UNDP Study Guide by Year 10 - Final

March 14, 2013
BOS MUN STUDY GUIDE

The United Nations Development Programme (UNDP) is the United Nations' global development network. It advocates for change and connects countries to knowledge, experience and resources to help people build a better life. UNDP operates in 177 countries, working with nations on their own solutions to global and national development challenges. The UNDP is funded entirely by voluntary contributions from member nations. http:// en.wikipedia.org/wiki/ United_Nations_Devel opment_Programme
Topic: Secondary Education Introduction

We must not deny the promise of quality education to any child. The stakes are too high Ban Ki Moon Primary education has become available in many countries; now secondary education must be made universal. Secondary education sets young people up for life, by giving them opportunities to nd decent work, earn a living, contribute to their communities and societies, and full their potential. At the wider level, it is about helping countries nurture the workforce they need to grow in the global economy. The UNESCO Global Monitoring Report estimates that every $1 spent on a persons education, yields US $10-15 in economic growth over that persons working lifetime. So investing in young peoples skills is a smart move for countries seeking to boost their economic growth. In LEDCs (less economically developed countires) there is not enough emphasis being put on secondary education - LEDCs lack the funding to set up secondary education institutes and pay for the enrollment of the large percentage of children whose families cannot afford it. Today, Pakistan has one of the ten lowest budgets for education in the world. The total boys enrollment in secondary education is 58%, whereas the girlsenrollment is 42%. 35 percent of the children in Pakistan never even nish Grade 5. The report shows, however, that recently girls have beneted to a degree that there were 97 girls enrolled per 100 boys in 2010, up from 91 girls per 100 boys in 1999. Primary education is being provided to around 50 % of the countrys population, but what about secondary education? In this conference we hope to raise awareness about secondary education, something that determines an individuals future. We hope you enjoy this years MUN. Good luck!
BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013
History of the Committee United Nations Development Program (UNDP)

The United Nations Development Program (UNDP) is an agency within the United Nations (UN) which advocates for change and works to create a better future for disadvantaged people, especially those living in third world countries. The UNDP works in over 170 different nations in an effort to help countries benet from their plentiful resources, and help them achieve their development goals. Today the UNDP plays a vital role in the United Nations - the UNDP administrator is the third highest ranking ofcial of the UN. The UNDP was formed on the 22nd of November 1965, with the merging of the Expanded Program of Technical Assistance and the United Nations Development Fund. The UNDP has 5 different development goals. These are; poverty reduction, democratic governance, crisis prevention and recovery, environment and energy, and HIV prevention. The UNDP uses a number of different policies and eldwork initiatives. These include policy advice and technical assistance in order to improve institutional capacity within a country. The UNDP aids governments in creating strategies to combat poverty and also provides funding for these projects; and nally it uses its resources in order to improve sanitation and provide a clean water supply to individual villages. The UNDP mainly operates in the eld, actively working to improve literacy rates, empower women, form democratic environments and eradicate poverty. The UNDP has recently been working actively to achieve the millennium development goals, in particular the education based goals. It aims to make these goals a reality in a number of different LEDCs. A highlight of their recent activity would be their work in Bangladesh, where they are helping development in rural areas, on a large scale. Recently they have created over 150 schools, a number of which are multilingual based on the region in which the schools are located, and they aim to achieve a 100% primary education rate there by 2015. The UNDP is determined to accomplish the MDGs there - this would help increase the GER (Gross Enrollment Ratio) and would signicantly help families suffering from poverty. Since the UNDP is an organ of the UN which does sustainable eldwork that complements the research and reports created by UNESCO (United Nations Educational, Scientic and Cultural Organisation) and other UN organs, the UNDP is the best organization to achieve global secondary education.
Strategies for Development
Statement of Problem
Our internationally agreed development goals are a complex tapestry, and education is the indispensable thread that is hanging loose. Secondary education is vital for children to live a healthy, sustainable lifestyle. Educated families are less vulnerable to extreme poverty and hunger, and nations with high secondary education rates are likely to enjoy vibrant economies, political stability and respect for human rights. The coming decades pose the challenge of increasing the access to secondary education, as we did with primary education. The quality of secondary education has to be upgraded and standardized, and furthermore, global secondary education has to be made relevant to todays societies demands and characteristics. This is a far larger and nuanced challenge than the bolstering of primary education; the success of our future generations is largely dependent on the effectiveness of todays solutions. There are three major areas we need to tackle: access, quality and relevance. Access: The rst step to ameliorating the pressing issues that face secondary education is to get every child into school by increasing access. !Today, some 71 million adolescents in low income countries alone are not receiving secondary education. The primary school completion gap between rich and poor countries has diminished; however, the gap between rich and poor receiving secondary education has widened in the past 40 years. Poverty and high costs of secondary education are a major problem hindering access to secondary schooling. Even in areas where free education is provided, poor families cannot afford to pay the uniform prices, additional book prices and the other additional costs, not provided for by the school. Financing the escalating demand for secondary education increases the pressure on national budgets in an already constrained nancial environment in LEDCs.!Signicantly increasing access to secondary education requires new nancial resources. Nations must nd new ways of increasing funding for secondary education through public, private, or community sources, and at the same time, maximizing efciency and effectiveness in resource allocation and utilization, to increase access to education. Gender inequality: In at least 63 countries, signicantly fewer females receive secondary education than males; this is often due to cultural restraints - girls have a unique set of barriers to education, such as child marriage, early pregnancy, and expectations related to domestic labour, as well as perceived unsafe travel to schools
Comprehensive Assessment: effective assessment should measure the full range of student ability -- social, emotional, and academic achievement. Through various measures, including portfolios, presentations, and tests, multiple learning styles are supported. Integrated Studies: combines curriculum from two or more disciplines, allowing students to see how ideas are connected. Teaching in such a contextual manner promotes collaboration, critical thinking, and knowledge retention. Project-Based Learning: is a dynamic approach to teaching in which students explore real-world problems and challenges. With this type of active and engaged learning, students are inspired to obtain a deeper knowledge of the subjects they're studying. Social & Emotional Learning: when students work together on project teams, they learn to collaborate, communicate, and resolve conicts. Cooperative learning and character development supports the social and emotional development of students and prepares them for success in the modern workplace. Teacher Development: Just as professionals in medicine, architecture, and law have opportunities to learn through participating in internships and learning best practices, exemplary teacher-preparation programs allow teacher candidates the time to spend in classrooms with experienced mentors. Technology Integration: effective technology integration is achieved when its use supports curricular goals. It must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts.
Statement of Problem (continued)

Even in middle income countries like Turkey, 65% of young women do not complete secondary education (if they have access to it in the rst place) compared with the 36% of men who do not complete or start secondary education. Child labour is another major barrier preventing children from going to school. Long work hours and strenuous jobs not only restrict them from going to school, but in consequence prevent them from breaking out of the poverty cycle. Another major issue preventing access to secondary education is adolescents living in conict or disaster areas. The unsafe politics of their region prevents them from attending school over 40% of the children who do not get secondary education live in conict areas, yet, only 2% of the humanitarian aid in these regions goes towards secondary education. Quality: Providing quality secondary education is a major global task. While many poor countries struggle simultaneously with increasing enrollment and quality of education, many middle-income and transition countries, in particular those in Eastern Europe, Latin America, and East Asia, have achieved high enrollment levels in secondary education. !Their main challenge is to improve quality, relevance, and efciency to better align their education systems with those in open democracies and to respond to the rapidly changing demands of an increasingly globalized economy. The biggest issue impacting the quality of global secondary education is the extremely high student/teacher ratio. Currently, the student-teacher ratio increases between primary and secondary level in 25 of the 34 countries where such statistical data is available. This results in each student not getting enough direct communication with their teacher. Even places such as Oregon (US) require over 9000 more teachers each year for an effective student-teacher ratio. Effective student monitoring is a major concern, as we cannot readily improve students progress without measuring it. Education systems need to closely monitor how well students are learning in order to offer the correct support before it is too late. Additionally, testing is too often inappropriately used to inuence major nancing decisions such as closing schools or ring teachers or eliminating students who cannot progress to the next level rather than as a means to identify ways to help students improve their learning. We must nd better ways to take stock of whether children are learning, and use this information to direct support and resources for effective solutions. Cultural issues in the curriculum still persist - minorities endeavor to assert their own culture against the dominant culture in education. Recent curriculum reviews nd that todays curricula and textbooks often reinforce stereotypes, exacerbate social divisions and create fear and resentment towards certain groups. In an increasingly globalizing society, this cannot be fostered. For example, in Britain, the South Asian War of Independence is called The Indian Mutiny. Health and hygiene are prevailing problems in secondary schools in LEDCs. There is a lack of clean water in most LEDCs - children and adults alike fall sick due to the extremely unhygienic conditions, especially in rural areas; and this seriously affects attendance rates and performance. Relevance: Our modern day society calls not only for greater quality of education, but also for a curriculum that is more relevant to the high tech world in the 21st century. Today, in many countries, adults and young people share a feeling that their nations secondary education curriculum is profoundly inadequate. The knowledge and skills that are required if individuals and countries are to be competitive in the globalized world are not taught. !There is a demand for a much closer intertwining of theoretical and practical learning, as well as general and vocational education, to prepare students to take full advantage of tertiary education and employment opportunities. Many children in rural areas leave secondary school directly to work, and the secondary institutions do not provide sufcient vocational and technical training; any technical and vocational education that is provided is too specic and narrow thus limiting job opportunities, as skills quickly become obsolete in a dynamic and rapidly advancing world. Schools have not yet adapted to the new demands and skills of the 21st century. Features such as technology are not being implemented in the way they should be - IT skills, critically important in todays technologically advanced society are not being given enough importance, and new technologies are not being used effectively globally. To nd a solution we must rst know the problems - understanding the core problems of why secondary education stands where it does today are crucial in order to nd ways to overcome them. Now is the time for action.
The role of education in improving standards of living (right)
History of the Problem

The lack of development in global secondary education is becoming increasingly clear. It was never considered to be essential like it is now - children had to leave their academic careers (few even made it through primary), in order to work as breadwinners for their family. Many past events and reasons have produced outputs that are now the underlying aws in the secondary education systems worldwide. This section will highlight what these changes and events were. Access to Education: The cost of schooling has been an important deterrent - secondary schooling has always been more expensive than primary schooling. When families bore the full cost of schooling, many children from low-income families did not participate. Even where education tuition was paid for by the government, the cost of uniforms, books, lodging etc made it difcult for poor people to send their children to school. A divide has long existed between urban and rural children. In the past, high school drop out rates in rural areas (16.4%) have been nearly double that of rates in urban areas (9.2%) Much like the divide between urban and rural children, a larger gap exists between males and females. Two-thirds of the worlds 799 million illiterate adults (ages 15 and over) are women. In most countries girls who had completed primary education had the same chance as boys of making the transition to secondary education. Once in secondary school, however, fewer and fewer girls began attending. Additionally, secondary schooling was a new concept for many developing countries - to bring it into practice proved to be costly, and often forced households to ration resources among children parents favoured their sons education over their daughters education. Early marriage, early pregnancy, and the demands of domestic labour also became a barrier to secondary education progression for women. In Kenya in 1963, for example, 23% of girls attended secondary schools while in 1980 the gure was 27%, an increase of only 4% Quality and Relevance: In 1990, the World Declaration on Education for All,!noted that the generally poor quality of education!needed to be improved and recommended that!education be made both universally available and more relevant. The Declaration also identied!that expanding access alone would be insufcient!for the progress of secondary education. - quality must be ensured. Secondary education was not essential in the past but has become vital in the present. Over the decades, secondary school systems have changed too slowly to adapt to the everchanging world that we live in. The quality shortage is mainly attributed to the inadequate budget for education. As of 1997, the national education budget was only about four percent of the Gross National Product for an LEDC. Expenditure per pupil in LICs in 1996 was well below international standards.
TERMS and CONCEPTS to know:

Vocational Training: Vocational training is education that prepares people for specific trades, crafts and careers at various levels. Gender Disparity/Inequality: refers to the different statures between men and women in terms of society, education and job opportunities Online Learning: is a form of education through the internet and other forms of technology and networks. Core Curriculum: refers to subjects and courses that are a !required study" for the students in a particular school. Curriculum/Education Reform: is a process in which the government looks to improve or change the education system. G.E.R: stands for !Gross Enrollment Ratio" and it identies the number of people studying in each sector of education primary, secondary and tertiary. Dakar Framework for Action: is a re-afrmation of commitment to achieving !World Declaration" on Education for All by the year 2015. Capacity Development: is the process by which individuals, organizations, institutions and countries develop, enhance and organize their systems and resources. Capacity development is the enhancement of abilities, individual and collective, in order to achieve a nation"s/group"s set objectives, and solve problems. Global Monitoring Report (EFA): produced by UNESCO, shows the progress of education throughout different countries. Millennium Development Goals (MDGs): are eight international development goals that were ofcially established following the Millennium Summit of the United Nations in 2000. Stakeholder: is a person, group or organization that has an interest or concern in an organization. NGO: means !nongovernmental organization;" this acronym represents a group of people who work and receive funds from sources excluding the government; they have little say in governmental issues. LIC & HIC: LIC stands for !low income countries" while HICs are !high income countries", LEDCs and MEDCs: LEDCs are !less economically developed countries" whilst MEDCs are !more economically developed countries. These terms are used today as a formal way of referring to the developed, and third world countries.
History of Problem (continued)

In addition to this, schools pattern of spending was skewed in favour of personnel services (salaries and other forms of compensation) at the expense of capital outlays (school buildings and school facilities), maintenance, and other operating expenses (textbooks, libraries, laboratory supplies, etc.). Also contributing to the low quality of education was the shortage of highly competent teachers who are the students primary source of learning, especially in the absence of quality books and other learning materials. In LICs there are few government institutions that offer high quality education in core courses like language, math and science. Apart from quality, relevance is also a problem in secondary education. In the past, most of what children learnt in school was not applicable in their daily lives. The curriculum was overloaded with mainstream information and did not accommodate regional and cultural differences, which led to a lack of focus and rote memorization. Now, curriculums have changed and adapted in order to satisfy the needs of students, taking into consideration their cultural and regional background. Teachers are trained not just to address a class (as they did in large school rooms in the 18th and 19th centuries), but also to treat each student as an individual. Governments have made an effort to indigenize knowledge through the use of regional languages as the medium of instruction, but this is unsupported by qualied teachers and good teaching materials. Coupled with the deteriorating quality of English language teaching, the situation has resulted in semilingualism and mediocrity. The old debate on whether to use local languages or English (or French or Spanish) in schools has also been resurrected in the light of the challenges presented by globalization. Issues during times of crisis: Due to numerous natural disasters and wars in history, the relevance and quality of secondary education fell in affected areas. Because of bombs from wars, and damages from natural disasters, school facilities were damaged, students were injured or killed, and many students took long leaves from school to fend for their safety. In World War 2, for instance, nearly two million children were evacuated from their homes for safety measures. As the war worsened, It was thought degrading of adolescents to stay at home and study when they could have opted for going to war in defense of their nation. Many secondary school students were mobilized as temporary workers in military and agricultural communities in order to increase production. This created a generation of people who missed out on good, vocational secondary education.
History of the Problem (continued)

Quality, access, child labor and crisis areas
It explains why, after that generation grew up, millions suffered unemployment. Since the end of WW2, unemployment rates began slowly rising until the mean duration of unemployment reached approximately 20 weeks in 1960s. Child labour: is yet another major problem stunting the progress of secondary education. Child labour has been employed to varying extents throughout most of history. In 19th Century Great Britain, one-third of families used their children as breadwinners. These children worked in agriculture, home-based assembly operations, factories, and mining. The concept of child labour has lived on, from the times of the Industrial Revolution, preventing children from attending school. Child labour is still prevalent in many countries around the world. Whilst evaluating the problems that have occurred in the past, such as child labour, insufcient quality of teaching and problems during war-times, it should be noted that many of these problems have been addressed. The rates for primary education have increased tremendously in the past couple of years and gender gaps have decreased. Secondary education too is not far behind primary education, as the rates of enrolment in secondary education are expected to rise. For example, the Female Secondary School Stipend programme in Bangladesh has provided money directly to girls and their families to cover tuition and other costs, on the condition that they enrol in secondary school and remain unmarried until the age of 18. By 2005, girls accounted for 56 per cent of secondary school enrolment in the areas covered by the programme, compared with 33 per cent in 1991. There are many problems facing the sector of secondary education - many of which have paved the way for more problems to persist, and become more serious, such as that of gender disparity. But proactive efforts have been made, especially by the United Nations, in the past, to combat these issues. Organs within the UN, such as the UNDP and UNESCO have recognised that in order to have able students in tertiary education, and productive professionals in the real world, secondary education will have to be nurtured as the essential global foundation that trains adolescents in many different vocations and skill sets.
Past UN Actions
The Universal Declaration of Human Rights is based on the principles of the United Nations Charter. It was adopted by the United Nations General Assembly on 10 December 1948. The Universal Declaration of Human Rights lays out all the privileges every person has the right to - it is the groundwork for modern civilization and is the ultimate goal for mankind to achieve. It acts as a fuel for the United Nations to undertake initiatives to help the under-privileged. Education is one of the main topics discussed in the Declaration, which emphasizes that: Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. However this is not the case in many under-developed countries. Most of these countries do not list education as the highest priority as they are stricken by poverty, corruption and many other problems. Furthermore, education in these countries suffers and continues to decline as the population rises and much of the nancial support and focus of their governments is directed elsewhere. Since less developed countries lack proper infrastructure and funds to provide secondary education, the United Nations steps in. Already, many projects have been launched by various specialised agencies and organisations under the UN and goals have been nalised to help enforce the Declaration of Human Rights, including the provision of education to all. These goals are called the Millennium Development Goals (MDGs). The UN adopted the Millennium Development Goals amid great fanfare in 2000, setting out its commitment to halving world poverty, improving health and education and regenerating the environment in the world's poorest countries. Countries have repeatedly committed themselves to achieving goals such as universal primary education and eliminating gender disparities at all levels of education by 2015. The MDGs have been adopted by all major donor countries and agencies - including the World Bank - and by the governments of many developing countries as the backbone for their anti-poverty efforts. These goals hold a sense of urgency and moral sway with the international community of nations, although they are not legal in nature. One of the major breakthroughs in confronting the issue of education is the Education for All (EFA) Global Monitoring reports founded by the UNESCO. The EFA Global Monitoring Reports are the prime instrument to assess global progress towards achieving the EFA 'Dakar' goals, to which over 160 countries committed themselves in 2000. (The Dakar framework is a plan created to help achieve the Millennium Development Goals as well as the Education for All goals). The reports track progress, and identify effective policy reforms and best practices in all areas relating to EFA; they draw attention to emerging challenges and seek to promote international cooperation in support of education. The EFA Global Monitoring Reports examine how skill development programmes can be improved to boost young peoples opportunities for decent jobs and better lives. The publications are targeted at decision-makers at the national and international level, and more broadly, at all those engaged in promoting the right to quality education teachers, civil society groups, NGOs, researchers and the international community.
Past UN Actions ...

UNESCO has done phenomenal research and promoted education worldwide; each year it focuses on a core issue of education and compiles all the results and ndings in one report, and this then sets the groundwork for any further development and action to be taken in this regard. There has been undeniable progress towards EFA goals including an expansion of early childhood care and education and improvements in gender parity at the primary level. However, with three years to go until the 2015 MDG deadline, the world is still not on track. The number of children out of school has stagnated for the rst time since 2000. Adult literacy and quality of education still need to be developed faster. Since his election as Secretary-General of the United Nations, Mr. Ban Ki-Mon has made education reform the primary Millennium Development Goal for his administration. The UNDP has been chosen this year due to its expertise in eld training, and grant support to developing countries, with increasing emphasis on sustainable assistance to the least developed countries. The UNDP approaches issues in capacity development using the ve following steps: Engage: Once support is requested, the rst step is to identify and engage relevant stake-holders in the capacity development agenda. Assess: It becomes essential to identify what key capacities already exist and what additional capacities may be needed to strengthen institutions and thereby reach development objectives. Respond: Once an assessment has been carried out, the UNDP supports countries in preparing a capacity development response, indicating how a country might respond to issues raised in the assessment, based on national priorities and needs. Implement: Once a country has formulated a capacity development plan, UNDP supports its implementation, which is ideally managed through national systems and processes to foster ownership by national stake-holders and ensure sustainability; otherwise, sustainability of local capacities and opportunities for learning are easily undermined. Evaluate: Measuring progress and capturing results of capacity development are important for performance management, accountability, and learning purposes. This method has been incredibly successful, and so far, an example of a country which beneted from the UNDP education initiative is Bangladesh.
Past UN Actions (continued)..

Since 2003, UNDP has been working to help the people of the Chittagong Hill Tracts (one of the most diverse regions in Bangladesh) to meet their immediate development needs and create long-term opportunities. This effort includes the creation of an education programme aimed at strengthening primary and secondary education in the community. Over the last ten years the UNDP has made a signicant difference. It created an education programme which has opened 150 multilingual
primary schools, enabling more children to access education. Currently due to the UNDPs innovative work, Bangladesh is on track to achieve 100 % primary school enrollment by 2015, one component of Millennium Development Goal 2. Bangladesh is one of many successes of the UNDP, and so if the UNDP becomes the core agency to carry out the actual eldwork in improving education supported by all the research gathered and work done by the Global Monitoring Reports, the world might achieve the Millennium Development Goals (focused on education) faster than anticipated and signicantly develop our world.
Proposed Solutions
One of the main issues stopping the progress of a country and affecting its society is education. Developing countries lack resources for education, so many young bright children cannot fulll their potential. A multi-sector approach involving government ministries, NGOs, local communities and industries etc, is essential for successful implementation of secondary education. These proposed solutions focus on access, quality, and relevance, and are aimed towards developed and developing countries. For many students, accessibility and affordability are colossal problems, which stop them from receiving quality education. Today, many educational projects have been set up to aid these students, and eradicate certain obstacles. The elimination of school fees has often proven to be an effective way to increase school enrollment. However, while eliminating school fees is necessary to reach the poorest, it is not enough by itself. Governments also need to lower indirect costs associated with uniforms, textbooks and informal fees. Financial income programs for identiably marginalized groups can lower household costs and provide incentives for education. There are 800 million unemployed adults in the world; and yet, the number of working children is estimated to be at over 300 million. Replacing these working children with their mostly unemployed parents would result in higher family incomes (since adults are generally paid better). To decrease the number of children working and increase the number of children in schools, UNDP must eliminate abusive, exploitative and otherwise intolerable forms of child labour through legislation and enforcement; and provide free schools for poor children. In many developing countries, where women are expected to live their lives inside their homes, providing access to educational framework becomes a problem. Two-thirds of the worlds 799 million illiterate adults (ages 15 and over) are women. In Afghanistan, home-based schooling for girls has now grown into a government accepted strategy for educating girls in remote areas. What started as a clandestine innovation during Taliban rule has now grown into one of the main approaches for ensuring girls access to school. In African countries, such as Nigeria, interventions can be introduced, to help parents/guardians understand the purpose and importance of education in the 21st century. Building schools closer to marginalized communities is vital, especially for gender parity. School construction programmes should prioritize remote rural areas, urban slums and conictaffected areas, and take into account the needs of learners with disabilities.
the biggest investment we can make !
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Proposed Solutions (continued)

Individual Country Initiatives Become Blueprints For Global Programmes
More exible approaches could bring education within reach of some of the worlds most marginalized children. Such approaches include mobile schools for pastoralists, satellite schools, traveling teachers and multi-grade teaching for remote areas, and specialized training for teachers of children with disabilities. Mobile schools are a mobile unit (usually a motor vehicle) which contains equipment and audio-visual materials necessary for conducting educational instruction, projects, and demonstrations at various school and eld locations, particularly in rural areas. Mobile schools are used in environmental education activities. For students that cannot get to school, school must come to them. UNDP can develop this proposal for children who live far away in isolated areas, so they also have a chance to receive education. Mobile school NPO is a Belgian organization which develops mobile school carts and trains local street workers. Presently there are 36 mobile schools in 21 countries, spread across four continents: Latin America, Asia, Africa and Europe. Mobile School NPO focuses on engaging in informal educational activities with two target groups: street children and street workers. All the materials and games used by mobile schools aim to increase students self-respect, identity and the discovery of talents and empowerment. In this way, schools on the street build on a strong foundation of faith in peoples abilities, self-condence and the motivation necessary to support further growth processes. Another viable educational method is online learning. Online education is dened as the use of the internet in education, as well as the globalization of ideas, and the use of technology in exchanging ideas and providing education to more people. The benet of online learning is simple, exible logistics. After location, time is the greatest limitation on learning. That goes for both the instructors and the students, each of whom has to be both available and in alignment with the other for face-to-face instruction. By removing that requirement, everyone involved can participate at a time, and for a duration, that suits his or her schedules.
According to CCA consulting, nearly 50% of secondary education institutions currently engage in some type of online learning. Every student has a unique learning style. Some students are visual learners; some learn better when they "learn by doing." Web-based learning environments permit the instructor to build one course, yet implement a variety of resources, so students can utilize materials in whichever way works best for them. Moreover online education programs often charge less than traditional schools. Some online education programs connect students with top-notch professors and guest lecturers from around the world. To meet the demands of an advanced professional world, secondary education must become more vocational, by offering more subjects and elds to pursue. AlKhidmat is an example of a charitable organization that provides vocational, as well as formal educational assistance and facilities for children regardless of age, gender, or location. Al-Khidmat gives many poor students in Pakistan, especially girls, a chance to complete their secondary education. It has also undertaken various educational programs in Pakistans prisons.
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Proposed Solutions (continued)...

The NGO has been providing:! Talent Scholarships: the TS Program has been operating for several years, and thousands of underprivileged, but talented, students have been able to complete their education through the Alfalah Scholarship Scheme. Construction of new schools and assistance for existing institutions: Al-Khidmat has established a vast network of schools in urban, as well as in rural areas, providing quality education with a focus on developing childrens rational and intellectual capabilities. The syllabus taught at these schools has been prepared in accordance with up-to-date, academic requirements. There are separate educational institutions for boys and girls. Al-Khidmat has also provided support to partner entities for construction of new school buildings. To date, AlKhidmat has constructed, and/or operates 188 schools in various towns and cities of Pakistan. Establishment of hostels for students: Residence is the major problem for students who study in another city for one reason or another. Al-Khidmat has built hostels for out of town students in order to provide low cost residential facilities so as to reduce the nancial burden on them. School Supplies: Al-Khidmat regularly hands out school supplies to underprivileged students. More than 3,500 underprivileged children have beneted from this program to date. Just as Al-Khidmat has helped many underprivileged children in Pakistan receive secondary education, UNDP can support a global cohesive network of NGOs in developing countries to carry out the same service to increase the attendance of students in secondary schools. To ensure quality education is provided by secondary schools, the following priorities must be achieved: Setting High Standards: When students' work is monitored, student effort and achievement increase. Researchers caution, however, that standards must not be set so high that students perceive them as unattainable; if they do, effort and achievement decrease. The denition of "high standards" differs across studies, but generally, researchers indicate that students should be able to experience a high degree of success (on assignments, during classroom questioning, etc) while continually being challenged with new and more complex material. Holding Students Accountable for their Work: Establishing expectations and guidelines for students' class work and home work, and following through with rewards/sanctions, facilitates learning and enhances achievement. Collecting, Scoring and Recording Results of Classwork, Homework, Tests and so on: These activities are positively related to achievement, because they provide useful information to teachers and students and because they communicate to students that teachers are serious about effort and completion of assignments. Feedback: Providing feedback to students lets them know how they are doing and helps them to correct errors of understanding and ll in gaps in knowledge. Some researchers focus on the ways in which feedback is provided, pointing out that students who are having learning difculties require support, encouragement, and attention to their success if the feedback is to foster achievement of learning goals. Another problem many areas are facing is the health of students. Health affects attendance, so it is important to keep children healthy so that a high attendance rate is maintained. Today, Volunteer Partnerships for West Africa travels to different schools in Africa, to deworm children in primary and secondary school, and educate parents about their childrens health. School-based deworming is universally recognised as a safe, simple and costeffective solution. (Regular treatment can reduce school absenteeism by 25% and increase adult earnings by over 20% and at a cost of less than 50 US cents per child per year.) One of the most important requirements for sustained progress towards better quality in education is an improved learning environment. A poor school environment with badly ventilated classrooms, leaking roofs, inadequate sanitation or lack of materials represents a signicant barrier to effective learning. It is essential to improve the learning process and the interaction between children and teachers. Time spent on effective learning is what matters for achievement. UNDP can improve learning environments in LEDC schools by paying close attention to already built schools, and creating ideas on how to better them, in terms of school infrastructure, hygiene and presentation. Teachers are one of the most important aspects of education. Normal high schools must work to raise the salaries, status and prestige of teachers in society - but not all teachers, as there are many who are simply incapable of self-improvement and are frequently reluctant to make an effort. Introducing a standardized national/state examination for teachers is one way to improve education, and the fact that many teachers are ghting it is proof that they do not care to improve the quality of their teaching. Discussion must go into creating nuanced examination standards for teachers worldwide. Also, there must be a differentiated approach to raising teachers salaries and status.
In the United States, half of the teachers leave in the rst ve Clarity: Clarity about expectations, formats, and other aspects of years because of lack of support or other frustrations. The direction-giving has a positive impact on the achievement level of National Commission on Teaching and America's Future found that teacher turnover costs their nation $7.34 billion each year. the students doing the homework, participating in the classroom questioning session, etc.
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Proposed Solutions (contd)..

That gure includes the amount of money it takes annually to recruit, hire, and process and train new teachers. This approach is not just bad education policy, it is bad economic policy. An effective secondary school education system must support student development and contribute to their: Academic attainment the acquisition of academic skills and qualications that demonstrate individual ability and provide a platform for further education, vocational training and employment. Vocational preparation the identication of vocational interests and skills that prepare individuals for employment. Social skills the development of behavior, communication and interpersonal skills that allow individuals to interact with other people and to build friendships and personal relationships. Engagement as a citizen an understanding of individual rights and responsibilities, social institutions and values. Emotional and spiritual well-being the development of a sense of personal and cultural identity and self-worth. Physical health an understanding of how to manage personal and family health, maintain a healthy environment and access available services to meet health needs.
When utilized properly, technology is a very useful resource in secondary schools. Using computers in schools enhances learning drastically. Internet access allows students to get different educational resources from all over the world, thus making the world like a classroom of learning. It enables students to access different ideas as well as learn knowledge coming from abroad. The use of computer technology in education allows students to learn modern tools and knowledge that will make them ready for the high tech world we live in, and anticipate technological changes of the future. Computers for African Schools is a charity based in the United Kingdom which aims to give children in developing African countries the opportunity to gain experience with and understanding of computers and IT. At the end of 2011, CFAS had sent 30,000 computer systems to ve main CFAS programme countries: Zambia, Zimbabwe, Malawi, Tanzania, and Zanzibar. Also smaller quantities have also donated to partner NGO's in Kenya, Mozambique, etc. More than 1500 schools have computer labs set up through the scheme. Every state and mission secondary school in Zambia has been provided with at least 10 computers through the scheme. The computers are donated free to the schools and two teachers from each recipient school are trained to teach IT as a subject. The programmes in the CFAS scheme recipient countries are administered by local administering NGOs. These are just some of the key points that must be debated at the conference. For further consolidation of essential proposals for the working papers and nal resolution, please review the appendix (created by Year 11 and 12) in detail.
Questions A Resolution Must Answer

These are six essential points that must be included or answered in the nal resolution. While the UN and UNDP can help in getting nancial aid from developed countries and use that money to help developing countries, the nal resolution must also state a deadline for projects (which means that the goal we are aiming for must happen within a xed period of time), and the UNDP must keep track of progress to ensure that we achieve our goals within this framework. The following six points must be considered for a valuable global secondary school education action plan: Access: Ensure that secondary education can be accessed by all children. In many countries, inequity in access to secondary education, e.g. by poor children, children in rural areas, girls from poor or culturally biased families, children in disaster and war-torn areas, etc. is a major barrier to human development. How can we ensure that all children can go to secondary school? Teaching: Reform efforts in both developed and developing countries assume that the most direct and effective way of raising instructional quality is to introduce changes in teacher education and recruitment, improve the knowledge and pedagogical skills of teachers, and to ensure that organisational conditions promote effective instruction.!How will we deal with the impact of globalisation on teacher recruitment, training, and support?
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Questions A Resolution Must Answer (contd)...

Technology: Understand that with globalisation, the increased importance of IT knowledge as a driving force in economic development is putting additional pressures on national governments to modernise and revamp their secondary education systems in order to produce graduates who are well prepared to enter the work force or institutions of higher learning.!IT has transformed teaching and learning processes in educational systems worldwide. IT has also introduced substantial and recurring new costs, as school systems struggle to stay current with technology.! How will the problem of the need for increased funding for secondary schools that use IT for teaching and learning be addressed? Financing: The escalating demand for secondary education increases the pressure on national budgets in an already constrained nancial environment. Signicantly increasing access to secondary education requires new nancial resources.!And the nancial reality is that many developing countries and transition economies lack the capacity to raise the additional resources necessary to address the new challenges in secondary education.!Nations must nd new ways of increasing funding for secondary education through public, private, or community sources, and at the same time, maximise efciency and effectiveness in resource allocation and utilisation. How can the United Nations help with nancing? How can schools in LEDCs address nancing problems? How can they keep fees low so that the number of students attending secondary school increases? Quality and Relevance: There is little evidence that increases in funding alone lead to improvements in the quality of education. And as the demand for secondary education increases, there must be an accompanying emphasis on increasing the quality and relevance of that education as well as an increased focus on better understanding of youth issues and how adolescents learn. The demand for high skilled workers to actively and effectively participate in the global economy is driving the push for quality and relevance.!Policy-makers and educators must re-examine every facet of the secondary education system to ensure that young people are gaining the skills and knowledge that they need to be successful in todays world.! Only through increasing quality and relevance can secondary education truly serve as a catalyst for economic growth and poverty reduction. How will we meet the demand for a much closer intertwining of theoretical and practical learning, as well as general and vocational education? How will we prepare students to take full advantage of tertiary education and employment opportunities? While many poor countries must struggle simultaneously with increasing enrolment and quality of education, many middleincome and transition countries, in particular those in Eastern Europe, Latin America, and East Asia, have already achieved high enrolment levels in secondary education.! Their main challenge is to improve quality and relevance to better align their education systems with those in open democracies and to respond to the rapidly changing demands of increasingly globalised economies. How can this be achieved? In what ways may this be possible? In what ways can the UNDP help with this? Assessment: In the effort to expand secondary education and improve its quality the role of national examinations cannot be taken for granted. Examinations can be used to determine eligibility for further education as well as for better job opportunities.! They are a powerful tool for inuencing and shaping secondary school curriculum. How can we use them effectively?!!Broadly speaking, entrance examinations to secondary education are disappearing or are being used for purposes other than competitive selection.!How will we deal with the concern about global competitiveness increasing interest in nation-wide student achievement testing? In short, the Resolution must look at all these points to provide quality secondary school education to all.
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Bloc Positions
A countrys bloc position is based on geographic location or economic status or political ideology...
Lack of secondary education is a pressing problem in the world today. Lack of nances and resources are the core reasons for the lack of universal quality secondary education in LEDCs. These countries look to the MEDCs for support and aid. A countrys bloc position is based on geographic or economic status. Bloc positions are important when negotiating and caucusing. They are also important because blocs add power to the opinions of states. The following bloc positions will be based on geographic locations: BLOC A NORTH AMERICA AND WESTERN EUROPE This bloc includes countries in North America and Western Europe -Canada, Germany, Switzerland, the United Kingdom and the United States among others. Virtually every country in this region has close to universal secondary education. The Gross enrollment ratio (GER) is the total enrollment in a specic level of education, regardless of age and is expressed as a percentage of the population in the ofcial age group corresponding to this level of education. The GER can exceed 100% due to late entry and/or repetition. The GER of the average Bloc A country stands at a staggering 107.6%, as opposed to the 63.7% in the rest of the world. These gures are courtesy of a result of compulsory schooling, widely enforced for a century, the long-term democratization of education systems, economic growth and social transformation in recent decades, which have opened new vistas and opportunities and boosted demand for higher education. Other blocs are encouraged to follow the example set by this one. A core problem stunting the growth of many countries in the world today is that not enough nancial aid is given to LEDCs to bolster their efforts to provide secondary education to their youth, and this is where Bloc A countries need to step up. Bloc A countries are recommended to lend money to countries in Blocs E and F. BLOC B CENTRAL AND EASTERN EUROPE This next bloc includes countries in Central and Eastern Europe (CEE), like Bosnia and Herzegovina, Belarus, Croatia, Russia, Serbia and Ukraine among others.
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Bloc Positions (continued)

They are important when negotiating and caucusing
These countries have been regaining their independence in the early 1990s and many of them in this region have faced profound political, socio-economic and demographic disruptions that have affected their education systems. However, this region has stepped up its investment in education, and has been rewarded by an increase in enrollment in the last third of the decade. This regions secondary GER has increased by 1% since 1999, to reach 88% in 2008. However, nearly 1.7 million adolescents were still outside the education system in 2008. Participation levels remained relatively low in some countries in CEE, with GERs at or below 85% in the Russian Federation, the former Yugoslav Republic of Macedonia and Turkey. In sharp contrast, Central Asia saw rapid expansion in secondary education, with the regional GER increasing from 86% in 1999 to 97% in 2008. Progress was most marked in Mongolia, where the secondary GER rose from 61% in 1999 to 95% in 2008. Yet major challenges remain. Some countries are registering an increasing number of children not enrolled in school and this is one area where countries in Bloc B need to step up. A solution is that rather than borrowing money from countries in Bloc A, Bloc B countries need to set up partnerships between each other, for example, due to their similarity in culture, similar location and alike nancial statuses, etc, to make universal quality secondary education a reality in their countries. Belarus and Ukraine, for instance, could produce a solid
partnership, which could perhaps even see the duo promoted to Bloc A. BLOC C ARAB STATES This region as a whole has made signicant progress over the last decade in terms of school access and retention. In contrast to Bloc A and Bloc B, in which all of the countries are MEDCs, Bloc C is a region in which there are MEDCs and LEDCs. Massive educational deprivation and large gender disparities still characterize some countries in this Bloc. The region records some of the worlds largest gender disparities, particularly in primary education and adult literacy. The dual challenge of improving quality and equitably expanding access to secondary education requires sustained investment from the countries concerned. It has been argued that governments should invest at least 6% of GNP in education, though this does not in itself guarantee quality. Globally, participation in lower secondary education is on the rise. The gross enrollment ratio (GER) for this level increased from 72% to 80% between 1999 and 2009. In the Arab States, the gross enrollment ratio rose from 72% to 87%, which was one of the most notable increases in the world. Urgent action is needed in countries where the gender gap is still large in primary and secondary education. An overriding priority is to tackle poverty constraints by reducing the direct and indirect cost of schooling to families and addressing the incidence of child labour. Eliminating gender
disparities and inequality while achieving all the other EFA goals is costly. Some countries will need to allocate more of their own resources towards secondary education and use these resources more effectively. This region is able to fund other countries, such as those in Bloc D, and in order to eliminate gender disparities and child labour, poorer countries in this region require aid from MEDCs in the region, as well as some help from countries in Blocs A and B. BLOC D ASIA AND THE PACIFIC Since the early 1990s, countries in central Asia have gone through profound political, socio-economic and demographic disruptions, which have affected their education systems. Setbacks in enrollment rates were recorded over the decade at almost all levels of education. South and West Asia is characterized by massive educational deprivation. East Asia and the Pacic is composed of vastly different countries, from small island states in the Pacic to population giants like China and Indonesia. This bloc consists of countries with very different economic status, such as China and Pakistan - China is an MEDC, whereas Pakistan is an LEDC. Some countries within this bloc have gone from being LEDCs to becoming MEDCs. An example of this is the Republic of Korea, which went from being a poor country to a wealthy one in just 30 years thanks in large part to its investment in skills development of young people.
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Bloc Positions (continued) Blocs are important because they create cohesion between particular States on issues and facilitates the negotiation process. They add power to the opinions of States.
region like Latin America. This Bloc can provide some assistance to the poorest countries in Bloc F.
BLOC F SUB-SAHARAN AFRICA This bloc in general has made some signicant advances across the board but progress remains uneven and this region generally lags behind others in achieving education for all. Some major issues are poor education quality and insufcient attention towards youth and adult learning needs. Literacy rates are steadily rising with increasing gender parity in much of the region. In Burkina External aid for education is an important source of nance for Faso, Burundi and Malawi, female literacy rates more or less EFA in most countries in South and West Asia. Countries in doubled and have increased twice as fast as male rates. the region received an annual average of US$1.9 billion in aid However, female adult literacy rates are still below the for education during 2004 and 2005, of which US$1.3 billion 1985-1994 average for male literacy. Gender disparity is was allocated to the basic education levels. The Pacic is also common amongst marginalized groups, for example white different from other countries in Asia as there is close to no youth and white adult women have near-universal literacy gender disparity there. Many LEDCs in this region require aid levels, compared with just 70% among black women. The from MEDCs in order for secondary education to prevail there. general quality of secondary education is poor and is reected The richer countries in this region, such as Australia and by illiteracy rates amongst adults who spent several years in China, can help LEDCs in this bloc. school. Children with poor socio-economic backgrounds receive a lower quality education than their privileged counterparts; slums are focal points for educational BLOC E LATIN AMERICA AND THE CARIBBEAN deprivation, partly because many governments fail to recognize This bloc as a whole is the closest of the developing regions to the entitlement of slum dwellers to basic services. Sub-Saharan achieving education for all but is held back by countries Africa displays the most linguistic diversity of any region in the making limited progress on some specic goals. Issues of world and this leads to extreme disparity for children who are retention and completion as well as the standard of education taught in a language other than their mother tongue. In remain a major concern for some of these countries. These Nigeria, the education attainment gap between the highest and countries have poorly funded vocational training programs and lowest performing language groups is six years; in governments in Latin America and the Caribbean have to Mozambique, youth who speak Jaua average one year of strike a delicate balance between general and vocational education, compared with ve years for Portuguese speakers. A education to prepare their students to cope in the global feasible solution is needed to address internal disparities economy. Deep spending cuts in the region during the 1980s between different ethnic groups and in countries with high and 1990s further compromised quality in vocational cultural diversities such as South Africa. While primary education. Countries like Brazil and seven Caribbean countries education remains a top priority in the region, a framework to maintain a perfect GER while other countries like El Salvador ease the transition from primary education to secondary and Guatemala have a GER less than 70%. While these education is essential to achieve quality education for all. This countries have made signicant progress in increasing their transition can be achieved over the next years if this region GERs, they still need to address how they will keep these receives aid from countries in Bloc A and B. children in school. A lack of home language instruction is often part of wider processes of cultural subordination and social In conclusion all these blocs want the development of discrimination, reinforced by curricula that are insensitive to secondary education in their countries, but some are incapable cultural diversity and programs that address these issues are of doing this on their own. With the help of UNDP and other either of poor quality or receive limited coverage. A feasible MEDCS, the move towards better and more universal solution that addresses the need to integrate children from education is possible. different ethnicities should be a priority in a culturally diverse
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Appendix - to Proposed Solutions

The following is a sampling of concrete initiatives that can be used as a roadmap to generate the framework for a possible resolution. They range from the use of technology to enhance secondary education for all, to the provision of teacher training and improvements in teaching methodology: Access to Secondary Education by All: is a major problem hindering provision of secondary education. Many LEDCs, for instance have a plethora of people who cannot access secondary education due to poverty, gender bias, distance from schools etc. so it is necessary to take special action to make sure education is made accessible to all children/youths. Recommends researching and developing effective education strategies and schemes to allow those affected by poverty to still have access to high quality secondary education with both short term and long term relief ranging from loans with no interest to stipends.! Appeals to governments to lower tuition fees and encourages them to make education attainable to less economically fortunate students, so as to educate a larger number of students. Urges the UNDP to provide incentives to poverty stricken families in the form of meals to encourage enrollment in secondary education. Example: this was done in Sabang, Indonesia where the UN collaborated with local governments to fund one free meal a day to children attending secondary school. However, different forms of incentives may be needed in different regions as one region may have problems regarding lack of food whereas another may have problems regarding health or another issue. Encourages that governments, with the help of UNDP, establish water connections to village clusters, reducing the time wasted by children in collecting water, and allowing them to receive a better education. Example: this was done in by the Kalokutanyang Mobile School in Kenya, and resulted in a signicant increase in children attending school. Afrms the Priority Schools Funding Program in Wales, in which schools in communities of low economic status are supported. Funding, stafng and consultancy are offered to Priority Schools in addition to resources provided to all government schools. Assistance is provided to reduce the achievement gap of students and focuses on improving literacy, numeracy and participation outcomes. Example: since 2006, Priority Schools support schools serving high concentrations of low socio-economic status (SES) communities in New South Wales. Additional funding, stafng and consultancy support are provided to Priority Schools, in addition to the resources provided to all government schools. Approves researching admission rates in less developed nations with particular reference to under-served groups such as women, minorities, refugees and learners with special needs in order to come up with plans to improve secondary education access to these groups in the future.! Example: the Jesuit Refugee Service (JRS) has a strong commitment to refugee education worldwide, with programmes in 13 countries in Africa. It has developed an education resource centre in Nairobi, which houses materials on education for refugees and youth from emergency-prone countries. Accepts increasing pupil to teacher ratios (PTRs) to a maximum of 40 students per teacher at the lower secondary level and 35 students per teacher at the upper secondary level, in order to substantially reduce costs of providing secondary education to the disadvantaged. Example: The Irish government is expected to target feepaying schools with changes to the pupil-teacher ratio. The move will result in larger classes and possible cuts to subject choice in these schools. These changes will increase the pupilteacher ratio for fee-paying schools to 22:1 with effect from the 2013/14 school years. This will reduce the cost of education in these schools. Suggests in the short term, Multi-Grade Teaching can be used in Low Income Countries. MGT means one teacher is responsible for students in two or more curriculum grades at the same time, in order to lower costs and so help overcome the lack of teacher funding. Example: MGT has been implemented in Sub-Saharan Africa: in Uganda, Senegal and The Gambia teachers were provided with specialized MGT training and additional teaching materials. The three case study countries have taken different approaches to provision of training. In Gambia, a module on multi-grade teaching was included in the initial teacher-training course for all students. In Uganda, one teacher training college was designated to prepare multi-grade teachers. In Senegal where multi-grade-teaching skills had yet to be integrated into the teacher-training curriculum, inspectors provided some informal training. Invites counseling and non-academic services to educate students about why school is needed and how to help develop an interest in it as well create a wider more social training system for teachers to help prevent students from being discouraged by a bad experience and interaction with teachers. Example: Right to play foundation is an NGO operating in Ghana that is using directed resources to encourage children to go to school. Teacher Training: in order to provide top quality education to students, teachers must be well equipped and trained to educate them. This is why teacher training is a crucial part of quality improvement and should be considered when making education reforms. Rewards effective teachers with both career advancement opportunities and nancial incentives - creating a dened career progression provides a means to recognize teachers who have developed a certain level of performance, encourages teachers to continuously improve, and offers additional roles that develop a teachers capabilities in mentoring, evaluation, and instructional leadership.
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Appendix - Ideas for Working Papers...

Example: The Bill Gates Foundation got together nine school districts and one coalition of charter management organisations to come up with proposals on how to improve teacher effectiveness. These proposals included providing nancial incentives based on productivity and contribution rather than based on longevity. Commends localizing school/teaching improvement efforts with the enhancement of community participation including ownership of schools and training institutions, which is to be administered by Regional Committees on Education consisting of a moderate number of Government ofcials. Example: countries in Asia such as Thailand, Vietnam and Cambodia where the educational sector in the government formed committees of experienced teachers who would bring international knowledge in teaching to their regions. They were able to attend workshops in other countries and they were nanced by NGOs and other organizations. Endorses staff training focused on developing the skills of teaching and management to design as well as deliver the school curriculum and extra-curricular programs to suit the needs of their indigenous students, build academic standards into the curricula, and help academic teachers build technical competencies into their teaching instruction and create a more culturally inclusive school environment. Advises a Holistic Schooling Approach, to deliver a culturally and contextually relevant and capability-appropriate curriculum that allows students to develop necessary citizenship skills. Example: California State Schools System has trained its teachers to teach curricula suited to indigenous students as more and more benets of culturally relevant curricula are becoming apparent. Strongly suggests advancing and nurturing teacher training centres for technical school by improving management systems in areas such as wages, human resources and inventory, with the help of regional aid from countries willing to contribute to countries unable to fund themselves. Example: requesting loans from regional organisations such as the Inter-American Development Bank to invest in the strengthening of policies of access and retention of students and teachers in technical education and training, with a long term goal of creating around 150 vocational technical education classrooms and 30 computer labs with connectivity over a period of 10 years. Efforts have been made in Latin America and the Caribbean where the IADB has supported them in extending and improving the education they provide. Finance: a concern for all nations is the ability to fund educational projects. In the case of large scale projects, or for nations with little capacity to fund their own projects, international aid may be required. This makes it essential for those nations or international organisations that can afford it, to help improve global education by nancing plans in LEDCs. Asks for foreign aid to help countries improve infrastructure and education standards, long term Example: the recipients of China' s foreign aid are mainly lowincome developing countries. Regarding the distribution of its foreign aid, China sets great store by the living conditions, education rates and economic development of people living in the recipient countries - China makes great efforts to ensure its aid benets as many needy people as possible. Welcomes the creation of charitable donation collection agencies that will allow an inow of debtless funding which will allow the creation of infrastructure, building materials and provide students with education apparatus. Example: Africa Foundation has a scholarship program called Community Leaders Education Fund (CLEF), which was launched in 1995. The CLEF Scholarship Program offers partial funding to students from rural communities bordering conservation areas. The main aim of the CLEF Program is to develop natural leadership potential by providing deserving students a chance to improve their career opportunities. Students are required to help their community during their holidays by conducting activities that involve and uplift the community, e.g career guidance at schools, community cleanup campaigns or helping at local clinics. Notes that the!costs!of e-learning!include costs of hardware and software, costs of internet access and costs of computers and tablets. Example: Verizon Communications has been providing elearning for about three years. It takes them between 40 to 80 hours and costs $15,000 to $30,000 to develop one hour of elearning (George & Mcgee, 2003). This includes the instructional designer, project manager, and outsourcing fees (the instructional designer takes the content that is written in instructional design format to three other companies and an in house group for bids). The content comes from SMEs who explain to instructional designers how it is done (for example, installing DSL). Reafrms its belief that education should be provided by the government on a long term basis and it should be funded through loans from IMF. Example: Mr. John Lipsky, First Deputy Managing Director of the International Monetary Fund (IMF), and Dr. Rakesh Mohan, Deputy Governor of the Reserve Bank of India, formally inaugurated the Joint India-IMF Training Program (ITP) in Pune, India. The ITP is the seventh training program to be established by the IMF Institute outside of its headquarters in Washington DC. The other programs are located in Abu Dhabi, Austria, Brazil, China, Singapore, and Tunisia. The ITP provides policy-oriented training in economics and related operational elds in India, and in other countries in South Asia and East Africa. Courses cover macroeconomic management and policies, nancial programming, monetary policy, bank supervision, nancial sector issues, public nance, exchange rate policy and foreign exchange operations, and statistics.!
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Appendix - Roadmap to Resolution (continued)

Expresses the hope of the creation of nancial and administrative institutions controlled by the respective Federal Governments, to provide academic and nancial assistance to students, accompanied by provisions to students taking a mix of on-site and distance courses with tutoring and study guides. Technology and Research: is a key aspect of education reforms. It is becoming more attractive to digitalise education due to its efciency and connectivity. The utilisation of technology is something that can vastly improve the quality and accessibility of education. Emphasizes the importance of providing students access to technology: Example: recent studies show the great value of providing students with extensive access to learning technology (Berg, Ridenour-Benz, Lesley, & Raisch, 1998). On average, students with computers in their homes develop better math comprehension and reading skills than do those without this resource. School priorities need to include resource access programs such as loaned computers and/or software sometimes called "E.T (Educational Technology) goes home" (U.S. Department of Education, 2001). The "technology divide" is more than a trite reference used to document the need for more computers in American elementary and secondary schools. Rather, the lack of access to technology for many urban youth constitutes a genuine educational disadvantage. Considers examples of various countries (e.g. in Latin America) utilizing the mobile learning concept, focusing heavily on the '1:1' concept, which aims to provide every student and teacher with a laptop or notebook. Example: this policy has been adopted by several governments, including those of Argentina, Brazil, Colombia, Peru, Uruguay, and Venezuela. In Lahore, Pakistan, a UNESCO project is underway that uses Short Message Service (SMS) technology to send educational content to socio-economically disadvantaged learners. Yet another example is the Boat School in Bangladesh, which relies on mobile phones and other technology to help bring educational opportunities to 87,000 families. Identies and implements high tech methods of integrating reading, writing, and Mathematics across technical elds. Example: this method is used by the Khan Academy, an online school where students can be assessed using standardized tests and personal portfolios. A series of videos and software programs are used to provide an effective and engaging way to learn a school curriculum. "You used to count blocks or beads," says Lynne Schrum, who has written three books on the topic of schools and technology. "Manipulating those is a little bit more difcult. Now there are virtual manipulative sites where students can play with the idea of numbers and what numbers mean, and if I change values and I move things around, what happens." Supports personal development programs that use video conferencing solutions to connect technical schools internationally, and therefore improve all facets of education from student administration to course development, curriculum delivery, and content management. Example: Polycom has been successful in providing distance learning that is interactive, improving student access to knowledge and content, wherever they are located, and promoting greater interaction, content sharing, and engagement among teachers and students. Associations and schools that have beneted from the use of Polycom Real Presence are the Global Nomads Group, Abbotsleigh School, Jefferson County Public Schools and the Pembina Trails School Division. Understands that the methods for distribution of Distance Education courses can include video (pre-recorded, live via satellite, or two-way instructional television), audio, the internet, or other computer technologies such as CD-ROM, ITV and online courses (which are the most popular distance education methods). ITV courses involve a form of videoconferencing: using the ITV method, homework and tests are sent through fax or e-mail to local school distance education facilitators, or teachers. Example: the Harvard Extension School offers 200 Harvard online classes through distance learning. Most of their distance education courses feature videos of faculty lecturing on campus. Students can watch each weeks online lecture at their convenience, submitting assignments as scheduled. In some cases, classes meeting on campus are broadcast live; students can check course syllabi or websites to see if they can watch videos live during class meeting times and to learn if live participation is required. Recognises mobile learning as a modern way to support learning processes!through mobile devices, such as handheld and tablet computers, MP3 players, smart phones and mobile phones; with around six billion mobile phone subscriptions worldwide, these devices present an unprecedented opportunity to support learning in a cheaper, ubiquitous and more portable format than even low-cost computers. Example: mobile learning initiatives have recently been established in Africa and the Middle East, Asia, Europe, North America, and Latin America. These allow students to participate in collaborative activities, play educational games, reinforce key concepts and exchange information with professors and peers." As a low-cost substitute for computers, mobile phones can increase access to the internet and digital educational content, and because the devices are portable, they can facilitate learning outside as well as inside schools UNESCO. Directs professional development opportunities for students. Example: online simulations/models, multimedia, eBooks and epistemic games (which put students in roles like journalists, or engineers, and ask them to solve real-world problems,) can be provided. Also Problem-based learning can be implemented which introduces a specic problem to students, usually in groups, over an extended period, and requires that they understand the problem and begin to propose a response or solution. Problem Based Learning begins to approximate the sort of work scholars do, as well as the way students may need to approach problems in their lives after higher education.
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Appendix - and Concluding Remarks...

Points out that observers of North Americas schooling system remain sceptical that additional spending is needed to improve the learning outcomes of poor children. They argue that improving the ways in which schools are organized, including the way they deliver instruction, could improve student achievement with few additional resources. Health Issues: as attendance and engagement are dependent on the health of the students, health education is vital to an effective secondary education system: Expresses its regret that Insufcient medical facilities and medical knowledge is one of the reasons for falling secondary enrollment and pass rates in African countries. Incorporating teaching of medical dangers such as HIV/AIDS into the curriculum will increase awareness and teach students the necessary steps to avoid these illnesses. Example: Schools by themselves cannot solve a nation's most serious health and social problems. However, schools have a critical role to play in partnership with community agencies and organizations to improve the health and well being of young people. One approach recommended by CDC (Center for Disease Control) is coordinated school health (CSH). CSH brings together school administrators, teachers, other staff, students, families, and community members to assess health needs, set priorities, and plan, implement, and evaluate school health activities. Understands that there are health issues associated with studying online. For example, working at a computer has health risks such as eye strain, upper limb disorders, RSI (repetitive strain injury), and headaches. Students who use online learning must be made aware of these risks. Example: to make online learning healthy, the following tips should be given to students: taking frequent breaks, making their posture/ position comfortable, making sure their chair and desk are the right height - lower arms should be roughly horizontal and feet at on the oor. Ideas of how to make their working environment comfortable should be listed in awareness initiatives, like leaets, to alleviate the disadvantages of elearning Administration/Organisation: in order for an educational system to work, its administration must be effective and well organised. It may be the case that corruption or lack of funds for education can lead to badly administrated schools, so it should be a priority of governments to x this. Core Curriculum Reforms: as we progress, amendments need to be made to existing curricula in order to adapt to the changing needs of modern society. Building Skills in Youth for Ease of Transition to Jobs from Secondary Education: As part of the priorities for action, the Government of the UK is providing 4.5 million over the next two years, to give more 16-19 year olds access to work experience, as part of its Youth Contract. The government is also funding charities and businesses to help the most disengaged 16-17 year olds get skills and jobs, as well as encouraging employers to take on 18-24 year-olds from the Work Program by making available 160,000 job subsidies worth up to 2,275 for each business. They would also like to reform the apprenticeships program and, as part of the Youth Contract, ensure funding for at least 40,000 incentive payments for small rms to take on 18-24 year old apprentices. The main points and examples given above can be used to facilitate discussion between like minded countries in coming up with effective working papers at the MUN conference
Concluding Remarks
We would suggest that you visit the UNDP website: www.undp.org/ as well as the Education First PDF: www.globaleducationrst.org/les/ EdFirst_G29383UNOPS_lr.pdf -- for further information and ideas for this years MUN topic. Creating Tomorrows Schools Today by Richard Gerver is a book which explores the importance of education in a wider aspect. You do not have to buy these books you can view the reviews on websites such as Amazon: http://www.amazon.com/Creating-TomorrowsSchools-Today-Education/dp/1855393948 These are a few suggestions we thought may help you to understand the importance of this years BOS MUN. There are many more examples on the internet which will greatly contribute to your understanding of this topic. This study guide should act as a framework to guide your deliberation and policy papers. We hope you nd the study guide useful in contributing to your knowledge of this years topic. We welcome you to BOS MUN 2013.
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Bibliography This is a complete guide to sources used...

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Bibliography (continued) This is a complete guide to sources used...

http://web1.uct.usm.maine.edu/~kuzma/mun/ blocpositions.htm http://www.cuc.ac.ke/sites/default/les/downloads/papers/ http://www.unesco.org/new/en/education/themes/leadingthe-international-agenda/efareport/regional-resources/ chabarithesis.pdf http://unesdoc.unesco.org/images/ https://www.google.com.pk/url? sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&ved=0 0013/001390/139002e.pdf CD8QFjAC&url=http%3A%2F%2Fwww.blackboard.com %2Fgetdoc%2F738625e8-8e5e-4e34-a59a-3d65ab341abc Sources for Appendix: %2FBbInst_Closing-the-Gap-between-High-School-andCol.aspx&ei=uFMJUdfqDYO30QXTmYGAAw&usg=AFQj Technology and Research: http://www.polycom.com/solutions/solutions-by-industry/ CNEkzDTieu3gohb7cEs0gzLtYdxdeducation.html g&sig2=PvM4bbJHGs8hBpznweVXeA&bvm=bv. 41642243,d.d2k http://movimentosporting1906.blogspot.com/ 2012_04_01_archive.html Bloc Positions http://www.irp.wisc.edu/publications/focus/pdfs/foc262j.pdf http://www.unesco.org/new/en/education/themes/leading- http://www.unhcr.org/4a1d5ba36.pdf http://www.aadnc-aandc.gc.ca/eng/ the-internationalagenda/efareport/regional1327173357543/1327173403786 resources/ http://www.unesco.org/new/en/education/themes/leading- http://www.strengtheningfamiliesillinois.org/downloads/ Program_Element_Monographs/ the-international-agenda/efareport/regional-resources/arab- Mono_01_Family_Suppor_Servicest_REV4.pdf states/ http://schoolmatch.com/articles/EUSMAY03.htm http://www.unesco.org/new/en/education/themes/leading- http://www.extension.harvard.edu/distance-education the-international-agenda/efareport/regional-resources/ http://blogs.cornell.edu/policyreview/2012/03/16/k-12central-asia/ distance-education-the-case-of-rural-schools-3/ http://www.unesco.org/new/en/education/themes/leading- http://www.unesco.org/new/en/unesco/themes/icts/m4ed/ mobile-learning-resources/unescomobilelearningseries/ the-international-agenda/efareport/regional-resources/easthttp://www.scidev.net/FR/new-technologies/icts/features/ asia-and-the-pacic/ http://www.unesco.org/new/en/education/themes/leading- pr-parer-le-terrain-pour-l-apprentissage-mobile-en-am-riquethe-international-agenda/efareport/regional-resources/south- latine.html and-west-asia/ http://www.globaleducationrst.org/308.html Core Curriculum Reforms http://web.worldbank.org/WBSITE/EXTERNAL/ http://siteresources.worldbank.org/EDUCATION/ TOPICS/EXTEDUCATION/0,,contentMDK: Resources/278200-1099079877269/ 20521328~menuPK:738179~pagePK:148956~piPK: Multigrade_Teaching_Africa.pdf 216618~theSitePK:282386~isCURL:Y,00.html http://www.cdc.gov/healthyyouth/cshp/faq.htm http://www.unesco.org/education/tlsf/mods/theme_b/ http://unesdoc.unesco.org/images/ mod07.html 0021/002180/218003e.pdf http://cte.umd.edu/Resource/trghtmlles/TRGPart1.html http://unesdoc.unesco.org/images/ http://members.tripod.com/stewart_marshall/health0018/001865/186527E.pdf issues.html http://unesdoc.unesco.org/images/ 0018/001865/186524E.pdf http://unesdoc.unesco.org/images/ Administration/Organisation and Accessibility 0018/001866/186631E.pdf http://www.irishtimes.com/newspaper/ireland/ http://unesdoc.unesco.org/images/ 2012/1016/1224325298293.html 0018/001866/186632E.pdf http://www.righttoplay.com/International/NewsBlog/Lists/ http://unesdoc.unesco.org/images/ Posts/Post.aspx?ID=101 http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi? 0018/001865/186558E.pdf http://www.unausa.org/global-classrooms-model-un/how-to- article=1102&context=uhp_theses&sei-redir=1&referer=http %3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct participate/getting-started/model-un-glossary http://www.bu.edu/cghd/les/2011/12/Block-Grant-Final- %3Dj%26q%3Dgirls%2520lag%2520behind%2520boys %2520in%2520overall%2520admission%2520rates Report-9.30.11-Full-Report.pdf %2520from%25201981%2520to%25201992%2520at Questions a Resolution Must Answer (continued) %252075.94%2525%2520versus%252084.43%2525%2520in
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Teacher Training: http://www.cde.ca.gov/ci/ct/sf/documents/ctestandards.pdf http://www.iadb.org/en/news/news-releases/2010-12-10/ idb-uruguay-to-provide-better-access-education,8842.html http://www.gatesfoundation.org/united-states/Documents/ empowering-effective-teachers-empowering-strategy.pdf Finance http://english.gov.cn/ofcial/2011-04/21/ content_1849913_6.htm http://www.imf.org/external/np/sec/pr/2007/pr0712.htm http://www.usaid.gov/work-usaid/business-funding/grantprograms/american-schools-and-hospitals-abroad http://www.education.gov.uk/inthenews/inthenews/ a00200925/government-sets-out-strategy-for-helping-youngpeople-access-education-training-and-work http://africafoundation.org/projects/education http://www.heacademy.ac.uk/assets/documents/research/ changing_fees_regimes_full_report.pdf http://www.nwlink.com/~donclark/hrd/costs.html http://www.schools.nsw.edu.au/studentsupport/programs/ priorityfunding.php
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UNDP Study Guide by Year 10 - Final

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March 14, 2013

BOS MUN STUDY GUIDE

Topic: Secondary Education Introduction

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

History of the Committee United Nations Development Program (UNDP)

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Strategies for Development

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Statement of Problem (continued)

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

The role of education in improving standards of living (right)

History of the Problem

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

TERMS and CONCEPTS to know:

History of Problem (continued)

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

History of the Problem (continued)

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Past UN Actions ...

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Past UN Actions (continued)..

the biggest investment we can make !

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Proposed Solutions (continued)

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Proposed Solutions (continued)...

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Proposed Solutions (contd)..

Questions A Resolution Must Answer

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Questions A Resolution Must Answer (contd)...

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Bloc Positions (continued)

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Appendix - to Proposed Solutions

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Appendix - Ideas for Working Papers...

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Appendix - Roadmap to Resolution (continued)

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Appendix - and Concluding Remarks...

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Bibliography This is a complete guide to sources used...

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Bibliography (continued) This is a complete guide to sources used...

BOS MUN STUDY GUIDE SECONDARY EDUCATION March 14, 2013

Bibliography (continued) This is a complete guide to sources used...

Good education systems lead to innovation and growth (bottom)

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