Educational Rights of Girls

Topic: Educational Rights of Girls
Country: Afghanistan
Delegate Name: Kelly Higgins
School: Kalamazoo Central High School

Afghanistan has come exceedingly far since the devastation the Taliban has caused us but education for women is not a crucial issue in our country at the moment. Although 40% of girls get a primary education only about 6% go on to get a secondary education (net attendance). But if you look at the rate of marriages in our country, more than 50% of girls are engaged by age 10 and after marriage women do not need further education. Furthermore a lot of the girls in Afghanistan come from poverty and are needed to work and earn money for their family.

In Afghanistan the major religion is Islam, practiced by nearly 99% of the nation, and in the holy book of Islam –The Quran– it states “to the male the equivalent of the portion of two females (4:11).” If women do get further education they will be equal to men and to us this is seen as going against the will of God.

Not only does education for women go against the Quran but for Shi’a women it is against the law without permission of their husband. This is part of the laws President Karzai signed in 2009 affecting the rights of the Shi’a women (about 20% of the women in Afghanistan).

Still the treatment of women is improving every day. But currently education for girls is not something we plan on enacting. So as a nation we do not plan on passing the act and we stand in our decision.

Topic: Educational Rights of Girls
Country: Argentina
Delegate Name: Sarah DeLapp
School: Forest Hills Central High School

The number of young women that do no not receive education is deeply concerning. All women should have the right to education. They can not be denied from education because of their gender and should be given equal education and opportunities as men.

Argentina recognizes the gender unbalance in education and is working on solutions to resolve the gender inequality. According to the Permanent Survey for Households of National Statistics Institutions, teenage girls who are suffering from poverty tend to leave school before completion. Due to the fact that many young women who are in poverty drop out of school early, they are preventing themselves from receiving equal rights in the world because they do not carry the same skill set as a male who may have completed the necessary requirements of schooling. Argentina observes that there is a direct connection between poverty and education that women had. Although more women are participating in the labor market, there is still much work to compensate for the inequality in education between genders.

Noting with deep concern about the education rights of girls, Argentina has created some solutions. Argentina's MDG states that all children, whether male or female, will have to complete basic education; 10 years of school. This will go into action in 2015. National Education Act also proposes a requirement for secondary education, creating a total of 13 years of mandatory schooling. Argentina stands with the United States of America and Brazil in the war against gender inequality in education. We believe that education should be available to all.

Topic: Educational Rights of Girls
Country: Australia
Delegate Name: Madelyn Morgan
School: Saline High School

The education of women is the most basic factor in a modern nation. In order for the world to move forward; to reduce poverty, promote freedom and peace,the education of women must become a priority for all. The women of australia have worked very hard to achieve the quality of education that they do now. We now have countless women involved in our government, business, and other leading roles of our society. One international study found Australian women to be, ‘the most empowered in the world.” Our goal is to further that progress within our own country as well as the rest of the world and are willing to lead that movement forward. One of our major Human right’s organizations; CARE has already gone into other nations in order to promote and improve the education of girls in those places, and we are ready to do more. In this committee we hope to pass resolutions that will reinforce girls dignity and value by providing and establishing accessible education for every girl on this earth. We wish to establish basic standards and requirements for countries in regards to their educational systems and the girls in their countries. With the support of the world leaders here today; we know this goal is feasible although difficult. While we know some nations do not support the education of females; we must acknowledge that such education is essential for a country's success and if implemented will ultimately better that nation as a whole.If certain nations would oppose the values and ideas stated here; we ask that they would consider the women in their own lives and countries; and what denying them education really says about how they are viewed.

Topic: Educational Rights of Girls
Country: Austria
Delegate Name: Allyson Frizza
School: Royal Oak High School

Austria believes that education is a completely necessary basis for a successful country and adequate lifestyle. Not only is education in general important, but the education for girls is no different. Women all around the world have been struggling to be viewed as equals compared to men all around the world. Austria has been progressing in female’s schooling since 1775. As a country, we have a free, public schooling system. We also have a standard of nine years of schooling are mandatory for each gender. Since 1775, children of both genders from age’s six to twelve were required to attend school, as introduced by Empress Maria Theresa of Austria.

We have also introduced the School Law, established in 1962, that not only females should be openly accepted to attend school and open to them, but even children of different races, color, language, class, or even religion. Austria believes that a foundation to an advantageous country is education, which is why we urge our people to attend; providing universities at no cost, requiring education for nine years, etcetera.

In conclusion, Austria has addressed the issue of educations for girls long ago and has moved forward to create an even more open and contributing education system. Being ranked #18 in regards to amount of money donated and 12th richest country in the world, we are willing to help give girls education. We look forward to addressing the issue of education for girls and seeing how we can create a resolution that can benefit all.

Topic: Educational Rights of Girls
Country: Bangladesh
Delegate Name: Brian Funk
School: Fishers High School

Bangladesh views the educational rights of all children as a right that should be given without gender bias. We have struggled to bring girls into the classroom, but have policies in place that allows them the option to attend school. Each state needs to make certain that the education of both boys and girls remains a high priority as education is key in the development of nations.

Governments with limited funding should still allocate enough funds in order to provide quality education for all able children at the primary level. By placing a price on learning at these levels, many families in developing countries aren’t able to pay for this education, or if they are able, only send one or two children, which are statistically boys. This price barrier prevents many girls from an education they have a right to. In order to solve this aspect of gendered prioritized education, the United Nations needs to eliminate this price barrier. If education was freely available to all children in developing nations, their process of development would be much more rapid and effective. A UN sanctioned effort needs to be made to provide funding to these developing countries so education will not be deprioritized in economic turmoil. The funds should be continually provided until the state is able to support free educational programs on its own. The already created Fast Track Initiative needs to be further enforced and supported leading to the EFA deadline in 2015.

As for the social motives that deny girls access to education, the greatest offender is the misconception as to the value of teaching both boys and girls equally, and not just providing the males with a better education. Most countries now realize this, but many of their inhabitants don’t. Before we can demonstrate the benefits of non-gender biased education, the quality of girls’ education must first match that of boys. Just providing an education to girls isn’t enough. Attaining gender equality in nations starts with education, which provides a level field for the future instances of parity. The standards and goals set by the Education for All Movement strive for gender equivalence in quality (Source 1). In order for these goals to be met, the belief in girls’ inferiority need to be addressed as it is a barricade in providing education. As for safety concerns for girls in classrooms, Bangladesh is under the impression that this problem cannot be properly fixed without full cooperation from each member country. The creation of equality in the classroom should at least reduce these problems, but it should be the developing nation’s responsibility to protect students during the transition. A UN organized effort to shield girls in danger would only infringe on a state’s rights, and no resolution would be properly introduced that would appeal to a majority of nations. However, if the UN added an amendment goal to the EFA of a reduction of threats in the classroom, each country could individually strive towards these goals in the manner it sees as best.

Source- “http://www.un.org/en/globalissues/briefingpapers/efa/”

Topic: Educational Rights of Girls
Country: Bolivia
Delegate Name: Makenna Wingo
School: Mattawan High School

For countless years, women have fought assiduously for educational rights. Education sets the foundation for success in adulthood and provides a multitude of opportunities for individuals. Many states understand the vital importance of education and have provided these opportunities to girls, while others have ignored the significance of such advantages of proper education. Countries that offer equal education to both boys and girls faced many obstacles while reaching such success. The success of other nations shows that equality can be reached throughout the globe. Women that receive an education can rely upon themselves and succeed independently, earning a higher income than if they were to not attend school. Countries need to be made aware that girls must be made a male's equal when being educated.

The state of Bolivia recognizes that education is important to their developing economy. While Bolivia offers as much as 7.6% of their overall GDP to education, among one of the highest percentages in the world, public education is of poor quality. Educational opportunities are among the most unevenly distributed in all of Latin America, with girls less likely to complete schooling or to even become literate. The literacy rate of the country as a whole is 91.2%; however, when broken down the female literacy rate is 86.8%. This rate is over 10% less than that of males. Although numbers have increased throughout the past thirty years, girls are still less likely to start school in the first grade and complete their final year of primary schooling. The problem has improved over time, with education reform starting in 1994 that has made significant changes. But the problem still remains at large due to the struggling economy of Bolivia. Poorer families are unable to send their daughters to school because they rely on their help for chores and childcare. The state's economy will thrive if the problem is dealt with further.

For the past two decades, Bolivia has worked to better their education for both boys and girls. Money was spent to meet the needs of students and teachers. The best possible solution to this problem is time and funding. Bolivia has achieved great jumps in the number of girls and boys attending school over the years, and those numbers continue to rise; however, illicit drug use and other major problems that face the country occupy the attention and budget. Funding to specifically help education and time to allow the system to develop further are the answers to the problems the country currently face.

Topic: Educational Rights of Girls
Country: Brazil
Delegate Name: Kathryn StJohn
School: Vicksburg High School

in some of the country's around the world women have very little to no educational rights at all, due to many factors, in some country's one of the main factors in the lack of educational rights for women is the religion. But in some countries women do have educational rights. Brazil is just one of those country's. Brazilian women have equal if not more educational rights then the men do, and in general Brazilian women tend to be more educated than the Brazilian men. At most of the Brazilian university's over 50% of the students are female, and on top of that about 60% of those who graduates each year are women which clearly shows that most women high educated in Brazil are. the Women in Brazil tend to have one or more years of education then the male citizens in Brazil do. the female citizens in Brazil have the same educational rights as the male ones do, and on top of their educational right they also have the same legal rights and the same duties that the men have. But until the 19th century Brazilian women's education focused mainly on domestic skills. Until In 1879 Brazilian schools stared admitting women they were mostly urban and white skinned. but the rest of the female population that wasn't admitted remained illiterate. the literacy rates between the Brazilian men and women today are proportionate to the size of the population, and the women of Brazil levels of education is higher then the levels of education of the Brazilian men.

Topic: Educational Rights of Girls
Country: Brunei
Delegate Name: Danielle Falling
School: Forest Hills Northern High School

Darussalam has celebrated National Women’s day for over 100 years. The purpose of this day is to promote equal access to education, training, and science and technology. For enrollment of students in secondary school 32% more are female compared to male. To not allow or not promote access to education to half of the population is to cut off an extremely beneficial and necessary part of society. As a country, Brunei has chosen to enact the Compulsory Education Order which means that every child over the age of six must be in primary education for at least nine years. This free service is provided to anyone who is registered in here.

Brunei is a conservative Islamic nation that actively encourages the rights to education for all of it’s population. There is a common misconception within the general non-muslim public that all Islamic countries actively dissuade the education of girls. This is an entirely false notion. Islam states that everyone is equal. To say that people who are equal should be given less of an opportunity to learn and to thrive is not in the best interest of anyone.

With the gender neutral education policies in place the education of women has increased dramatically in the last decades. This is proven statistically when compared to earlier times: in 1947 the literacy rate for females was 8.3%; in 1973 it was 73.3%; and in 2010 the literacy rate is 95%. This shows that with a firm education policy in place results will follow. Now in Brunei the workforce is made up of 58% women- there is no coincidence between the education of girls and the healthy workforce made up at this point of predominantly women.

Education for girls is something important, not only to Brunei Darussalam, but to the entire world. When you refuse to educate half of your society you refuse to help all of your society in the present and future. It has been proven that girls who are educated can better raise children, can get jobs that enormously boost the economy, create a healthier next generation, and overall create a more stable global society.

Topic: Educational Rights of Girls
Country: Canada
Delegate Name: Emily Dean
School: Saginaw Arts and Sciences Academy

As a nation, Canada holds education to be very important. And on top of that, we hold girls’ education to also be very important. We believe that everyone is entitled to an education regardless of gender. A lot of Canada’s efforts in extending education to all females come from Plan International. Plan International is a non-profit global movement that works to promote social justice for youth and their families. Plan International is working in over 65 developing countries, and is on several continents. Canada believes that there should be more programs and more efforts out there such as Plan International. It would help to raise awareness of the necessity of girls’ education.

However, before we jump right in to educating girls, the matter of accessibility should be addressed. It is very, very important that girls all over the world have access to education and to educational supplies, because without it, they cannot learn. It is very inexpensive and very easy to provide school supplies for children, the issue of providing learning materials should be able to be handled very easily and quickly.

Society has a very big impact on who is provided with education and who is not. It has been a huge social issue for a very long time. People have always debated female education, and whether or not it should be provided. Canada believes that it is a very large social issue, even though it shouldn’t be, because people have always associated men with education and jobs, and not women. In a lot of cases, even when girls are being educated, their education is being shirked. They are not being taught as much, or the same material, as boys.

We can show the value of educating girls just by looking at all of the successful women there are in the world. It gives girls empowerment, and makes them realize that they can be just as successful and boys and men, and they are entitled to education, also.

Topic: Educational Rights of Girls
Country: Congo
Delegate Name: Erin Lynn
School: Royal Oak High School

Currently, in many nations, many girls are not able to get the education that they need and deserve. The Republic of the Congo believes that education is important for all children, boys and girls. Our ratio of boys to girls in the education system is high (around 90 percent), and has increased over the past 20 years, mostly due to an increase in the availability of education in general.

While making education more accessible is one solution to increase the number of girls with an education, the Congo Republic believes that the more important, though harder, one is to breach the social and cultural barriers that prevent the education of girls. Females have been considered inferior to males since the beginning of societies, but this is not impossible to overcome. Whether the problem is parents believing that their daughters would be better off doing housework, or teachers unwilling to teach the girls, the committee can increase the value of female education.

To accomplish this, the committee needs to consider many points. Who is most preventing girls from getting an education- the parents, the schools, or someone else? How can they be convinced that their girls need schooling? Which groups- such as national governments, local governments, or NGOs- should be involved in those efforts? An effective resolution would address these questions, along with funding for any programs formulated.

The Republic of the Congo has faith in the committee’s ability to work together to solve the problem of educating the young women who currently cannot be taught. Doing so will ensure that the person who has the ability to solve pressing global issues has the knowledge to realize it.

Topic: Educational Rights of Girls
Country: Costa Rica
Delegate Name: Rieke Gripp
School: Kalamazoo Central High School

The future of every country is based on the education of the future, the next generation.

Costa Rica has come a long way from its educational standards back in 1869, when the country became one of the first in the world to make the education both free and obligatory, but only one out of ten Costa Ricans was able to read and write.

Since then, the country boasts of 96% literacy in citizens 15 years or older, the most literate population in Central America, compared to approximately 45-50% in other countries. When the army was abolished in 1949, it was said that the "army would be replaced with an army of teachers", and it was true.

The nation of Costa Rica is extremely proud of their educational level and how it developed especially throughout the last thirty years but there are still some things that need to be fixed.

In rural areas of the country, access to education after the primary level is hard to receive. Besides the complicated way to get to a school, many children in families that are living under the poverty line have to earn money to support the family. The government is pushing against teenagers dropping out of High School in the countryside and set up a program for poor families that offers every student, according to the income and costs of living of its family, an amount of money for attending school.

Costa Rica’s government strongly supports education for all children, boys and girls, rich and poor, for a long time now, which is one of the reasons why more women than men graduate from college in Costa Rica. According to the 2013 Gender Gap Report, Costa Rica sits at the top of the heap in educational equality, but is still struggling with filling high-level, decision-making positions in the economy with women.

One of the major goals of María Isabel Chamorro, minister of women’s affairs, is to encourage private companies to hire more women to high-powered positions. To make this easier, the government creates more day-care centers to support the families because women are still seen as responsible for children and caretaking of the house. The country has already seen success with alternative education programs enabling women with children or other responsibilities to finish education at home or at night.

But there are still girls that are forced to work at the age of fourteen as housekeepers or other jobs for unskilled workers. The department of education tries to reduce the number of these cases and had huge success over the last years.

Topic: Educational Rights of Girls
Country: Cuba
Delegate Name: Kaylie VanGalder
School: Mattawan High School

Education is vital for sustaining a successful future. Without it, a country’s people are set up to fail. The topic at hand is whether or not girls should be involved in this success. Some countries have failed to provide opportunities for girls to receive a proper education. However, there are other countries that have provided equality in education. Biases had to be overcome to accomplish this equality, but these countries have constructed a system in which education equality is shown, demonstrating that it is possible. These educated women can enter the workforce where they can receive a higher income. With the standard of living rising, the economy of a country can be fueled. Countries need to address their girls as equal in the field of education.

The education of all Cuban children is very important. During the Cuban Revolution, it was mandated that education should be readily available to every child. Before the revolution, the literacy rate of people aged 15 years or older was around 25%. Now, the literacy rates of both genders are at 99.8%. The reason why the literacy of Cuban has risen so dramatically is because before the revolution, education was only available to about half of the nation’s children. By creating a better education system that is available to every child, Cubans have risen to nearly all of the population being literate, men and women. Children are expected to attend school until ninth grade. After that, they can choose to go to pre-collegiate school, technical school, or none at all. Once graduated from a college preparatory school, a student can attend college for free. Women have taken a 60% majority at universities. Girls are among the top performers in Cuban universities.

The hard work and dedication of the female students has shown that they have earned their place in our schools. Through their education, these women have fueled the economy by using the skills they have learned at school in the workforce. In Cuba, girls are expected to go to school. There is more concern if a girl goes uneducated. Cuba’s success with girls’ education is why Cuba strongly supports the equal educational rights of girls.

It is clear that girls need to have the same educational opportunities as boys. Cuba has had much success with the equal education of girls. Other countries should consider the power of an educated woman, and how their country could benefit from them. Through our educational revolution, we have increased literacy in all Cubans by a staggering amount. There is no risk with educating girls; there are only benefits. Cuba urges that other nations see the potential in girls and try to find a solution that could favor both women and their country. The UN should advise other countries to follow Cuba’s well set example. There should be no interference besides that.

Topic: Educational Rights of Girls
Country: Denmark
Delegate Name: Jordan Smith
School: Williamston High School

Girls and women around the world are at a disadvantage when it comes to education. According to a Millennium Development Goals Report, ten million more girls than boys are not enrolled in primary schools. This statistic is an outrage and needs to be addressed immediately. Poverty and discrimination has become a huge role in this issue and needs to be resolved with the help of the United Nations.

Denmark especially values education, and realizes how important it is. Everyone has the right to an education and equal education is what we’re lacking. With the help of the United Nations we can help resolve this crisis. Education should not get pushed to the side no matter what your economy is like. Girls are especially getting pushed aside when it comes to their education. Denmark strongly feels that every child should have an education, because it should not be a privilege, it is a right. The prime minister of Denmark made several remarks about how we have the responsibility to ensure access to quality education for every child whether it be a boy or girl or rich or poor. Denmark realizes how girls have been discriminated against and it’s an disgrace. Girls are set aside in many countries because they are seen as more useful doing household tasks than boys. Many families also fear that schools won’t have gender appropriate facilities, or for the girls safety.

The United Nations needs to step up and help solve this crises effecting girls across the globe. Denmark supports all solutions that encourage equal education between genders. Denmark also supports the European union with their decisions to help girls get the rights they deserve, and to give both genders the quality education they deserve.

Topic: Educational Rights of Girls
Country: Egypt
Delegate Name: Jack H. Somers
School: Saginaw Arts and Sciences Academy

In the modern world, it is of the utmost importance to have a good education. The nation of Egypt could not agree with this statement more. However, we recognize that not all economic states can have top notch education systems and many nations choose men over women when emphasizing who should be educated.

Overall, most countries spend a portion of their budgets on education. This percentage of each country’s GDP ranges from 5.5 to 6.0 percent in nations such as France and the United States to 4.0 downwards in less developed countries such as Uganda and Rwanda. Here in Egypt, we spend 3.8 percent of our GDP on education. However, with the help of the World Bank and other multilateral organizations, we have brought about progress in recent years.

A number of countries, such as Egypt, have cultural biases that make it difficult for women to take an active role in society. And by no means should a nation attempt to suppress their people’s heritage to further their own agendas. But, nations who are able to should provide women with the option of attending schools, as long as they can attend same sex academies to reduce the risk of harassment. This may be a problem as countries may decide to value funding boy’s schools over girls as they are seen as a greater economic resource. The center of the issue is not an economical one, but a cultural one.

Many Arab based countries have prejudice against women learning things other than how to run a household. This is because of the conservatism that is natural to Arab families. It is not the government’s place to change how society works, but rather give society that availability to move in whatever direction it wants to, albeit a safe one. It should be up to the parents and family of girls to decide whether or not they receive schooling at various levels provided by the government. This is important as many girls could be harassed for attending school, and we would want to restrain that wherever possible.

In summarization; we hope to use this committee to discuss how women are facing prejudice in regards to education and how to limit that prejudice without offending any cultural beliefs.

Topic: Educational Rights of Girls
Country: Germany
Delegate Name: Sarah Reichstetter
School: Williamston High School

Education is an important base of every country. As funding decreases, countries tend to cut resources primarily to inhibit the educational opportunities for females. In Germany, education at the University level is approximately equal between male and female students. For a country to prosper it is important that both genders are given the right of educational equality. One issue that needs to be addressed in poverty stricken areas is that concerning the inferiority of females. This has proved itself false in Germany. From 1991 to 2004 the percentage of women had access to university studies rose above that of men. Although Germany urges other countries to model its educational programs it must be understood that all nations have been granted national sovereignty. It is also understood that certain economical status of nations may inhibit the ability to improve educational standards.

Germany takes great pride in the educational standards exhibited from its students presently. We recognize the importance of international education and gender equality throughout the educational spectrum. It is clear that various cultures value the education of women differently and have other standards for the women in their societies. However, it is important to address these issues because the future of every country depends on the education of its youth as a whole. Not creating equal opportunity for women and men to be educated and continue to be educated will only inhibit the growth of the country that is addressed. Creating equal opportunity will require much innovation in

In order for countries, which are seeking new educational programs to put these in place, campaigns should be held to promote the programs.

Topic: Educational Rights of Girls
Country: Guatemala
Delegate Name: Mollie Mahoney
School: Forest Hills Central High School

A major concern in Guatemala is to increase the number of children, particularly girls, enrolled in school to receive a necessary education. Only 3 out of 10 children graduate sixth grade, and that is including boys. To create a bountiful future for our country, we need to find a solution to increase education availability, especially for girls. 10% of indigenous girls are currently enrolled in school. The dropout rate for girls is high due to many aspects, including the need to take care of their family and marrying early.

Many organizations are currently working on this issue to improve the education rate of girls in our country. One organization, named Girl Up, is currently working with the United Nations to increase the number of girls receiving education in developing countries including Guatemala. It is key for us to help get more girls into school as the education of our youth is directly correlated to the development of our country.

In the past the rulers of our country have not particularly paid attention to rights of all humans, especially those of women and of indigenous people. Obviously we need to continue and push for human rights for all to become a more developed and global country. This starts with getting more children into schools to educate them on important information that factor into the future of our country, such as our history, the indigenous culture in our country, and the mistakes of our past. It is necessary to inform the girls of Guatemala about our history so they know what went wrong and what we can do as a country in the future to prevent the past from repeating itself. Although many organizations exist currently to increase awareness on the education of girls in developing countries, more work can still be done to fix the issues that are prevalent in many developing countries.

Topic: Educational Rights of Girls
Country: Haiti
Delegate Name: Vanessa Alvarez
School: Flint Southwestern Classical Academy

In general men and women play complementary roles. The men go out and do the hard labor and women stay behind doing household labor. However, in the Republic of Haiti, women participate in the labor force to a much greater extent than most women in Latin America. Haitian women are strong willed and participate in much of the labor forces as well as taking care of their children at home. When it comes to terms with education, it is not a strong suit Haitians uphold.

Creole has become part of the educational system for Haitians, but many think it shouldn't be. The Republic of Haiti has allowed this to be taught in school, but since the origin of the language is unclear, it is very hard to come up with a set of rules for people to follow it. This makes it difficult for Haitians to learn a language. Girls, and boys alike, have the ability to learn the same in Haiti. Many Haitian adults, both men and women, have the opportunity to learn as well.

After the earthquake, in 2010, many school settings have been ruined from where they were. With the aid of many organizations, Haiti was able to restore the education it had. This aid allowed for a much broader education in young girls to have. English has become a new subject in the education of Haitians. Haiti allows girls to have the same education anyone else would.

Topic: Educational Rights of Girls
Country: India
Delegate Name: Kaitlyn Gordon
School: Forest Hills Central High School

As society advances and people progress, eduction becomes pivotal in determining ones economic future. If one lives in India it indicates where and how you will live. In India the socioeconomic classes are horrifically divided. Those born in poverty have very little likely hood of working their way out and often become drop outs and end up as child laborers.

The fortunate upper and middle class are provided with an education and have an easier time providing. In both circumstances girls generally do not go on to higher education. Most girls in the upper class are literate but do not pressure higher knowledge, not from lack of opportunity, but social pressures and societal rules.

There are several social reforms funded by UNIECF, the United Nations, India, and several independent organizations to encourage the youth to explore education and grant access to those who want to learn. In 2009 we amended our constitution to add “the right of children to free and compulsory education act” which promotes the education for all classes and all genders.

India is a member of The Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW) and the United Nation Convention on the Rights of the Child (CRC) and is striving to progress and implement more gender equality among the people through laws against discrimination and violence against women.

We support the pursuits of women and encourage them to thrive educationally and social. We strive to be progressive with our education of women and feel they have the same rights to primary education as males. We strive to give all classes the opportunities to do well and flourish.

Topic: Educational Rights of Girls
Country: Iran
Delegate Name: Matthew Criado-Cano
School: Forest Hills Central High School

The proliferation of societal advancement has been the harbinger of prodigious changes that have augmented the previously established normality. The United Nations and much of the civilized world holds high regard to the treatment and maintenance of equality amongst sexes, keeping constant assurance that no slight is given towards either sex and that fair treatment is unanimous. Historically, women have endured the mistreatment of society and are often subject to continuously deemed wanting of what men are freely granted. In the past, the assurance that education be provided to girls and women has been neglected and in recent history, the allowance of education to those of the female sex a relatively new concept in the Middle East.

The Islamic Republic of Iran, since the incipience of its first day on the first of April, 1979, has undergone significant adaptions to permit women and girls to obtain the invaluable commodity that is education. Iran is capable of boasting 1.22 : 1.00 female to male ratio in enrolled students. In addition to this, women in universities account for more than have of the students attending universities across the nation.

While it is true that a number of universities proposed a ban to prevent women from pursuing certain degrees, as a whole, the Islamic Republic of Iran has taken a stance against the aforementioned proposal. The primarily basis of the proposal was not strictly to inhibit the education of women but rather solely to prevent women pursuing degrees in which there is not a female work force. The goal of the universities’ proposal was to prevent educated women from being forced to endure unemployment, such lines of work that are unsuitable for women include mining and agricultural machinery. In spite of the proposal, however, the government has adopted a stance of non-acquiescence to the proposal of 2012.

One intangible commodity of paramount importance and incomparable value is the omnipotent enlightenment that comes from education. Education is pivotal for societal advancement and providing myriad opportunities for the youth to gain education is prudent. Adopting sexual restrictions in favor of one sex over the other in concerning the field of education is an archaic ideal and the Islamic Republic of Iran promotes the education of girls. The Islamic Republic of Iran supports the maintenance girl’s education and will support those holding the same opinion.

Topic: Educational Rights of Girls
Country: Iraq
Delegate Name: William-Howard Howard-Jackson
School: Fishers High School

Women have fought for years to obtain and maintain equal rights, yet to this day the illiteracy rate for women is substantially higher for women than it is men. These statistics are directly proportional to the levels of education that women receive compared to men. Responsibility lies in part to the poor conditions of some regions providing education, as well as the families that must choose the men to get an education due to the high education cost and low family income. Men are more often chosen because they are more likely to produce an economic return with having higher percentages of being able to turn their education into a job. Men’s higher capabilities of getting jobs are likely because of discrimination against women in the working field and employers not seeing females as qualified.

The Republic of Iraq was once a place of thriving education and one of the top education programs in the region. War and oppression plunged our education system into turmoil. Before and after the education system changed, women’s education was always below that of men’s. A continuing focal point of our education system is girl’s education. A nation’s future strives on its youth and education. In order for a nation to grow and better itself, all individuals- no matter what gender- must receive the same amount of education. The minimal requirement would be to have such education readily available for any and all.

The Republic of Iraq is willing to do all that is necessary to improve educational rights for women. Ceasing discrimination in the work field towards women is a must if any of this education is to be put to good use. We must also discourage the social norm that women are to stay home and tend to a family because such stereotypes are demeaning and are a reason why many women do not find education or jobs. The people of Iraq understand that in order to improve the numbers of educated females, the number of education facilities must also be improved. Nothing is more crucial to a nation’s future than education, so for UN and government spending to be even more focused on education is what would be the wisest option to fix women’s education and education for all.

Topic: Educational Rights of Girls
Country: Ireland
Delegate Name: Maddie Petersen
School: Vicksburg High School

Ireland has good equality in education between boys and girls. 90% of all young people graduate from secondary schooling. The amount of girls that graduate exceeds the amount of boys that graduate. Although the girls in our country have an equal opportunity in education, it is not this way everywhere. Our success in female education does not make the Irish government blind to the inequality that takes place in other countries around the world.

Afghanistan, Burkina Fasco, Chad, Mali, Niger and Yemen, are all countries where girls go to school for less than a year. 4/5 of the girls in Sub-Saharan Africa do not receive any form of education. The boys are offered education first while girls have to stay home and learn “women’s work”. The inequality between girls and boys can be highlighted further in Pakistan where a girl that lives in a rural area is three times less likely to complete primary school than a boy from the same area. In rural areas of Pakistan the female literacy rate is only 25% and only 1/5 of the girls are enrolled in school.

The government of Ireland recognizes the significance of this issue. The young people today are our future and by young people we mean both boys and girls. The education of girls has been proven to affect a community’s health and economic status. When a girl gets an education, she can then have the knowledge that will help provide for her family and in result help the economy of where she lives. A girl’s education can also improve the standard of living for her family. A girl can increase her level of health awareness through an education and that is beneficial to her and her family.

The girls of Ireland are fortunate enough to have the opportunity to educate themselves and impact their communities. We believe that girls everywhere should also have this right. We call upon the UN to help us make this possible.

Topic: Educational Rights of Girls
Country: Israel
Delegate Name: Aaron Baker
School: Roeper School

In 1997 the U.N. Development Program concluded “No society treats its women as well as its men.” Per current times women can be subject to discrimination and inequality, even in the most developed countries. More extreme cases of deplorable crimes and injustices, often entailing gruesome acts of violence, tend to occur more frequently in developing countries.One of the most expedient and logical ways to redress this behemoth problem is through education. The 1994 Cairo consensus concluded this, finding that education is a cogent force for social and economic development of women around the world. But in order for education to act as successful means in achieving progress and parity for women, educational rights and implementation for girls and women must first be improved substantially across the globe.

The nation of Israel is a fervent supporter of women’s right to education. In 1951 after only three years of existence, the Knesset (Israeli parliament) enacted legislation that established legal equality for women, including equality in education.

Of the 60 plus million children across the globe that are denied basic primary education, over 60 percent of them are women. In many cases, women are deprived education by their governments in developing countries because of the fallacious belief that the cost is not worth the benefit. Israel believes the amelioration of education for women in developing countries would not only be morally just and equitable, but beneficial to the countries fostering such educational improvements. Educated women in Israel have made substantial contributions that greatly benefit the Jewish state. Golda Meir was elected the 4th prime minster. Today Israel has thirty-four female judges. A substantial portion of scientists and innovators are women, including Ada Yonath who won the Nobel Prize in Chemistry in 2009. And tens of millions of dollars are made by Israeli female entrepreneurs.

These are just some of the accomplishments and contributions women have made in Israel. Israel certainly would be significantly worse off if these women and all Israeli women were not educated and unable to make such outstanding contributions that benefit all Israelis. The costs of educating women, in Israel and all over the world have proven to be highly advantageous in every conceivable way.

Israel believes NGO’s offering much support in educating girls, and help to dispel cultural biases and misconceptions that stymie female education. International organizations such as the UNFPA have advanced legislation in various countries improving education for girls and ridding of gender stigmas. They also implement education for girls in Bolivia, Mali, and Mauritania that teaches reproductive health, to technological skills, to literacy. Women who receive such education are much better off and less likely to be subjected to injustice. Israel supports NGO's and international organizations as effective means of improving education for women in developing countries, and would support a resolution either furthering aid to, or developing new organizations that do likewise work.

Israel supports UN Resolution 2008/29 which affirms the right of women to quality education. Israel believes that in order for education to fulfill its role in empowering women and expanding their rights, this body must pass a resolution that as previously mentioned supports effective NGO’s that make efforts in this area. The resolution also must address the social stigmas and biases that often impede women’s right to education, and encourage all governments to work to improve women’s right to quality education.

Topic: Educational Rights of Girls
Country: Jamaica
Delegate Name: Sarah Clay
School: Williamston High School

In Jamaica, the literacy rate is 87%; for girls the literacy rate is 91.8% and for boys, it is 82.1%. This statistic makes it obvious that Jamaica has been working hard to make sure that girls’ education is equal to boys’ education.

There used to be a great deal of discrimination against girls. It used to be that the girl would just grow up and then she would marry a man and he would work and support his family; therefore there would be no point in having her go to school. More recently however, more girls are working and Jamaica is trying to make it equal for girls and boys going to school.

Jamaica has been working hard to fight gender inequality in schools. In the 2013 Global Gender Gap Report, Jamaica was ranked number 1 out of 136 countries for the ratio of girls to boys that are enrolled in secondary education and enrolled in tertiary education. Because they have been working so hard towards equality and have experienced the wonderful effects of gender equality, Jamaica believes that all countries should make their education system so that boys and girls are equal. Closing the education gender gap is very important because if everyone is getting an equal education, then they are one step closer to everyone being equal.

Jamaica will strongly support any country that is trying to improve their education system and close the gender gap. Providing an equal education for boys and girls will not only strengthen the economy, but the social development too.

Topic: Educational Rights of Girls
Country: Japan
Delegate Name: Raegan Schultz
School: Saginaw Arts and Sciences Academy

As of today the world is facing a problem in gender equality. In many countries, women are expected to stay at home and not work. A solution to this problem of gender inequality is providing equal education for women. Women have proven throughout history that they are just as capable as the men they face opposition with in their daily lives. Women can and are just as successful as men, but this cannot be observed properly without providing girls with education. Even if only a primary education, not that is should be limited to primary education, was provided to all girls, they would prove so much more successful.

Educational resources should be supplied equally to both boys and girls. In Japan, we provide equal education, educational resources, and educational opportunities to both boys and girls. In certain societies,where high percentages of women are uneducated, social views of women interfere with girls receiving an equal education. These misconceptions of the women's place in society should be addressed. Cultural biases of this nature are invalid, as proven by women throughout history, and must be overcome.

As of now, there are societies which do not see value in women. Therefore they are the first to be cut from educational provisions. This can only be addressed by providing girls with the equal education of boys so they can prove that women are valuable within society. Times are changing and women are making big impacts on the world, if provided with proper education throughout the world, they will prove successful. Japan is willing to support efforts to improve access to education for all girls.

Topic: Educational Rights of Girls
Country: Jordan
Delegate Name: Renae Mroczek
School: Mattawan High School

Jordan acknowledges that there are issues with the promotion of the UN Millennium Development Goals, specifically the second goal to ensure universal primary education and the third goal to promote gender equality. The main problem is that 10 million more girls than boys do not attend primary school according to the 2007 Millennium Development Goals Report. This problem stems from the fact that poverty forces parents to choose which of their children are able enroll in school. Girls are often chosen to be the ones to remain at home because of safety concerns, the belief that they belong at home to carry out household tasks, and the fact that in most developing countries, boys are more likely to be able to use their education to produce an economic return for their families on the investment into their education. However, while these are areas of concern, the most difficult issue to overcome is the biases and misconceptions that lead to girls being undervalued. This is characterized in the fact that even when girls are able to attend school, they are often denies access to educational resources that are available to boys.

Jordan is committed to ensuring the rights of children and has made progress in the two specific goals of the MDGs by improving access to compulsory education, raising completion rates of primary education, and eliminating the gender inequalities in education. The rapid spread of facilities allowed even those in poor and remote locations to have access to educational opportunities. Literacy rates have risen from 33 percent in 1960 to 85.4 percent in 1996 and then 93 percent in 2007-20011. However, even with this increase in the literacy rate, two-thirds of illiterate Jordanians are women. Jordan’s government does support women, though, and states that all Jordanians are equal before law and have the right to assume public office and work. Women were also given the right to vote and run in elections in 1974. This recognition of the value of women supports their involvement in the education system and demolishes one of the setbacks that girls receive in the pursuit of educational rights.

Families’ inability to send all of their children to receive education due to poverty can be solved by providing free education, as Jordan does, for all primary and secondary school students. However, the main obstacle in educational rights for girls is that they are undervalued. This can be resolved by initiating women rights legislation and by instilling women into the workforce so that they can be seen as a valuable asset to the economy.

Topic: Educational Rights of Girls
Country: Lebanon
Delegate Name: Fabiola Murrieta Peralta
School: Instituto Educativo Olinca

Girls make up for more than 50% of those 75 million children currently denied primary education, and women form the vast majority of the 776 million illiterate persons worldwide. Without access to education, these women and girls will never claim their rights and will never have the power to make their own choices, securing a life of dignity for themselves and their daughters. Broken societies will never heal and economies will never develop without education for all women and girls – it is that simple!

Regarding the problem of education to girls an organization called KAFA started doing something about this problem. KAFA consistently struggles to achieve its vision of a world free from violence and exploitation of women and children. KAFA was founded in 2005 by a group of activists and professionals and have been working on women’s rights in Lebanon. After the Israeli attack on 2006 KAFA provided medical assistance to women and children.

Article 10 in the Lebanese constitution states “Education is free insofar as it is not contrary to public order and morals and does not interfere with the dignity of any of the religions or creeds. There shall be no violation of the right of religious communities to have their own schools provided they follow the general rules issued by the state regulating public instruction.” Lebanon is an active member of the United Nations Organization so the Government shall follow the principles stated in the universal declaration of human rights without exception.

In order to solve the problem, governments should follow the articles stated and treat all citizens, no matter religion, race or culture the same. This problem is all over the World so a concrete solution should be made in order to provide girls and even women with education for a better future.

Topic: Educational Rights of Girls
Country: Libya
Delegate Name: Maddie Wilson
School: Roeper School

The State of Libya recognizes that the second of the UN Millennium Development Goals is to ensure universal primary education and the third is to promote gender equality and empower women. The State of Libya is committed to upholding Article 14 of the Constitutional Declaration of 1969 which states that “Education is a right and duty for all Libyans and compulsory until the end of primary school. The State guarantees this right through the establishment of schools, institutions, and universities, and of pedagogical and cultural institutions in which education is free for all.” The State of Libya wants all to note with with approval the progress that has been made since King Idris' rule where only 12% of females were enrolled in primary education. Now, that number has increased by 40%, meaning that primary education enrollment between males and females is equal. Notwithstanding, the State of Libya does indeed recognize that educational rights are still far from equal (7/10 females are literate compared to 9/10 males) and is committed to affecting change in a region where legal and cultural norms impede women's educational rights.

Women in the State of Libya enjoy a reasonably high status. The State Libya urges all to recognize that in 2006 the UN Convention on the Elimination of All Forms of Discrimination Against Women (Cedaw) was signed and that in 2007, The State of Libya was the first Arab country to adopt an optional protocol allowing girls to petition a UN committee about violations of their individual educational rights. The most important legislation to date arguably is the Charter on the Rights and Duties of Women in Libyan Arab Society. Drafted in 1997 by the regime, the charter asserts that women should participate in the General People's Congresses and Committees defend their country, enjoy independent financial status, and assume leadership positions.

The State of Libya is attempting to create a variety of pre-professional educational opportunities for young women such as the Libyan Midwife Association for Mother and Child care and the Al Wafa Association for Female Human Services.

While technically educational enrollment is equal between females and males, the State of Libya recognizes that there are still disparities such as literacy rate and extracurricular academic opportunities. Women suspected of engaging in certain political activities are subject to arbitrary arrest, detention, and exile. Additionally, it is illegal for females to form interests groups that are not tied to the state.

The State of Libya is please with the progress in education equality that has been made since King Idris' rule and the overthrow of the Gaddafi regime. The State of Libya vows to make more opportunities for education outside of the classroom available for all girls, and untangle the relationship between independent groups and the state. The State fails to grow complacent; just because education enrollment is equal does not mean that the issues of extracurricular opportunities and literacy rates should be overlooked.

Topic: Educational Rights of Girls
Country: Luxembourg
Delegate Name: Madison Van Natter
School: Kalamazoo Central High School

While in the past Luxembourg has lacked in its obligations to women’s rights, it has made much progress since. In 1911, the first secondary school or girls opened in Luxembourg. In 1919, women were able to vote and run for office due to equal voting rights. 1922-1923, women made increasing forays into the professional world. in the 1930's, however, it was a very conservative time where women were not allowed to work outside the home and the father had the legal rights to the children and to open his wife's mail. Then in 1967 women right headed in the right track granting equal pay to women. During 1972-1975, a series of laws on the rights of marriage, divorce, as well as the protections of pregnant women in the work place promotes further equality between men and women. In 1981, a new law has forbids people to discriminate based on gender when hiring staff. 1986, women are finally able to join the armed forces. The Ministry of Advancement of Women started in 1996. This was a program in place to incease equality of freedom between girls and boys. Law 7 of 1998 was made for equality of wage treatment between men and women. Law 12 of 1999 introduces specific measures to promote women’s employment and to help them reconcile a working/family life. A bill was drafted in 2003 that promotes the equality of women and men in schools. Meaning schooling is coeducational. Many laws have been passed in the last 100 years helping women gain their rights of equality.

Topic: Educational Rights of Girls
Country: Mexico
Delegate Name: Kelsi Conroy
School: Kalamazoo Central High School

The future of every country is the next generation, and it starts with education.

Mexico has always had problems with the education rights of girls, mostly ages 6 to 14. Since 2000 the number of out of school children has been reduced by half. But, 1/10 of girls drop out before finishing elementary school and 2/10 of the girls drop out of secondary school before finishing their studies. This has nothing to do with educational influences but by social and cultural influences.

Mexico recognizes that not every child has the opportunity to go to school, and some parents don’t find it necessary. The First National Survey on Discrimination in Mexico, conducted in 2004, reported that 15 out of every 100 parents think they should not invest in their daughter’s education because they will ultimately get married and it will be a waste of money.

While the rate of girl’s education isn’t fair behind the education of males, it’s not close enough. Education is important to everyone, but educational achievements of women can have ripple effects within the family and across generations. Investing in girls’ education is one of the most effective ways to reduce poverty.

Though we, Mexico, realize that this problem cannot be fully resolved in the next year, we are slowly increasing the number of girls going to school. While we can’t change the minds of all parents who believe education of their daughters is a waste, we can try and get more to a 12th grade education. The upcoming election is putting a focus on who has the best plans to get higher education levels for Mexico’s children.

Mexico would like the upcoming election to help make programs to get more children to schools. While we could make it illegal to not send your children to school, that seems a little extreme. The country of Mexico realizes the absurdly hard task this is, especially in indigenous children living outside of town, but Mexico would like to find ways to get more children, especially girls to higher levels of education.

Topic: Educational Rights of Girls
Country: Micronesia
Delegate Name: Sarah Fruck
School: Royal Oak High School

Education. One of the most valued resources in the world today. Since about 50% of the population is women it would only make sense that they are educated and able to represent and empower themselves. It is not that way unfortunately today. In most developing countries women are frequently not educated in or beyond primary school. The issue of girls not having educations has many causes but currently, not many solutions. We as a committee must first address the causes of this issue and then create solutions to these barriers.

As a committee, it is important for us to come up for plans to break down the barriers of girls and education. We must first address, what are these barriers? What can we do to work to compromise and break down these barriers? We must successfully explain the importance of education for girls and then make reasonable solutions for countries to follow.

The Federated States of Micronesia would like to see a resolution that would represent, include, and protect girls at schools and transport to schools. Micronesia believes that these are all significant barriers that prevent girls from receiving an education and would like to see them broken down.

The Federated States of Micronesia knows that a country cannot reach its economic potential when half of its population is under educated. We must work as a committee towards building a better future for girls and in doing that, the world.

Topic: Educational Rights of Girls
Country: Morocco
Delegate Name: Catherine Russell
School: Williamston High School

Today, Girls make up more than 50% of the 75 million children denied an education. These girls, whom will one day become women, without education will not be able to take care of themselves, nor their potential families. Adding on to my previous statement, without an education, these girls, given their country allows women to have jobs, will not be able to receive a well payng job, due to their lack of education.

Morocco has been trying to educate more women and girls, however, it has been rather difficult in the country because unemployment rates are so high, and spots in schools are so low. Morocco is also trying to make a move to preserve the rights of women, this has proven to be a challenge because of the overalll litteracy rates of women and the drop-out rates in women, wihich is a serious problem in our plan, and in Morocco’s education systems. Morocco believes the United Nations as well as the World should take charge, and begin to create a plan, that is if they do not already have an education plan for women, to create a plan or provided the country has enough money, should create more room in schools that the females would be able to take, so that women may get a much needed education, so they may be able to care for themselves and their family properly, and possably even get a job and earn their finances for themselves.

Topic: Educational Rights of Girls
Country: Netherlands
Delegate Name: Renee DeBault
School: Vicksburg High School

We offer equal opportunities for education for men and women. They typically go to school from the age of about 5 to 16. We are very strict on attendance. Missing a certain amount of days in a row can lead to having someone go and find out the cause of your absences. Girls often have different study choices than what the men choose after they have completed the educated from the age of 5 to 16 and have earned their diploma.

In other countries equal education opportunities for women are very big issues. Some countries are against it and have laws preventing women so they do not allow it or offer the opportunities for the girls to even try and go to school. Other countries just do not have the financial ability to offer it which leads to families not paying for schools with fees or the boys only getting the spots to learn at school when only a specific amount can learn. Women need to have an education because without it they will be stuck in poverty throughout most of their lives because they will have no education to get jobs or careers. The education will also help them be better when having families because they will learn about things such as nutrition and different diseases. The women can protect and prevent to fight against the children getting the different sicknesses and diseases and make sure they are getting the right nutrients when they eat.

I believe the UN should encourage governments to budget more money for education. If the budget for education is expanded it will open up opportunities for women and poor families to send their children to school to learn and go further such as getting jobs or careers. A second solution is changing the laws that keep women from being equal to men when it comes to education. Both will open a gateway for women to get the equal education rights that they need.

Topic: Educational Rights of Girls
Country: New Zealand
Delegate Name: Mitchell Plichta
School: Mattawan High School

Education is a key component of any country’s success. New Zealand would like to address the rising issue of women’s education. In many countries, women are not viewed as men’s equals; thus, they are not granted a primary education, or equal resources in achieving a primary education. Part of this problem is that some countries do not have the resources to fund schooling adequately. The issue can then be traced to parents enrolling boys over girls in primary school because the boys are thought more likely to be successful. It is imperative that women’s rights are upheld, and they are given the same opportunity to education as men.

In New Zealand, the percentage of men and women being educated has always been relatively equal. Considerable measures have been made to increase the number of girls age 14-17 who stay in school. As a result, the percentage of girls in this age group staying in school ascended from 32.8 percent in 1986 to 65.2 percent in 1998. The government of New Zealand would like to help in the access of knowledge and equal rights of women.

The delegation of New Zealand expects to work with such nations including the United Kingdom, Australia, and the United States regarding solutions to this problem. The UN in particular should act to quell the infringement of women’s rights in education. A solution should be made that increases the number of women receiving education while also protecting countries’ national sovereignty. Motions further need to be made to create acceptance of women among cultures internally. If the neglection of education to women is a result of funding issues, then monetary aid can be offered from the World Bank or IMF. The United Nations can also work to form a group to make sure that these countries use their funding for their educational rights.

Topic: Educational Rights of Girls
Country: Nigeria
Delegate Name: Caleb Welsh
School: Mattawan High School

Throughout history, men and women have not been equals. Men hunted, women cooked and looked after children. Men worked, women took care of the home. Both of these jobs share key roles in the society that they took place in. It is common that in many nations, men attend school, and women learn how to take care of the house. Now, the availability for women to attend places of education is an issue that must be brought up at the United Nations.

The Federal Republic of Nigeria has a traditional and longstanding position on the availability for the education of women. In Nigeria, the education of women isn't valued highly. Women don't need to gain an education or be literate in order to tend to a home or have children. While education is offered freely to all men and women, only 27% of women in the nation attend secondary school. The nation's law should not be based on the nation, but as the cultural area that it is located. If it is tradition to have the men attend school and the women not, then that should be practiced.

As a nation with a free, government supported educational system, the Federal Republic of Nigeria will not stand in the way of a potential resolution. Women should have the opportunity to attend school, and do in Nigeria; however, there should be no penalty for not providing the proper education to women. In addition, Nigeria will not agree with the forced education of all women, for it is dependent on culture.

Topic: Educational Rights of Girls
Country: North Korea
Delegate Name: Audrey Gilmour
School: Flint Southwestern Classical Academy

Women's rights have been breached around the world since long before the great Kim Il Sung founded the Democratic People's Republic of Korea. Many nations, such as the United States of America, have shown much gender inequality in the past. Many western nations have records of being severe and cruel towards women throughout the ages as they attempted to gain rights in their backward nations. Many nations continue this trend of discrimination toward women and are, to this day, preventing young girls from attaining the education they desire.

The Democratic People's Republic of Korea (DPRK) finds it as ludicrous to debate the issue of girl's education as it would be to debate the existence of air. We, as a nation, are far ahead of many other states in our acceptance of the fact that women are equal to men. Our fair nation has had laws securing the rights of women, such as the Law on Sex Equality and the 1972 constitution stating "women hold equal social status and rights with men." It is the position of the DPRK that all girls occupying this planet should have the right to an education, equal to that of boys.

As economic and safety issues have been brought up as a cause for the gap between the education of girls and boys, in some countries, the DPRK expects to see these issues addressed swiftly. In a resolution containing the promise of funding for underdeveloped nations and extra protocols in schools to maintain the safety and comfort of girls, this committee should be able to quickly reach a decision and pass a resolution solving the problem for generations of girls to come.

Topic: Educational Rights of Girls
Country: Pakistan
Delegate Name: Ann Blessman
School: Royal Oak High School

It is the belief of Pakistan that education is very important to international societies, and the value of it must not be dismissed or forgotten. Thus, it is the job of the body to work together to derive a solution that ensures that all people (including women) have a right to education.

Girls have a tendency to be undervalued when it comes to education for any number of reasons. This issue can be addressed by ensuring that all cultures are working towards allowing women to be educated. Pakistan recognizes that it is common for certain cultures to be somewhat responsible for a lesser access of education for women. However, it is important that each nation governs their people when it comes to this situation how they see fit. Each government has the ability to act when it comes to cultures in their own way, and the national sovereignty of any given nation must not be imposed upon. Women should not feel unsafe or threatened when it comes to education, and it is the responsibility of each individual nation to ensure that they are not mistreated during the process of ensuring rights to education.

It is also the job of each nation to ensure that their entire population receives an education. That being said, nations who do not have the appropriate funding to implement new education strategies should not be forced to do so. It is highly unreasonable to expect nations to provide educational opportunities when they do not have the resources available. Bearing this in mind, Pakistan places strong emphasis on the body working together as a whole to assist any nations who feel it is beyond their means to provide for nations who require support.

Lastly, it is imperative for nations to demonstrate the value of girls in society. Pakistan has worked hard to ensure that women have increasing access to education, and as a result enrollment in schools in Pakistan has increased by over 3 million since 1999. Pakistan (along with many other nations) submitted a report to Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) and would encourage other nations who have not submitted a report to do so. This is necessary to gain an understanding of current issues surrounding educational rights of girls and actions being taken to solve current problems on a global scale. Pakistan is optimistic about the future of educational rights for girls and hopes to see the entire body putting forth efforts to find a productive solution once and for all.

Topic: Educational Rights of Girls
Country: Russia
Delegate Name: Alistair Poole
School: Forest Hills Northern High School

Allowing women access to education is a necessity. The exclusion of half of a population from education is a grave mistake for any nation. In the current world economy, an educated populace can catapult a nation to wealth and success. For a nation to be competitive in the global marketplace requires people who are educated and literate.

The nation of Russia has worked to encourage the education of girls. In fact, in recent years, there has been a reversal of the usual trends, with more women than men receiving tertiary education. Laws requiring that children attend school have brought the literacy rate up to a staggering 99.6 percent.

Women are often excluded from education for economic reasons. When families can only afford to send one child to school, that child is more likely to be a male, because males are more likely to be successful in the workplace. This is less of a problem with discrimination against women and more a problem with the poverty of such families. The solution here is to create an environment in which it is possible for all children to go to school, regardless of their family’s economic situation. This might be accomplished through economic aid from wealthy nations or non-governmental organizations.

The discrimination that women face in certain nations is a larger problem. More conservative cultures openly persecute women who attempt to better themselves through learning, both legally. This is unacceptable. Laws denying education for girls, whether explicitly or implicitly, need to be removed. Legal barriers are a clear violation of the Universal Declaration of Human Rights. Additionally, laws would need to be passed to illegalize the de facto discrimination of society. When other barriers prevent girls from attending school, measures should be taken to minimize social pressures that are the cause.

Topic: Educational Rights of Girls
Country: Rwanda
Delegate Name: Janet O’Leary
School: Royal Oak High School

As is the case with many developing nations, Rwanda is in the works of attempting to establish a unified stance as a country on their policy regarding the education of girls. The citizens of Rwanda do not necessarily treat the education of girls with the same importance that is allotted to the education of boys. A girl’s education is typically interrupted at a young age due to Rwandan’s tendency to marry at a young age and delegate household duties off to young girls. Although attending school can be difficult for girls specifically, it is difficult for children in general to receive an education due to the impoverished facilities that school is held in, such as a building without clean water. Walks to school are also quite long and can be treacherous, which is obviously a danger.

Regardless of the social stigma associated with girls attending school and the hardships that they may face in order to get there, Rwanda’s government has implemented several programs in order to encourage girls to attend school and make it a viable option. In 2007, Rwanda’s first lady launched a five year campaign with the intention of promoting the education of girls in order to increase the school enrollment and achievement rates of girls in school. In addition to this campaign, the Ministry of Education has allotted funds specifically for the purpose of the education of girls, with the intent of easing the financial burden of sending girls to school.

Topic: Educational Rights of Girls
Country: Senegal
Delegate Name: Brielle Ashford
School: Roeper School

Esteemed delegates, honorable chair,

The people of Senegal view children as gifts to the world. They are thought to be the generation of the future and therefore they will inevitably enrich society as well as the economy with their presence. Despite this positive outlook, rights for girls in Senegal are more limited compared to their male counterparts.

Sexual discrimination begins at an early age for Senegalese children, and endures for the rest of their lives. For adults, only 6 women are literate for every 10 men, and although this gap is pronounced, increased school enrollment for girls has begun to shrink this. However this gap continues to persist when it comes to daughters of the impoverished, as the use of French and Wolof, the dominant languages of instruction, are less likely to be reinforced in the home environment of the poor. While enrollment of boys and girls today is similar throughout primary school, this educational gap begins to grow in secondary school.

Although arranged marriage is illegal, nearly 40% of Senegalese girls admit being forced into marriage before the age of 18. Many poorer girls do not remain in school beyond age 15, as they are likely to be married at that age. This is proven to be both emotionally as well as psychologically damaging for girls who experience this. For girls who do remain in school beyond age 15, the percentage who graduates secondary school at age 18 is almost identical to boys. This problem must be fixed to give all girls and women the rights they deserve, and for them to become agents of change in Senegal as well as for all other nations in need of greater equality for women.

Senegal believes the best way to fix these pressing problems are through developing nations not only ending tuition, as most developing nations have ‘officially’ done in the past decade, but also eliminating ‘school fees’ which provide a similar barrier that families of poor girls frequently cannot overcome. This committee and UNESCO should urge each nation to create a fund to be used to provide real free schooling for girls in particular, and to create public education outreach to teach families why arranged marriage before girls complete high school limits the opportunity of the next generation. In addition, this UN committee needs to encourage nations to prevent parents forcing arranged marriages on their children.

Senegal looks forward to working with fellow delegations to solve the many aspect of this issue.

Topic: Educational Rights of Girls
Country: South Africa
Delegate Name: Kristen Hairston
School: Williamston High School

Though South Africa’s economy has been growing by 4.5 percent, and personal freedoms have been greatly expanded. South Africa has now become a middle income economy with a strong growing market, and we also have an abundant supply of natural resources, and also have well developed financial, legal, communications, energy and transport sectors. Even though our economy is growing we are unable to curb the unemployment rate. Other problems that have not been resolved from the apartheid era has also caught up to us, such as, poverty and the lack of economic empowerment. This effects the schools of South Africa greatly. We as the government have a hard time trying to overcome the poor education, the horrific impact of HIV and AIDS, poor infrastructure, inadequate water and sanitation, and low teaching morale. For girls especially, school can be seen as a dangerous place because there are high number of reports of sexual abuse, harassment, exploitation, and murder. As a nation South Africa is patriarchal, so we tend to see women as house keepers and child bearers, but soon that must come to an end because as we move to a more modern day we need the women of our country to help us grow into a better and stronger country. Some of the adversity that girls must overcome is HIV and AIDS which gives girl no hope and does not boost them up to achieve more. Another obstacle in their way is, when they perform well at a subject they are never encouraged and do not have the confidence to pursue them.

So what is South Africa doing to help this crisis? In 2003 our Minister of Education launched Girls’ Education Movement. This movement also known as GEM, which is a movement to work towards bringing positive changes to the girls and boys of South Africa. The movement aims to give girls and equal education, improve the quality of education in all schools, make the school curriculum and books more gender responsive, make schools more safe and secure, work with boys to become strategic partners, reduce gender based violence, and last but not least work towards abolish harmful cultural practices such as early marriage for girls. Not only does GEM work in schools, nut also can be applied to extracurricular activities. There is also a branch off of this called Technogirls which focuses on girls learning math, science, and technology. Girls who are selected for this program are taken in by corporate companies, where they are mentored and are able to earn scholarships for better opportunities.

The movement that our Minister of Education created for girls can be used as a prime example for other countries to help overcome the social stigma of girls’ educations. With these new aims we hope to make huge strives for South Africa. We have realized that the education of girls helps the country as whole become a better place for everyone.

Topic: Educational Rights of Girls
Country: South Korea
Delegate Name: Kathryn Palmer
School: Flint Southwestern Classical Academy

Education in Republic of Korea is viewed as being crucial for success and competition. A central administration process for the education of children from kindergarten to the third and final year of high school. Mathematics, science, Korean, English, and social studies are considered the most important subjects. Normally physical education is not considered important as it is not recognised, by the academic elitist South Korean populace, therefore many schools lack high-quality gymnasiums and varsity athletics.We Republic of Korea were the first country in the world to provide high-speed internet access to all primary, junior, and high school students.

In the past education rights for girls were limited and some didn't not existing. Fortunately, times have changed where you see more women working than taking care of household duties. Education rights for women are enforced in Republic of Korea to insure that girls get the proper education as boys. In society the common women is praised for working hard and becoming successful. in earlier society the women did all of the cooking cleaning and other things also the women of earlier times had to keep harmony and serenity to the household.

The Republic of Korea has already established rights for girls so all girls are treated equally to boys. We believe in upgrading and integrating to keep up with the rest of the world , so we have a better understanding of cultures and lifestyles.Also, education for girls gives girls an advantage in business or the workplace.

Education is equally used by both girls and boys. In Republic of Korea we have extremely high standards for our students. there is no limit nor any price you can put on education. Although in Republic of Korea we a notorious for spending extreme amounts of money to send at least one of our children through high school and college.

Finally , We as a country must work together to make Republic of Korea a better place to live for everyone whether girl or boy. In respect to our president we want girls to be as strong and caring as Park Geun-hye she is the ultimate leader and role model for girls in the Republic of Korea.

“The nicest woman is your own; the nicest harvest is your neighbors.”

(Korean Proverb)

Topic: Educational Rights of Girls
Country: Sudan
Delegate Name: Anderson Kroehler
School: Fishers High School

South Sudan whole heartedly believes that women should have the same educational opportunities that men do and we also realize that we currently fall short in this area. But we promise that we truly are making an effort to change. The problem is not that we wish to discriminate but instead that we do not have the means to enact any true change. We are still a brand new country trying to get everything in order. At the current time we do not have the resources or facilities to create the appropriate change. Furthermore, the tradition and culture of the Sudanese people is still a great obstacle to overcome when it comes to women’s educational rights.

South Sudan is still in shambles after the civil war we just fought where we seceded from the republic of Sudan. Most available resources are going into rebuilding and taking care of refugees and currently just over half of our population is living below the poverty line. We also currently lack the government infrastructure to make large changes. We are so low on funds that most schools cannot be funded at all. This leads to high prices for schooling which most families cannot afford. Because the area is so poverty stricken sending a child to school is very detrimental financially. Sending a girl to school can be still harder because she cannot be married and her parents cannot collect her dowry. In the traditional culture it is thought that women do not need schooling and it is difficult to get most people away from their traditional beliefs.

With all this in mind we ask simply for time. Along with other countries who are working on improving themselves, allow us to work out the more pressing issues and get countries on track before worrying about this specific issue. We are making an honest effort to change evidenced by our attendance at the Learning for all ministerial roundtables held in April. Currently, however, we are using all available resources on the most dire issues. Therefore we suggest funding to developing countries is the best choice to improve equality in education.

Topic: Educational Rights of Girls
Country: Sweden
Delegate Name: Mario Lei
School: Forest Hills Northern High School

The future of our world relies on the education of all children, but not all children have access to education, especially girls. According to the 2007 Millennium Development Goals Report, ten million more girls than boys are not enrolled in primary school. Sources of the problem range from economic issues to gender discrimination. By allowing this to continue, not only are we excluding a large potential work force, but we are also violating their rights to develop their full potential through education.

The Kingdom of Sweden has been very successful in providing education to all of the younger generations. According to the Swedish Education Act, all children and young people are to have equal access to education – regardless of gender, location, and social and economic factors. Attendance in school is mandatory for those students that are ages 7 to 16. Fortunately, almost all children attend non-mandatory schooling at age 6. Approximately 36% of those children move on to receive post-secondary education. A quarter of those 36% that move on are females. The education that children receive is free, thereby eliminating economic issues that may occur.

The Convention on the Elimination of All Forms of Discrimination against Women(CEDAW) was ratified by the United Nations General Assembly in 1979. The Kingdom of Sweden ratified this in 1980. The CEDAW protects the rights of all females in all terms, including education. In addition, The UN Convention of the Rights of the Child states that all children, including girls, have a right to education. It also states that governments must ensure that disciplinary practices that involve physical or mental violence, abuse or neglect are eliminated.

The Kingdom of Sweden calls upon the UN and the world to instill the right to education to all of the younger generations of both genders. Through increased enforcement of mandatory schooling and female protection laws, gender gaps will decrease. In addition, continued support for Secretary General Ban-Ki Moon’s Global Education First Initiative, will provide children of both genders an equal opportunity to receive an excellent education.

Topic: Educational Rights of Girls
Country: Switzerland
Delegate Name: Kara Hamann
School: Kalamazoo Central High School

Switzerland has no major issues with rights for women. In our country women are treated the same in all aspects in life. We allow them to vote, to be in military, and a right to an education. We feel that all countries should have the same equality views for not just women, but everyone. Over the years we have made sure to accommodate our women. In the Swiss National Council the number of women went from 10 in 1971 to 50 in 2003, and the number continues to grow.

The Swiss political system has allowed women to vote since 1971, when it was put into the constitution. Around the turn of the 20th century, women organized most of the country and formed man women organizations for women's suffrage. Women were even called upon during world wars and hard times to protest. The principle of equality between men and women was guaranteed by the federal government. The women's suffrage movement was what made this possible and even proved to us that they deserved their rights.

Women are now a majority in the Swiss government. This is leading by example to other countries that women deserve the rights we have given them. As a country, Switzerland has made sure to let women do things that were normally reserved for men. In Switzerland we have noticed a huge increase in female employees. Also, we have quotas to help build that number even more. As well as working towards salary parity. We have issued a set of voluntary measures to encourage a greater representation of women in boardrooms and in leadership roles.

Switzerland understands that we were the last country in Europe to allow women to vote, We understand that we may not have always agreed with what we do now. As of today women have every right a man has. We plan to keep it this way and encourage other countries to do so as well. As a country, Switzerland learned to respect all of our people and to give them the rights they deserve. Switzerland agrees with the rights of women and will hold our ground there.

Topic: Educational Rights of Girls
Country: Syria
Delegate Name: Humzah Azeem
School: Forest Hills Central High School

Women have been under fire a large period of time. That is to the fault of no one. The Syrian Arab Republic is a mostly Islamic nation, as over ninety percent of the nation labels themselves as Muslims. As a Muslim nation, we follow the Quran, and consult it whenever we happen to be in doubt. We do our best to promote women and their rights, especially education. Educating the citizens of our nation has been a priority for an extended period of time. In 2002, President Assad opened the nation’s first virtual university, which guaranteed the chance of obtaining a degree from international universities.

Educating women and expanding their rights has always been a very big issue close to our hearts. There is just so much domestic turmoil occurring in the nation that people like to take swings at our human rights and how we somehow seem to lack them. This is not the case. We treat women as equals, it just happens that the Islamic culture favors a society based off of men taking the role of the bread winner while the woman stays at home and takes care of different jobs. This is not because we believe that men are superior, it is because we, along with the Quran, believe that men and women are better at certain things compared to the opposite sex. The culture, which is something that the government does not control, is what controls the roles of each gender. The option for women to become educated is wide open, but often they do not take it. This cannot be considered the government’s fault. The numbers in female secondary education was higher than 30,000 in 2007, which shows that women are still wishing to pursue sewing and tailoring as a career.

The Women’s Federation is an organization that is pushing women to get more involved with the educational community, and we support their attempts, however we will not let them, or any organization intrude on anything that we are not willing to open up to discussion. We support measures to promote equality. The Convention on the Elimination of all Forms of Discrimination Against Women (CEDAW) held their 38th session in New York in 2007 from mid-May to early June. As a country we were asked about how we treat women, and we provided more than adequate responses, that even named specific laws that were in the process of being ratified. These laws specified the type of treatment that women were to receive, and how they were to be treated as equals. We have been working exceptionally hard to break all stereotypes of men and women.

The Syrian Arab Republic welcomes women in society and hopes that they can continue to gain intelligence in whatever they please. As the resources are there for them to use, we hope that they use the government’s tools for them, as we support the equality of women. Again, we do not believe that men are better than women or vice versa. We understand that each sex may have natural advantages over the other, but as a respectable nation, we leave the door open for both genders to aspire to what they please.

Topic: Educational Rights of Girls
Country: Turkmenistan
Delegate Name: Olivia Decker
School: Royal Oak High School

Turkmenistan is currently working on improving the education rate of girls. However, there has recently been a slight increase in girl’s enrollment in non-traditional areas. 24.4% of girls in the Oil and Gas Institute, 26.6% in the Institute of Energy Studies, 41.6% in the Institute of the Ministry of Foreign Affairs. Obviously, this is not full coverage of girl’s education, but it is a step in the right direction. CRIN (Child Rights International Network) is concerned that traditional views of girls is steering them into study paths that are supposed to be appropriate to their social standing.

CRIN welcomes the Education Act that the State Party adopted in 2009 that guarantees and protects citizen’s constitutional right to education and the increase of salaries in the education sector and the increase of student grants by 40%. This shows Turkmenistan taking steps in the right direction towards the equality of education.

They also suggest that Turkmenistan address the cultural views and traditional stereotypes of girl’s education that may deter them from leading their academic careers. They also urge the State Party to ensure equal access to education for all children of Turkmenistan.

The Constitution of Turkmenistan in Education, Section II, Art 35, that Every citizen shall have the right to education. Basic secondary education shall be compulsory; every person shall be entitled to receive it free of charge in State educational institutions. But unfortunately, Turkmenistan has not reached the point where every girl is getting her education due to discrimination and cultural stereotypes among the country.

Some possibilities to spur on girl’s education rights are advocacy groups that support girl’s rights to education. Also, enforcing punishments upon those who refuse to grant girl’s their right to education.

In conclusion, Turkmenistan is not yet to the point of full girl’s education in their country, but they are working hard towards it.

Topic: Educational Rights of Girls
Country: United Arab Emirates
Delegate Name: Savannah Bratcher
School: Fishers High School

The United Arab Emirates recognizes the need for educational rights of girls. In our nation, we currently fund public schools run by the government. Our priorities are to assure that education is provided in the nation. During times of scarcity, we address problems as they arise, but attempting to plan for a potential issue is not an advantage when we currently cannot access the types of issues that could arise. In this current moment, our focus not to address gender issues but to focus on the literacy of our people; our nation feels that attempting to shift the number of women being educated across the globe at this time is too risky. The monetary costs would be too difficult for many nations to accommodate at this time. If the UN would decide to have a committee or NGOs fund these programs, hazardous conditions could arise and money would be possibly used improperly. If the United Nations were to focus valuable time onto promoting the education of girls, nations would not reap the potential, and uncertain, benefits, or consequences, for decades to come. Thus, no time would be utilized correctly creating an uncertain future.

The United Arab Emirates strongly maintains that neither society nor the UN should be allowed to determine which children should attend school. While they may suggest, neither one can state if they may learn or what they would learn if provided the opportunity. If we allow the UN or society to mandate a curriculum, students may not be learning to their full potential, then not a single nation would even allow for their citizens to be highly educated people with abilities to discover new ideas. If girls were educated differently than boys, we would be discriminating against them which would lead to revolts across the world and not solve the problem. As we have stated earlier, funding money into creating this curriculum would not allow for any nation’s money to be utilized to the fullest. If we allow individual schools or groups of school or even local/regional groups to develop a curriculum, all citizens would be better educated with proper and specialized education.

The nation of the United Arab Emirates believes educating girls is a current issue, but as we have stated the economic problems outweigh the potential and uncertain consequences of sending girls to school. In addition, we would like to provide a solution of the United Nations creating a board or another form of authority to discuss how girls could be incorporated into learning and education. By having a small board that assesses case by case situations, the United Nations can assure content emotions within each nation and no aggressive changes within education and the world. If the United Nations works to achieve the common goal by improving education, all genders can feel the benefits without having the monetary consequences.

Topic: Educational Rights of Girls
Country: United Kingdom
Delegate Name: Kayty Pryor
School: Vicksburg High School

As of today the world is facing a problem in gender equality. In many countries, women are expected to stay at home and not work. A solution to this problem of gender inequality is providing equal education for women. Women have proven throughout history that they are just as capable as the men they face opposition with in their daily lives. Women can and are just as successful as men, but this cannot be observed properly without providing girls with education. Even if only a primary education, not that is should be limited to primary education, was provided to all girls, they would prove so much more successful.

Educational resources should be supplied equally to both boys and girls. In the United Kingdom, we provide equal education, educational resources, and educational opportunities to both boys and girls. In certain societies,where high percentages of women are uneducated, social views of women interfere with girls receiving an equal education. These misconceptions of the women's place in society should be addressed. Cultural biases of this nature are invalid, as proven by women throughout history, and must be overcome.

As of now, there are societies which do not see value in women. Therefore they are the first to be cut from educational provisions. This can only be addressed by providing girls with the equal education of boys so they can prove that women are valuable within society. Times are changing and women are making big impacts on the world, if provided with proper education throughout the world, they will prove successful. United Kingdom has attempted to fight for women's rights before with the UNWSS and the WSPU.

Topic: Educational Rights of Girls
Country: United States
Delegate Name: Clayton Carroll
School: Mattawan High School

The lack of educational equality throughout the world has come as a growing concern, especially of that towards girls. Underdeveloped countries do not have the resources to adequately educate all their children equally. The United States acknowledges that gender-equal education is important to the eventual success of a nation and searches for a diplomatic solution to this pressing issue. It becomes the role of this group of delegates to reach the best possible solution to this ever-present crisis worldwide and to gather the support of as many nations as possible.

The United States has implemented schools that give equal opportunity to boys and girls, and the U.S. also passed legislation assuring that girls receive equal education to boys in 1972. These laws could be used as the framework on which to base other nation's education systems, in terms of gender equality. This legislation, bringing more opportunities to girls, brought forth many women who became pioneers in their respective fields. The surge of female professionals brought innovation that impacted America. Girls in underdeveloped countries should have similar opportunities to impact their home nations.

The United States would look favorably on measures taken to ensure that opportunities for education are equal between boys and girls, especially in the conditions of underdeveloped countries. Measures that could be taken and preferred by the U.S. include putting more support into organizations such as UNICEF, increasing awareness among developed nations, and encouraging underdeveloped countries to draft legislation to ensure educational opportunities for girls. We would like to work with nations of similar views and desires.

Topic: Educational Rights of Girls
Country: Venezuela
Delegate Name: Anna Carnes
School: Forest Hills Northern High School

Across the world, education for girls continues to be a major issue that many regions fail to address. Primarily in the Middle East and third-world countries, young girls are castigated as being less important than male siblings of the household. Isolating educational opportunities to only boys reinforces gender stereotypes that women belong at home, cooking and cleaning for their families. Millions of girls around the world are denied an education due to economic and social obstacles. The discrimination of schooling for females is not only offensive, but also detrimental to a growing, prosperous society. Studies have shown that by extending an education to girls, infant mortality, child marriage, and domestic and sexual violence would decrease, and socioeconomic growth would increase.

The death of President Hugo Chavez of Venezuela was a devastating loss to the country’s people. Former President Chavez, who considered himself to be a feminist, set into action the “ Mothers From the Barrio Mission” which provided poor women with education and financial support. Chavez’s attempts towards constructing equal relations between women, children, and men, reflected through the country’s prominent lack of discrimination towards females. Noted statistically, the country’s population over the age of fifteen exceeds a 90% literacy rate, and people under the given age are provided public, equal educational opportunities. Article 21 of The Constitution of the Republic of Venezuela upholds equal rights for men and women, and prohibits any form of discrimination. Venezuela sets a positive example towards the rest of the world for educational equality between genders.

The violation of educational rights for girls should be abolished. As many countries’ constitutions declare equal rights for all, females and males should be presented with equal opportunities. Girls in the Middle East who speak out against their unjust treatments are punished severely. Our world as a union needs to aid each other in the steady process of producing available educational opportunities to females, and helping each other to see the positive effects of this towards the economic and social aspects of the community.