to provide basic necessities, and other aids for children ... All delegates