Access to Education

Topic: Access to Education
Country: Argentina
Delegate Name: Lisa Plucinski
School: Mattawan High School

Argentina has achieved a literacy rate of over 95% and has the highest levels of education and literacy among Latin American countries. It currently requires all children to attend school from ages six to fourteen. Education is free for state schools, but private schools are available, also. The university system is also free of charge and consists of 3.2% of the population completing university degrees. The responsibility of education in the country is shared by the national government, the provinces, and the federal district and private institutions. Basic guidelines are set by the Ministry of Education. Argentina contains a mostly Catholic denominated population, allowing Catholic schools to be present within the nation.

The system of education consists of primary and secondary levels, with a collegiate level following the completion of the initial two. Primary education consists of ages six to fourteen and is mandatory for all children in Argentina. After primary education, secondary education is available for those students willing to extend their education. This level focuses on future careers, allowing the student to choose his/her orientation. It is necessary in order to enter colleges across the nation. The collegiate level in Argentina is focused on teaching professions and offering professional degrees. It is free to those who have completed the initial levels of education and are able to maintain the proper grades.

Argentina would like to work with other countries such as Brazil and the United States of America in order to achieve free, mandatory education for all its citizens. Equal education should be available to all people, and Argentina would like to ensure that this becomes possible.

Topic: Access to Education
Country: Belarus
Delegate Name: Joey Lautrup
School: Mattawan High School

Currently the fifth country in the world by literacy rate, Ukraine has done wonders in the educational sphere. The fact that 99.7% if of its population is able to read and write is a testament to what a transformation the nation has made since the fall of the Soviet Union. Ukraine has undergone a metamorphosis from a country that only offered state run schooling to one that has recently integrated children with special needs into the regular educational system. The nation requires complete secondary education of all children, and assures that pre-school, complete general-secondary, vocational, and higher education are all free and accessible. Its strong educational system offers a unique strategy and policy that is still able to coincide with the educational principles of the world’s most highly developed countries.

The Ukrainian Constitution literally quotes the Universal Declaration of Human Rights when it states that “Everyone has the right to education.” This is a belief that the nation of Ukraine would like to reemphasize to the world. Education is a basic human right, and it is not justifiable for those who are not able to fund their education to be denied it. Ukraine would like to see this committee create a consensus of better funding for those nations that need it when building their educational systems and the implementation of universal education as it should be. Non governmental organizations such as UNICEF should be greatly utilized in taking initiatives in helping disadvantaged nations, for such organizations have played a key part in Ukraine’s own development and have helped it become the great nation that it is today. The Universal Declaration of Human Rights must be adhered to if the cycle of poverty, hunger, and illiteracy in the world are to be broken. From a chaotic past, Ukraine has flourished into an educational success, and the nation is confident that if the same principles are applied, such success can be experienced throughout the globe.

Topic: Access to Education
Country: Brazil
Delegate Name: Madelyn Grant
School: Royal Oak High School

In Brazil, adult illiteracy has fallen dramatically over the past 20 years, but the state education system generally provides a poor preparation for the job market. It suffers from a serious dichotomy, whereby the quality of education in the poorly funded and overcrowded primary and secondary levels is low, but public universities are excellent. As a result, Brazilian parents increasingly send their children to private schools in order to give them a better chance of gaining entry to a (usually state-funded) university. Education in Brazil is regulated by the federal government, through the Ministry of Education, which defines the guiding principles for the organization of educational programs. Local governments are responsible for establishing state and educational programs following the guidelines and using the funding supplied by the federal government. The average period of formal education among the labor force stands at just five years, although new entrants in the labor market now average at least seven years of formal education. Mirroring the problems in the education system, Brazil's labor market is characterized by a disparity between a vast majority of poorly trained workers and a tiny highly skilled minority, typically trained at the best engineering or business schools in Brazil or overseas. The gap is more pronounced in Brazil than in other parts of Latin America.

There are a number of international instruments that establish education as a fundamental human right. The Universal Declaration of Human Rights (1948), and later, the World Declaration on Education for All (1990) and the Dakar Framework of Action (2000), all reiterate the commitment of the international community to providing quality education to all children, youth and adults. The Universal Declaration of Human Rights (1948) states that “Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages.” There are two parts to improving access to education on the part of the UN: the first is improving funding and logistical support in less prosperous areas and the second is breaking down barriers of societal prejudice and discrimination which prevents attendance where it would otherwise be possible. Brazil is not necessarily incompliant with this Universal Declaration, but the country is definitely not making its civilians’ access to education easily obtainable. The prospective part of Brazil’s education system is that they focus mainly on their public universities, while most states and countries focus on access to primary and basic education while under-emphasizing secondary, technical and university education. Today, Brazil struggles to improve the public education offered at earlier stages. Brazil recognizes that their education system needs vast reform. Brazil has had a severe inadequacy of primary schooling in the past, and we are diligently working to turn the unacceptable education system into a satisfactory education system. Every great world power has had its obstacles to overcome, and Brazil is no exception. Brazil will only become stronger and better as a nation as it conquers this colossal challenge.

Topic: Access to Education
Country: China
Delegate Name: Colleen Roberts
School: Forest Hills Central High School

The Universal Declaration of Human Rights is very clear in Article 26 when it states

(1) Everyone has the RIGHT to education. Education shall be free at least in the elementary and fundamental stages.

The people of the world specifically children have a need for education and then this must grow so they become productive citizens of the world. The united states and other countries around the world are able to give their citizens education for free. Many countries say that education is important to them, but cannot afford to educate all so they only teach a small majority. Money should not be an issue when it comes to primary learning. Also no one should be denied education based on gender, race or economic stance in the country.

China is a country that has made great strides when it comes to education. China has made efforts to ensure our citizens are well educated and prepared for the life ahead. China’s citizens of our country have an equal right to education regardless of gender, ethnic status and economic conditions. China has just amended the compulsory education law to make sure that the that children of migrant workers are not charged for going to school higher than children from the actual city. Also ensuring that all schools are equipped, quality infrastructure and qualified teachers. Children can not learn if their surrounding areas are not cohesive for learning. China is also working poverty reduction projects that will lower poverty in many areas including education in poverty stricken areas. The Millennium Development Goals set to attain by 2015 in china has already accomplished in 2006 assuring students the rights to have 9 years free of education, abolished tuition and miscellaneous fee costs which include books.

China believes that many countries are going to be need in monetary funds to meet the children’s need of education. To attain these might seem impossible but with the various UN originations they can help to make sure every child get what he needs. Countries who also believe that they education is something that all should have regardless of sex, ethnicity and monetary funds will be an ally with China in this issue.

Countries who would like to see only boy’s have education will not have the same attitudes of us. Countries who also discriminate based on all the issues we accept will not be favor of our views or ideas.

Topic: Access to Education
Country: Denmark
Delegate Name: Michael Stinavage
School: Mattawan High School

Since 1814, all Danish students were given the right to seven years of learning in public schools and today all students have the right to nine years of education. Denmark has continued to promote education as its literacy rate is 99% and everyone above 15 can read and write. This system is paid for through tax-based and municipal funding. There are no tuition fees in public schools and universities. Within its nation, Denmark is working on improving vocational institutes and wants to continue to uphold a high literacy rate. Most students spend 17 years covering their primary and tertiary education. In secondary education the Danish student spends three years studying programs such as STX, HHX, HTX, and HF.

Denmark had strong alliances with other European Union members such as Germany, Netherlands, Belgium, Sweden and the United Kingdom. The Danish government focuses on the importance to educate their young population in major studies such as mathematics, language, sciences, social studies, and humanities. Denmark is a member of the OCED which started the policy Starting Strong: Early Childhood Education and Care. The OCED is a group of 30 democracies working together to solve economic, educational, and social problems. Germany, Netherlands, Belgium, Sweden and the United Kingdom are also a part of this group.

To fund international education, Denmark has donated over 60 million US dollars to improve education in Afghanistan. Denmark also provides the fifth largest development program in Vietnam to increase education. To the african minority group of the Maasai, the Danish group DANIDA funds the education of the youth in this ethnic group.

Topic: Access to Education
Country: France
Delegate Name: Alyssa Soltis
School: Saline High School

Basic education is one of France’s top four priorities and we consider this to be a very important issue in our agenda. France has a well developed educational policy that should be considered as a role model for developing countries. Regarding world access to education, France believes that every student should be subject to equal opportunity. Social, economic, and cultural inequality should be considered as an obstacle that must be addressed when developing a policy. In the past, there have been riots in France in response to unequal provision of educational resources for the “underprivileged” class. Our efforts to redistribute these resources should be considered when creating policy for equal opportunity for everyone worldwide.

Our government has been working to improve education for disabled students, and passed a law in 2005 to establish equal rights for these students. It is the responsibility of our system to ensure that these rights are applied. We have also created a plan to increase development of our apprenticeship program. Through this program, students learn new skills and knowledge as well as other practical studies. Our plan is to increase our number of apprentices from 370,000 to 500,000 in the next five years with the intention of teaching these youth the value of “employment and social cohesion”, according to Re.ViCa.

France also believes that training our teachers is a very important requirement of our schools, and we have a program that helps new teachers develop their teaching skills through professional training and assessment. We believe that qualified teachers are necessary for a quality education and this resource needs to be addressed when providing education worldwide.

France has given one million euros to Yemen to support basic education and nutrition for over 250,000 people living in poverty. We promote an equal education for all and would like to encourage every country to do the same.

Topic: Access to Education
Country: Germany
Delegate Name: Caroline Sawatzki
School: Saginaw Arts and Sciences Academy

The Federal Republic of Germany believes that Access to Education is becoming an increasingly more prevalent and urgent issue. Many countries fail to provide education for their youth, inhibiting them from procuring an opportunistic future. In a world where literacy is of the utmost importance and where levels of literacy can be directly correlated to the rate of success among youth in a country, the issue of equal-opportunity education should be brought to the forefront of attention in every nation.

Germany believes that education should be available to every child, regardless of ethnicity, gender, or socioeconomic class. Equality should be held as the highest standard in education, for the goal of Germany and its officials is to provide equal educational opportunities and quality education for every student, utilizing a variety of educational institutions, each implementing curriculums suited to the needs of its pupils. Germany takes utmost pride in its education system, which accommodates a vast range of academic capabilities, and avoids suppressing the abilities of any group of students by offering schools and educational accommodations for learners at various paces. Germany’s goal in educational policy is to provide each citizen with opportunities to grow personally, professionally, and as a citizen as relates to their personal preferences.

The United Nations should step in and pool funding from various countries in order to build the world’s educational network. With youth increasingly unqualified and unprepared to venture out onto the job market due to poor education or poor educational standards, global economy could begin to decline. Action should be taken in certain countries against groups that discourage the attendance of school –aged children to educational facilities for any number of reasons, such as gender or ethnicity.

With a multitude of ground-breaking stories flooding the media on a daily basis, it is easy to overlook what lies beneath the chaos and outrage. Education is the foundational element of modern life, the ‘gateway to success’. Germany feels that it is the duty of the officials of each country to ensure that it provides equal-opportunity educational programs to the youth of its country, either individually, or with the aid of willing organizations.

Topic: Access to Education
Country: Ghana
Delegate Name: Stephanie Banta
School: Forest Hills Eastern High School

According to The United Nations Educational, Scientific, and Cultural Organization (UNESCO) “inclusive education is based on the right of all learners to a quality education that meets basic learning needs”. Even with the work of UNESCO and UNICEF there are still 75 million children that are excluded from education with 70 percent of those children living in Sub-Saharan Africa. Most countries within Africa do not make education accessible to all of their children and young adults because it seems to be too costly for their citizens or they restrict who can attend school by gender or religion. It has become evident that female are being denied their right to attending school along with families of a poorer background and families who keep their children home because of the dangerous trek their children would need to make to get to the school. If it is religion that is holding the females at home, families that are incapable of paying for education, or a lack of safety for attending school, it is Ghana’s belief that the United Nations needs to further work for providing education to all children so that nations can become more economically and socially stable and the standard of living globally can improve.

Ghana recognizes that we do not provide primary education to all citizens, mostly woman and girls. It is not that we are denying them access to basic education—boys and girls are encouraged by the Ghanaian government to start school around the ages of three or four—rather, it is the fact that in rural areas parents are uneducated about the abolished school fees and/or they prefer for their daughters to work at home due to personal needs or religious beliefs. As a nation Ghana wants the United Nations to educate families, in the more rural areas of nations, that sending their children to the public school is no longer a costly thing. In conjunction with that, Ghana would like the UN to help nations establish an incentive—such as the school providing a meal for the kids or a certain amount of money per year allowed to families who send their children to school—that would get families to want to send their children to school. Finally, Ghana would like to suggest that the UN also help in the establishment of all girls’ schools.

Similar to Ghana, other sub-Saharan countries are striving to find solutions to the lack of access to education. Uganda and Tanzania being two that are experiencing similar struggles as Ghana where they are working to provide universal access to primary education but are finding difficulties in reaching girls because of religious beliefs. Because of the shared interest in providing universal access to education, we believe that Uganda and Tanzania along with other African nations would be supportive in our proposal.

It is hard to determine if there would be countries against our proposal. We are aware of nations that do not believe in universal access for education such as Afghanistan because of the influence of groups such as the Taliban. But, we do not believe that these nations would prove to be detrimental to our proposal. On the other hand the nations that are centered on a religion that does not allow for girls to attend school could prove to be very much against our proposed ideas.

Topic: Access to Education
Country: Lebanon
Delegate Name: Gillian Lazzarini
School: Forest Hills Eastern High School

Access to education is of the utmost importance to Lebanon. In Lebanon, though there has been some controversial strife, education has been held in the highest importance. So, in hope for a productive and safe education system, Lebanon is willing to seek any viable solutions, such as establishing rigid regulations and reforms to the schooling systems. But access to education is not only an issue in Lebanon, but a dire issue virtually everywhere in the world. Literacy rates, though high in many countries, have shown either a decline or no progress at all in the majority of developing countries. Access to education, not only effects the knowledge of an individual, but the economy of a country. Literacy rates parallel the state of an economy, and with unequal access to education–countries with deprived education rights will become stagnant. There are 75 million children that have no access to education, even with the help of UNESCO and UNICEF, and their education needs to be accounted for. Whether it is because of sex, race, age, religion or income, the access to education is an irrevocable right that must be granted to each person.

Lebanon, because of it’s great concern for its nations educated youth, believes that the United Nations should help the education system reverently, making sure to respect all races, ages, religions, income levels and sexes alike. The U N should offer help, but must be sure to respect regional customs and national sovereignty. Whether it is UN protection, to guarantee a safe learning environment, or a UN supported school system available to those in need, with the support of our committee we can reach a feasible solution. Moreover, further elaboration can be added to already developed documents: Basic Education and Gender Equality for example, a basic guideline for education published by UNICEF. These documents can also be utilized to support a reasonable solution to further the right to an education. Furthermore, through resolutions agreed upon by this committee, education should be made accessible to all people regardless of location, sex, race, age, religion or income.

Access to education is a universal issue, an issue that does not have much disagreement. The Republic of Lebanon looks forward to working with cooperative delegates to fix this dire issue, for all people deserve a peaceful place to productively participate in their deserved education.

Since, the subject at hand is detrimental to all nations in our committee Lebanon believes that access to education should be given total support. Lebanon is open to any appropriate and practical solutions to fix this grave issue. Lebanon wishes that it’s fellow delegates will respect the national sovereignty of violating countries, while making sure to help and resolve this issue as best they can.

Topic: Access to Education
Country: Morocco
Delegate Name: Rima Mandwee
School: Mattawan High School

The education system in the Kingdom of Morocco is poor compared to most global standards. The current literacy rate is around 52.3%, with the females being at only 39.6%. The dissatisfaction of education is very high, and is in dire need of revision. Only 45% of all citizens are satisfied with the education available to them. The core challenges come from many different factors including the inadequate or less qualified staff, which is due primarily to inhibiting tuition costs. On top of this, the curriculum is outdated and needs to be revised. There is efficiency in the dropout and repetition rates, and this may be because of the difficulty some experience in the system. Due to the Arabic-Berber language barriers, Berber family children who hardly know any Ararbic cannot succeed in the primary level which instruct in Arabic.

Even thought the gross enrollment rates have been rising steadily for all levels of education, there is still much work to be done in Morocco’s education system. There have been creations of projects, such as the Special Committee on Education and Training and the National Charter projects, which have helped increase school enrollment and budget allocation. Proper budget is needed in order for the system to flourish, as well as the correct way to provide a successful education. A big issue in the Moroccan education comes in the intellectual system. The education system does not care about the students’ intellectual levels since critical thinking is not encouraged in the public school programs. The students do not have time to consider subjects given in programs, preventing them from using the distinguishing characteristic in one’s human nature to gain knowledge. A focus on this form of a system would greatly improve standards. The Moroccan government has already attempted to overcome this problem by using foreigners to fulfill important positions. Morocco is firm in the belief that their education system is in dire need of improving its quality, and recognizes the importance of educational aspects on an international level. The resolutions to this global fight will do great things for the overall success of the Kingdom of Morocco.

Topic: Access to Education
Country: Norway
Delegate Name: Meaghan Shiffler
School: West Ottawa High School

For many years, Norway has played a leading role in UNICEF’s efforts to develop more and better schools in poor countries. Norway believes that every child has the right to education, and believes that it is the key to breaking the cycle of poverty. Erik Solheim, Norwegian Minister of the Environment and International Development stated, “More children than ever before now have the opportunity to go to school. However, we must remember that a great deal remains to be done before we can say that we are satisfied. All children must have the opportunity to go to school, including those who are most vulnerable. We must also seek to further improve the quality of schools.”

Another concern Norway has towards education is that children in conflicted areas have an even more difficult time accessing education. They are a very vulnerable and unprotected group. Life becomes very hectic and chaotic for most of them. In situations like these, education can provide a framework of security and stability. It is a basic human right. Unfortunately, during these periods of conflict we see that public services, like schools, are closed down. Young people are recruited or even drafted into armies and militias. Many children are forced to flee their homes. Over the last few years, there has been a rising understanding that schooling also has to be an essential part of humanitarian responses to conflict. Still, governments are unwilling to spend humanitarian aid on education, and education programs therefore tend to be under-funded or absent.

"Only through education can those who are excluded from power be empowered, those submerged in poverty be lifted, and those oppressed by brute force or excluded from knowledge be set free", stated Youth Delegate of Norway to the Third Committee meeting on Social Development.

Poverty, subjugation, illiteracy, and discrimination are our enemies and education is our prime weapon.

Topic: Access to Education
Country: Pakistan
Delegate Name: Sarah Miller
School: Saline High School

Pakistan has made significant improvements in education over the past two decades. Primary school enrollment has increased from 46% in 1990 to over 57% in 2009. The percentage of children who reached the fifth grade rose from 50% to 79% in the same time period. Furthermore, our nation’s literacy rates have increased to 55% (66.25% male, 41.75% female) in 2007 from the previous 50% in 2005 (63% male, 36% female) (according to UNICEF reports). Being a signatory of the “Dakar Declaration,” Pakistan intends to achieve an 85% literacy rate by 2015.

Pakistan recognizes that the accessibility of education, especially in rural areas where literacy rates are 26% lower than urban rates, is in need of improvement. Our government, with the help of UNICEF, has been working with rural communities to create ‘child-friendly’ schools. This includes reducing travel for students and ensuring free, quality education in a safe and healthy environment. Teachers are being trained to teach more actively (as opposed to rote learning) and are required to participate in monthly teacher training sessions. Our government also provides schools with textbooks, school supplies, and recreation equipment to further benefit the student’s learning experience. Pakistan encourages all school-aged children to take advantage of this opportunity and especially encourages young girls and disabled children to enroll.

Pakistan acknowledges the concern of the low enrollment rate of women in our nation and is working on solutions to solve this problem. Many young girls do not continue their schooling after fifth grade. This is in part due to cultural and religious beliefs. Traditional beliefs require that girls begin wearing a burqa at age ten. They are expected to stay at home and can go outside only if they are accompanied by a male relative. Families who still observe this tradition are reluctant to allow their daughters to continue education. There is also a cultural concern about allowing a girl to walk outside her community alone. Communities are worried about this traveling becoming a problem of their honor. Taliban threats must also be taken into consideration; many Pakistani families are not willing to put their lives on the line so that their daughters may receive an education. Our government is working on a solution to these obstacles and is willing to consider a program that would provide safe transportation for women. Furthermore, our country believes that separate schooling for girls may encourage more female enrollment and asks the United Nations to support the installation of such schools.

Pakistan is willing to compromise on the topic of education accessibility and more specifically the accessibility of education for women. Pakistan asks for the United Nation’s help in advancing our nation’s education system. Our nation is willing to work with other countries with similar problems such as Afghanistan, Iran, and Saudi Arabia. However, our nation would like this committee to acknowledge our cultural beliefs and consider them as we progress towards educational equality and greater educational accessibility for all.

Topic: Access to Education
Country: Philippines
Delegate Name: Matthew Hartman
School: Northville High School

“Everyone has the right to education. Education shall be free at least in the elementary and fundamental stages.”

-The Universal Declaration of Human Rights by the United Nations

But civil and domestic disturbances are almost never taken into account. As a parent, would somebody take to sending their children for “Elementary and Fundamental Education” when there is a shooting happening right on their doorstep? I wouldn’t, and no sensible parent would as well.

Advances in the literacy rate in The Philippines have greatly decreased our gap between us and other Western Countries; we still have a long way to go. In places where violent disturbances occur, on average suffer from 15%-20% lower Literacy rates. This is intolerable. The Philippines’s infrastructure only prevents reaching an equilibrium point between areas deemed violent, and those deemed otherwise.

In theory, increases in literacy rates decreases violence, but when there is restriction to education, there is an increase of violence. This is the fundamental problem that should be discussed. The right to education is not in question, the availability of access is.

Funding is another issue; lack of funding will be a problem in all countries that provide free education programs. This problem is extreme in the Philippines. Taxes are already a protested issue, so raising them is not an option. Government corruption embezzles money from the education budget every year, but it’s difficult to bring to justice, but even harder to prevent.

In short, Availability isn’t in question, just safe access to good education is.

Topic: Access to Education
Country: Russia
Delegate Name: Elexis Nelson
School: Flint Southwestern Classical Academy

Human Rights for people in Japan have guidelines and protocols. Education is a luxury that can be taken away if you have infectious diseases. Japanese students must participate in 6 years of primary or elementary school; 3 years of middle or junior high school; 3 years of high school; and 4 years of university. Schools are strict and uniforms are worn everyday.

Japan is a signatory of many international conventions which aim to protect the rights of children. There are various domestic laws to promote children’s well-being. Almost all children in Japan are covered by health care insurance. School life often receives bad press on delinquency but student life in public elementary schools in general is however acknowledged by most Japanese to be largely enjoyable, except for some students that can set in during the transition to junior high school. Families with small children that don’t have a high income can receive an allowance from the government. Local governments support pregnant women’s and infants’ health and give advice to them. Schools also provide health examinations, which can save a child’s life and possibly stop the spread of infectious disease.

All in all schools in Japan (for students whom are not affiliated with HIV) is stress-free and enjoyable. Also the experience is appreciated by those who form good careers through their years in a Japanese school. We wish to see the Japanese process reinstituted throughout the world and would love to see that formalized through a resolution. Thank you

Topic: Access to Education
Country: Russia
Delegate Name: Mitra Darakhshandeh
School: Flint Southwestern Classical Academy

Russia has 100 percent literacy, as 3 million students attend 519 schools and 48 universities. A 100 percent literacy rate proves that our commitment to children and education is of the highest priority. Russia was one of the first countries to integrate technology into their educational system, particularly in mathematics and science. Every school in Russia has some level of Internet access. Recently the Russian Prime Minister Vladimir Putin called for the provision of equal access to education for handicapped children in the country's schools. "By 2016, 20% of Russian schools must provide normal conditions for joint education for handicapped children…and create an environment without barriers for all educational institutions in the country," Putin said. The continued commitment to Russian education was proven by a recent meeting; the World Bank/Moscow office hosted a round table area of government officials, special educators and leaders of disability NGOs to discuss ways to more effectively promote inclusive education in Russia.

Russia is striving towards improving upon their current educational system. It’s important for the regular education system to accelerate its improvements in order for Russia to take its place in the world economy. Every child deserves the right to reach their highest potential. Russia has continually proved this throughout history. The Russian Federation understands that the best way to obtain its highest societal potential is through the education of their children. We believe that young Russian minds are among the greatest in the world and the Russian Federation is doing everything within its power to make sure no mind goes to waste.

Topic: Access to Education
Country: Saudi Arabia
Delegate Name: Jackie Cha
School: Northville High School

Saudi Arabia has come a long way from when it became a nation, in 1932, where education was limited to few Islamic schools. Today, the country strongly believes in education for all children. The Ministry of Education has created “The Ministry of Education Ten-Year Plan (2004-2014)” which sets goals for a ten-year period. Goals include strengthening kindergarten, special needs programs, and girls’ technical education. Currently, public education (primary to high school) is available and free to every citizen. Saudi Arabia has made an effort to embed the European-style education, including King Abullah’s effort to establish multiple centers of learning with mixed-gender; however, currently, schools are not co-educational. Since 1956, the country has given women opportunities for education. Additionally, the government offers scholarship programs to send both men and women to Western universities for undergraduate and postgraduate studies. The country not only encourages primary education, but learning at the university level, whether is it at one of the eleven government universities or studying aboard.

Saudi Arabia believes that Islamic countries, such as Afghanistan, Iran, and Pakistan, should look at its system as a model for their education. Contrarily to the West, the separation of gender allows the country to follow the principles of the Koran while also giving women equal chances. With separate facilities, women still have opportunities to increase their knowledge and pursue careers meant for their gender, such as in education, and not toward fields of engineering and journalism. Moreover, Saudi Arabia believes that it is the government’s responsibility to fund education, especially in less prosperous areas. In 2004, the government spent 27.6% of its expenditures for education. Many local mosques and local religious institutions such as Koranic schools also offer educational services, which ensures that people throughout the nation has access to education. If other countries follow Saudi Arabia’s methods, they, too, will be able to provide education to its people entirely.

However, the Saudi system is not without flaws. Women do not have easy access to transportation, which may impair their education. Additionally, the education the men and women receive in the country is failing to meet the demands of modern industry. Only certain schools have the resources to fully prepare students, and not all citizens can enroll in these schools. Saudi Arabia hopes that the Human Rights Committee can help address the limitations its people have on education as well as helping other Islamic countries create a solid foundation for their educational systems.

Topic: Access to Education
Country: South Africa
Delegate Name: Rebecca Kost
School: Williamston High School

Looking at South Africa’s troubled history through forty years of apartheid, the country has faced its share of educational challenges. Over the last decade, attempts of educational reform have dictated a lot of the government’s time and spending. Educational inequality during apartheid dictated who was able to receive an education in South Africa for a substantial amount of time, but now citizens are finally being guaranteed equal rights to education no matter what ethnicity, gender, or affiliations they may possess. During apartheid, there was a very unequal treatment of the races and people were put in schools based on this fact alone. After South Africa’s 1994 election, the national Department of Education was established and race was removed as a part of the admission process.

What wasn’t always a top priority in South Africa, education has come a long way as far as its involvement in society and how much it has developed. The country’s matric pass rate has risen from 40% to 60% since 1990, and South African access to education is greater than ever before. Compared to most other countries, education takes up about 20% of the total state expenditure; a significant amount especially in an African country. With no major political or military allies, neutral South Africa (Non-Aligned Movement) isn’t easily compared to other countries’ educational systems. However, the basic need for more extensive reform does link South Africa to other African nations. A student’s school life in South Africa usually lasts for thirteen years or grades and general education/training runs from grades 0 to 9. There are no restrictions when looking to receive a primary education, and there are quite a few options for secondary education as well. With a good educational base, the South Africa population is achieving more than ever before.

Despite the significant improvement regarding South Africa’s access to education, the system they have not adapted doesn’t come without flaws. Having enough money to fund the growing need of schools and educational advancements is an issue arising with the government and educational departments of the country. With educational spending having grown 14% each year for the past three years, it’s apparent that South Africa is making a conscious effort to develop educational systems more thoroughly. Also, outreach of education to even the poorest of citizens has been a platform the country is currently exploring. The government wants to make sure that despite financial struggles, citizens are obtaining their right to be educated. Programs like Fee-Free Schools help address this cause. South African recognizes the need for further educational reform (specifically outreach to lower income families) and financial reform in respect to funding educational systems.

Topic: Access to Education
Country: South Korea
Delegate Name: Parker Hughes
School: Forest Hills Central High School

South Korea’s educational system is impressive. The graduation rate from secondary schools has been over 30% since the late 1980’s, a rate similar to Japan’s(also 30%) and exceeds Britain’s rate(20%). South Korea’s educational system increased drastically in the 1980’s. In 1980 there were 66,433 children attending 901 kindergartens or preschools. By 1987 there were 397,020 children in 7,792 schools. The number of kindergarten and preschool teachers rose from 3,339 to 11,920 during the same period. The number of high school graduates accepted into universities was increased from almost 403,000 students in 1980 to more than 1,400,000 in 1989.

Having an exceptional educational system, South Korea believes everyone should have equal rights. Coeducational schools are still not very common, especially middle and high schools, due to cultural traditions. In the 1960’s South Korea abolished its laws on tests and exams to get into middle school. They hope the countries who still have these laws should abolish them as they did. The country takes equal education so seriously it actually prohibited private classes and tutorials in the 1980’s. They thought this gave an unfair advantage to wealthier families. Students who receive tutoring will be suspended from school and the tutors will be dismissed from there jobs. Every race has the right for an equal education also. Since many of Korea’s teachers are foreign it would be contradictory to deny their races rights.

South Korea believes everyone has the right for an education, but all education must be distributed equally.

Topic: Access to Education
Country: Ukraine
Delegate Name: Brianna Nerbonne
School: Saginaw Arts and Sciences Academy

Ukraine holds education to a standard of utmost importance in our nation. We believe that educational success is the foundation of any flourishing nation, and its accessibility is imperative. In recent years, the educational system in Ukraine has evolved from a system that once provided only state-run schooling to a program that incorporates curriculums that address and accommodate the needs of all children, including those with special needs.

The fact that approximately 99.7% of Ukrainian citizens are able to read and write is certainly evidence of the success of Ukraine’s educational system, which requires all students to complete secondary school, and ensures that pre-school, complete general-secondary, vocational, and higher education are entirely accessible and without charge, thanks to generous donations from assorted nations and organizations. It is the belief of Ukraine that education should be free and available to all, that access to education is a human right.

Ukraine is currently working on keeping up with the curriculums and standards of nations such as Europe, and in doing so requests the assistance and collaboration of nations with excellent schooling systems, in order to reform and improve our own schooling system. We believe that schooling systems in developing countries should also be assisted by the United Nations as a whole, in order to help said countries expand or even begin schools for all children, including groups that are oppressed in some countries, such as females. Ukraine hopes that doing so will aid the achievement of universal education and continue the expansion of learning systems worldwide.

Topic: Access to Education
Country: United Kingdom
Delegate Name: Lauren Blasen
School: Williamston High School

Education has always been a very important aspect to our everyday society. Without education, many people cannot succeed and achieve their goals. In comparison to other countries, the government and the people of the United Kingdom stress the fact that having an education is extremely imperative in order to have a successful life. Throughout the fundamental stages of life, education in the United Kingom is not only provided to children, it is a legal matter. If a person does not attend school, that is considered breaking a law.

The United Kingdom has made education an enormously important aspect of life in order to have citizens of their country be intelligent and informed. The education system in the United Kingdom is split up into four stages. These stages are called primary education, secondary education, further education, and higher education. Children in the United Kingdom must legally attend primary and secondary school which typically runs from about 5 years old to 16. After age sixteen, education is optional. Once a student has completed primary and secondary schooling, this student has the option to further their education. If a student plans on attending college or any university, they must complete further education.

Clearly access to education in the United Kingdom is not a predicament. The UK is home of the University of Oxford, one of the leading unviersities in the world, which shows how greatly education is pressed into the minds of United Kingdom's citizens. However, this is not unusal. Many other countries have a replica of this education system and evidently support this way of learning. The United States of America is a clear advocate of this method of schooling.

Topic: Access to Education
Country: Venezuela
Delegate Name: Emily Stavale
School: Royal Oak High School

Venezuela believes that a stable, quality education system is imperative for the overall success of any nation. We feel that the success of said nation is, in a large part, a reflection of that nation’s education system and its capability to supply all citizens with a proper educational foundation.

Not only do we feel that a basic foundation of education is necessary, Venezuela also believes that additional education and training are indispensable. We understand that impoverished persons may not be in the position to attend a college or other post-secondary school. We do, however feel that, with financial aid programmes, many more people will have opportunities to attend a post-secondary school. Also, we would like to urge all nations to set aside a budget for education.

In the past decade, Venezuela has been working to improve our education system. Our literacy rates, for adolescents, have risen to an average of 97 percent, in 2008.

Venezuela's National Assembly recently approved more than twenty billion bolivars (US $9.3 billion) in credits, increasing the estimated total budget for this year from 167 billion bolivars (US $77.7 billion) to 180 billion bolivars (US $83.7 billion). Four of the allotted twenty bolivars are to go to public education.

Venezuela recommends that other nations consider putting in place truancy laws. This will help to keep youths in school when many may not want to attend.

Venezuela understands that it is difficult for many people living in secluded or rural areas to reach education. There are many ways to solve this problem. First, nations could set aside a budget for building new schools in these areas. Another viable option is that nations could send teachers and tutors to these secluded areas to educate students