ST.

JOSEPH'S COLLEGE MODEL

UNITED NATIONS
certa bonum certamen

UNITED NATIONS
DEVELOPMENT PROGRAMME

BACKGROUND GUIDE
AGENDA - "STRATEGY FOR
YOUTH AND ADULT
LITERACY WITH SPECIAL
EMPHASIS ON SDG 4."
 LETTER FROM
EXECUTIVE BOARD
Greetings Delegates,
It is indeed a great honour and a privilege to be welcoming you to the simulation
of the United Nations Development Programme at SJC MUN 2022.
The agenda at hand is vast and complex, and a successful discussion on it would
necessitate the mutual participation of all of you. It shall be your choice to decide
the direction in which you want to take this committee ahead.
Please note that the statistics used for the documentation of this study guide is till
18th October, 2022. Anything after that date shall certainly be accepted in the
discussion, if considered legitimate by the Executive Board
A few aspects that delegates should keep in mind while preparing
Mandate: UNDP, the United Nations Development Programme, is the UN’s
largest operational actor for development issues in the field. The organisation
cooperates with developing countries to use capacity development to achieve
local solutions to global and national development challenges. UNDP’s mandate
is to end poverty, build democratic governance, rule of law, and inclusive
institutions. The UNDP advocates for change, and connects countries to
knowledge, experiences and resources to help people build a better life.
Procedure: The purpose of putting in procedural rules in any committee is to
ensure a more organised and efficient debate. Kindly take note that the
committee shall follow the UNA-USA Rules of Procedure, a link for which has
been provided here:
https://static1.squarespace.com/static/5457f2ece4b0a485997c0d67/t/
5a318b52e4966b0b6edbbdcb/1513196371261/UNA-USA+Procedure.pdf
3
Although the Executive Board shall be fairly strict with the Rules of Procedure,
the discussion of agenda will be the main priority. So delegates are advised not
to restrict their statements due to hesitation regarding procedure.
Foreign Policy: Following the foreign policy of one’s country is the most important
aspect of a Model UN Conference.
 LETTER FROM
EXECUTIVE BOARD
This is what essentially differentiates a Model UN from other debating formats.
To violate one’s existing foreign policy without adequate reason is one of the
worst mistakes a delegate can make.
Role of the Executive Board: The Executive Board is appointed to facilitate
debate. The direction and flow of debate shall be decided by the committee.
The delegates are the ones who constitute the committee and hence must be
uninhibited while presenting their opinions/stance on any issue. This committee
will be discussing the agenda “Strategy for Youth and Adult Literacy with
Special Emphasis on SDG 4”.
In lieu of your research, the following pages will guide you with the nuances of
the agenda as well as the Committee. The Guide touches upon all the different
aspects that are relevant and will lead to fruitful debate in the Committee. It will
provide you with a bird’s eye view of the gist of the issue. It will not, however,
be deemed as sufficient for all your research requirements since the Executive
Board seeks to allow delegates to explore the topic at hand to gain insightful
knowledge.

I will be using my experience to serve as a guide, mentor, and trainer. I hope

that I will be able to make this MUN Conference a success by ensuring that all
of you learn sufficiently about the UN system, rules of procedure and the
agenda at hand. I share an intense passion for MUNs and I aim to share my
enthusiasm with all of you. I look forward to an engaging conference with all of
you and hope that we all make the most of the overall brand of experience that
SCJ MUN 2022 will provide.
Yours sincerely,
Rewa Bhagat,
Administrator- UNDP
(In confidence with Mr. Siddharth Bhatia, Associate Administrator, UNDP) 4
 Introduction to the
Committee

The United Nations Development Program works in 170 nations and

territories to end poverty and lessen inequality as the leading UN agency
for international development. In order to attain the Sustainable
Development Goals, it aids nations in developing their policies,
leadership capabilities, partnering skills, institutional capabilities, and
resilience. Its efforts are concentrated in three key areas: climate and
disaster resilience, democratic governance and peace building, and
sustainable development.

UNDP is based on the merging of the United Nations Expanded

Programme of Technical Assistance, created in 1949, and the United
Nations Special Fund, established in 1958. UNDP, as we know it now,
was established in 1966 by the General Assembly of the United Nations.

As a knowledge broker, capacity builder, innovator, and facilitator of

exchanges in the global development debate, UNDP plays a vital role in
international development. It recognises, shares, and puts into action the
lessons learned from earlier projects, strengthens networking and
knowledge sharing, and promotes transparency and public participation.

As mentioned above, UNDP’s mandate is to end poverty, build

democratic governance, rule of law, and inclusive institutions. The UNDP
advocates for change, and connects countries to knowledge,
experiences and resources to help people build a better life.
 Introduction to
The Agenda
In September 2015, at the United Nations Sustainable Development
Summit, Member States formally adopted the 2030 Agenda for
Sustainable Development in New York. The agenda contains 17 goals
including a new global education goal (SDG 4). SDG 4 is to ensure
inclusive and equitable quality education and promote lifelong
learning opportunities for all’ and has seven targets and three means
of implementation.

The vision of the Incheon Declaration, Education 2030, is fully

captured by Sustainable Development Goal 4 (SDG4). Education
2030 devotes considerable attention to literacy and adult learning
including through Target 4.6 and related indicative strategies.

This goal came about through an intensive consultative process led

by Member States, but with broad participation from civil society,
teachers, unions, bilateral agencies, regional organisations, the
private sector and research institutes and foundations.

The social, economic, scientific, technological and climate changes

of recent decades challenge human development and education.
Since education should equip individuals with the necessary tools to
deal with these challenges, it is necessary that the content of what is
being taught reflects the local context and the interest of the
individual. Yet around 774 million young people and adults—two
thirds of whom are women—cannot read or write (UNESCO-UIL 2014,
16).
 Introduction to
The Agenda
Adult education must aim to motivate youth and adults to continue
learning throughout their lives and equip them with the practical
skills necessary for working in the labour market, or simply for them
to acquire a sense of dignity and worth, in addition to enhancing the
knowledge and skills acquired or lost throughout their lives, such as
reading and writing. One of the principles of AE is to teach young
people and adults through the use of specific and appropriate
learning techniques, since they have different needs, interests, skills
and learning capabilities from students of the proper school age for
basic education.
Education, knowledge and the skills of reading, writing and
numeracy that an individual acquires throughout life need a
continuum of educational activities to strengthen, adapt and
maintain them over time. Youth and adult literacy programs support
young people preparing to enter the labour force, through to adults
who have retired and want to maintain their skills. Literacy skills
enable people to participate fully in their families, communities, and
workplaces. In each situation, they need different forms of literacy,
and different skills.
To achieve the literacy vision in today’s world, in which demands of
knowledge, skills and competencies are fast-evolving, going beyond
the basic reading and writing skills, the UN will implement a Strategy,
considering four dimensions. These include learning that is (i)
lifelong, for all age groups and throughout one’s life; (ii) life-wide,
through different learning settings throughout life and work; (iii)
intersectoral, through embedding literacy in efforts for sustainable
development in other sectors; and (iv) universal, an issue for least
developed, developing and developed countries.
 SUSTAINABLE
DEVELOPMENT GOAL 4 –
QUALITY EDUCATION

This Goal is of Quality Education. Reaching the goal of universal

primary education has advanced significantly since 2000. In 2015, 91
percent of children worldwide were enrolled in school, and the
percentage of children who are not in school has decreased by about
half. A lot more girls are attending school than ever before, and
literacy rates have increased significantly. In certain developing
regions, progress has also been difficult because of extreme poverty,
violent conflicts, and other calamities. Children are missing more
school as a result of persistent armed violence in Western Asia and
North Africa. Large gaps still exist despite Sub-Saharan Africa having
made the biggest progress in primary school enrolment among all
developing regions, going from 52 percent in 1990 to 78 percent in
2012. Children from the poorest homes are up to four times more
likely than those from the wealthiest homes to miss school. There are
still significant differences between urban and rural locations.

Achieving universal access to inclusive, high-quality education

reinforces the notion that it is one of the most effective and reliable
engines of sustainable growth. By 2030, all children will have had free
elementary and secondary education, thanks to this aim. Additionally,
it seeks to achieve gender equality, the eradication of economic and
gender gaps, and universal access to quality higher education.
 The targets of this
SDG include:
1. By 2030, ensure that all girls and boys complete free, equitable
and quality primary and secondary education leading to relevant
and Goal-4 effective learning outcomes;

2. By 2030, ensure that all girls and boys have access to quality
early childhood development, care, and pre-primary education so
that they are ready for primary education;

3. By 2030, ensure equal access for all women and men to

affordable and quality technical, vocational, and tertiary education,
including university;

4. By 2030, substantially increase the number of youth and adults

who have relevant skills, including technical and vocational skills,
for employment, decent jobs, and entrepreneurship;

5. By 2030, eliminate gender disparities in education and ensure

equal access to all levels of education and vocational training for
the vulnerable, including persons with disabilities, indigenous
peoples, and children in vulnerable situations;

6. By 2030, ensure that all youth and a substantial proportion of

adults, both men and women, achieve literacy and numeracy;

7. Build and upgrade education facilities that are child, disability,

and gender sensitive and provide safe, nonviolent, inclusive and
effective learning environments for all;
 The targets of this
SDG include:
8. By 2030, ensure that all learners acquire the knowledge and
skills needed to promote sustainable development, including,
among others, through education for sustainable development and
sustainable lifestyles, human rights, gender equality, promotion of a
culture of peace and non-violence, global citizenship, and
appreciation of cultural diversity and of culture’s contribution to
sustainable development;

9. By 2020, substantially expand globally the number of

scholarships available to developing countries, in particular least
developed countries, small island developing States and African
countries, for enrolment in higher education, including vocational
training and information and communications technology, technical,
engineering, and scientific programmes, in developed countries
and other developing countries;

10. By 2030, substantially increase the supply of qualified teachers,

including through international cooperation for teacher training in
developing countries, especially least developed countries and
small island developing states.
 STRATEGY FOR YOUTH AND
ADULT LITERACY (2020-2025)

In compliance with 207 EX/Decision 6.I, the Director General transmitted to

the General Assembly at its 40th session the draft UNESCO Strategy for
Youth and Adult Literacy (2020-2025) for approval, this strategy contains the
draft UNESCO Strategy for Youth and Adult Literacy, as well as the
comments and observations of the Executive Board from UNESCO. The
Strategy was developed through an inclusive and participatory process,
including research and analysis of key trends, online consultation with
Member States and partners, as well as an expert meeting.

The Strategy pays special attention to the member countries of the Global
Alliance for Literacy within the Framework of Lifelong Learning (GAL) – the 20
countries with an adult literacy rate below 50% and the E9 countries where
the largest number of non-literate adults live. It is structured around four
strategic priority areas, which are broadly related to policy and planning,
equity and inclusion, innovation and accountability: (i) supporting Member
States in developing national literacy policies and strategies; (ii) addressing
the learning needs of disadvantaged groups, particularly women and girls; (iii)
leveraging digital technologies to expand access and improve learning
outcomes; and (iv) monitoring progress and assessing literacy skills
programmes.

Attached below is the link to the UNESCO strategy, this will provide the
delegates with an idea about the policy, steps, concerns and hazards towards
the agenda. https://epale.ec.europa.eu/sites/default/files/
unesco_strategy_for_youth_and_adult_literacy.pdf
 STRATEGY FOR YOUTH AND
ADULT LITERACY (2020-2025)

The Strategy builds on previous initiatives, namely the United Nations

Literacy Decade (2003- 2012), Following the approval of this draft
Strategy, the Secretariat had developed an action plan for its
implementation during the period of 2020- 2025. Discussion on this
strategy and the following plan of action, or the approval and
improvements in the strategy can be fruitful for the committee and the
delegates.

Other useful links related to the strategy:

https://www.mext.go.jp/content/20200709-mxt_koktou01-
000008216_7.pdf https://sdgs.un.org/goals/goal4
11
https://www.ipc-undp.org/pub/eng/
PRB56_Youth_and_adult_literacy_and_education_a_good_practice_a
nalysis.pdf https://www.youtube.com/watch?v=mgTmBJ-hnyU
 CONCLUSION
The policy and practice of adult education is conditioned by the
broader context of development. In the context of neo-liberal economic
reforms, basic education has become a key strategy for social and
economic development. Basic education has continued to be a
development imperative. But the right of non-literate adults (15+ age
group) to basic literacy education and learning is neither addressed by
legislation nor raised by the NGOs in the debate and discussions on
education as a fundamental right.

To what extent current policies and programmes are geared towards

meeting EFA goals of adult literacy and learning for the unschooled
population of youth and adults? Universalisation of elementary
education is given far more importance in legislation, but educational
policy and development plans of educating the vast adult population of
non-literates deserves its place. The underlying assumption is that
universal elementary education among children (6-14 years) will tackle
the problem of illiteracy among adults (15+ years).

Countries with the support of international partners and agencies

should make concerted efforts to expand the collection and reporting of
ALE-related information and statistics based on national census data,
other national surveys and innovative indicators, thereby contributing to
improvements in national reporting and global reviews of ALE and,
ultimately, improved implementation.

Steps should be taken to upgrade the reliability and validity of

information about the participation in and provision of ALE in all its
forms and modalities,
 CONCLUSION
regardless of who the provider is (e.g. government agencies, or
private-sector, civil-society, faith-based or distance learning
organisations).
Information on other aspects of ALE (e.g. ALE programme
descriptions, learner characteristics, programme quality, funding,
educators and facilitators, outcomes, programme effectiveness and
efficiency) should also be compiled. Such information should be utilised
for improved policy deliberation, policy interventions, advocacy, the
institutionalisation and professionalisation of ALE, as well as for
evaluation research and innovation in the field. ALE data should
become an integral and transparent part of overall education statistics
and monitoring systems.
Despite the steady rise in literacy rates over the past 50 years, there
are still 773 million illiterate adults around the world, most of whom are
women. These numbers produced by the UIS are a stark reminder of
the work ahead to meet the Sustainable Development Goals (SDGs),
especially Target 4.6 to ensure that all youth and most adults achieve
literacy and numeracy by 2030.

For any queries/guidance about the committee, feel free to contact the
Executive Board at siddharthbhatiabls@gmail.com.