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Topic: Secondary EducationIntroductionWe must not deny the promise of qualityeducation to any child. The stakes are toohighBan Ki Moon

Primary education has become available inmany countries; now secondary educationmust be made universal. Secondaryeducation sets young people up for life, bygiving them opportunities to find decentwork, earn a living, contribute to their

communities and societies, and fulfil theirpotential. At the wider level, it is abouthelping countries nurture the workforce theyneed to grow in the global economy. TheUNESCO Global Monitoring Reportestimates that every $1 spent on a personseducation, yields US $10-15 in economicgrowth over that persons working lifetime. Soinvesting in young peoples skills is a smartmove for countries seeking to boost theireconomic growth.

In LEDCs (less economically developedcountires) there is not enough emphasis being

put on secondary education - LEDCs lack thefunding to set up secondary educationinstitutes and pay for the enrollment of thelarge percentage of children whose familiescannot afford it.

Today, Pakistan has one of the ten lowestbudgets for education in the world. The totalboys enrollment in secondary education is58%, whereas the girlsenrollment is 42%. 35

percent of the children in Pakistan never evenfinish Grade 5. The report shows, however,that recently girls have benefited to a degree -that there were 97 girls enrolled per 100 boysin 2010, up from 91 girls per 100 boys in1999. Primary education is being provided toaround 50 % of the countrys population, butwhat about secondary education?

In this conference we hope to raise awarenessabout secondary education, something thatdetermines an individuals future. We hopeyou enjoy this years MUN. Good luck!

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_Development_Programme

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The United Nations Development Program (UNDP) is anagency within the United Nations (UN) which advocates forchange and works to create a better future for disadvantagedpeople, especially those living in third world countries. TheUNDP works in over 170 different nations in an effort to helpcountries benefit from their plentiful resources, and help themachieve their development goals. Today the UNDP plays a vitalrole in the United Nations - the UNDP administrator is thethird highest ranking official of the UN. The UNDP was

formed on the 22nd of November 1965, with the merging ofthe Expanded Program of Technical Assistance and theUnited Nations Development Fund.

The UNDP has 5 different development goals. These are;poverty reduction, democratic governance, crisis prevention andrecovery, environment and energy, and HIV prevention. TheUNDP uses a number of different policies and fieldworkinitiatives. These include policy advice and technical assistancein order to improve institutional capacity within a country. TheUNDP aids governments in creating strategies to combatpoverty and also provides funding for these projects; and finallyit uses its resources in order to improve sanitation and provide aclean water supply to individual villages. The UNDP mainly

operates in the field, actively working to improve literacy ratesempower women, form democratic environments and eradicapoverty.

The UNDP has recently been working actively to achieve themillennium development goals, in particular the educationbased goals. It aims to make these goals a reality in a number different LEDCs. A highlight of their recent activity would betheir work in Bangladesh, where they are helping developmen

in rural areas, on a large scale. Recently they have created ove150 schools, a number of which are multilingual based on theregion in which the schools are located, and they aim to achieva 100% primary education rate there by 2015. The UNDP isdetermined to accomplish the MDGs there - this would helpincrease the GER (Gross Enrollment Ratio) and wouldsignificantly help families suffering from poverty.

Since the UNDP is an organ of the UN which does sustainablfieldwork that complements the research and reports created bUNESCO (United Nations Educational, Scientific and CulturOrganisation) and other UN organs, the UNDP is the bestorganization to achieve global secondary education.

History of the Committee

United Nations Development Program(UNDP)

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Our internationally agreed development goals are acomplex tapestry, and education is the indispensablethread that is hanging loose. Secondary education isvital for children to live a healthy, sustainable lifestyleEducated families are less vulnerable to extremepoverty and hunger, and nations with high secondary

education rates are likely to enjoy vibrant economiespolitical stability and respect for human rights. Thecoming decades pose the challenge of increasing theaccess to secondary education, as we did withprimary education. The quality of secondaryeducation has to be upgraded and standardized, andfurthermore, global secondary education has to bemade relevant to todays societies demands andcharacteristics. This is a far larger and nuancedchallenge than the bolstering of primary education;the success of our future generations is largelydependent on the effectiveness of todays solutions.There are three major areas we need to tackle: accessquality and relevance.

Access: The first step to ameliorating the pressing

issues that face secondary education is to get everychild into school by increasing access. Today, some71 million adolescents in low income countries aloneare not receiving secondary education. The primaryschool completion gap between rich and poorcountries has diminished; however, the gap betweenrich and poor receiving secondary education haswidened in the past 40 years.

Poverty and high costs of secondary

educationare a major problem hindering access to

secondary schooling. Even in areas where freeeducation is provided, poor families cannot afford topay the uniform prices, additional book prices andthe other additional costs, not provided for by theschool.

Financingthe escalating demand for secondary

education increases the pressure on national budgetsin an already constrained financial environment inLEDCs.Significantly increasing access to secondaryeducation requires new financial resources. Nationsmust find new ways of increasing funding forsecondary education through public, private, orcommunity sources, and at the same time,

maximizing efficiency and effectiveness in resourceallocation and utilization, to increase access toeducation.

Gender inequality: In at least 63 countries,

significantly fewer females receive secondaryeducation than males; this is often due to culturalrestraints - girls have a unique set of barriers toeducation, such as child marriage, early pregnancy,and expectations related to domestic labour, as well aperceived unsafe travel to schools

Statement of Proble

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Strategies for

Development

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 conflicts.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.


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Statement of Problem (continued)Even in middle income countries like Turkey, 65% of youngwomen do not complete secondary education (ifthey have accessto it in the first place) compared with the 36% of men who donot complete or start secondary education.Child labouris another major barrier preventing children

from going to school. Long work hours and strenuous jobs notonly restrict them from going to school, but in consequenceprevent them from breaking out of the poverty cycle.

Another major issue preventing access to secondary education isadolescents living in conflict or disaster areas.The unsafe

politics of their region prevents them from attending school -over 40% of the children who do not get secondary educationlive in conflict areas, yet, only 2% of the humanitarian aid inthese regions goes towards secondary education.Quality: Providing quality secondary education is a major

global task. While many poor countries struggle simultaneouslywith increasing enrollment and quality of education, many

middle-income and transition countries, in particular those inEastern Europe, Latin America, and East Asia, have achievedhigh enrollment levels in secondary education. Their mainchallenge is to improve quality, relevance, and efficiency to betteralign their education systems with those in open democraciesand to respond to the rapidly changing demands of anincreasingly globalized economy.The biggest issue impacting the quality of global secondaryeducation is the extremely high student/teacher ratio.

Currently, the student-teacher ratio increases between primaryand secondary level in 25 of the 34 countries where suchstatistical data is available. This results in each student notgetting enough direct communication with their teacher. Even

places such as Oregon (US) require over 9000 more teacherseach year for an effective student-teacher ratio.Effective student monitoringis a major concern, as we

cannot readily improve students progress without measuring it.Education systems need to closely monitor how well students arelearning in order to offer the correct support before it is too late.Additionally, testing is too often inappropriately used to influencemajor financing decisions such as closing schools or firingteachers or eliminating students who cannot progress to the nextlevel rather than as a means to identify ways to help studentsimprove their learning. We must find better ways to take stock ofwhether children are learning, and use this information to directsupport and resources for effective solutions.

Cultural issuesin the curriculum still persist - minorities

endeavor to assert their own culture against the dominantculture in education. Recent curriculum reviews find that todayscurricula and textbooks often reinforce stereotypes, exacerbatesocial divisions and create fear and resentment towards certaingroups. In an increasingly globalizing society, this cannot befostered. For example, in Britain, the South Asian War ofIndependence is called The Indian Mutiny.

Health and hygieneare prevailing problems in secondary

schools in LEDCs. There is a lack of clean water in mostLEDCs - children and adults alike fall sick due to the extremeunhygienic conditions, especially in rural areas; and this seriouaffects attendance ratesand performance.

Relevance: Our modern day society calls not only for greate

quality of education, but also for a curriculum that is morerelevant to the high tech world in the 21st century. Today, inmany countries, adults and young people share a feeling thattheir nations secondary education curriculum is profoundlyinadequate. The knowledge and skills that are required ifindividuals and countries are to be competitive in the globalizworld are not taught. There is a demand for a much closerintertwining of theoretical and practical learning, as well asgeneral and vocational education, to prepare students to take advantage of tertiary education and employment opportunitiMany children in rural areas leave secondary school directly twork, and the secondary institutions do not provide sufficientvocational and technical training; any technical and vocationaeducation that is provided is too specific and narrow thus

limiting job opportunities, as skills quickly become obsolete indynamic and rapidly advancing world.Schools have not yet adapted to the new demands and skills othe 21st century. Features such as technology are not beingimplemented in the way they should be - IT skills, criticall

important in todays technologically advanced society are n

being given enough importance, and new technologies are nobeing used effectively globally. To find a solution we must firstknow the problems - understanding the core problems of whysecondary education stands where it does today are crucial inorder to find ways to overcome them. Now is the time for actiB

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The lack of development in global secondary education isbecoming increasingly clear. It was never considered to beessential like it is now - children had to leave their academiccareers (few even made it through primary), in order to workas breadwinners for their family. Many past events andreasons have produced outputs that are now the underlyingflaws in the secondary education systems worldwide. Thissection will highlight what these changes and events were.

Access to Education: The cost of schooling has been an

important deterrent - secondary schooling has always beenmore expensive than primary schooling. When families borethe full cost of schooling, many children from low-incomefamilies did not participate. Even where education tuitionwas paid for by the government, the cost of uniforms, books,lodging etc made it difficult 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, alarger gap exists between males and females. Two-thirds ofthe worlds 799 million illiterate adults (ages 15 and over) arewomen. In most countries girls who had completed primaryeducation had the same chance as boys of making thetransition 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, andoften forced households to ration resources among children -parents favoured their sons education over their daughterseducation. Early marriage, early pregnancy, and the demandsof domestic labour also became a barrier to secondaryeducation progression for women. In Kenya in 1963, forexample, 23% of girls attended secondary schools while in1980 the figure 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 ofeducationneeded to be improved and recommendedthateducation be made both universally available and morerelevant. The Declaration also identifiedthat expandingaccess alone would be insufficientfor the progress ofsecondary education. - quality must be ensured.Secondary education was not essential in the past but hasbecome vital in the present. Over the decades, secondaryschool systems have changed too slowly to adapt to the ever-changing world that we live in. The quality shortage is mainlyattributed to the inadequate budget for education. As of1997, the national education budget was only about fourpercent of the Gross National Product for an LEDC.Expenditure per pupil in LICs in 1996 was well belowinternational standards.

History of the Problem

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In addition to this, schools pattern of spending wasskewed in favour of personnel services (salaries andother forms of compensation) at the expense of

capital outlays (school buildings and school facilities)maintenance, and other operating expenses(textbooks, libraries, laboratory supplies, etc.). Alsocontributing to the low quality of education was theshortage of highly competent teachers who are thestudents primary source of learning, especially inthe absence of quality books and other learningmaterials. In LICs there are few governmentinstitutions that offer high quality education in corecourses like language, math and science.

Apart from quality, relevance is also a problem insecondary education. In the past, most of whatchildren learnt in school was not applicable in their

daily lives. The curriculum was overloaded withmainstream information and did not accommodateregional and cultural differences, which led to a lackof focus and rote memorization. Now, curriculumshave changed and adapted in order to satisfy theneeds of students, taking into consideration theircultural and regional background. Teachers aretrained not just to address a class (as they did in largeschool rooms in the 18thand 19thcenturies), but alsoto treat each student as an individual.

Governments have made an effort to indigenizeknowledge through the use of regional languages asthe medium of instruction, but this is unsupported

by qualified teachers and good teaching materials.Coupled with the deteriorating quality of Englishlanguage teaching, the situation has resulted in semi-lingualism and mediocrity. The old debate onwhether to use local languages or English (or Frenchor Spanish) in schools has also been resurrected inthe light of the challenges presented byglobalization.

Issues during times of crisis: Due to numerous

natural disasters and wars in history, the relevanceand quality of secondary education fell in affectedareas. Because of bombs from wars, and damagesfrom natural disasters, school facilities were

damaged, students were injured or killed, and manystudents took long leaves from school to fend fortheir safety. In World War 2, for instance, nearly twomillion children were evacuated from their homesfor safety measures.As the war worsened, It wasthought degrading of adolescents to stay at homeand study when they could have opted for going towar in defense of their nation. Many secondaryschool students were mobilized as temporaryworkers in military and agricultural communities inorder to increase production. This created ageneration of people who missed out on good,vocational secondary education.

History of Problem(continued)

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TERMS and CONCEPTSto know:

Vocational Training: Vocational training is education that

prepares people for specific trades, crafts and careers atvarious levels.

Gender Disparity/Inequality: refers to the differentstatures 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 thegovernment looks to improve or change the education

system.

G.E.R:stands for!Gross Enrollment Ratio

"and it identifies

the number of people studying in each sector of education -primary, secondary and tertiary.

Dakar Framework for Action: is a re-affirmation ofcommitment to achieving !World Declaration"on Education

for All by the year 2015.

Capacity Development: is the process by whichindividuals, organizations, institutions and countriesdevelop, enhance and organize their systems and

resources. Capacity development is the enhancement ofabilities, 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 differentcountries.

Millennium Development Goals (MDGs): are eight

international development goals that were officiallyestablished following the Millennium Summit of the UnitedNations in 2000.

Stakeholder: is a person, group or organization that has an

interest or concern in an organization. NGO: means !non-governmental organization;"this acronym represents a

group of people who work and receive funds from sourcesexcluding the government; they have little say ingovernmental 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 economicallydeveloped countries. These terms are used today as a

formal way of referring to the developed, and third worldcountries.


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It explains why, after that generation grew up, millions sufferedunemployment. Since the end of WW2, unemployment ratesbegan 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 beenemployed to varying extents throughout most of history. In19th Century Great Britain, one-third of families used theirchildren as breadwinners. These children worked inagriculture, home-based assembly operations, factories, andmining. The concept of child labour has lived on, from thetimes of the Industrial Revolution, preventing children fromattending school. Child labour is still prevalent in manycountries around the world.

Whilst evaluating the problems that have occurred in the past,

such as child labour, insufficient quality of teaching andproblems during war-times, it should be noted that many ofthese problems have been addressed. The rates for primaryeducation have increased tremendously in the past couple ofyears and gender gaps have decreased. Secondary educationtoo is not far behind primary education, as the rates of

enrolment in secondary education are expected to rise. Forexample, the Female Secondary School Stipend programmein Bangladesh has provided money directly to girls and their

families to cover tuition and other costs, on the condition thatthey enrol in secondary school and remain unmarried until theage of 18. By 2005, girls accounted for 56 per cent ofsecondary school enrolment in the areas covered by theprogramme, compared with 33 per cent in 1991.

There are many problems facing the sector of secondaryeducation - many of which have paved the way for moreproblems to persist, and become more serious, such as that ofgender disparity. But proactive efforts have been made,especially by the United Nations, in the past, to combat theseissues. Organs within the UN, such as the UNDP andUNESCO have recognised that in order to have able studentsin tertiary education, and productive professionals in the real

world, secondary education will have to be nurtured as theessential global foundation that trains adolescents in manydifferent vocations and skill sets.

History of the Problem (continued)Quality, access, child labor and crisis areas

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The Universal Declaration of Human Rights is based on theprinciples of the United Nations Charter. It was adopted by theUnited Nations General Assembly on 10 December 1948. TheUniversal Declaration of Human Rights lays out all theprivileges every person has the right to - it is the groundworkfor modern civilization and is the ultimate goal for mankind toachieve. It acts as a fuel for the United Nations to undertake

initiatives to help the under-privileged. Education is one of themain topics discussed in the Declaration, which emphasizesthat: Everyone has the right to education. Education shall be free, at leastin the elementary and fundamental stages.

However this is not the case in many under-developedcountries. Most of these countries do not list education as thehighest priority as they are stricken by poverty, corruption andmany other problems. Furthermore, education in thesecountries suffers and continues to decline as the populationrises and much of the financial support and focus of theirgovernments is directed elsewhere. Since less developedcountries lack proper infrastructure and funds to providesecondary education, the United Nations steps in. Already,

many projects have been launched by various specialisedagencies and organisations under the UN and goals have beenfinalised to help enforce the Declaration of Human Rights,including the provision of education to all. These goals arecalled the Millennium Development Goals (MDGs).

The UN adopted the Millennium Development Goals amidgreat fanfare in 2000, setting out its commitment to halvingworld poverty, improving health and education andregenerating the environment in the world's poorest countries.Countries have repeatedly committed themselves to achieving

goals such as universal primary education and eliminatinggender disparities at all levels of education by 2015.

The MDGs have been adopted by all major donor countriesand agencies - including the World Bank - and by thegovernments of many developing countries as the backbone fortheir 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 ofeducation is the Education for All (EFA) Global Monitoringreports founded by the UNESCO.

The EFA Global Monitoring Reports are the prime instrumentto assess global progress towards achieving the EFA 'Dakar'goals, to which over 160 countries committed themselves in2000. (The Dakar framework is a plan created to help achievethe Millennium Development Goals as well as the Educationfor All goals). The reports track progress, and identify effectivepolicy reforms and best practices in all areas relating to EFA;

they draw attention to emerging challenges and seek topromote international cooperation in support of education.The EFA Global Monitoring Reports examine how skilldevelopment programmes can be improved to boost youngpeoples opportunities for decent jobs and better lives.

The publications are targeted at decision-makers at thenational and international level, and more broadly, at all thoseengaged in promoting the right to quality education teachers,civil society groups, NGOs, researchers and the internationalcommunity.

Past UN Actions

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UNESCO has done phenomenal research andpromoted education worldwide; each year it focuseon a core issue of education and compiles all theresults and findings in one report, and this then setsthe groundwork for any further development andaction to be taken in this regard.

There has been undeniable progress towards EFAgoals including an expansion of early childhoodcare and education and improvements in genderparity at the primary level. However, with three yeato go until the 2015 MDG deadline, the world is stinot on track. The number of children out of schoohas stagnated for the first time since 2000. Adultliteracy and quality of education still need to bedeveloped faster.

Since his election as Secretary-General of the UnitNations, Mr. Ban Ki-Mon has made educationreform the primary Millennium Development Goafor his administration.

The UNDP has been chosen this year due to itsexpertise in field training, and grant support todeveloping countries, with increasing emphasis onsustainable assistance to the least developed countrThe UNDP approaches issues in capacitydevelopment using the five following steps:

Engage: Once support is requested, the first step is identifyand engagerelevant stake-holders in the

capacity development agenda.

Assess: It becomes essential to identifywhat key

capacities already existand what additional

capacitiesmay be needed to strengthen institutio

and thereby reach development objectives.

Respond: Once an assessment has been carried outthe UNDP supportscountries in preparing a

capacity development response, indicating ho

a country might respond to issues raised in theassessment, based on national priorities and needs.

Implement: Once a country has formulated acapacity development plan, UNDP supports its

implementation, which is ideally managed

through national systems and processesto

foster ownership by national stake-holders and

ensure sustainability; otherwise, sustainability local capacities and opportunities for learning areeasily undermined.

Evaluate: Measuring progress and capturing

resultsof capacity development are important

performance management, accountability,

and learning purposes.

This method has been incredibly successful, and sofar, an example of a country which benefited from UNDP education initiative is Bangladesh.

Past UN Actions ...

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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, somany young bright children cannot fulfill their potential. A multi-sectorapproach involving government ministries, NGOs, local communities andindustries etc, is essential for successful implementation of secondaryeducation. 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, whichstop them from receiving quality education. Today, many educational projectshave been set up to aid these students, and eradicate certain obstacles. The

elimination of school feeshas often proven to be an effective way toincrease school enrollment. However, while eliminating school fees isnecessary to reach the poorest, it is not enough by itself. Governments also

need to lower indirect costsassociated with uniforms, textbooks and

informal fees. Financial income programs for identifiably marginalizedgroups can lower household costs and provide incentives for education.

There are 800 million unemployed adults in the world; and yet, the number

of working childrenis estimated to be at over 300 million. Replacing theseworking children with their mostly unemployed parents would result inhigher family incomes (since adults are generally paid better). To decreasethe number of children working and increase the number of children inschools, 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 livesinside their homes, providing access to educational framework becomes a

problem. Two-thirds of the worlds 799 million illiterate adults (ages 15 andover) are women. In Afghanistan, home-based schooling for girls has nowgrown into a government accepted strategy for educating girls in remoteareas. What started as a clandestine innovation during Taliban rule has nowgrown into one of the main approaches for ensuring girls access to school. InAfrican countries, such as Nigeria, interventions can be introduced, to helpparents/guardians understand the purpose and importance of education in

the 21stcentury. Building schools closer to marginalized communities

is vital, especially for gender parity. School construction programmes

should prioritize remote rural areas, urban slums and conflict-

affected areas, and take into account the needs of learners with

disabilities.

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Past UN Actions (continued)..

Since 2003, UNDP has been working to help the people of theChittagong Hill Tracts (one of the most diverse regions inBangladesh) to meet their immediate development needs andcreate long-term opportunities. This effort includes the creationof an education programme aimed at strengthening primaryand secondary education in the community. Over the last ten

years the UNDP has made a significant difference. It created aneducation programme which has opened 150 multilingual

primary schools, enabling more children to access education.Currently due to the UNDPs innovative work, Bangladesh ison track to achieve 100 % primary school enrollment by 2015one component of Millennium Development Goal 2.

Bangladesh is one of many successes of the UNDP, and so ifthe UNDP becomes the core agency to carry out the actualfieldwork in improving education supported by all the researcgathered and work done by the Global Monitoring Reports, tworld might achieve the Millennium Development Goals

(focused on education) faster than anticipated and significantlydevelop our world.

the biggest investment we can mak


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Proposed Solutions (continued)Individual Country Initiatives BecomeBlueprints For Global Programmes

More flexible approaches could bringeducation within reach of some of theworlds most marginalized children. Suchapproaches include mobile schools for

pastoralists, satellite schools,

traveling teachers and multi-grade

teaching for remote areas, andspecialized training for teachers ofchildren with disabilities.

Mobile schools are a mobile unit (usuallya motor vehicle) which containsequipment and audio-visual materialsnecessary for conducting educationalinstruction, projects, and demonstrationsat various school and field locations,particularly in rural areas. Mobile schoolsare used in environmental educationactivities. For students that cannot get toschool, school must come to them. UNDP

can develop this proposal for childrenwho live far away in isolated areas, so theyalso have a chance to receive education.

Mobile school NPO is a Belgianorganization which develops mobileschool carts and trains local streetworkers. Presently there are 36 mobileschools in 21 countries, spread across fourcontinents: Latin America, Asia, Africaand Europe. Mobile School NPO

focuseson engaging in informal

educational activities with two targetgroups:street children and street

workers.

All the materials and games used bymobile schools aim to increase students

self-respect, identity and the discovery oftalents and empowerment. In this way,schools on the street build on a strongfoundation of faith in peoples abilities,self-confidence and the motivationnecessary to support further growthprocesses.

Another viable educational method isonline learning. Online education is

defined as the use of the internet ineducation, as well as the globalization ofideas, and the use of technology inexchanging ideas and providing education

to more people. The benefit of onlinelearning is simple, flexible logistics. Afterlocation, time is the greatest limitation onlearning. That goes for both theinstructors and the students, each ofwhom has to be both available and inalignment with the other for face-to-faceinstruction. By removing thatrequirement, everyone involved canparticipate at a time, and for a duration,that suits his or her schedules.

According to CCA consulting, nearly50% of secondary education institutiocurrently engage in some type of onlinlearning. Every student has a uniquelearning style. Some students are visulearners; some learn better when they

"learn by doing." Web-based learningenvironments permit the instructor tobuild one course, yet implement a variof resources, so students can utilizematerials in whichever way works bestthem. Moreover online educationprograms often charge less thantraditional schools. Some onlineeducation programs connect studentswith top-notch professors and guestlecturers from around the world.

To meet the demands of an advancedprofessional world, secondary educatio

must become more vocational, by offemore subjects and fields to pursue. Al-Khidmat is an example of a charitablorganization that provides vocational, well as formal educational assistance afacilities for children regardless of agegender, or location. Al-Khidmat givesmany poor students in Pakistan, especgirls, a chance to complete theirsecondary education. It has alsoundertaken various educational progrin Pakistans prisons.

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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 theAlfalah 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 qualityeducation with a focus on developing childrens rational andintellectual capabilities. The syllabus taught at these schools hasbeen prepared in accordance with up-to-date, academicrequirements. There are separate educational institutions for boysand girls. Al-Khidmat has also provided support to partnerentities for construction of new school buildings. To date, Al-Khidmat has constructed, and/or operates 188 schools in varioustowns and cities of Pakistan.

Establishment of hostels for students: Residence is the

major problem for students who study in another city for onereason or another. Al-Khidmat has built hostels for out of townstudents in order to provide low cost residential facilities so as toreduce the financial burden on them.

School Supplies: Al-Khidmat regularly hands out school

supplies to underprivileged students. More than 3,500underprivileged children have benefited from this program todate.

Just as Al-Khidmat has helped many underprivileged children inPakistan receive secondary education, UNDP can support aglobal cohesive network of NGOs in developing countries tocarry out the same service to increase the attendance of studentsin secondary schools.

To ensure quality education is provided by secondary schools, thefollowing 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 studentsperceive them as unattainable; if they do, effort and achievementdecrease. The definition of "high standards" differs across studies,but generally, researchers indicate that students should be able toexperience a high degree of success (on assignments, duringclassroom questioning, etc) while continually being challengedwith new and more complex material.

Holding Students Accountable for their Work:

Establishing expectations and guidelines for students' class workand home work, and following through with rewards/sanctions,facilitates learning and enhances achievement.

Clarity: Clarity about expectations, formats, and other aspects of

direction-giving has a positive impact on the achievement level ofthe students doing the homework, participating in the classroomquestioning session, etc.

Collecting, Scoring and Recording Results of

Classwork, Homework, Tests and so on:These activit

are positively related to achievement, because they provide uinformation to teachers and students and because theycommunicate to students that teachers are serious about effoand completion of assignments.

Feedback:Providing feedback to students lets them know h

they are doing and helps them to correct errors of understanand fill in gaps in knowledge. Some researchers focus on the in which feedback is provided, pointing out that students whohaving learning difficulties require support, encouragement, attention to their success if the feedback is to foster achievemof learning goals.

Another problem many areas are facing is the health of studHealth affects attendance, so it is important to keep chil

healthy so that a high attendance rate is maintained. Today,Volunteer Partnerships for West Africa travels to different sch

in Africa, to deworm children in primary and secondary schand educate parents about their childrens health. School-badeworming is universally recognised as a safe, simple and coseffective solution. (Regular treatment can reduce schoolabsenteeism 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 progrtowards better quality in education is an improved learnin

environment. A poor school environment with badly venti

classrooms, leaking roofs, inadequate sanitation or lack ofmaterials represents a significant barrier to effective learningessential to improve the learning process and the interactionbetween children and teachers. Time spent on effective learn

is what matters for achievement. UNDP can improve learninenvironments in LEDC schools by paying close attention toalready built schools, and creating ideas on how to better theterms of school infrastructure, hygiene and presentation.

Teachersare one of the most important aspects of educatio

Normal high schools must work to raise the salaries, sta

and prestigeof teachers in society - but not all teachers, as

there are many who are simply incapable of self-improvemeand are frequently reluctant to make an effort. Introducing astandardized national/state examination for teachers is one wto improve education, and the fact that many teachers arefighting it is proof that they do not care to improve the quali

their teaching. Discussion must go into creating nuancedexamination standards for teachers worldwide. Also, there mbe a differentiated approach to raising teachers salaries andstatus.

In the United States, half of the teachers leave in the first fivyears because of lack of support or other frustrations. TheNational Commission on Teaching and America's Future fouthat teacher turnover costs their nation $7.34 billion each ye

Proposed Solutions (continued)...

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Questions A ResolutionMust Answer

These are six essential points that must be included or answered inthe final resolution. While the UN and UNDP can help in gettingfinancial aid from developed countries and use that money to helpdeveloping countries, the final resolution must also state a deadlinefor projects (which means that the goal we are aiming for musthappen within a fixed period of time), and the UNDP must keeptrack of progress to ensure that we achieve our goals within thisframework. The following six points must be considered for avaluable global secondary school education action plan:

Access:Ensure that secondary education can be accessed by allchildren. In many countries, inequity in access to secondaryeducation, e.g. by poor children, children in rural areas, girls frompoor or culturally biased families, children in disaster and war-tornareas, etc. is a major barrier to human development. How can weensure that all children can go to secondary school?

Teaching: Reformefforts in both developed and developingcountries assume that the most direct and effective way of raisinginstructional quality is to introduce changes in teacher education andrecruitment, improve the knowledge and pedagogical skills of

teachers, and to ensurethat organisational conditions promoteeffective instruction.How will we deal with the impact ofglobalisation on teacher recruitment, training, and support?

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Proposed Solutions (contd)..

That figure includes the amount of money it takes annually torecruit, hire, and process and train new teachers. This approach

is not just bad education policy, it is bad economic policy.Aneffective secondary school education system must supportstudent development and contribute to their:

Academic attainment the acquisition of academic skillsand qualifications that demonstrate individual ability andprovide a platform for further education, vocational trainingand employment.

Vocational preparation the identification of vocationalinterests and skills that prepare individuals for employment.

Social skills the development of behavior, communicationand interpersonal skills that allow individuals to interact withother people and to build friendships and personalrelationships.

Engagement as a citizen an understanding of individual

rights and responsibilities, social institutions and values.

Emotional and spiritual well-being the development ofa sense of personal and cultural identity and self-worth.

Physical health an understanding of how to managepersonal and family health, maintain a healthy environmentand access available services to meet health needs.

When utilized properly, technology is a very useful

resourcein secondary schools. Using computers in schools

enhances learning drastically. Internet access allows students tget different educational resources from all over the world, thumaking the world like a classroom of learning. It enablesstudents to access different ideas as well as learn knowledgecoming from abroad. The use of computer technology ineducation allows students to learn modern tools and knowledgthat 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 theUnited Kingdom which aims to give children in developingAfrican countries the opportunity to gain experience with andunderstanding of computers and IT. At the end of 2011, CFAhad sent 30,000 computer systems to five main CFASprogramme countries: Zambia, Zimbabwe, Malawi, Tanzaniaand Zanzibar. Also smaller quantities have also donated topartner NGO's in Kenya, Mozambique, etc. More than 1500schools have computer labs set up through the scheme. Everystate and mission secondary school in Zambia has beenprovided with at least 10 computers through the scheme.The computers are donated free to the schools and two teach

from each recipient school are trained to teach IT as a subjectThe programmes in the CFAS scheme recipient countries areadministered by local administering NGOs.

These are just some of the key points that must be debated atthe conference. For further consolidation of essential proposafor the working papers and final resolution, please review theappendix (created by Year 11 and 12) in detail.
http://en.wikipedia.org/wiki/Mozambiquehttp://en.wikipedia.org/wiki/Mozambiquehttp://en.wikipedia.org/wiki/Kenyahttp://en.wikipedia.org/wiki/Kenyahttp://en.wikipedia.org/wiki/Zanzibarhttp://en.wikipedia.org/wiki/Zanzibarhttp://en.wikipedia.org/wiki/Tanzaniahttp://en.wikipedia.org/wiki/Tanzaniahttp://en.wikipedia.org/wiki/Malawihttp://en.wikipedia.org/wiki/Malawihttp://en.wikipedia.org/wiki/Zimbabwehttp://en.wikipedia.org/wiki/Zimbabwehttp://en.wikipedia.org/wiki/Zambiahttp://en.wikipedia.org/wiki/Zambiahttp://en.wikipedia.org/wiki/United_Kingdomhttp://en.wikipedia.org/wiki/United_Kingdom


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Technology: Understand that with globalisation, the increased

importance of IT knowledge as a driving force in economicdevelopment is putting additional pressures on nationalgovernments to modernise and revamp their secondaryeducation systems in order to produce graduates who are wellprepared to enter the work force or institutions of higherlearning.IT has transformed teaching and learning processes ineducational systems worldwide. IT has also introducedsubstantial and recurring new costs, as school systems struggle tostay current with technology. How will the problem of the needfor increased funding for secondary schools that use IT forteaching and learning be addressed?

Financing: The escalating demand for secondary education

increases the pressure on national budgets in an alreadyconstrained financial environment. Significantly increasingaccess to secondary education requires new financialresources.And the financial reality is that many developingcountries and transition economies lack the capacity to raise theadditional resources necessary to address the new challenges insecondary education.Nations must find new ways of increasingfunding for secondary education through public, private, orcommunity sources, and at the same time, maximise efficiency

and effectiveness in resource allocation and utilisation. How canthe United Nations help with financing? How can schools inLEDCs address financing problems? How can they keep feeslow so that the number of students attending secondary schoolincreases?

Quality and Relevance: There is little evidence that increases

in funding alone lead to improvements in the quality ofeducation. And as the demand for secondary educationincreases, there must be an accompanying emphasis onincreasing the quality and relevance of that education as well asan increased focus on better understanding of youth issues andhow adolescents learn. The demand for high skilled workers toactively and effectively participate in the global economy is

driving the push for quality and relevance.Policy-makers andeducators must re-examine every facet of the secondaryeducation system to ensure that young people are gaining theskills and knowledge that they need to be successful in todaysworld. Only through increasing quality and relevance cansecondary education truly serve as a catalyst for economicgrowth and poverty reduction. How will we meet the demandfor a much closer intertwining of theoretical and practicallearning, as well as general and vocational education? How wiwe prepare students to take full advantage of tertiary educatio

and employment opportunities?

While many poor countries must struggle simultaneously withincreasing enrolment and quality of education, many middle-income and transition countries, in particular those in EasternEurope, Latin America, and East Asia, have already achievedhigh enrolment levels in secondary education. Their mainchallenge is to improve quality and relevance to better aligntheir education systems with those in open democracies and torespond to the rapidly changing demands of increasinglyglobalised economies. How can this be achieved? In what waymay this be possible? In what ways can the UNDP help withthis?

Assessment: In the effort to expand secondary education an

improve its quality the role of national examinations cannot btaken for granted. Examinations can be used to determineeligibility for further education as well as for better jobopportunities. They are a powerful tool for influencing andshaping secondary school curriculum. How can we use themeffectively? Broadly speaking, entrance examinations tosecondary education are disappearing or are being used forpurposes other than competitive selection.How will we dealwith the concern about global competitiveness increasinginterest in nation-wide student achievement testing?

In short, the Resolution must look at all these points to provid

quality secondary school education to all.

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Lack of secondary educationis a pressing problem in the

world today. Lack of finances and resources are the core reasonsfor the lack of universal quality secondary education in LEDCs.These countries look to the MEDCs for support and aid. Acountrys bloc position is based on geographic or economicstatus. Bloc positions are important when negotiating andcaucusing. They are also important because blocs add power tothe 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 WesternEurope -Canada, Germany, Switzerland, the United Kingdomand the United States among others. Virtually every country inthis region has close to universal secondary education. TheGross enrollment ratio (GER) is the total enrollment in a specificlevel of education, regardless of age and is expressed as apercentage of the population in the official age groupcorresponding to this level of education. The GER can exceed

100% due to late entry and/or repetition. The GER of theaverage Bloc A country stands at a staggering 107.6%, asopposed to the 63.7% in the rest of the world. These figures acourtesy of a result of compulsory schooling, widely enforceda century, the long-term democratization of education systemeconomic growth and social transformation in recent decadeswhich have opened new vistas and opportunities and boosteddemand for higher education. Other blocs are encouraged to

follow the example set by this one. A core problem stunting thgrowth of many countries in the world today is that not enougfinancial aid is given to LEDCs to bolster their efforts to provisecondary education to their youth, and this is where Bloc Acountries need to step up. Bloc A countries are recommendedlend money to countries in Blocs E and F.

BLOC B CENTRAL AND EASTERN EUROPE

This next bloc includes countries in Central and Eastern Euro(CEE), like Bosnia and Herzegovina, Belarus, Croatia, RussiaSerbia and Ukraine among others.

Bloc PositionsA countrys bloc position is based on geographiclocation or economic status or political ideology...

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These countries have been regaining theirindependence in the early 1990s andmany of them in this region have facedprofound political, socio-economic anddemographic disruptions that haveaffected their education systems. However,this region has stepped up its investmentin education, and has been rewarded byan increase in enrollment in the last thirdof the decade. This regions secondaryGER has increased by 1% since 1999, toreach 88% in 2008. However, nearly 1.7

million adolescents were still outside theeducation system in 2008. Participationlevels remained relatively low in somecountries in CEE, with GERs at or below85% in the Russian Federation, the formerYugoslav Republic of Macedonia andTurkey. In sharp contrast, Central Asiasaw rapid expansion in secondaryeducation, with the regional GERincreasing from 86% in 1999 to 97% in2008. Progress was most marked inMongolia, where the secondary GER rosefrom 61% in 1999 to 95% in 2008. Yetmajor challenges remain. Some countries

are registering an increasing number ofchildren not enrolled in school and this isone area where countries in Bloc B needto step up. A solution is that rather thanborrowing money from countries in BlocA, Bloc B countries need to set uppartnerships between each other, forexample, due to their similarity in culture,similar location and alike financialstatuses, etc, to make universal qualitysecondary education a reality in theircountries. Belarus and Ukraine, forinstance, could produce a solid

partnership, which could perhaps even seethe duo promoted to Bloc A.

BLOC C ARAB STATES

This region as a whole has madesignificant progress over the last decade interms of school access and retention. Incontrast to Bloc A and Bloc B, in which allof the countries are MEDCs, Bloc C is aregion in which there are MEDCs andLEDCs. Massive educational deprivation

and large gender disparities stillcharacterize some countries in this Bloc.The region records some of the worldslargest gender disparities, particularly inprimary education and adult literacy. Thedual challenge of improving quality andequitably expanding access to secondaryeducation requires sustained investmentfrom the countries concerned. It has beenargued that governments should invest atleast 6% of GNP in education, thoughthis does not in itself guarantee quality.Globally, participation in lower secondaryeducation is on the rise. The grossenrollment ratio (GER) for this levelincreased from 72% to 80% between 1999and 2009. In the Arab States, the grossenrollment ratio rose from 72% to 87%,which was one of the most notableincreases in the world. Urgent action isneeded in countries where the gender gapis still large in primary and secondaryeducation. An overriding priority is totackle poverty constraints by reducing thedirect and indirect cost of schooling tofamilies and addressing the incidence ofchild labour. Eliminating gender

disparities and inequality while achievall the other EFA goals is costly. Somecountries will need to allocate more oftheir own resources towards secondaryeducation and use these resources moreffectively. This region is able to fundother countries, such as those in Bloc Dand in order to eliminate genderdisparities and child labour, poorercountries in this region require aid froMEDCs in the region, as well as somehelp from countries in Blocs A and B.

BLOC D ASIA AND THE PACIF

Since the early 1990s, countries in cenAsia have gone through profound polisocio-economic and demographicdisruptions, which have affected theireducation systems. Setbacks in enrollmrates were recorded over the decade aalmost all levels of education. South aWest Asia is characterized by massiveeducational deprivation. East Asia andPacific is composed of vastly differentcountries, from small island states in thPacific to population giants like ChinaIndonesia. This bloc consists of countwith very different economic status, suas China and Pakistan - China is anMEDC, whereas Pakistan is an LEDCSome countries within this bloc have gfrom being LEDCs to becoming MEDAn example of this is the Republic ofKorea, which went from being a poorcountry to a wealthy one in just 30 yeathanks in large part to its investment inskills development of young people.

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They are

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Bloc Positions (continued)

Blocs are important because theycreate cohesion between particularStates on issues and facilitates the

negotiation process. They add powerto the opinions of States.

External aid for education is an important source of finance forEFA in most countries in South and West Asia. Countries inthe region received an annual average of US$1.9 billion in aidfor education during 2004 and 2005, of which US$1.3 billionwas allocated to the basic education levels. The Pacific is alsodifferent from other countries in Asia as there is close to nogender disparity there. Many LEDCs in this region require aidfrom MEDCs in order for secondary education to prevail there.The richer countries in this region, such as Australia andChina, can help LEDCs in this bloc.

BLOC E LATIN AMERICA AND THE CARIBBEANThis bloc as a whole is the closest of the developing regions toachieving education for all but is held back by countriesmaking limited progress on some specific goals. Issues ofretention and completion as well as the standard of educationremain a major concern for some of these countries. Thesecountries have poorly funded vocational training programs andgovernments in Latin America and the Caribbean have tostrike a delicate balance between general and vocationaleducation to prepare their students to cope in the globaleconomy. Deep spending cuts in the region during the 1980sand 1990s further compromised quality in vocational

education. Countries like Brazil and seven Caribbean countriesmaintain a perfect GER while other countries like El Salvadorand Guatemala have a GER less than 70%. While thesecountries have made significant progress in increasing theirGERs, they still need to address how they will keep thesechildren in school. A lack of home language instruction is oftenpart of wider processes of cultural subordination and socialdiscrimination, reinforced by curricula that are insensitive tocultural diversity and programs that address these issues areeither of poor quality or receive limited coverage. A feasiblesolution that addresses the need to integrate children fromdifferent ethnicities should be a priority in a culturally diverse

region like Latin America. This Bloc can provide someassistance to the poorest countries in Bloc F.

BLOC F SUB-SAHARAN AFRICAThis bloc in general

has made some significant advances across the board butprogress remains uneven and this region generally lags behind

others in achieving education for all. Some major issues arepoor education quality and insufficient attention towards youthand adult learning needs. Literacy rates are steadily rising withincreasing gender parity in much of the region. In BurkinaFaso, Burundi and Malawi, female literacy rates more or lessdoubled and have increased twice as fast as male rates.However, female adult literacy rates are still below the1985-1994 average for male literacy. Gender disparity iscommon amongst marginalized groups, for example whiteyouth and white adult women have near-universal literacylevels, compared with just 70% among black women. Thegeneral quality of secondary education is poor and is reflectedby illiteracy rates amongst adults who spent several years inschool. Children with poor socio-economic backgrounds

receive a lower quality education than their privilegedcounterparts; slums are focal points for educationaldeprivation, partly because many governments fail to recognizethe entitlement of slum dwellers to basic services. Sub-SaharanAfrica displays the most linguistic diversity of any region in theworld and this leads to extreme disparity for children who aretaught in a language other than their mother tongue. InNigeria, the education attainment gap between the highest andlowest performing language groups is six years; inMozambique, youth who speak Jaua average one year ofeducation, compared with five years for Portuguese speakers. Afeasible solution is needed to address internal disparitiesbetween different ethnic groups and in countries with highcultural diversities such as South Africa. While primary

education remains a top priority in the region, a framework toease the transition from primary education to secondaryeducation is essential to achieve quality education for all. Thistransition can be achieved over the next years if this regionreceives aid from countries in Bloc A and B.

In conclusionall these blocs want the development of

secondary education in their countries, but some are incapableof doing this on their own. With the help of UNDP and otherMEDCS, the move towards better and more universaleducation is possible.

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The following is a sampling of concrete initiatives that can beused as a roadmap to generate the framework for a possibleresolution. They range from the use of technology to enhancesecondary education for all, to the provision of teacher trainingand improvements in teaching methodology:

Access to Secondary Education by All: is a major problem

hindering provision of secondary education. Many LEDCs, forinstance have a plethora of people who cannot access secondaryeducation due to poverty, gender bias, distance from schools etc.so it is necessary to take special action to make sure education ismade accessible to all children/youths.

Recommends researching and developing effective education

strategies and schemes to allow those affected by poverty to stillhave access to high quality secondary education with both shortterm and long term relief ranging from loans with no interest tostipends.

Appealsto 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.

Urgesthe UNDP to provide incentives to poverty stricken

families in the form of meals to encourage enrollment insecondary education.

Example:this was done in Sabang, Indonesia where the UN

collaborated with local governments to fund one free meal a dayto children attending secondary school. However, different formsof incentives may be needed in different regions as one regionmay have problems regarding lack of food whereas another mayhave problems regarding health or another issue.

Encouragesthat governments, with the help of UNDP,

establish water connections to village clusters, reducing the timewasted by children in collecting water, and allowing them toreceive a better education.

Example:this was done in by the Kalokutanyang Mobile

School in Kenya, and resulted in a significant increase inchildren attending school.

Affirmsthe Priority Schools Funding Program in Wales, in

which schools in communities of low economic status aresupported. Funding, staffing and consultancy are offered toPriority Schools in addition to resources provided to allgovernment 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, staffingand consultancy support are provided to Priority Schools, inaddition to the resources provided to all government schools.

Approvesresearching 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 tocome up with plans to improve secondary education access tothese groups in the future.

Example:the Jesuit Refugee Service (JRS) has a strong

commitment to refugee education worldwide, with programmin 13 countries in Africa. It has developed an education resourcentre in Nairobi, which houses materials on education forrefugees and youth from emergency-prone countries.

Acceptsincreasing pupil to teacher ratios (PTRs) to a

maximum of 40 students per teacher at the lower secondarylevel and 35 students per teacher at the upper secondary level,order to substantially reduce costs of providing secondaryeducation to the disadvantaged.

Example: The Irish government is expected to target fee-

paying schools with changes to the pupil-teacher ratio. Themove will result in larger classes and possible cuts to subjectchoice in these schools. These changes will increase the pupil-teacher ratio for fee-paying schools to 22:1 with effect from th2013/14 school years. This will reduce the cost of education ithese schools.

Suggestsin the short term, Multi-Grade Teaching can be us

in Low Income Countries. MGT means one teacher isresponsible for students in two or more curriculum grades at thsame time, in order to lower costs and so help overcome the laof teacher funding.

Example:MGT has been implemented in Sub-Saharan Afri

in Uganda, Senegal and The Gambia teachers were providedwith specialized MGT training and additional teachingmaterials. The three case study countries have taken differentapproaches to provision of training. In Gambia, a module onmulti-grade teaching was included in the initial teacher-trainincourse for all students. In Uganda, one teacher training collegwas designated to prepare multi-grade teachers. In Senegalwhere multi-grade-teaching skills had yet to be integrated intothe teacher-training curriculum, inspectors provided someinformal training.

Invites counseling and non-academic services to educate

students about why school is needed and how to help develop interest in it as well create a wider more social training systemfor teachers to help prevent students from being discouraged ba bad experience and interaction with teachers.

Example:Right to play foundation is an NGO operating i

Ghana that is using directed resources to encourage children tgo to school.

Teacher Training:in order to provide top quality educationto students, teachers must be well equipped and trained toeducate them. This is why teacher training is a crucial part ofquality improvement and should be considered when makingeducation reforms.

Rewardseffective teachers with both career advancement

opportunities and financial incentives - creating a defined careprogression provides a means to recognize teachers who havedeveloped a certain level of performance, encourages teachercontinuously improve, and offers additional roles that develop teachers capabilities in mentoring, evaluation, and instructionleadership.

Appendix- to Proposed Solutions

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Example: The Bill Gates Foundation got together nine school

districts and one coalition of charter management organisationsto come up with proposals on how to improve teachereffectiveness. These proposals included providing financialincentives based on productivity and contribution rather thanbased on longevity.

Commendslocalizing school/teaching improvement effortswith the enhancement of community participation includingownership of schools and training institutions, which is to beadministered by Regional Committees on Education consistingof a moderate number of Government officials.

Example: countries in Asia such as Thailand, Vietnam and

Cambodia where the educational sector in the governmentformed committees of experienced teachers who would bringinternational knowledge in teaching to their regions. They wereable to attend workshops in other countries and they werefinanced by NGOs and other organizations.

Endorses staff training focused on developing the skills of

teaching and management to design as well as deliver the schoolcurriculum and extra-curricular programs to suit the needs oftheir indigenous students, build academic standards into thecurricula, and help academic teachers build technicalcompetencies into their teaching instruction and create a moreculturally inclusive school environment.

Advises a Holistic Schooling Approach, to deliver a culturally

and contextually relevant and capability-appropriate curriculumthat 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 benefits of culturally relevant curricula are becomingapparent.

Strongly suggestsadvancing and nurturing teacher training

centres for technical school by improving management systemsin areas such as wages, human resources and inventory, with thehelp of regional aid from countries willing to contribute tocountries unable to fund themselves.

Example: requesting loans from regional organisations such as

the Inter-American Development Bank to invest in thestrengthening of policies of access and retention of students andteachers in technical education and training, with a long termgoal of creating around 150 vocational technical education

classrooms and 30 computer labs with connectivity over a periodof 10 years. Efforts have been made in Latin America and theCaribbean where the IADB has supported them in extendingand 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 fornations with little capacity to fund their own projects,international aid may be required. This makes it essential forthose nations or international organisations that can afford it, tohelp improve global education by financing 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 lo

income developing countries. Regarding the distribution of itsforeign 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 itaid benefits as many needy people as possible.

Welcomesthe creation of charitable donation collection

agencies that will allow an inflow of debtless funding which wallow the creation of infrastructure, building materials andprovide students with education apparatus.

Example: Africa Foundation has a scholarship program calle

Community Leaders Education Fund (CLEF), which waslaunched in 1995. The CLEF Scholarship Program offers parfunding to students from rural communities borderingconservation areas. The main aim of the CLEF Program is todevelop natural leadership potential by providing deserving

students a chance to improve their career opportunities. Studeare required to help their community during their holidays byconducting activities that involve and uplift the community, e.gcareer guidance at schools, community cleanup campaigns orhelping at local clinics.

Notesthat thecostsof e-learninginclude costs of hardware asoftware, costs of internet access and costs of computers andtablets.

Example:Verizon Communications has been providing e-

learning for about three years. It takes them between 40 to 80hours and costs $15,000 to $30,000 to develop one hour of e-learning (George & Mcgee, 2003). This includes the instructiodesigner, project manager, and outsourcing fees (the instructiodesigner takes the content that is written in instructional desigformat to three other companies and an in house group for biThe content comes from SMEs who explain to instructionaldesigners how it is done (for example, installing DSL).

Reaffirms its beliefthat education should be provided by t

government on a long term basis and it should be fundedthrough loans from IMF.

Example: Mr. John Lipsky, First Deputy Managing Director

the International Monetary Fund (IMF), and Dr. RakeshMohan, 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 programbe established by the IMF Institute outside of its headquartersWashington DC. The other programs are located in Abu DhaAustria, Brazil, China, Singapore, and Tunisia.The ITPprovides policy-oriented training in economics and relatedoperational fields in India, and in other countries in South Asiand East Africa. Courses cover macroeconomic managementand policies, financial programming, monetary policy, banksupervision, financial sector issues, public finance, exchange rapolicy and foreign exchange operations, and statistics.

Appendix- Ideas for Working Papers...

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Expresses the hopeof the creation of financial and

administrative institutions controlled by the respective FederalGovernments, to provide academic and financial assistance tostudents, accompanied by provisions to students taking a mix ofon-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 educationdue to its efficiency and connectivity. The utilisation oftechnology is something that can vastly improve the quality andaccessibility of education.

Emphasizesthe 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, studentswith computers in their homes develop better mathcomprehension and reading skills than do those without thisresource. School priorities need to include resource access

programs such as loaned computers and/or softwaresometimes called "E.T (Educational Technology) goeshome" (U.S. Department of Education, 2001). The "technologydivide" is more than a trite reference used to document the needfor more computers in American elementary and secondaryschools. Rather, the lack of access to technology for many urbanyouth constitutes a genuine educational disadvantage.

Considersexamples of various countries (e.g. in Latin

America) utilizing the mobile learning concept, focusing heavilyon the '1:1' concept, which aims to provide every student andteacher 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 isunderway that uses Short Message Service (SMS) technology tosend educational content to socio-economically disadvantagedlearners. Yet another example is the Boat School in Bangladesh,which relies on mobile phones and other technology to helpbring educational opportunities to 87,000 families.

Identifiesand implements high tech methods of integrating

reading, writing, and Mathematics across technical fields.

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 softwareprograms are used to provide an effective and engaging way tolearn a school curriculum."You used to count blocks or beads,"says Lynne Schrum,who has written three books on the topic ofschools and technology. "Manipulating those is a little bit moredifficult. Now there are virtual manipulative sites where studentscan play with the idea of numbers and what numbers mean, andif I change values and I move things around, what happens."

Supportspersonal development programs that use video

conferencing solutions to connect technical schoolsinternationally, and therefore improve all facets of education

from student administration to course development, curriculudelivery, and content management.

Example:Polycom has been successful in providing distance

learning that is interactive, improving student access toknowledge and content, wherever they are located, andpromoting greater interaction, content sharing, and engageme

among teachers and students. Associations and schools that habenefited from the use of Polycom Real Presence are the GlobNomads Group, Abbotsleigh School, Jefferson County PublicSchools and the Pembina Trails School Division.

Understands that the methods for distribution of Distance

Education courses can include video (pre-recorded, live viasatellite, or two-way instructional television), audio, the interneor other computer technologies such as CD-ROM, ITV andonline courses (which are the most popular distance educationmethods). ITV courses involve a form of videoconferencing:using the ITV method, homework and tests are sent through for e-mail to local school distance education facilitators, orteachers.

Example:the Harvard Extension School offers 200 Harvard

online classes through distance learning. Most of their distanceducation courses feature videos of faculty lecturing on campuStudents can watch each weeks online lecture at theirconvenience, submitting assignments as scheduled. In somecases, classes meeting on campus are broadcast live; students ccheck course syllabi or websites to see if they can watch videolive during class meeting times and to learn if live participatiois required.

Recognisesmobile learning as a modern way to support

learning processesthrough mobile devices, such as handheld atablet computers, MP3 players, smart phones and mobile

phones; with around six billion mobile phone subscriptionsworldwide, these devices present an unprecedented opportunito support learning in a cheaper, ubiquitous and more portablformat than even low-cost computers.

Example: mobile learning initiatives have recently been

established in Africa and the Middle East, Asia, Europe, NorthAmerica, and Latin America. These allow students to participin collaborative activities, play educational games, reinforce keconcepts and exchange information with professors and peersAs a low-cost substitute for computers, mobile phones canincrease access to the internet and digital educational content,and because the devices are portable, they can facilitate learnioutside as well as inside schools UNESCO.

Directsprofessional development opportunities for students.

Example: online simulations/models, multimedia, eBooks an

epistemic games (which put students in roles like journalists, orengineers, and ask them to solve real-world problems,) can beprovided. Also Problem-based learning can be implementedwhich introduces a specific problem to students, usually ingroups, over an extended period, and requires that theyunderstand the problem and begin to propose a response orsolution. Problem Based Learning begins to approximate thesort of work scholars do, as well as the way students may needapproach problems in their lives after higher education.

Appendix- Roadmap to Resolution (continued

BOSMUN

STUDYGU


March14,

2013
http://www.scidev.net/en/latin-america-and-caribbean/http://www.scidev.net/en/sub-suharan-africa/http://www.scidev.net/en/middle-east-and-north-africa/http://www.scidev.net/en/south-asia/http://www.scidev.net/en/latin-america-and-caribbean/http://www.scidev.net/en/latin-america-and-caribbean/http://www.scidev.net/en/south-asia/http://www.scidev.net/en/south-asia/http://www.scidev.net/en/middle-east-and-north-africa/http://www.scidev.net/en/middle-east-and-north-africa/http://www.scidev.net/en/sub-suharan-africa/http://www.scidev.net/en/sub-suharan-africa/http://cehd.gmu.edu/people/faculty/lshcrum/http://cehd.gmu.edu/people/faculty/lshcrum/


21/2421

Points out thatobservers of North Americas schooling system

remain sceptical that additional spending is needed to improvethe learning outcomes of poor children. They argue thatimproving the ways in which schools are organized, includingthe way they deliver instruction, could improve studentachievement with few additional resources.

Health Issues: as attendance and engagement are dependenton the health of the students, health education is vital to aneffective secondary education system:

Expresses its regretthat Insufficient medical facilities and

medical knowledge is one of the reasons for falling secondaryenrollment and pass rates in African countries. Incorporatingteaching of medical dangers such as HIV/AIDS into thecurriculum will increase awareness and teach students thenecessary steps to avoid these illnesses.

Example: Schools by themselves cannot solve a nation's most

serious health and social problems. However, schools have acritical role to play in partnership with community agencies and

organizations to improve the health and well being of youngpeople. One approach recommended by CDC (Center forDisease Control) is coordinated school health (CSH). CSHbrings together school administrators, teachers, other staff,students, families, and community members to assess healthneeds, set priorities, and plan, implement, and evaluate schoolhealth activities.

Understandsthat there are health issues associated with

studying online. For example, working at a computer has healthrisks such as eye strain, upper limb disorders, RSI (repetitivestrain injury), and headaches. Students who use online learningmust be made aware of these risks.

Example: to make online learning healthy, the following tips

should be given to students: taking frequent breaks, making theirposture/ position comfortable, making sure their chair and deskare the right height - lower arms should be roughly horizontaland feet flat on the floor. Ideas of how to make their workingenvironment comfortable should be listed in awarenessinitiatives, like leaflets, to alleviate the disadvantages of e-learning

Administration/Organisation: in order for an educational

system to work, its administration must be effective and wellorganised. It may be the case that corruption or lack of funds foreducation can lead to badly administrated schools, so it should

be a priority of governments to fix this.

Core Curriculum Reforms: as we progress, amendments

need to be made to existing curricula in order to adapt to thechanging 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 millionover the next two years, to give more 16-19 year olds access towork experience, as part of its Youth Contract. The governmentis also funding charities and businesses to help the mostdisengaged 16-17 year olds get skills and jobs, as well as

encouraging employers to take on 18-24 year-olds from theWork Program by making available 160,000 job subsidies worup to 2,275 for each business. They would also like to reformthe apprenticeships program and, as part of the Youth Contraensure funding for at least 40,000 incentive payments for smalfirms to take on 18-24 year old apprentices.

The main points and examples given above can be used tofacilitate discussion between like minded countries in coming uwith effective working paper

undp study guide by year 10 - final

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