Position paper for General Assembly Third Committee
| Country: | Algeria |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The rights of Indigenous peoples are an ongoing issue that affects all countries. Indigenous
peoples are not always guaranteed their basic rights which is a threat to human rights itself.
This issue continues to gain popular support and advocates for things such as; land rights,
cultural preservation, recognition of language, environmental protection, protection against
discrimination, and so forth. Although great progress has been made in addressing these
issues, more steps must be taken.
Algerias colonial history has helped structure our stance on Indigenous rights, which has positively developed the need for broader human rights. We have expressed support for indigenous rights and seek to collaborate and further the global fight against human rights violations. We have taken initiative with the Amazigh population to recognize their cultural rights and make their language the second national language. We seek to develop their rights more with action specifically through the Algerian constitution. We have aligned ourselves with initiatives such as UNDRIP and continue to engage in conversations surrounding the topic. Algeria has seen how Indigenous peoples have been affected both domestically and globally by social, economic, and political challenges. We recognize the importance of facing these challenges, to foster sustainability and unity. On this issue, we would like to collaborate with countries including; Cuba, Venezuela, and South Africa, as they have also faced the effects of colonialism and continue to advocate for indigenous rights. Algeria would also like to promote and protect the rights of Indigenous peoples through actions such as; strengthening frameworks, creating a special rapporteur, establishing a fund for indigenous initiatives, facilitating dialogue platforms, incorporating indigenous knowledge, and implementing capacity-building programs. Algeria is committed to improving Indigenous rights and looks forward to engaging with other delegates. | |
| Country: | Algeria |
| Topic: | Literacy for life |
| Paper text: | |
| Literacy is a fundamental human right, a cornerstone and foundation of sustainable
development, and a necessary tool for lifelong learning, peace, and empowerment. The
impact of low literacy rates on nations around the globe is devastating, and is something
that needs to be further addressed and combatted. Education, and more specifically literacy,
has transformative power for nations, such as our own, to advance economic development
and social cohesion.
Algeria has made significant strides in improving literacy rates post-independence in 1962, and is committed to promoting literacy for life; this is reflected in our national policies and international collaborations that aim at ensuring that all citizens, adults and children, have access to lifelong learning opportunities. As a nation that has historically struggled with literacy and has overcome the challenges to achieve a literacy rate of 81% among adults and 98% among children, we note that Literacy for Life is achievable, and are committed to supporting the United Nations agencies, Sustainable Development Goals, and various other organizations within the UN to tackle and promote improvement of literacy rates globally. We are open to collaborating with members of the African Union, UNESCO, and our allied countries, such as Cuba, Venezuela, and South Africa, on furthering our development of literacy initiatives, strategies, and resources. Additional suggestions that we will bring forward are allocating additional UN funds for literacy programs, launching more comprehensive literacy campaigns within the International Literacy Day to encourage member-states to host local events and collaborate with marginalized communities and indigenous groups, and providing more training and resources for educators working to enhance literacy in adult learners and marginalized communities, such as Indigenous peoples. | |
| Country: | Argentina |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The United Nations, founded on the ideals of unity and solidarity among member states,
is crucial in supporting countries facing humanitarian crises. This support extends beyond
member states to benefit marginalized cultures and communities, including indigenous
peoples. Since 1982, the United Nations has made significant strides in addressing the
rights of indigenous populations, notably through the United Nations Declaration on the
Rights of Indigenous Peoples (UNDRIP). With indigenous peoples constituting
approximately 6% of the global population and having endured centuries of oppression, it
is urgent for the international community to recognize their rights and provide the
necessary support to uplift these communities.
We firmly believe in fostering greater solidarity among Indigenous communities, which includes upholding the principles of UNDRIP. We must work towards economic development for member states, and this prosperity for all will uplift those belonging to indigenous communities. Empowering Indigenous communities to gain greater autonomy in conducting their affairs and receiving support is essential to promoting their well-being and long-term development. Several member states have had a historically deleterious relationship with Indigenous communities. Public-private partnerships could foster economic development, providing Indigenous communities with opportunities to thrive economically and gain an unprecedented amount of control over their resources. By leveraging the strengths of both public institutions and private enterprises, these partnerships can facilitate access to capital, technical expertise, and infrastructure needed for sustainable growth. Furthermore, involving Indigenous peoples in decision-making ensures that their unique needs and perspectives are prioritized, leading to more effective and culturally appropriate solutions. We encourage the United Nations to continue promoting UNDRIP and to work collaboratively with member states to create conditions that enable indigenous communities to benefit from economic freedom. By aligning a commitment to Indigenous rights with thoughtful economic development strategies, we, as member states, can foster an environment that supports long-term prosperity and empowerment for Indigenous peoples worldwide. | |
| Country: | Argentina |
| Topic: | Literacy for life |
| Paper text: | |
| Our nation supported the Dakar Framework for Action and the establishment of the United
Nations Youth Office because we believe literacy rates are a cornerstone of human rights
and economic development. Furthermore, we believe that an increase in literacy can benefit
society as a whole. As such, teaching these skills to those in under-resourced communities
and people of both sexes is vital.
Our opinion is that the United Nations (and UNESCO, upon extension) should continue to support the growth of reading proficiency by partnering with private companies to enhance literacy rates and the ability to reach underrepresented communities. Global literacy rates can increase by utilizing privately owned educational services to expand the reach of academic programs. UNESCO already partners with many private-sector companies (including Google, History, and National Geographic) to supplement further education about World Heritage Sites. We must commit to partnering with additional companies to extend our current literacy training programs into under-served communities more than what present systems offer. This initiative may include translation services for minority language users to access education, travel services to bring in more educators, or educational programs like Dreambox. Essentially, we must mirror the successful methods of UNESCO and collaborate with private-sector companies to increase reading proficiency. We urge fellow Member States to support this initiative and, therefore, the international trade economy and global literacy skills. We propose that this committee identify private collaborators, develop a pilot program, and re-evaluate its effectiveness on a fixed-interval schedule to be decided upon by the voting States. | |
| Country: | Armenia |
| Topic: | Literacy for life |
| Paper text: | |
| It can be agreed upon that literacy is crucial for not just Armenia, but all nations. It is a
preliminary human right but also a foundation for sustainable and social development in
Armenia. Given the most recent statistics, Armenias literacy rate for adults is 99.8%, while in-
standing with the rest of the developed world, tertiary or higher education completion
reaches about 40%. Relative to the rest of the Middle East and Russia averaging 50%. Why is
that?
Upon introspection, this gap in education rates may be attributed to many factors that affect Armenias youth. Armenias focus on a more technical and vocational education during the Soviet era has left a lasting influence on the structure of education and the opportunities available to the youth today. This predisposition of training over the pursuit of more academic or research-based fields continues to affect Armenian education institutes, where practical skills are often prioritized, leading to the deterrence of pursuing higher education. An additional impact to statistics regarding higher education are those brought about by many young Armenians who, in search of better economic opportunities, choose to work or study abroad. It may be argued that Armenias relatively small labor market, and in turn economy, also limit the perceived value of reaching a higher education. This deference would lead to many graduates struggling to find employment that would align with their qualifications within their home country. Being pragmatic as possible and working with this committee to produce effective solutions to break this cycle and bridge the gap between education rates and literacy. Armenia will not only focus on reforms to expand access to higher education, but also direct our focus towards the expansion of the labor market. Actively working towards efforts to diversify and expand the economy will foster innovation and the development of industries that can contribute to a societal shift in the perception attributed to the value of higher education. We will work within this committee and UNICEF to ensure the encouragement of more young Armenians to pursue advanced degrees, provide necessary financial incentives, and remain in our workforce. On this development, an important step would be investing in modernizing Armenias education system to allow it to align closely with global standards. Allowing the fields of education, such as technology, engineering, and research-based sciences to flourish promotes youth to acquire skills that are directly applicable to a very relevant and exponentially growing workforce. | |
| Country: | Australia |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The prospering Commonwealth of Australia is committed to protecting the rights of Indigenous people within our nation by allowing them equal representation in government, the right to live in their ancestral lands, and other means outlined in the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). Australia acknowledges our colonial history and is regretful for our treatment of Indigenous people in the past, yet our government continues to move past the colonial history. Through several proclamations and changes in Australia's constitution to allow greater Indigenous representation in government positions, Australia has been committed to enabling the future progress of Indigenous rights. Our signing of the United Nations Declaration on the Rights of Indigenous Peoples in 2009 further represents our commitment to the international community to extend the rights of indigenous people throughout the world. While understanding that the rights outlined in the UNDRIP are significant to ensuring a better future, Australia also acknowledges that some of these recommendations may not be necessary for all states, thus we urge that national sovereignty be included in any discussions of future recommendations. To continue to progress the rights of Indigenous people while respecting individual nations' sovereignty, Australia plans on adopting resolutions that further Indigenous people's rights following the United Nations Declaration on the Rights of Indigenous Peoples without ignoring the importance of national sovereignty in this pressing issue. | |
| Country: | Australia |
| Topic: | Literacy for life |
| Paper text: | |
| According to the Commonwealth of Australia, literacy is essential to attaining social progress, equity, and sustainable development on a national and international level. Even while Australia has good reading rates overall, there are still issues, especially in Indigenous areas, where the national "Closing the Gap" effort has attempted to address educational inequalities. Australia contributes to international programs that aim to promote high-quality education for all by supporting literacy efforts through collaborations like the Global Partnership for Education (GPE) and UNESCO's Global Alliance for Literacy. Literacy has significant social and economic benefits that boost national production and individual empowerment, making it an important area for ongoing investment. Australia supports the creation of context-specific literacy programs that honor cultural and linguistic variety while suggesting focused interventions to overcome the current reading disparities among Indigenous and rural groups. To guarantee continued success, we also support quantifiable objectives and frequent policy evaluations. Australia supports these initiatives by urging member states to emphasize literacy as an essential element of equality and progress on the international scene. | |
| Country: | Austria |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| With the rights of indigenous communities becoming ever more prominent on a global scale, we recognize the need to address and affirm the inherent dignity and worth of indigenous peoples. As members of the EU, we supported the UN declaration on the Rights of Indigenous People (2007), and have adopted the Outcome Document of the World Conference on Indigenous Peoples (2014). Austria has been a staunch supporter of minority rights issues, encompassing that of indigenous and ethnic communities. In 2005, on Austrias initiative, the UN established the mandate of the Independent Expert on Minority Issues (2005). While we recognize the concerns of land claims and tribal disputes, we seek to find equitable solutions for all parties, ensuring that indigenous populations are given the respect they deserve. We are committed to protecting the rights of indigenous communities, and have and continue to affirm our commitment to indigenous rights through multifaceted frameworks, as proposed by the Framework Convention for the Protection of National Minorities (1998). Austria is therefore in favor of solutions that aim to alleviate tensions between states and indigenous communities and promote effective equality of minorities by creating conditions that allow them to preserve and develop their culture. With over 1,500 indigenous languages at risk, Austria seeks to implement solutions that preserve cultural diversity and allow for a respectful society that recognizes indigenous rights. | |
| Country: | Austria |
| Topic: | Literacy for life |
| Paper text: | |
| We firmly believe in the continued advancement of the cause of literacy for life. Increased literacy rates are linked to, among other things, higher employment rates, greater economic growth, reduced crime, and healthier populations. Literacy is a necessary foundation for further education, leading to higher paying jobs, increased employment, and lower poverty rates. Increased literacy also correlates with an increase in empathy and emotional intelligence. Austria has a population of 8,967,982 and a literacy rate of 98%, with most citizens speaking the official language, German. The education system includes nine years of compulsory schooling, with an emphasis on the UNs initiative for lifelong learning. We support initiatives that help to maintain and improve Austrias current literacy rate. One method Austria has proposed is the Strategy for Lifelong Learners (2011). Goals for this program include increasing funding towards preschool programs and initiatives as well as making sure that equal basic education is provided across the board regardless of an individual students status. This means giving specific and targeted support towards students with learning difficulties, students at higher risk of dropping out, and refugee and asylum seeking students. We believe that increasing the national literacy rate will benefit the country economically as well as increase the opportunities for individual citizens. We also aim to increase the literacy rate among older teenagers and adults by investing funding in programs like StadtLesen (2009), which encourage literacy through the creation of public reading spaces. Our intention is to create lifelong learners who will be able to adapt to the ever changing world both locally and globally. It is in this sentiment that we strive to support literacy for life on a global scale and protect the educational rights of all communities. | |
| Country: | Belarus |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Our nation understands the importance of strengthening the economic and cultural security
of indigenous peoples with respect to international dialogues for human rights. We
recognize General Assembly Resolution 61/925, the Declaration On the Rights of Indigenous
Peoples, where our vote and many others endorsed the moral force that continues to
motivate an urge for progress in affected member states. We are committed to the
principles of self-determination and socio-economic development emphasized in the ICCPR
and ICESCR, which advocate for improved living standards for indigenous groups and all
other populations through sustainable development.
While we recognize and affirm the protections of these frameworks, the matter of implementing encouraged international policies should be considered with nuance and self- determination in the context of each member-state. While appreciating the sacredness of unique cultural practices, we assert that a one-size-fits-all policy and procedure for this agenda will only demean the distinct and wide-ranging needs of sovereign states. Our nation supports the enrichment and integration of indigenous groups with the priority of bringing stability and economic wellbeing to each affected member states people as a whole. We therefore assert that in order to preserve the cultural integrity and self-determination of indigenous groups, the rights of self-determination and individual integrity must be secured for all present member states | |
| Country: | Belarus |
| Topic: | Literacy for life |
| Paper text: | |
| As a nation, we stand and recognize that literacy is of utmost importance, and that this issue should be at the forefront of priorities at the United Nations. We believe in the importance of building literacy levels to reach high standards, not just for a select number of countries, but on a global scale and particularly those states which lack fundamental resources. There are many states who constantly face set-backs, and these challenges include the lack of technology being integrated in order to bridge gaps that may occur from time to time, as well as the halting of education once formal schooling for kids has been completed. The UN agency UNESCO was set forth to lead in the fight for literacy on a worldwide-scale by launching Implementation of the International Plan of Action for the United Nations Literacy Decade." Already, action has been taken by UN plans such as this, and progress has been made despite the slow pace. Another effort includes SDG4 (Sustainable Development Goal 4) which has the agenda of Transforming our World: The 2030 Agenda for Sustainable Development. Current Director-General of UNESCO, Audrey Azoulay said, Literacy is the foundation of learning, and it plays a vital role in reducing inequalities. When people are empowered through literacy, they can engage with their communities, contribute to the economy, and lead fulfilling lives. In order to achieve greater success within states, opportunities for lifelong learning is vital. When generation after generation is taught and continues to learn, it leaves a legacy of bright minds and ideas that can lead to the betterment of not only ones own nation, but the world as a whole. We believe that to take a step forward in the right direction would be to align our policies along with global frameworks, some that have already been set in the UN, such as the 2030 Agenda for Sustainable Development. We urge each member state to discuss and promote activities that will aid in the development and furtherance of worldwide access to education that doesnt stop once you hit a certain age, but continues for a lifetime which will result in betterment of communities and states as a whole. In addition, support for technological advancement will provide access for underdeveloped areas. Therefore, we urge member states to re-edify their support for the UN policies that are already in place, as well as those that are in the process of rising up for the furtherance in the case of Literacy for Life. We must work together to achieve these literacy goals so that there can be a furtherance and abundance of bright minds that can continue to live life to the fullest through a never-ending access to education. | |
| Country: | Belgium |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Belgium actively supports indigenous peoples' rights and recognizes their vital contributions to world cultural diversity. Belgium, with its colonial heritage, is deeply aware of the historical injustices that indigenous peoples have faced. The country is dedicated to promoting and defending these groups' rights in accordance with the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). Belgium actively works with the European Union to promote development cooperation, particularly in Middle-Income Countries (MICs) and Low-Income Countries (LICs), the majority of which are in Sub-Saharan Africa. Belgium's initiatives center on three important areas Cultural preservation: Cultural preservation entails protecting indigenous languages, traditions, and heritage. Land Rights: Ensuring indigenous peoples' access to and control over their ancestral lands. Participation in Decision-Making: Encouraging indigenous groups to actively participate in political and social issues that affect them. These actions illustrate Belgium's long-standing commitment to justice and inclusion for indigenous peoples worldwide. | |
| Country: | Belgium |
| Topic: | Literacy for life |
| Paper text: | |
| Literacy is viewed in Belgium as a key component of personal empowerment and societal
advancement. Belgium has long supported global literacy projects, actively contributing to the
United Nations Sustainable Development Goals (SDGs) and collaborating with UNESCO to
promote literacy around the world. Belgium's participation in the European Literacy Policy
Network aims to not only increase literacy rates across Europe, but also to aid MICs in
enhancing access to education.
Recognizing the value of lifelong learning, Belgium promotes initiatives that allow people to gain new skills throughout their lives. To further develop literacy, Belgium advocates for community-based literacy programs that are culturally appropriate and offer inclusive learning environments. Belgium is committed to improving indigenous peoples' rights while also ensuring that literacy is accessible to all. | |
| Country: | Brazil |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The recognition and protection of Indigenous peoples' rights in Brazil is a fundamental
aspect of social justice and human rights. The Brazilian Constitution of 1988 acknowledges
Indigenous peoples as the original owners of the land and guarantees them the right to their
ancestral territories. We have shown our commitment to strengthening these protections by
voting in favor of the United Nations Declaration on the Rights of Indigenous Peoples (2007)
and the American Declaration on the Rights of Indigenous Peoples (2016). Our ratification of
the International Labour Organizations Convention 169 (ILO C169) reinforces our obligation to
uphold the rights of Indigenous and tribal peoples, particularly regarding their lands and
resources. We proudly align ourselves with global efforts to promote Indigenous rights.
The latest victory for Indigenous rights, our Supreme Court ruled on September 21, 2023, against the controversial "cutoff date" argument. This legal argument aimed to restrict Indigenous land claims to areas where they were physically present on October 5, 1988 the date of the adoption of the current Constitution. The Courts decision reaffirmed that Indigenous peoples have the right to their ancestral territories, regardless of their physical presence on a specific date. This ruling is not only a victory for our indigenous communities but also a critical reaffirmation of their historical ties to the land. In conclusion, Brazil's legal and constitutional structure, along with our adherence to international standards, provide a solid foundation for the protection of Indigenous peoples and land rights. The recent Supreme Court ruling is a crucial step in ensuring that Indigenous peoples can continue to live on and manage their ancestral lands without unjust legal barriers. | |
| Country: | Brazil |
| Topic: | Literacy for life |
| Paper text: | |
| Brazil has been committed to literacy since 2003. Our Programa Brasil Alfabetizado
(PBA) which started in 2003 is focused on teaching literacy to Brazilians aged 15 and over who
were not able to access literacy education at a young age. Our new pilot program, started in
2022 specifically focuses on Alagoas which had the lowest literacy rate of people 15 and older
as of the 2010. This program focuses on getting people in the classroom to learn Portuguese
and creating more teachers. This is done through both online and in-person education
opportunities to certify teachers in teaching Portuguese literacy and basic mathematics skills.
This refocusing of literacy efforts on those who could not access literacy efforts in childhood
helps to fill in gaps of access even as wide as regional divides. We are committed to addressing
literacy gaps, especially when helping to develop mostly rural areas such as Algoas.
In 2023 the education of youth in literacy was refocused by our Ministry of Education. The goal is to have every child be literate by age 7, and to also help older students who were impacted by the COVID-19 pandemic also become literate. Not only have we worked within our country, but we have also worked with UNESCO to achieve literacy specifically for women and girls. UNESCO's 2020 Keeping Girls in the Picture materials were translated into Portuguese in 2021 so that it could help Brazilians as well. Brazil is also focused on growing internet access, specifically in rural areas. Brazil's Programa Internet Para Todos wants to bring internet to remote and underserved areas. We realize that through increased access to the internet and computer education, literacy can become more accessible. Additionally, by increasing access to the internet in rural areas with more Amerindian presence, literacy rates can be specifically improved for this group. | |
| Country: | Canada |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Canada strongly believes in the importance of awareness and protection of the rights of
Indigenous Peoples, including the right for Indigenous representation in the United
Nations.
Indigenous Peoples internationally face many difficulties, including lower life expectancies,
a lack
of workplace protections, a lack of representation in Member State governments and the
United
Nations, and higher poverty rates compared to non-Indigenous populations. In the 2015
Report
of the Secretary-General on the Rights of Indigenous Peoples, he expresses concerns
about the
limit on Indigenous organizations ability to address the concerns of Indigenous Peoples
that
indirectly affect their rights, as well as how ineffective consultative status as a non-
governmental
organization with the Economic and Social Council (ECOSOC) is for Indigenous Peoples
with their
own governance. We encourage dialogue on further underrepresented groups of
Indigenous
Peoples, such as women, Two-Spirit, and persons with disabilities.
We urge Member States to focus on creating action plans for implementation with processes for accountability reports and Indigenous Peoples representation per the United Nations Declaration on the Rights of Indigenous Peoples. This includes providing resources for development programming for Indigenous self-governance and bilateral advocacy for Indigenous groups that span multiple Member States. We will support resolution language that works towards the 17 Sustainable Development Goals of the 2030 Agenda in tandem with the development of Indigenous rights. Canada will keep in mind its obligations to the United Nations Declaration, as well as being a member of the Group of Friends of Indigenous Peoples, and welcome members of such groups to join in cooperation to address the rights of Indigenous Peoples. We are ready and willing to work with Member States in the Third Committee to promote the integration of Indigenous organizations into the United Nations system, disseminate information on Indigenous concerns, and include Indigenous voices in discussions that explicitly or implicitly affect their rights. | |
| Country: | Canada |
| Topic: | Literacy for life |
| Paper text: | |
| Canada recognizes the right to education for all and the increasing concern of literacy
in a
quickly digitalizing world. Literacy skills, or the skills to read and write in a chosen
language, lead
individuals to have better professional skills, increased participation in the workforce, and
increased participation in the economy. The right to education for all is recognized by the
Universal Declaration of Human Rights, the International Covenant on Economic, Social
and
Cultural Rights, as well as the Convention on the Rights of the Child, all documents that
Canada
highly supports. In a July 2024 Report from the Secretary-General on Literacy, he
expresses
concern for a emerging challenges due to digitalization and new technologies, which are
proven
to decrease incentivization for learning literacy skills and increase the gap in literacy
between
lower and higher developed States. We would like to emphasize the continued gender gap
in
literacy skills worldwide, which vary by Member State.
Article 26 of the Universal Declaration of Human Rights affirms the right to education, as a way to develop human personality and strengthen access to rights and freedoms for individuals. The International Covenant on Economic, Social and Cultural Rights reaffirms the right to education for everyone in Article 13, as well as asserting that all economic, social and cultural rights such as education should be enjoyed equally by men and women. Canada would like to participate in dialogue on girls and women's education, emphasizing those affected by displacement and conflict, to continually close the literacy gap among the sexes. would like to see an increase in accessibility to quality basic education in Member States with lower literacy rates, as well as providing funds and support for strengthening existing education systems. Keeping in mind its obligations to the United Nations Declaration of Human Rights and our work with the Global Partnership for Education, Canada would like to work with the Member States in the Third Committee to ensure access to education for increased literacy rates and adult education. This includes all like-minded delegations, fellow contributors to the Global Partnership for Education, and Member States looking to promote and protect the rights of Indigenous Peoples. | |
| Country: | Chile |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Following the United Nations tenth sustainable development goal, Reduced
Inequalities,
the Republic of Chile advocates for full equality and inclusion for Indigenous peoples
worldwide. The Republic of Chile proposes that all Member States prioritize the rights of
Indigenous peoples and pursue a global community where cultures are valued and
respected. By fostering inclusivity and honoring the unique traditions of indigenous
peoples,
United Nations Member States can strengthen the fabric of our interdependent
international
community.
With an Indigenous population of 12.5%, the Republic of Chile has made significant strides towards safeguarding Indigenous rights by establishing corporations that promote development amongst Indigenous communities and facilitate land restitution. Moreover, the Republic of Chile reaffirmed its commitment to protecting Indigenous peoples by ratifying the International Labour Organization Convention 169 and supporting the United Nations Declaration on the Rights of Indigenous Peoples. The Republic of Chile recognizes the complexities in promoting Indigenous rights, starting with recognizing past injustices. To address this, the Republic of Chile recommends establishing Truth and Reconciliation Commissions to investigate historical wrongdoings and provide reparations. The Republic of Chile also pledges to invest in the UN Permanent Forum on Indigenous issues. Achieving Indigenous equality requires the General Assembly to collaborate and adopt resolutions that enhance the well-being of Indigenous peoples worldwide. The Republic of Chile encourages all Member States to support resolutions that value and respect indigenous traditions, promoting intercultural understanding and exchange. The Republic of Chile eagerly awaits the opportunity to enhance the success of states and their citizens. | |
| Country: | Chile |
| Topic: | Literacy for life |
| Paper text: | |
| Despite Article 26 of the Universal Declaration of Human Rights declaring that everyone
has
the right to education, over 754 million adults worldwide lack basic literacy skills. The
Republic of Chile finds this alarming, and reaffirms its commitment to the United Nations
fourth Sustainable Development Goal, emphasizing that literacy is a fundamental human
right. The Republic of Chile recognizes that literacy goes beyond reading and writing; it is a
tool for empowerment and development.
The Republic of Chile has implemented numerous initiatives to ensure high literacy rates nationwide, including establishing programs that provide free literacy classes to adults. Moreover, the Republic of Chile is committed to addressing the global literacy crisis by endorsing UNESCOs Global Alliance for Literacy and supporting the UN General Assembly Resolution on Literacy for Life. The Republic of Chile urges Member States to collaborate on resolutions that promote inclusive and equitable literacy programs, particularly for disadvantaged populations. To aid in the execution of these efforts, the Republic of Chile is committed to sharing its resources and expertise with the global community. The Republic of Chile has confidence that every state in the General Assembly will stand alongside Chile in creating resolutions that promote literacy for life. The Republic of Chile recommends that the Members of the UN establish a global monitoring program to track progress, identify challenges, and provide effective strategies to achieve literacy goals. The Republic of Chile eagerly anticipates the opportunity to uplift the global community through eradicating illiteracy in all States. | |
| Country: | China |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The People's Republic of China stands firmly alongside the principles established within
the
UN Declaration on the Rights of Indigenous Peoples. We recognize the rights of all peoples
within our sovereign territory and are committed to protect the peace, success, and security
of all peoples within our nation. China is committed to ensuring that all populations within
our borders are safe and thriving.
We ensure this safety through job opportunities and educational programs which allow all to thrive. Those within these programs are protected from the terrorist attacks that have plagued our far east and are given opportunities to succeed in our great nation. We also invest in stimulus programs for all our people and work to connect them through infrastructure projects to connect everyone to opportunities while also allowing their unique cultures to thrive. Moving forward it's in our best interest to keep the United Nations Declaration on the Rights of Indigenous Peoples as is. However, China recognizes that each nation has a better understanding of the peoples within their own sovereignty and knows it's within the best interests of all people. Thus, we believe that a more local, non-transnational approach is what is most necessary and effective. That is why we support measures to ensure the sovereignty of all nations and prevent meddling in other nations' struggles for security and prosperity for all their people. | |
| Country: | China |
| Topic: | Literacy for life |
| Paper text: | |
| The People's Republic of China believes that literacy and the ability to understand
language is a
human right and should be offered to everyone. Literacy can provide people with the ability
to think and gain crucial skills that will develop them into stronger-minded citizens. UNESCO
claims that literacy for all is a continuum of learning and proficiency in reading.
In 1994, the People's Republic of China made literacy a top priority. This was because the government believed that higher literacy rates would improve not only the workforce, but also the education system. In the following years, the government would go on to try and eradicate illiteracy by launching a successful campaign which dramatically increased the percentage of literate people by 5%. Then, in 2005, UNESCO awarded China with the Confucius Prize for Literacy. China feels strongly regarding the right to literacy and considers it of utmost importance in its country. We believe that reading and writing are universal rights to everyone and all should be equipped with this ability. We will continue to abolish illiteracy in our country and strive to improve the number of citizens who are fully literate and fully knowledgeable in their primary language. With this philosophy in mind, we strongly believe and will continue to invest in educational and literacy programs across all UN partners. | |
| Country: | Colombia |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| We firmly believe that the rights of Indigenous Peoples must be vigilantly protected and
preserved. Indigenous groups globally suffer the threat of language extinction and the loss
of cultural ties. We commend the UN General Assembly's proclamation of an International
Decade of Indigenous Languages as a long-term aim to concentrate on sustained efforts to
preserve and revitalize Indigenous languages. In accordance with the International Decade
of Indigenous Languages, we encourage the inclusion of Indigenous voices in issues
related
to their lives, such as protecting Indigenous women and children from violence, access to
healthcare and education, and self-determination. In order to achieve such goals, we must
agree to the development of a system action plan that reflects the values of the United
Nations Declaration on the Rights of Indigenous Peoples (UNDRIP); we should specifically
focus on Article 41 and Article 42 of the declaration, placing an expectation of a promotion
of
respect and cooperation on the UN to Indigenous inclusion and participation. We also
recommend using the Indigenous and Tribal Peoples Convention as a guideline and
holistic
foundation when mapping standards to any implementation plan consisting of the various
issues previously mentioned surrounding Indigenous communities today.
By insisting on the inclusion of Indigenous voices, we are confident that Indigenous rights will be preserved and promoted, and that humankind itself will benefit from the lessons Indigenous voices can teach us. The Preamble to the Indigenous and Tribal Peoples Convention states its recognition of the aspirations of these peoples to exercise control over their own institutions, ways of life and economic development and to maintain and develop their identities, languages, and religions, within the framework of the States in which they live and well as calls attention to the distinctive contributions of indigenous and tribal peoples to the cultural diversity and social and ecological harmony of humankind and to international co-operation and understanding. Erasing Indigenous voices erases Indigenous presence as well as the invaluable knowledge they contribute to understanding sustainability and protecting our earth. | |
| Country: | Colombia |
| Topic: | Literacy for life |
| Paper text: | |
| We believe that achieving literacy for life remains a crucial global goal, and that the work through UNESCO has made meaningful progress towards reducing illiteracy over the last few decades. However, we recognize the continued challenges of reaching vulnerable communities, particularly in addressing gender disparities, as well as access for Indigenous populations, and displaced people. The global community must focus on inclusive policies to address these challenges. One key recommendation is adopting targeted literacy programs, which would be informed by experiences in Peru and other countries, which have already implemented initiatives to address some literacy gaps. By expanding and scaling programs that work in specific countries through UNESCO's frameworks, the UN could better support nations in creating literacy programs for these vulnerable communities. To support those affected by major displacement events, literacy programs must have some adaptability to changing cultures and linguistic realities. We advocate for creating scalable programs that could quickly be implemented in refugee camps or other areas. These programs would emphasize language acquisition as well as cultural integration. This would build skills and reduce some of the challenges that come from such drastic events. We also are in favor of increasing private-public relationships to invest in and expand internet coverage in rural areas, but also by training educators in digital literacy. The UN can provide technical assistance and encourage investment for Member States to build the necessary infrastructure to bridge these gaps. Programs like Pronama, which aims to increase technological literacy among adults, can serve as a model for technological integration in the growing digital economy. Finally, to close the gender gap in literacy, we recommend enhancing support for women and girls through community-based literacy campaigns. The UN can provide resources that prioritize girls access to both technology and education. Special efforts must be made to ensure these programs reach rural and underserved communities, where gender disparities in literacy are often most pronounced. | |
| Country: | Costa Rica |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Since 1939, the Republic of Costa Rica has legally recognized that lands inhabited by Indigenous
people are inalienable and, since then, has established provisions for the independence,
protection, and education of the eight Indigenous people groups within our borders. Costa
Rica has ratified and continues to support national and international frameworks, including the
2008 United Nations Declaration on the Rights of Indigenous Peoples, that preserve indigenous
rights to self-determination, land, culture, and other essential freedoms.
Costa Rica strongly encourages sovereign states to internally establish Indigenous territories, extend independence rights to Indigenous communities, and implement bilingual education programs for Indigenous children, as we have done through a series of laws and decrees. Policies and deadlines for these procedures must align with the unique national context, including the ability to invest in negotiation and education, of individual nations. As each Indigenous people group is unique, so too is each country unique; the international policies of Costa Rica have always reflected this belief. | |
| Country: | Costa Rica |
| Topic: | Literacy for life |
| Paper text: | |
| The Republic of Costa Rica has a longstanding commitment to literacy and educational
development, exemplified by its 98 percent literacy rate and status as the highest-ranked
educational system in Latin America. Education is fundamental to a sustainable society, and
Costa Rica's 100 percent youth-female literacy rate evidences its dedication to providing
quality
access to learning opportunities for all people.
Following the COVID-19 pandemic, Costa Rica was one of the first countries to safely reopen its educational institutions. In the wake of this educational disruption, Costa Rica recognizes the need for increased access to digital learning platforms to bridge the digital divide, a goal in line with the Ministry of Public Education's collaboration with the UN to promote inclusive access to digital education. Costa Rica continues to support the promotion of literacy and educational access for all, both within our borders and abroad. | |
| Country: | Cuba |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The global struggle for the rights of Indigenous peoples stands as one of the most
pressing human rights issues globally. Indigenous groups often face oppression,
marginalization and exploitation in many forms across the world. These challenges
include loss of land and threats to group culture and fundamental freedoms. The United
Nations Declaration on the Rights of Indigenous Peoples was adopted in 2007 to establish
a universal framework on human rights as they apply to the specific situation of
Indigenous people. This framework provides a common foundation that helps further
Cuba's advocacy and support of Indigenous people and other marginalized groups with
other countries.
Cuba expresses solidarity with indigenous peoples rights and related movements. Over time, the population of indigenous peoples has decreased and blended in with the greater population. However, Cuba is a strong advocate for indigenous rights on the global stage by extending solidarity to indigenous movements in Latin America and beyond. Cuba is a member of CELAC (Community of Latin American and Caribbean States), ALBA (Bolivarian Alliance for the Peoples of Our America), and a contributor to UNESCO and the International Decade of Indigenous Languages (2022-2032), all of which are dedicated to providing socio economic reforms and advocating for marginalized groups. As is expressed in the UN's Rights of Indigenous Peoples 2022 Report, Cuba has signed their resolution which recognizes the importance of protecting cultures, revitalizing Indigenous languages, and honoring tradition. Cuba encourages the United Nations system to strengthen cooperation with the Fund for Development of the Indigenous Peoples of Latin American and the Caribbean, and invites Member States to continue measures to enhance human rights of Indigenous peoples. | |
| Country: | Cuba |
| Topic: | Literacy for life |
| Paper text: | |
| Education serves as a stepping stone for societal advancement. Throughout history, the
right to literacy has not been universally granted, however, as an advocate for universal
literacy, the Republic of Cuba believes literacy is a fundamental human right that allows
societies to flourish through social equality, economic development, and empowerment of
the individual. In 1959, our government started prioritizing literacy in hopes of building a
better society after the Cuban Revolution. In order to do this, Cuba started their 1961
National Literacy Campaign which brought in over two hundred thousand volunteers from
around the world to teach specifically marginalized communities. As a result of our
efforts, Cuba now has a literacy rate of over ninety nine percent nearly eradicating
illiteracy throughout the country. Cuba is committed to helping other impoverished
countries build their education system as it will create a better world for all of us.
Emphasizing the importance of our 1961 Literacy Campaign, Cuba sees this as a historic example of our commitment to education for everyone. In 1953, three fourths of our population were considered illiterate based on UNESCOs definition of literacy, but in less than ten years our government got our illiteracy rate down to less than one percent. Because of our commitment to education, our government offers universal education for all Cuban citizens from preschool through university. Our efforts to publicize education has allowed a fair and equal opportunity for all Cubans seeking to further their education which in turn has made a nation full of capable and productive citizens. Having experienced high rates of illiteracy, Cuba believes that global cooperation is one of the key reasons their literacy rate sharply increased after the Cuban Revolution. Through the help of hundreds of thousands brigadistas, our country was able to reach even our most rural places to teach people how to read and write. Through this teaching, a popular phrase emerged, "Yes, I Can" demonstrating to the world that an impoverished country is now thriving, and other countries can do the same with the help of global cooperation. Wanting to continue educating people, we believe that we must work together to fight illiteracy. As Cuba, we believe in the importance of integrating literacy with other hands-on skills necessary for personal and community development. This holistic approach empowers citizens to fully participate in society, creating economic growth and improving the quality of life for all. The first step in creating a better world is equipping people with literacy skills that will allow them to learn, grow, and most importantly thrive as a nation. | |
| Country: | Czechia |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The protection of the rights of indigenous peoples is a critical human rights issue. While
sovereignty can be a concern for many States, the self-determination of indigenous
communities
is crucial to the maintaining and strengthening of their culture. As a signatory of the UN
Declaration on the Rights of Indigenous Peoples, the Czech Republic strongly supports
continuing to protect all rights and freedoms of indigenous peoples. Since the signing of
this
declaration, we have collectively decreased human rights violations against indigenous
communities. Despite this, not all Member States have implemented the Declaration. This
must
change in order to fully protect the rights of Indigenous Peoples.
Furthermore, we must continue to uplift indigenous communities and their cultures and traditions. We applaud the UN on the creation of its system-wide action plan on the rights of indigenous peoples. It is crucial that Member States continue to build and strengthen their partnerships with indigenous groups. The Czech Republic believes that working with indigenous peoples to solve world problems will broaden potential solutions because of the rich knowledge base that these communities have. Therefore, it is of utmost importance to not only work towards the eradication of the violation of the rights of indigenous peoples, but also protect their participation, specifically regarding matters that directly impact their communities, such as climate change, women's rights, access to healthcare, and income inequality, which are all issues highlighted in the UN Sustainable Development Goals. Furthermore, while we commend the steps that have been taken to promote indigenous participation within the UN, it is not sufficient. Thus, as proposed by a recent stocktaking report by the Office of the United Nations High Commissioner for Human Rights, the Czech Republic recommends expanding UN rules to support Indigenous People's participation in the United Nations | |
| Country: | Czechia |
| Topic: | Literacy for life |
| Paper text: | |
| The promotion of Literacy for Life is essential for breaking cycles of poverty and empowering
individuals to fully participate in society. Those without a sufficient level of literacy are often
excluded from vital sources of information, services, and opportunities, limiting their ability to
improve their circumstances. In the 21st century, as the pace of technological advancements,
shifting global politics, and changing living patterns continues to accelerate, it is more important
than ever that our global society is a literate one. Therefore, the Czech Republic firmly supports
Literacy for Life as a strategy to reduce human vulnerability, foster sustainability, and actively
address the root causes of poverty.
In the Czech Republic, Literacy for Life is a cornerstone of our education system, leading to a literacy rate of 99%. We have experienced firsthand the benefits of a literate population, including improved economic stability, greater civic participation, and increased individual opportunities. Our commitment to literacy has significantly contributed to our development and well-being as a nation. We believe that promoting literacy worldwide is not only necessary for economic growth but also for the social and cultural advancement of all states. By fostering literacy, we empower individuals to enhance their capabilities, make informed choices, and engage more actively in the job market. The United Nations has declared access to literacy in education a fundamental human right, essential for building peaceful and sustainable societies. Therefore, we urge the international community to recognize that access to literacy is not merely an educational goal but a global priority. As we advance further into the 21st century, ensuring access to literacy and educational resources is crucial for creating a more equitable world. The Czech Republic strongly recommends the adoption and implementation of the Literacy for Life initiative, confident that it will pave the way for breaking poverty cycles and fostering sustainable development worldwide. We stand ready to collaborate with other nations to promote this vital cause and build a future where literacy is accessible to all. | |
| Country: | Democratic Republic of the Congo |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The understanding of the rights of Indigenous peoples reflects its unique social, political, and ecological context, which the presence of Indigenous groups has shaped. Despite their deep- rooted cultural and historical ties to the land, indigenous peoples have faced serious marginalization, lack of recognition, and systematic discrimination. Local and international organizations have been crucial in advocating for indigenous rights, in addition, Indigenous leaders themselves have been vocal in the fight for recognition, advocating for inclusion in political processes and international forums on human rights, conservation, and climate change. Governments can encourage language revitalization and support resilience for Indigenous peoples through key actions such as legally recognizing Indigenous languages, officially recognizing them in national policies and educational systems ensuring their protection and promotion. Indigenous peoples continue to face significant discrimination, exclusion, and marginalization, including in their access to health services, education, employment, and political participation. Another key action is the Support for Indigenous Media and Technology; by promoting this, community platforms share knowledge, stories, and news in their native languages. To ensure the rights of Indigenous women and youth, mechanisms must be put in place that respect both cultural frameworks and broader human rights standards, such as legal protections, education and awareness programs, and health and social services access. The 2030 Agenda for Sustainable Development explicitly includes Indigenous peoples, recognizing them as key stakeholders, the agenda focuses on the goals of ending poverty and hunger (SDG 1& 2), Promoting education and healthcare (SDG 4 & 3), Protecting the land environment (SDG 15 & 13). The UN will then ensure the participation of the indigenous peoples in decision making processes, and their vital role in sustainable environmental management. | |
| Country: | Democratic Republic of the Congo |
| Topic: | Literacy for life |
| Paper text: | |
| Education is central to the development process and ensures the peoples potential. Basic education and literacy, play an important role in the accessibility of quality education. The Democratic Republic of the Congo (DR Congo) like other developing countries struggle to achieve full literacy. Literacy development is an essential avenue towards enhancing social and economic development. Education is highlighted in several of the 2030 Agenda Sustainable Development Goals; however, the most specific goal relates to education. Literacy fosters objectives like gender equality and women empowerment, and eradication of poverty. Adult literacy, especially in cultures that are not well represented, aids in adult learning for employment, finances, and other related aspects of life. The future needs to be made accessible through joint efforts by governments, nongovernmental organizations, and international agencies. Thus, governmental and non-governmental organizations must provide targeted minorities, including women, refugees, and Indigenous people, equal opportunities in education to eliminate similar gaps. This can be done through such provision of flexible learning, community-based education, and provision of educational technologies to hard-to-reach areas. Mobile libraries, radio learning, and e-learning teaching initiatives share the possibilities for extra-school literacy extension. The DRC advocates for endeavors that seek to address the issues of illiteracy by encouraging education provision in two languages, the provision of literacy campaigns in national languages, and the improvement of the trainer trainee programs. Education provides basic and digital literacy skills to young people so that they prepare for a future economy that will depend on knowledge. Education is not a mere ability to read or write it is the ability to harness a tool for social injection, economic appurtenance, and development. Safe Literacy for Life will make sure that people and society can cope with present day global societies. | |
| Country: | Denmark |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The rights of Indigenous Peoples have been a widely discussed topic throughout the world, but more can be done. The Kingdom of Denmark has proven to be a leader in adopting policies to expand the rights of Indigenous populations. This includes voting in favor of the United Nations Declaration on the Rights of Indigenous Peoples. Denmark believes that the recognition and protection of Indigenous Peoples rights are essential to advancing global justice, equity, and the preservation of cultural diversity. One of the steps taken to achieve these goals were to require consent from the Inuit population to mine in coastal areas. While the Indigenous population is low, the Kingdom of Denmark supports policies that show respect to the people. Respecting and expanding the rights of Indigenous People is critical for promoting harmonious coexistence between populations. There is more work to be done, globally, in order to improve this issue. | |
| Country: | Denmark |
| Topic: | Literacy for life |
| Paper text: | |
| Currently, for all individuals aged 15 and above the total combined literacy rate on a global scale is 86.3%. Males show a slightly higher global literacy rate at 90%, while women slightly trail behind at 82.7%. However, an estimated 750 million people worldwide cannot read and write at the basic level of proficiency, two-thirds of them being women. In 2003, UNESCO (United Nations Education, Scientific, and Cultural Organization) adopted the role of head agency and international coordinator for the United Nations Literacy Decade (2003-2012). This initiative highlighted the ideology that universal literacy is at the heart of global educational efforts. UNESCO's commitment to literacy is further exhibited by its publication of the Education for All Global Monitoring Report in 2006, which focused specifically on Literacy for Life. More recently, at the 40th General Conference, UNESCO proposed the Strategy for Youth and Adult Literacy, the goal of which is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Denmark has one of the highest literacy rates in the world with 99% of both men and women aged 15 and up considered literate. Here, education is open to all and publicly financed. Danish education aims to ensure that all young people acquire knowledge and skills that will qualify them to take active part in the knowledge society and contribute to its further development. To bolster Denmark's impressive 99% literacy rate, the country shall focus our efforts on enhancing youth and adult literacy through tailored programs, workplace initiatives, and community-based projects. By engaging stakeholders, securing funding, and promoting lifelong learning, Denmark aims to align literacy skills with labor market needs, ensuring sustainable development and reducing skill mismatches. The action plan for Denmark's Literacy for Life initiative aims to maintain and improve the country's already high literacy rates by focusing on six key areas: 1. Assessment and gap analysis, 2. Strengthening existing programs, 3. Targeted interventions for vulnerable groups, 4. Digital literacy initiatives, 5. Workforce development and lifelong learning, and 6. Monitoring and evaluation. This plan emphasizes enhancing adult education programs, addressing skills mismatches in the labor market, supporting immigrants and low-skilled workers, promoting digital literacy, and fostering a culture of lifelong learning. By implementing these strategies, Denmark aims to further solidify its position as a global leader in adult education and ensure all Danish adults have the necessary skills to fully participate in society and the economy. | |
| Country: | Djibouti |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The United Nations Declaration on the Rights of Indigenous Peoples affirms that
Indigenous peoples are equal to all other peoples, and recognizes the right of Indigenous
peoples to maintain their distinct cultures and identities. Djibouti which is located in the
Horn of Africa, on the northeast coast of Africa is home to a variety of various ethnic
groups including the Somali and the Afar people, most of whom practice Islam. While
Djibouti itself does not have large indigenous groups as defined by international law, it
strongly supports global efforts to protect indigenous peoples' rights. Djibouti supports
promoting and protecting human rights, including the rights of Indigenous peoples,
recognizing the importance of protecting the cultural and political rights of Indigenous
groups globally.
The rights of indigenous people have been debated intensively on an international scale. The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) affirms that Indigenous peoples are equal to all other peoples and recognizes the right of all people to be different and to be respected as such. UNDRIP also addresses the areas in which Indigenous people have suffered throughout history as a result of colonization and dispossession of their lands, and territories peoples in the exercise of their rights, should be free from discrimination of any kind while and resources which in turn has prevented them from achieving full economic and social development. Djibouti is an active member of the international community, participating in roles such as the United Nations and the African Union. Djibouti has endorsed global efforts under UN initiatives and frameworks like the Universal Declaration of Human Rights and the African Charter on Human and People's Rights. Djibouti fully supports the principles outlined in UNDRIP, emphasizing that Indigenous peoples, like all other peoples, must be free from discrimination. Djibouti endorses initiatives to protect indigenous communities from further marginalization and calls for international cooperation in securing their rights to land, resources, and self- determination. The Republic of Djibouti stresses the need for the international community to coordinate efforts to help support the indigenous community and people. Therefore, Djibouti recommends several key measures to support indigenous people. First, Djibouti supports the strengthening of Member States compliance with international Indigenous rights frameworks, requiring or encouraging states to provide regular reviews and updates of their compliance with this framework would be beneficial to the indigenous people. Additionally, Djibouti also emphasizes the need for securing indigenous peoples' land and resource rights. Djibouti believes that the international community should prioritize protecting indigenous land rights. | |
| Country: | Djibouti |
| Topic: | Literacy for life |
| Paper text: | |
| Literacy gives people access to knowledge and the ability to communicate with the world.
Having the skill of literacy allows people access to higher education and better jobs which
in turn allows them them the opportunity to be full participants in our democracy. Life
literacy encompasses basic reading and writing skills and provides people with the tools
in order to navigate daily challenges and provide the skills in order to be a functional
member of society.
Life literacy is important because it provides individual empowerment, social inclusion, and economic development. Literary skills help people to develop and communicate in every aspect of their lives, allowing for career success and the ability to critically think. Djibouti like many other African countries is facing a learning crisis. Djibouti recognizes that life literacy is crucial for both individual and societal development. As a country with unique education and resource access challenges, Djibouti understands the importance of equipping people with basic literacy skills and the practical knowledge needed to navigate modern life. Literacy rates vary worldwide, in many countries more than 95% of people have literacy skills. However, there are large disparities between some sub-Saharan Africa and the rest of the world. In some countries in Sub-Saharan Africa, fewer than 1 in 3 adults can both read and write. According to the World Bank, it is estimated that 89% of children are unable to read and understand the age-appropriate text by the age of 10. In 2018 UNICEF reported a large number of school children in Djibouti. Many barriers hinder individuals and communities from attaining life literacy women especially are often denied educational opportunities limiting their literacy and also restricting their ability to participate in society further perpetuating cycles of poverty and dependence. Through partnerships with other developing nations, Djibouti can engage in knowledge and best practice exchanges to learn from effective literacy initiatives. Regional collaborations could help increase life literacy. Furthermore, empowering women and girls is essential for closing the gender gap in literacy, particularly in rural areas. Djibouti supports initiatives that offer opportunities to help close this gap. | |
| Country: | Ecuador |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The Republic of Ecuador is proud to be home to fourteen different
indigenous nationalities
which make up almost 10% of our total population. Yet, our issues are not
unlike other
countries with large indigenous populations. Today I would like to speak to
you all about issues
that are affecting the day-to-day lives of our indigenous peoples. A
staggering 67.8% of
Indigenous women have suffered some sort of violence in our country,
whether it is physical,
sexual, or other forms of violence. In order to address this, local community
groups have
created the Minka Community Against Womenâs Violence in which our
indigenous community
governments trained community authorities to better use their legal powers
to protect
womenâs rights and make sure that indigenous women can receive justice in
the face of
violence. The training was structured differently to each indigenous tribe, in
accordance with
their traditions and specific issues they were facing in their communities.
The delegation of Ecuador believes that these issues cannot just be solved through this program, as this is treating an effect of a larger issue. We are working with our Indigenous communities to provide quality education to give these populations increased access to further job opportunities and ultimately, representation in our government. It is through representation that indigenous issues, one mentioned earlier, be addressed. 18% of our legislature is made up of those in the Pachakutik party a party that advocates for indigenous rights. We call on the international community to put further support in education programs specific to indigenous populations as a means of reparation for the past marginalization of these communities and to provide equal access both in education and in opportunity. | |
| Country: | Ecuador |
| Topic: | Literacy for life |
| Paper text: | |
| The Republic of Ecuador believes in the commitment of attaining the
realization of inclusive
and equitable quality education for all, within the scope of Sustainable
Development Goal 4.
Ecuador encourages collaboration with indigenous leaders in the
development of a curriculum
incorporating their languages and traditions. Some programs have been
initiated to solve these
problems in Ecuador, such as the "Educación Intercultural Bilinge" program,
which reflects
bilingual education and cultural heritage for indigenous people. Ecuador
urges an increase in
investment in educational infrastructure, especially giving particular attention
to remote areas,
so that the schools can be equipped with proper facilities. Better facilities
must be ensured to
include safe learning environments, especially for girls who are more
vulnerable to hindrances
toward basic education.
Ecuador is committed to complying with the Sustainable Development Goals 5 by promoting gender equality in education. Ecuador emphasizes, in this regard, the need to make training programs for parents and the community possible so that they may actively support the educational initiatives, as well as advocate for the importance of girls' education. Ecuador also calls for the recruitment of competent teachers in rural schools, with incentives to attract a diverse range of teachers. An effective monitoring framework will also be key in ensuring that these policies monitor track and adjust progress against agreed targets. It is our firm conviction that through such a course of action, Ecuador will be in a position to create an inclusive educational environment where literacy for all becomes a reality, and every child regardless of background or identity-will be competitively positioned to succeed and make worthwhile contributions to society. | |
| Country: | Ethiopia |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| I. Indigenous Voices and Heritage as Essential Pillars in Achieving the
2030 Agenda
As a nation deeply rooted in cultural diversity and rich heritage, Ethiopia
recognizes the
urgency of establishing a global standard that protects and uplifts the rights
of all ethnic and
cultural groups as an essential component of the broader goals outlined in
the 2030 Agenda.
Too often, Indigenous peoples around the world remain unrecognized and obscured victims of the injustices that our shared vision for 2030 aims to remedy. For far too long, their voices have been marginalized in international discussions on how to address these critical issues. Ethiopia commends this bodyâs recognition in Resolution 76/459 of the unique challenges faced by indigenous peoples - not only their heightened vulnerability to climate change but also the frequent disregard of their basic human rights by states entrusted to protect them. Ethiopia stresses the urgent need to amplify indigenous voices in discussions of SDGs, recognizing the indispensable first-hand perspective that these communities must offer towards the development of effective solutions to these global inequities. Beyond their immediate vulnerability, Indigenous peoples also face the threat of long-term cultural erasure, often at the hands of apathetic states that overlook the vibrant mosaic of cultural and ethnic heritage cultivated over generations a legacy that, one lost, is irreplaceable. While Ethiopia celebrates this diversity and is dedicated to the preservation of its heritage, Ethiopiaâs status as an LDS necessitates support from member nations to invest in safeguarding this shared world heritage. Despite the commitments made by this body, most states have yet to invest meaningfully in preserving these invaluable cultural treasures. Ethiopia recognizes this diversity as foundational to civic and economic stability and reaffirms the critical need for this body to move decisively to preserve this rich heritage not as a legacy of any single state, but as part of the entire anthropological tapestry we collectively steward. | |
| Country: | Ethiopia |
| Topic: | Literacy for life |
| Paper text: | |
| II. Universal Literacy as a Human Right: A Global Mission for Lifelong
Learning
Our failure to facilitate education, particularly for the next generation in the
Global South, is
an injustice that demands urgent, coordinated action from this body. For this
reason, we
wish to emphasize the overarching importance of SDG 4, which focuses on
achieving quality
education for all per the 2030 Agenda.
The ability to receive an education is a human right that provides all people with opportunities to prosper throughout their lives. This right must become the global standard inequitable access to higher education amplifies the monumental task we share in achieving the 2030 Agenda. We call upon all member nations, particularly those who have already indicated domestic success in realizing SDG 4, to honor their commitment to this agenda by making a good-faith effort to achieve this essential effort globally by supporting countries who struggle to make sufficient progress. A monumental effort is needed to achieve this worldwide goal. We acknowledge General Assembly Resolution 73/145 which recognizes the high number of non-literate young people and adults in the Global South. We support its suggestions that member states enhance policies, systems, and laws that promote literacy for all people, regardless of race, age, or gender. Although progress has been made in the effort to provide education for young children, we acknowledge the lack of opportunities to continue their learning into the later stages of life. This is why we commend Ghanaâs Free Senior High School policy which makes secondary and vocational education in Ghana significantly more accessible by reducing or removing many of the costs including textbooks, boarding, and meals that inhibit students around the world from receiving the education and training that they require. We commend Ghanaâs efforts toward providing accessible education into the adolescent and young adult years but insist that more comprehensive, actionable solutions be pursued by this body. | |
| Country: | Finland |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| In the state of Finland, the Sami tribe is the only indigenous group that is recognized.
The
Ministry of Justice supports the development and cultural expression of the Sami Tribe,
allowing the tribe to govern certain aspects of the community, such as Political rights,
sovereignty, and autonomy.
The Sami Parliament in Finland represents Sami interests and acts as a platform for
political dialogue, advocating for their rights and cultural autonomy.
Sami Indigenous group has the right to their language, In regards to accountability and the rights of citizens, A Sami Truth and Reconciliation Commission has been established as an independent commission run by the minister, to discuss the community's experience, challenges, and authority. This commission will aid in political representation and promote Sami's concerns, rights, and empowerment. To better the voices of the Sami tribe, Finland is pushing for public awareness through media representation with fun public events such as a cultural day or show, or public campaigns, alongside the establishment of a public council/advocacy group of Sami. Finland is attempting to better itself when it comes to Indigenous rights and solidarity, Especially after the condescension where the United Nations on Oct 10, 2024, found us granting mineral exploration on Indigenous territory, without submitting an impact assessment. Alongside, the violation of the Sami's children rights with limitations and discrimination to enjoying their culture as their autonomy and land security were violated. -Finland is pushing for Indigenous solidarity, and expanding its diverse perspective on solutions from Norway, and Sweden, as they too have a Sami tribe. Through solidarity, there will be empowerment, and power in numbers to best serve the indigenous population, and raise awareness of injustice topics. | |
| Country: | Finland |
| Topic: | Literacy for life |
| Paper text: | |
| The purpose of Finlands Literacy for Life Program is to find ways to strengthen literacy with a focus on children, and young adults with ineffective reading skills. Their current guidelines state the intention to become the most multiliterate country in the world. Despite being one of the most literate countries in the world at around 63% before the program's initiation, this country is still adamant about creating structures and cultural institutions to promote literacy. The Literacy for Life Program is based on three strategies: Creating & strengthening structures for literacy work, Strengthening multiliteracy competence, and Encouraging reading & diversifying literacy. These strategies have been acted out by carrying out numerous measures including making several subcommittees to work out more niche problems such as accounting for multi-lingual students to learn in their mother tongue to read, write, and speak in at least both languages. They are incentivizing social welfare and healthcare professional training, and promoting media that strengthens literary competency in people's everyday lives. | |
| Country: | France |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| As the International Community enters into the modern era, many Member States seek to incorporate indigenous peoples into their diasporas and incorporate them into their cultures. The French Republic has grappled with the prospect of incorporation and the pre-existing rights of indigenous peoples; with the 2007 signing of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), the French Republic has campaigned for indigenous peoples right to self-determination, cultural preservation, and land. The French Republic has played a key part in the 1966 signing of the International Covenant on Civil and Political Rights (ICCPR), which lays out the cultural and social rights of indigenous groups all across the globe.
The French Republic calls upon Member States to reflect and expand on the rights of indigenous peoples. Let us usher in a new era of unity in this modern age and celebrate the cultures that make us so diverse! | |
| Country: | France |
| Topic: | Literacy for life |
| Paper text: | |
| Every person in this world deserves to learn how to read, no matter their race, ethnic background, gender, or class. As shown with the signing of the 2000 UNESCO Education for All (EFA) Initiative, the path to life-long literacy begins in the educational sector. The Republic of France has been committed to furthering education and literacy across the world, as it signed both the UNESCO EFA Initiative and has been a key supporter for the 2015 adoption of the Standard Development Goals (SDG) to be completed by 2030. By strengthening and reinforcing these SDGs for all Member States, a new era of education and literacy could be possible across the globe.
The Republic of France calls upon all Member States to collaborate for the education and literacy of all people. Let us work together to ensure that every citizen is able to read and learn! | |
| Country: | Georgia |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| We believe that the forceful occupation, control, and use of indigenous lands threatens the rights of indigenous people in Georgia, and that the full cooperation of the international community is required in order to restore their rights to them and provide protection from further violations. Having seen the occupation of Georgian land by Russian troops, it is clear that the presence of the Russian military in occupied territory has infringed upon the rights of Georgian natives to self-determination, freedom of movement within their home country, and freedom of expression, as well as the right to be free from torture, as guaranteed by the Universal Declaration of Human Rights. Russia, in its invasion and occupation of Georgia, has violated each of these rights and must be held accountable in order to restore these basic human rights, and indigenous lands, back to the Georgian people. | |
| Country: | Georgia |
| Topic: | Literacy for life |
| Paper text: | |
| The 2030 Agenda for Sustainable Development, passed by the General Assembly in 2015,
which in part aimed to ensure that all youth, and the majority of adults, are literate by the
year 2030. We are worried about our ability to achieve this goal, as there are an estimated
754 million illiterate adults across member states, a majority of whom are women. We
recognize that literacy is needed for a long-term learning perspective, and appropriate and
substantial investments are needed to improve the quality of education. We have been a
pioneer on this issue, reporting a nearly 100% literacy rate among our adult population, with
no difference between males and females; however, we recognize the global importance of
a literate world.
Furthermore, we are deeply concerned by the disproportionate academic challenges caused by the COVID-19 pandemic. We understand the unique challenges that rural communities, those who attended school remotely, alongside age and gender caused communities around the world in regards to the pandemic. Proper money and resources should be mitigated appropriately to help combat the challenges caused by the COVID-19 pandemic, to help ensure that youth and adults receive proper literacy education. It is also clear that there is a global gender gap in literacy rates. As the previously mentioned statistic states, the majority of illiterate adults are female. Marginalized communities of all identities suffer from similar statistics, so it is vital that member countries focus on improving the number of literacy programs for these communities. These include digital programming and improving the institutional networks while taking an intersectoral approach, or linking literacy learning to other sectors to encourage diverse learning. | |
| Country: | Germany |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The Federal Republic of Germany is deeply committed to supporting the rights of indigenous peoples and recognizes the need to promote their rights as affirmed in treaties, agreements, and other arrangements with states, such as supporting the United Nations Declaration on the Rights of Indigenous Peoples, adopted in 2007, which is the most comprehensive global framework on the rights of indigenous people. In 2021, Germany became the 24th state to ratify the Indigenous and Tribal Peoples Convention of 1989, and the 6th European state to do so. This instrument is based on the recognition of the aspirations of indigenous peoples to exercise and maintain control over their own institutions, ways of life, languages, religions, etc. Germanyâs ratification of the Convention supports efforts to protect the rights of indigenous peoples and their ways of life. Additionally, in 2023, Germany became one of the forums at which the 162 indigenous representatives to the United Nations will meet, supported by the United Nations Voluntary Fund for Indigenous Peoples. Through this, Germany offered assistance and encouragement to the facilitation of dialogue between the different indigenous groups as well as various states and international governmental organizations. The Federal Republic of Germany strives to support all indigenous peoples, both those within Germanyâs borders and beyond, and will continue to do so in an effort to promote the rights and dignities of all peoples. | |
| Country: | Germany |
| Topic: | Literacy for life |
| Paper text: | |
| The Federal Republic of Germany is devoted to providing literacy for life for all peoples and acknowledges how important literacy is for future agendas and democratic education. According to a literacy study completed in 2019 on Literacy in Berlin, millions of Germans are unable to properly read and or write. Further, acknowledging how many men, women, and children are being deprived of the opportunity to learn, the Federal Republic of Germany is committed to increasing education for all. Referring to resolution A/77/187, Germanyâs Institute for International Cooperation of the Germany Adult Education Association has signed a two year associate term to the UNESCO Global Alliance for Literacy. This allows for new learning opportunities for those who were and still are being deprived of an education. In A/C.3/71/L.9/Rev.1 the General Assembly pushed for a new social development of literacy for life: shaping future agendas. This has been an ongoing battle since the General Assembly resolution 56/116 that called on an United Nations Literacy Decade to increase literacy rates around the world. Looking forward, the 2030 Agenda for Sustainable Development aims to ensure inclusive and equitable quality education to promote lifelong learning to all individuals. The Federal Republic of Germany looks forward to the collective and continual efforts made by the United Nations General Assembly in reaching the goal of literacy for life. | |
| Country: | Ghana |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Ghana has 90 different ethnicities/tribes, grouped into six larger groups. Ghana supported
the 2007 UN Declaration on the Rights of Indigenous Peoples (UNDRIP) and values the
contributions of its indigenous peoples to its social, cultural, and economic life. We recognize
that many of these communities face challenges.
In efforts to improve this, we are open to various ideas that will expand and strengthen the ideals supported in the UNDRIP. We believe that a larger discussion of defining what indigenous means is needed to reflect the dynamic realities faced by various groups across regions, considering their unique social, environmental, and economic contexts. We support measures to uphold and expand political inclusion of indigenous groups, combined with efforts to expand sovereignty over their internal affairs. We are particularly alarmed by the significant environmental degradation caused by climate change affecting Indigenous communities, which threatens their livelihoods, cultures, and survival. In line with Article 19 of the UNDRIP, we endorse national efforts to promote the Free, Prior, and Informed Consent of indigenous peoples over matters that directly affect them, including protection of their language, traditional lands and environmental integrity, and cultural life. | |
| Country: | Ghana |
| Topic: | Literacy for life |
| Paper text: | |
| The term literacy commonly refers to the ability to read, write, and comprehend
information effectively. However, we would like to redefine this term in order to make it
applicable for our real issue being Literary for Life." The redefinition that we would like to
bring attention to encompasses broader skills, including critical thinking, digital literacy and
the capacity to engage with various forms of communication in everyday/professional
contexts. The idea and program that is Literacy for Life emphasizes the importance of these
skills for not only academic success as it implies with the simple definition of literacy, but also
for navigating personal, professional and social contexts throughout one's life.
It's Ghana's belief that there hasn't been enough investment in this program due to how the term literacy is defined. Many member states don't see the value of investing in areas where there is already high literacy, and we should realize that basic literacy is not enough for success and social mobility in today's world. How it is defined obfuscates the types of literacy needed for citizens to participate in the modern economy. Ghana seeks to promote investment in all aspects of this program, with a focus on accessibility for minority languages and ensuring and expanding womens access to education. Accessibility should also extend to peripheral regions (such as rural or hard to access regions) to ensure the program's inclusivity. In the promotion and support of this program, Ghana along with any other members who participate look forward to gradual improvement in expanding literacy in a broader and more inclusive sense. | |
| Country: | Greece |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The Hellenic Republic believes in the right of indigenous peoples around the world. Their right to land and inclusion remain a prevalent issue despite the United Nations Declaration on the Rights of Indigenous peoples. Multi-national companies routinely trample over the rights of indigenous peoples for lumber, timber, and mining. In Latin America almost 73% of mining operations are located on or near indigenous peoples land. This results in water loss, air pollution, loss of biodiversity, and the destruction of cultural sights. However, these mining operations are essential for the goals of a net-zero economy by 2050. Indigenous people however, rarely have any input on the creation of these mines. Although the Hellenic Republic does not have any indigenous people in a traditional sense, we believe that we have the same goals as many indigenous groups. Many indigenous groups for generations have prioritized a relationship with nature and do not want to see their land contribute to the worsening of climate change. The Hellenic Republic also faces increased challenges from groups who are worsening the environment. The rising temperatures have lead Greece to have some of its worse flooding and fires ever and have had an enormous toll on life because of the worsening of our climate. The Hellenic Republic pushes for a law that insures indigenous people are able to participate in government and have a say on what is built on their land. The United States of America has done something similar to this position and has required that federal agencies are required to recognize and include indigenous peoples knowledge in policy making, research, and decision making. This precedent can make huge impact on the relations between states and indigenous people and improve cooperation | |
| Country: | Greece |
| Topic: | Literacy for life |
| Paper text: | |
| The Hellenic Republic believes that literacy is essential for the improvement of the human condition around the world. The Hellenic Republic currently has a literacy rate of 97.9%. Although we are proud of this percentage, there are countries such as the Republic of Chad, the Islamic Emirate of Afghanistan, and the Central African Republic that have literacy rates of less than 50%. This is even worse when considering that, in all three of these states, the literacy rate for women is lower than 27%. The Hellenic Republic was left in shambles after World War 2 and the Greek Civil War. However, with foreign aid from the United States of America, we were able to recover and have the resources necessary to implement compulsory schooling to ensure that our youth could make progress for our nation. We also helped create the OECD with 19 other countries to cooperate and spread ideas about improving human rights. The Hellenic Republic advocates for the expansion of global organizations such as the OECD and the UNESCO Global Alliance for Literacy. We also believe that their should be more foreign aid distributed to these nations with low literacy rates and also there should be more of a focus on the disparity of male and female education. After World War 2 when the United States sent out the Marshall Plan all countries including the Hellenic Republic now have substantial literacy rates. This being said foreign aid is able to increase the countries ability to teach their students | |
| Country: | Guatemala |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Guatemala recognizes that the protection and promotion of the rights of
Indigenous people
are central to building a just and inclusive society. The nation is home to
over 24 distinct
Indigenous groups, representing more than 40% of the population. These
communities have
preserved rich cultural traditions and languages yet have historically faced
marginalization
and systemic challenges.
The Government of Guatemala has taken significant steps to address issues of underrepresentation by promoting policies aimed at increasing Indigenous representation and improving access to essential services like healthcare, education, and land ownership. However, persistent challenges such as poverty, limited access to legal resources, and land rights disputes still hinder the full realization of Indigenous rights. Guatemala advocates for the strengthening of international cooperation to support Indigenous peoples land rights and access to justice. We encourage the international community to provide resources for legal reforms, capacity-building programs, and initiatives aimed at preserving Indigenous languages and cultures. Furthermore, Guatemala is committed to ensuring that Indigenous voices are included in the decision-making processes that affect their communities, in alignment with the principles of Free, Prior, and Informed Consent (FPIC). | |
| Country: | Guatemala |
| Topic: | Literacy for life |
| Paper text: | |
| Guatemala views literacy as a cornerstone of sustainable development, recognizing its
profound impact on individual empowerment, economic development, and social inclusion.
Despite significant progress, nearly 13.7% of the worlds population aged 15 and older
remain illiterate, with the rate being higher in rural and Indigenous communities. The
government acknowledges that overcoming illiteracy is essential to reducing poverty,
improving health outcomes, and fostering participation in democratic processes.
To address this, Guatemala has prioritized literacy programs tailored to the needs of Indigenous communities, offering bilingual education in Indigenous languages and Spanish, efforts vital in bridging the education gap and ensuring that Indigenous people can access opportunities in both the national and global economy. Guatemala calls on the international community to support literacy initiatives through funding, technical expertise, and knowledge-sharing. By focusing on literacy for all, especially in marginalized communities, we can promote a more equitable and prosperous world. Guatemala reaffirms its commitment to the United Nations Sustainable Development Goal 4 (Quality Education) and urges further collaborative efforts to achieve universal literacy. | |
| Country: | Guyana |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The Republic of Guyana underscores the urgent need to address the humanitarian, social, and cultural challenges faced by Indigenous populations in our world. Globally, over 467 million Indigenous individuals face numerous challenges, including violations of land rights, lack of access to essential services, and significant political underrepresentation. We recognize the significance of the 2007 United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) as a crucial framework for safeguarding the rights of Indigenous peoples. As an active supporter of UN efforts, Guyana wants to remind Member States that as a UN body we carry the duty to address the Sustainable Development Goals (SDG) and would like to emphasize the importance of SDG 10 reduce inequality within and among countries. Guyana believes that addressing rights of Indigenous people is crucial to the accomplishment of SDG 10, providing equality throughout our world. The Republic of Guyana has actively supported Indigenous rights through national legislation such as the Amerindian Act of 2006, which established the National T oshaos Council (NTC) which at its core reserved seats within the Parliament of Guyana providing vital opportunities for change. This initiative has empowered Indigenous communities by securing land rights and increasing political representation amongst various opportunities aligning directly with the principles of UNDRIP . The Republic of Guyana calls for Member States to adopt similar national policies, including political representation mechanisms such as reserved seats or electoral threshold exemptions. These measures are crucial to ensuring Indigenous voices are heard in decision-making processes. Guyana believes these actions will contribute substantially to the accomplishment of SDG 10 and the reduction of global inequalities for Indigenous populations. | |
| Country: | Guyana |
| Topic: | Literacy for life |
| Paper text: | |
| Literacy is a serious problem affecting developing countries with less infrastructure, and the COVID-19 pandemic exacerbated this issue. The World Bank estimates that the pandemic pushed the number of children in "learning poverty" (unable to read a simple text by age 10) from 53% to 70% in low- and middle-income countries. The UN has addressed literacy issues in the past by releasing the United Nations Sustainable Development Goals (SDGs), which Guyana has committed to. SDG 4 specifically highlights education, emphasizing equitable and quality education for all. Guyana has made significant strides in access to education, with about 95% enrollment in primary education. However, retention rates remain a concern at the secondary level, where the net enrollment rate is around 75%. Guyana has taken steps domestically to address this issue by implementing the Guyana Education Sector Improvement Project. This aims to improve the quality and curriculum of pre-primary, primary, and secondary schools. The United States Agency for International Development has also funded multiple countries, including Guyana, in progressing educational reforms. Additionally, Guyana participates actively in the Caribbean Community (CARICOM), which is a regional community that collaborates on addressing literacy and educational challenges. The efforts by the international community to achieve SDG 4 have been moderately successful. Despite these efforts, more needs to be done following the pandemic which has lessened literacy progression. Over 465 million students globally lacked access to remote learning opportunities during school closures, leading to a current gap in literacy rates around the world. Guyana recommends that the following steps be taken to tackle this problem: First, reaffirming SDG 4, highlighting its continued importance in recovering from the COVID-19 pandemic. Second, starting a project specifically working towards bridging educational gaps with students after the pandemic. | |
| Country: | Haiti |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Indigenous peoples represent over 476 million individuals across 90 countries, constituting 6.2% of the global population and more than 4,000 languages. According to the United Nations (UN), they account for 15% of the world's extreme poor as their leaders face increasing threats of violence and land exploitation. The UN has long recognized the need to safeguard indigenous peoples' rights, marked by the landmark adoption of the UN Declaration on the Rights of Indigenous Peoples (UNDRIP) in 2017, which outlines the individual and collective rights of indigenous peoples particularly in areas of land ownership, culture, and self-determination. The establishment of the UN Permanent Forum on Indigenous Issues (UNPFII) on July 28, 2000, further highlights the UN's commitment to providing a platform for indigenous voices at the international level. Various General Assembly resolutions have emphasized the importance of implementing UNDRIP, including resolutions A/RES/65/198 and A/RES/70/232, which strengthen partnerships between the UN and indigenous communities and call on Member States to ensure the protection of their rights. Within the Caribbean region, the Caribbean Community (CARICOM) has consistently worked toward inclusive development, considering the cultural heritage of indigenous peoples. In 2018, CARICOM issued a resolution urging its Member States to promote the protection of indigenous lands and their right to natural resources. Additionally, the Organization of American States (OAS) has adopted various frameworks, including the American Declaration on the Rights of Indigenous Peoples in 2016, which sets legal precedents for indigenous rights in the region. Haiti has demonstrated its support for indigenous peoples' rights through its endorsement of UNDRIP and by participating in regional discussions on indigenous issues within the Caribbean. Haiti has aligned itself with regional initiatives led by CARICOM and the OAS and has called for increased collaboration on environmental and cultural preservation. Recognizing the vulnerability of indigenous communities to the effects of climate change, Haiti advocates for increased global cooperation in applying indigenous knowledge to climate adaptation strategies. Haiti calls for the expansion of educational opportunities and healthcare access for indigenous peoples, particularly through culturally sensitive programs. Haiti additionally calls for the facilitation of greater inclusion of indigenous voices in the national decision-making processes, especially regarding natural resource management. Haiti implores its fellow Member States to foster a spirit of collaboration to make significant strides as an international community toward achieving equity for indigenous peoples while advancing global development goals. | |
| Country: | Haiti |
| Topic: | Literacy for life |
| Paper text: | |
| Literacy remains one of the most fundamental indicators of human development, yet the United Nations Educational, Scientific, and Cultural Organization (UNESCO) finds that approximately 773 million adults worldwide lack basic literacy skills. Sustainable Development Goal 4 (SDG 4), Quality Education, seeks to ensure inclusive and equitable quality education for all, with a specific target to achieve universal literacy and numeracy by 2030. The United Nations has made significant strides in advocating for literacy through various programs and frameworks. The UNESCO-led Global Alliance for Literacy within the Framework of Lifelong Learning (GAL) works with countries that have the highest illiteracy rates to create tailored literacy programs. Additionally, the International Literacy Day, established by UNESCO in 1966, raises awareness about literacy challenges and promotes action to reduce the global literacy gap. Furthermore, the UN Literacy Decade (2003- 2012) laid the groundwork for major literacy reforms, and the Education for All (EFA) initiative has promoted policy frameworks that focus on literacy for marginalized communities. Regional initiatives like the Caribbean Examinations Council (CXC) have played a role in setting literacy standards, while the Caribbean Knowledge and Learning Network (CKLN) has sought to increase access to educational resources across Member States. Haiti's National Plan for Education (2010-2020) set ambitious goals to improve literacy rates, particularly among youth, and to expand access to quality education. In 2012, Haiti joined UNESCO's Global Partnership for Education (GPE), which has funded initiatives to increase school enrollment, improve teacher training, and distribute educational materials to underserved areas. The "Lekki se Livni" (Reading is the Future) program, launched in 2015, is one of the national initiatives designed to promote reading and literacy across all levels of society. The delegation of Haiti reaffirms its commitment to literacy as a fundamental human right and a key driver of sustainable development. Haiti also proposes the creation of a regional literacy observatory within the Caribbean, which would monitor progress on literacy targets, share best practices, and provide technical assistance to Member States in designing effective literacy policies. Additionally, Haiti advocates for the establishment of literacy focused vocational programs, providing individuals with both the skills to read and write and the means to improve their economic situation. By advancing these proposals, Haiti aims to contribute to the global goal of achieving literacy for all by 2030, recognizing that literacy is a cornerstone of development, equality, and human dignity. | |
| Country: | Honduras |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Our nation is home to more than 9 Indigenous populations: The Lenca, Miskito,
Garifuna, Maya Ch'orti, Tolupan, Bay Creoles, Nahua, Pech, and Tawahka peoples. As
more and more migration occur within our borders, infrastructure development forces
indigenous peoples to relocate, often without adequate consultation on natural resource
projects (World Directory of Minorities and Indigenous Peoples, 2018). Our nation
acknowledges the ongoing fight of the indigenous and Afro-Indigenous peoples of
Honduras to realize their collective rights to land and natural resources. Threats of illegal
logging, hydroelectric projects, and growing tourism especially pose a risk to indigenous
people who could lose their ancestral homelands or their natural resource base
(Observations on the State of Indigenous Human Rights in Light of the UN Declaration on
the Rights of Indigenous Peoples, 2010).
Efforts to promote and protect human rights for Indigenous Populations everywhere Article 26 of A/RES/61/295 United Nations Declaration on the Rights of Indigenous Peoples states: 1. Indigenous peoples have the right to the lands, territories and resources which they have traditionally owned, occupied or otherwise used or acquired. 2. Indigenous peoples have the right to own, use, develop and control the lands, territories and resources that they possess by reason of traditional ownership of other traditional occupation or use, as well as those which they have otherwise acquired. 3. States shall give legal recognition and protection to these lands, territories and resources. Such recognition shall be conducted with due respect to the customs, traditions and land tenure systems of the indigenous peoples concerned (2007). States that forcefully or force coercively indigenous populations out of the lands in which they have traditionally owned or forcefully or coercively undermine indigenous populations' right to develop and control their own land and natural resources are in violation of A/RES/61/295. Increasing human rights issues for indigenous populations are proof that accountability measures for UN states are not strong enough. The Republic of Honduras strongly encourages nations to work with the Department of Economic and Social Affairs to develop adequate accountability measures for nations in violation of A/RES/61/295. The Republic of Honduras also supports all measures to increase representation of indigenous peoples in government and decision-making. | |
| Country: | Honduras |
| Topic: | Literacy for life |
| Paper text: | |
| Increasing literacy in Honduras requires a myriad of approaches that address the
educational system and the socioeconomic factors that affect access to learning. This
paper will list some strategies that can help improve literacy rates.
Literacy development begins at a young age and providing access to quality early childhood education (ECE) assures that children start school ready to learn. Expanding ECE programs emphasizing affordability would improve literacy for children in Honduras. Training teachers in early literacy and providing age-appropriate reading materials will improve learning outcomes. Many rural areas lack qualified teachers, resulting in lower literacy rates. Implementing professional development for teachers, focusing on reading and writing instruction will directly impact literacy rates. The Honduran government should partner with NGOs and universities to provide these trainings. Additionally, incentives for teachers to work in rural and under-served areas should be implemented, such as financial bonuses or housing assistance. These could help alleviate the teacher shortage and ideally incentivize younger people to pursue teaching. Honduras is a rural country, and many children, especially in remote areas, struggle to access schools due to long distances and poor infrastructure. The Honduran government and NGOs could invest in building more schools in rural regions and improving transportation options. Tax breaks or other incentives will be included to ensure these funds are continuous and beneficial. Mobile schools or satellite learning centers in the most remote areas could be a temporary solution while permanent schools are being built. Literacy development is not solely a school responsibility. Communities and families play a significant role in encouraging a culture of reading and writing. Developing community- based literacy programs that involve parents, enabling them to support their children's education would take around a generation, but we cannot wait for adults to pursue child education, so using UN resources, adults can be given proper reasons and resources to raise their children to pursue literacy and education. Local literacy campaigns, libraries, and reading clubs can foster an environment where literacy is valued. Many schools in Honduras lack adequate books, writing materials, and other resources for effective literacy instruction. The government should prioritize the distribution of textbooks and learning materials to all students. International NGOs can help by donating books or creating digital learning resources that can be accessed via smartphones or tablets. Poverty is a significant barrier to education in Honduras. Many children are forced to work, particularly in rural areas, or drop out of school to support their families. Government initiatives that provide stipends to families in need, conditional on school attendance, could help reduce dropout rates. Additionally, free school meals and health services could ease the financial burden on families and encourage them to prioritize their children's education. Improving adult literacy will positively affect children's education, as literate parents are better equipped to help their children with schoolwork and emphasize the importance of education. Increase funding for adult literacy programs, targeting parents and other adults who missed out on formal education. These programs should be flexible regarding timing and location to accommodate working adults. Technology can be a powerful tool in improving literacy rates, especially in remote areas. Mobile phones, tablets, and other digital devices can deliver educational content to children and adults. Developing mobile applications that provide literacy lessons, distribute digital books, or offer interactive learning games can have a lasting impact on urban and rural literacy. Partnerships with tech companies or international aid organizations could help make this technology accessible and affordable. In some areas, girls are more likely to drop out of school or not attend at all due to cultural or financial pressures. To keep girls in school, programs that offer scholarships, mentorship, and community support need to be created. Ensuring schools are safe and addressing issues like early marriage can also help improve literacy rates among girls. Strong political will and policy frameworks are essential for sustained progress. The Honduran government must prioritize education in its budget and work to implement long- term policies that support literacy. National literacy campaigns and educational reforms must include more robust monitoring systems and accountability mechanisms. Clear goals and reliable data on literacy levels can help track progress and ensure program effectiveness. Increasing literacy in Honduras requires a comprehensive strategy that involves collaboration between the government, NGOs, educators, and communities. Focusing on early childhood education, improving teacher quality, expanding school access, and addressing socioeconomic barriers are critical steps to ensuring that every child and adult has the opportunity to become literate. Literacy is key to breaking the cycle of poverty and promoting sustainable development. | |
| Country: | Hungary |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Throughout history, many governments and people groups have blatantly ignored the
humanity and rights of the people indigenous to the lands that they conquered and inhabited.
Such ignorant disregard for common humanity led to much loss of culture and wisdom. To this
day, many Indigenous people are denied their rights and liberties by their governments, and
their cultural expressions are hampered by the bigotry of the people they live amongst. The
nation of Hungary stands firm in our belief that the rights of Indigenous people should be
upheld everywhere. Hungary agrees with the principles affirming the equal status and rights of
Indigenous People laid out in the UN resolution of the Rights of Indigenous People. We would,
however, like to remind the assembly that Hungary distances itself from any language in this
resolution that promotes the Global Compact for Safe, Orderly, and Regular Migration.
Hungary affirms that all peoples have the right to establish their own ethnic and cultural
identity. We stand with each individual's right to express their religion in a way they see fit so
long as it does not infringe on the rights of others. No Indigenous person or community should
face persecution for exercising their rights.
The nation of Hungary upholds that the Indigenous Peoples of the world are no less entitled to an excellent education than their non-informative neighbors, nor are they to be refused their rights to an education in their own language. Hungary asserts that the national government should aid indigenous communities with gaining access to an education in their own languages. The Hungarian Delegation hereby calls upon this assembly to continue to uphold the points and proclamations of the resolution in the Rights of Indigenous Peoples, and itself reaffirms its commitment to such activities that promote the rights of the Indigenous Peoples of the globe. | |
| Country: | Hungary |
| Topic: | Literacy for life |
| Paper text: | |
| The ability to read and write is incredibly fundamental to the human experience of today.
However, for many in our world, even today, the opportunities to learn reading and writing are
few. The nation of Hungary is in full support of expanding universal access to literacy-building
opportunities. Also, as when we presided over the Committee of Ministers of the Council of
Europe, Hungary is committed especially to the rights of Children, including the right to literacy.
Hungary also affirms the significance of literacy in the preservation of culture and tradition.
The Hungarian Delegation is especially interested in the increase of universal literacy as a means to combat radicalism. Extremism, for any cause, is a danger to a society. The effects of extremist acts have ripped apart families and communities, as well as destabilized entire countries. The Hungarian government strongly condemns these violent and intolerant actions and stands for their eradication. Hungary firmly holds the belief that those with strong literacy skills are much less likely to fall prey to radicalist propaganda and recruitment tactics. The delegation of Hungary fully affirms the right and importance of every person having literacy skills and compels this assembly to commit to greater efforts and bringing literacy to the entire world. | |
| Country: | India |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Over 104 million Indians, or 8.6 percent of the country's populace, belong to constitutionally recognized and protected Scheduled Tribes, indigenous communities that fall outside the predominant Indian social hierarchy. Even though the Government of India has authorized Reformist legislation to reform their well-being, Scheduled Tribes persist among the most marginalized and disadvantaged socio-economic groups in the Republic of India. India is home to a diverse and valuable indigenous (Adivasi) population, whose unique cultures, traditions, and histories form an essential part of our national identity. We recognize that these communities face challenges arising from modernization, industrialization, and land-related pressures, and India is committed to addressing these concerns in a manner that respects both their rights and the country's developmental goals. The Republic of India fully endorses the global efforts to defend the rights of Indigenous peoples, particularly in the sector of land tenure, access to natural resources, and self- determination. Our nation remains devoted to imposing domestic laws, such as the Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act, which seeks to authorize forest-dwelling communities by recognizing their rights to land and resources. These actions reflect our diligence to ensure and strengthen that the interests of Indigenous peoples are maintained within a rigid structure of sustainable development. In addition, The Republic of India advocates to fortify international coordination in enacting the UN Declaration on the Rights of Indigenous Peoples (UNDRIP). We accentuate the value of sustaining Indigenous languages, cultures, and knowledge systems as part of our shared global heritage. The Republic of India reinforces the international community to cultivate as one in preventing displacement, manipulation, and environmental deterioration, mainly in regions where Indigenous peoples are unjustifiably affected. By fostering greater understanding and coordination, we believe that the rights and dignity of Indigenous communities can be more effectively preserved, both in India and worldwide. | |
| Country: | Indonesia |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Throughout the world, the rights of indigenous people are often forgotten and
disrespected.
Forced loss of culture and language, land seized, and traditional customs abolished. With the
degradation of indigenous cultures comes the loss of cultural diversity and the destruction
of entire ways of life. Indonesia believes that the rights of Indigenous people are to be
respected and emphasized when legislation is being created.
Indigenous people's rights are at the forefront of Indonesia's policies when it comes to creating legislation. In the last decade, we have passed legislation that provides recognition and aid to indigenous peoples, such as Law No. 6 on villages, Law No. 23 on Regional Government, and Government Regulation #106. These laws and regulations aim to give indigenous peoples increased autonomy and control over their regions, and allow them to choose how to manage their natural resources. In line with our view of securing more rights and autonomy for Indigenous peoples, Indonesia looks to push the UN to help create a resolution that will further respect and support Indigenous cultures in regions such as autonomy, language, natural resources, and forestry. Additionally, we look to make a resolution to increase the number of members of the UNPFII from 16 to 24 to increase the representation of Indigenous groups around the world. We also look to continue to support language revitalization, as well as preservation of natural resources and land. Following these guidelines, Indonesia hopes the world embodies our motto of Bhinneka Tunggal Ika, or "It is different, yet it is one." | |
| Country: | Indonesia |
| Topic: | Literacy for life |
| Paper text: | |
| Education forms the foundation of today's society, providing a body of knowledge
essential for progress. Without education, the world would fall into chaos, fostering
widespread miscommunication. The Republic of Indonesia upholds the belief that
everyone has the right to education, regardless of age, class, social status, or financial
standing.
This commitment is enshrined in Indonesia's Constitution and the National Education Law, which guarantees the right to education for all citizens. The government is obligated to finance basic education, ensuring it is tuition-free. With the third-largest education system in Asia and the fourth-largest globally, Indonesia dedicates 16% of its total government expenditure to education. This investment is directed not only toward enhancing educational quality but also improving teacher salaries, school infrastructure, and overall educational standards. Despite its scale, Indonesia has faced challenges in global rankings. In 2003, the country ranked 33rd out of 45 in the Third International Mathematics and Science Study (TIMSS). In 2006, the Program for International Student Assessment (PISA) evaluated the readiness of Indonesian 15-year-olds for real-world career settings, placing Indonesia 50th out of 57 countries in science, reading, and math. To address these challenges, Indonesia has partnered with UNESCO and the United Nations Global Compact Network (IGCN) to further advance its education system. These collaborations reflect Indonesia's commitment to improvement and demonstrate its dedication to providing quality education for all citizens. As students transition into the workforce, the government remains committed to fostering a highly skilled and educated workforce. For example, Indonesia supports young entrepreneurs by providing access to funding, mentorship programs, job placement services, and lifelong learning opportunities all aimed at empowering the people of Indonesia. Through these initiatives, the Republic of Indonesia guarantees its citizens access to quality education and greater career opportunities. In partnership with the United Nations, Indonesia strives to secure a brighter future for all its citizens. | |
| Country: | Iraq |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Displacement and violence are grave concerns worldwide for natives, with equally impacting consequences for Iraqi indigenous peoples. In 2023, our population was approximately 41 million people, a majority of whom are ethnically Arab. As a people, Iraq is 75-80% Arab, 15-20% Kurdish and 5% other minority groups including, Turkmen, Yezidi, Shabak, Kaka'i, Bedouin, Romani, Assyrian, Circassian, Sabaean-Mandaean, Persian, Chaldeans, Armenians, and black Iraqis. The thriving array of ethnicities provide Iraq with essential and significant diversity. However, members of these ethnic communities fall into the issue of displacement due to taking back control of territory captured by the Islamic State of Iraq and al-Sham (ISIS) since 2014. In the composition, agencies and funding aid the displaced with protection, shelter, basic needs, and education. The UN Refugee Agency (UNHCR) works to meet displaced Iraqis needs with the previously stated humanitarian aid. Due to this extent, the implementation of functional protection and the consideration of utilizing practical procedures for these displaced groups deem to be crucial for their longevity. Fully aware of the ongoing struggles to incorporate stability for all indigenous groups particularly in humanitarian aid, the Republic of Iraq encourages fellow member states to prioritize the safety and dignity of our peoples. This delegation stands for the Iraqi people and their right of safety and support, with careful consideration of the action that is needed to be taken to ensure said rights. | |
| Country: | Iraq |
| Topic: | Literacy for life |
| Paper text: | |
| Like many fellow member states, the toll of armed conflict has greatly affected the
education system of our nation. The pervasive issue of underperformance in public
literacy has presented as a significant hurdle to our economic growth, social cohesion,
and democratic participation within our borders. Prior to the new democratic government,
UNESCO reported that our nation of Iraq had the highest literacy and school enrollment
rate in the Middle East. As of 2023, the literacy rate was estimated at 85%. While 92% of
children are enrolled in primary school, only half of the children from marginalized
backgrounds complete their primary education, and less than a quarter complete their
secondary education. Today, 3.2 million of our nation's children are out of school. Despite
the progress that has been made in improving education, illiteracy continues at a higher
rate amongst women and our rural populations, with illiteracy at 50% of women ages 15-
24 in rural communities. In addition, conflict-affected areas struggle with a significant
shortage of schools and overcrowding of classrooms, due to the toil of armed conflict. As
such, our delegation believes that the best course of action is to relocate our joint
humanitarian funding towards improving the infrastructure of our education systems,
including universities and expanding our public libraries. In addition, relocating funding
towards teachers and low-income communities would assist in expanding and further
developing the education system. The United Nations as an organization holds the power
to ensure that this is done so through our expressed sustainable development goals.
Directing funding towards these various programs ensures the effectiveness in resolving
the impacts of illiteracy towards our respective people.
The delegation of the Republic of Iraq calls upon all nations to do their part in providing proper literacy education for our children as Illiteracy is not merely a statistical anomaly; it is a humanitarian crisis with far-reaching consequences for individuals, families, and communities. | |
| Country: | Ireland |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Ireland acknowledges the unique cultural and historical significance of Indigenous peoples. We are committed to promoting and upholding the rights of vulnerable Indigenous communities through both legislative measures and financial assistance. We have our own indigenous community: the Irish Travelers. According to the 2022 census, there are 32,949 Irish Travelers living in Ireland. We are dedicated to supporting and upholding the rights of Irish Travelers and other indigenous peoples worldwide. We demonstrated this commitment by voting to adopt the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) in 2007. Ireland is a key donor and partner of The UN Refugee Agency (UNHCR). In 2024, We contributed over $26.91 million to various UNHCR initiatives, including programs focused on displacement and statelessness. We further ratified The ICCPR in 1989 which recognizes Indigenous peoples right to self-determination and their rights related to lands and natural resources. Furthermore, we implemented the Employment Equality Act, 1998, which ensures equality and protections against discrimination for members of the Traveler community and other minority groups. We hope that through international cooperation and policymaking we can foster a supportive environment where indigenous communities can thrive and maintain their unique identities and cultures. | |
| Country: | Ireland |
| Topic: | Literacy for life |
| Paper text: | |
| Ireland is committed to advancing the Sustainable Development Goals, with a particular
focus on SDG 4, a quality education. Literacy is more than just the basic ability to read and to
write, but it can represent lifelong learning as well as personal and professional
development. It is for this reason that Ireland views literacy as a human right, and upholds
complete support for the Literacy for Life resolution. In the past few decades, Ireland has
made significant progress in literacy levels. The Programme for International Student
Assessment (PISA) and OECD reports Irish students have incredibly above-average scores,
however nearly 1 in 6 adults in Ireland have below-acceptable literacy levels, which may bar
their participation in society. Ireland has consistently been a supporter of literacy in other
states as well. Through the Irish Aid program, Ireland has provided support for education
and raising literacy levels in Africa, mainly offering aid in countries that have been
disproportionately impacted by conflict, poverty, and displacement. Ireland also supports
gender equality in the pursuit of education and works to advocate that young girls have
equal access to learning opportunities. We are also strong supporters of UNESCO and GPE,
who we have contributed to in an effort to strengthen literacy programs as well as
supporting training for educators and providing materials for classroom spaces.
| |
| Country: | Israel |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The State of Israel recognizes the rights of indigenous peoples as a matter of global concern.
Indigenous communities worldwide face marginalization and discrimination, including forced
displacement and the loss of access to critical resources. Israel acknowledges the United
Nations' efforts on the topic, including General Assembly Resolution 61/295, which adopted
the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). While Israel
supports these general principles in line with the international community, we emphasize
that the protection of national security should be paramount in any discussion regarding
indigenous rights.
Israel deeply values the preservation of indigenous self-determination, as is demonstrated by our nation's efforts to revitalize the Hebrew language and safeguard our cultural traditions. We have diligently worked with the United Nations in its work to preserve indigenous rights, provided its actions respect the sovereignty of all recognized states. We welcome initiatives that advance the rights of indigenous peoples, particularly those that may promote regional stability. However, Israel deeply stresses that any action must prioritize security, uphold territorial integrity, and respect the sovereignty of legitimate states. The delegation of Israel looks forward to open discussion with fellow member states on how the General Assembly can further the rights of indigenous peoples in a way that honors the needs of all affected parties. | |
| Country: | Israel |
| Topic: | Literacy for life |
| Paper text: | |
| Israel fully endorses the United Nations stated commitment to achieving universal literacy,
which is essential for realizing the human right to education. The UN has made significant
strides in addressing global illiteracy, notably through initiatives such as the International
Literacy Decade, established under General Assembly Resolution 56/116, and through the
goals outlined by the United Nations Educational, Scientific and Cultural Organization
(UNESCO). Israel has enthusiastically supported these initiatives in the past, which empower
individuals and states by improving access to education. As a nation, we are committed to
continuing to remove barriers to education for marginalized groups, especially women and
girls.
The State of Israel calls for increased international support and cooperation for literacy programs that can address the challenges faced by underserved groups. By investing time and resources into education, member states promote their social stability, economic growth, and the health of the international community. Israel is eager to support efforts to eliminate gender disparities in education and enhance literacy, particularly through initiatives like UNESCO's Global Education Coalition, which focuses on providing educational resources to marginalized communities, to ensure no one is left behind in achieving literacy goals. | |
| Country: | Italy |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Italy has worked to conserve the cultural heritages and languages of all people,
specifically in 2016 when Italy created the UNESCO Emergency Task Force for Culture,
which works to preserve cultural heritage and foster resilience for those facing crisis.
Additionally in March 2017, Italy supported and promoted this issue by promoting a Security
Council Resolution that would fight for the right to cultural heritage and against the illegal
trafficking of cultural goods. This resolution was then adopted unanimously in March of 2017
that help to combat both ethnic and religious violence as well as facilitating peace-building
and different national recognition processes. Italy remains a vital supporter of conserving
cultural heritages across nations through the work of the UN.
Italy aims to continue using its UNESCO task force and expand its capabilities as well as continue to support further legislation within the United Nations. Specifically, the goal is to provide guidance to indigenous peoples facing challenges in maintaining their rights, land, and culture. More governments can work to encourage language revitalization by allowing Indigenous peoples' the right to use their languages within local contexts, and the delegation of Italy urges them to do so. An example of this is allowing the use of indigenous language local council meetings and court proceedings. Additionally, the delegation of Italy requests that every nation examine its governments closely and ensure there is representation for its indigenous populations. Furthermore, Italy recognizes that the concept indigenous peoples differs across nations, however in understanding the values of cultural heritage and the link to indigenous people, nations can find within themselves to protect those values. Preserving indigenous peoples is crucial, as they represent a vital part of each nation's history and Italy aims to be a large supporter in expanding rights for all indigenous people. | |
| Country: | Italy |
| Topic: | Literacy for life |
| Paper text: | |
| In 2023, the percentage of the world's literate population was at 87%, but of the 754
million illiterate adults, two thirds of them were women. Italy is committed to improving
literacy worldwide, particularly in bridging the gender gap. By decreasing the gender gap
in education, women around the world gain knowledge that pushes them closer to
economic and social equality with their male peers. The delegation of Italy supports
measures that improve women's global literacy rates, such as national education plans
supporting gender equality and examining gender disparities in education. To address
educational challenges women face, the Republic of Italy supports sustainable solutions,
such as menstrual cup distribution by UNICEF as a reusable period product, which allows
girls to attend school without having to stay home if they lack menstrual supplies. It is vital
that organizations like UNESCO and UNICEF continue to be funded so they are able to
safely implement projects which aim to ameliorate the educational divide women around
the world face.
As a member of the European Union, Italy strongly supports additional efforts to spread digital literacy in an increasingly online world. The delegation of Italy would stand behind further endeavors targeted towards decreasing digital illiteracy, such as expanding internet access and access to technological devices in the classroom, as well as ensuring that educators are allocated additional resources and training to properly teach their students essential digital skills. One's ability to navigate today's digital world is imperative to one's success in finding critical information necessary to be an informed global citizen and seek out online opportunities which may be unavailable to them offline. The need to solve literacy's digital divide continues to grow as more and more vital employment, healthcare, and educational resources move online. The delegation of Italy urges the UN to find more inclusive ways to combat digital illiteracy around the world, particularly in countries which lack widespread Internet access. | |
| Country: | Jordan |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Rights of indigenous peoples is a multifaceted topic that must be addressed. While it is a global concern, each state faces their own challenges that are regionally or culturally specific. The Kingdom of Jordan understands the impact that the environment and climate change have on the indigenous populations as well as the accessibility of education. The Kingdom of Jordan has been a member of the Asia Pacific Forum (APF) ever since the establishment of the Jordan National Centre for Human Rights by royal decree in 2002. The goals of which are to refer to the tolerant teachings of Islam and the constitution in order to promote human rights in the state. As stated in the Ministry of Education's Education Strategic Plan 2018-2022, The Kingdom of Jordan prioritizes education broadly for the citizens. At the elementary level, it is not only free but compulsory. Within the state, any citizen under the age of sixteen must attend school with it being free until they reach eighteen. Education is one of the largest stipulations for enhancing indigenous rights. Finally, in order to combat against the effects of climate change, The Kingdom of Jordan has recently been provided funding from the Green Climate Fund (GCF) to work on the Jordan Integrated Landscape Management Initiative (JILMI) project in order to combat the negative impacts of drought and to increase water security in 2024. Climate change has massive impacts on indigenous groups, and infrastructure projects to counteract them is a form of protection in itself. The Kingdom of Jordan believes there are two major ways to protect the rights of indigenous peoples. The first of which is providing free education at least at the elementary level and in a way that fosters effective outputs in the indigenous youth. In order to do so there would have to be funding provided to states in order to improve their current education systems even if that just means access to it. Large scale climate initiatives to attempt to limit the impacts of climate change would decrease the vulnerability of those groups as well such as JILMI. The Kingdom of Jordan supports the allocation of UN funds in order to accomplish the aforementioned goals. | |
| Country: | Jordan |
| Topic: | Literacy for life |
| Paper text: | |
| All over the world different groups of people are disadvantaged solely on their lack of education. While education may be available, that does not mean it is enriching or as accessible as education elsewhere. Education is important and should be improved, but there shouldn't be erasure of a states' history and culture in the process. In The Kingdom of Jordan, the status of education is outlined directly in the constitution in Article 20, 'Elementary education shall be compulsory for Jordanians and free of charge in Government schools.' That compulsory stage is typically for ten years; however, many children drop out to work instead. With royal support, the Ministry of Education created an Education Strategic Plan for the years 2018 to 2022 that outlined an extensive plan to improve the education for citizens in the state. It covered numerous topics from inclusivity to financing. In fact the first topic in the plan is about gender inclusivity, describing how The Kingdom of Jordan initially had great gender disparities in schooling. In order to combat that, The Kingdom of Jordan partnered with the United Nations Agency for International Development in the Takamol Project which works to include girls and women in educational spheres. However, while projects such as those have some success, the difference in education for the different genders also has to do with the culture of each separate state. In order to improve education, The Kingdom of Jordan believes states that cannot do it on their own, should receive funding and aid to improve their schooling systems The Kingdom of Jordan supports UN initiatives that focus on implementing schooling systems and providing funding and guidelines to improve them as long as they do not infringe on any state's cultural beliefs. | |
| Country: | Kenya |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Across the globe, indigenous peoples often continue living distinctly from dominant
population groups. Many are crucial in their stewardship of land and natural resources.
These communities are also recognizable by their adherence to long-standing ancestral
traditions and celebration of shared identity. It is essential to offer all such groups
adequate means to preserve their languages and ample safeguards to cultural and social
integrity. The UN has recognized this fact through numerous events and programs such
as the first and second International Decade of the World's Indigenous Peoples, project-
based trust funds, permanent committees and forums. Indigenous people groups tend to
be negatively affected by underrepresentation, unmet rights, and lack of propriety
autonomy. It is crucial that Member States commit to honoring and preserving the
flourishing of all diverse people groups present within their borders. Kenya cautions that
overemphasis on self-determination and special rights of such ambiguously-defined
communities, under the United Nations Declaration of Indigenous Rights (UNDRIP), has
potential to foster conflict, political instability, secession, or systematic legislative veto
power in particular national contexts.
The Republic of Kenya, along with many other African Union states, is a multi-ethnic nation with over 42 self-identified indigenous communities, recovering from the dire consequences of colonialism and past ethnic conflict. Thus, we are hesitant to champion broad declarations as to the rights of indigenous peoples, without certainty of ample provisions for territorial integrity and state sovereignty. We are nonetheless devoted to the protection and independent rights of these marginalized communities, many being pastoralists and hunter-gatherers, as we ensure they fully overcome economic disempowerment and socio-political exclusion. Funds from the Advisory Group for the projects for the Second International Decade of the World's Indigenous Peoples have been allocated to Kenyan projects in 2007, 2009, and 2012. Kenya has ratified and abides by the African Charter on Human and Peoples Rights (ACHPR), is member to the East African Community Court of Justice (EACJ), has had multiple members on the UN Permanent Forum on Indigenous Issues (2011-2013, 2014-2016), and continuously works with experts and stakeholders to promote the mainstreaming of issues of minorities and marginalized groups in all spheres of development. For the sustained promotion of cultural and social rights for each ethnic community, we recommend that Member States employ a context-sensitive approach. The rightful empowerment of marginalized communities and indigenous peoples will not be attained in a one-size-fits-all manner. This is demonstrated in the historic ambiguity contained in the title indigenous itself. Thus, we advocate for a multi-sector approach to engaging communities: through enhanced public participation and party representation, strengthened access to education facilities, deliberate head-hunting in governmental hiring practices to circumvent self-exclusion, and the leveraging of local vernacular. Kenya intends to uplift each member of its diverse population as we strive towards unity and cohesion. For our intents and purposes, self-determination can in many cases be antagonistic to our social development, yet this does not indicate jeopardization of rights, liberty, and autonomy. The United Nations should, in its continued emphasis on the rights of indigenous peoples, proceed with acute care for the unique situation of African states, in which the majority of us can be categorized as indigenous and as territory disputes and resource scarcity create real threats to our joint prosperity. | |
| Country: | Kenya |
| Topic: | Literacy for life |
| Paper text: | |
| For almost half a century, countries have been banding together to reduce illiteracy rates worldwide. Solutions have included increasing access to education for all people, targeting gender-based inequalities, promoting adult education programs, and catering to the unique needs of particular disadvantaged groups. The United Nations' 1990 international Literacy Year championed the essential nature of literacy to every individual's universal rights, namely education and social and economic advancement. Literacy empowers us, it provides freedom, and it is the cornerstone of opportunity, thus serving to counteract cyclical poverty, heighten market productivity, and increase quality of life in a multitude of ways. In accordance with our dedication to promoting universal literacy, Kenya is a consistent participant in efforts put forth by the UN and other key stakeholders. Kenya is one of 164 signatories of the Dakar Framework for Action (2000), has developed a UN Youth Association of Kenya branch to preside over youth-related topics such as education, and was part of a draft resolution on UN's Literacy Decade: Education For All (2004). Over 4% of Kenya's GDP goes toward education. Free primary school was introduced in 2002, followed by the achievement of free secondary schooling in 2008 in response to economic hurdles for students continuing education. Consequently, the country boasts an adult literacy rate of 82.88% (2022), its highest thus far and one of the most impressive in the region. Kenya's Vision 2030 details numerous initiatives to further education and TVET capabilities, targeting persisting challenges such as teacher shortages, integration of information technology, geographic access deficits, and more. With reference to persisting challenges, Kenya expresses concern with the economic obstacles to addressing illiteracy challenges. On the national and international level, there is a need for all governing bodies and economic institutions to lend greater material and financial support to efforts to increase literacy in order to meet established joint goals. Many states lack the necessary funds to boost or maintain education infrastructure, especially post-pandemic. Kenya is still faced with high student to teacher ratios, such as 77:1 in the county of Turkana. With enhanced resources, countries could pursue state- specific approaches to filling persisting disadvantages, such as nomadic education centers for pastoral and hunter-gatherer communities which tend to live in arid and semi- arid regions. | |
| Country: | Kuwait |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The State of Kuwait has dedicated itself to helping the indigenous peoples of our nation. The government of Kuwait has ensured that the Bidoon people enjoy the same rights as the Kuwait nationals. There is an ongoing process that is being developed to ensure that indigenous residents have access to necessary services and a path towards naturalization. There has been progress made on naturalization. The State of Kuwait passed a law in the year 2000 that allows 2,000 Bidoon people and their descendants to become citizens per year if they could prove registration in the 1965 census. A yearly quota of 2000 people has been set but is hard to meet. In November of 2015, 7000 residents resolved their status and declared themselves as foreign nationals. Kuwait believes that the Indigenous peoples of our region should continue to try and work for citizenship and look forward to building up our nation alongside the Bidoon people. | |
| Country: | Kuwait |
| Topic: | Literacy for life |
| Paper text: | |
| The State of Kuwait is dedicated to high literacy rates for all people who hold statehood within our nation. Many nations have different values, such as military or economic, but the State of Kuwait boasts a 96.46% literacy rate, which has increased by 0.4% since 2020. Kuwait has worked and will continue to work closely with organizations including UNESCO to ensure that all citizens and members of the region have access to a better education. Kuwait supports the United Nations' Sustainable Development Goals (SDG) and focuses heavily on SDG 4, which aims to ensure inclusive and equitable quality education to all by 2030. As the world increasingly relies on technology, equipping people with digital skills is essential for ensuring they can participate fully in modern society. Despite notable progress, Kuwait acknowledges that challenges remain, particularly in regions affected by conflict, displacement, and economic hardship. The global community must address the barriers that prevent people from accessing education, such as poverty, cultural norms, and the digital divide, which is becoming increasingly pronounced in today's digital age. Kuwait's unique geographical position in the Middle East places it in proximity to countries that have been severely affected by war and political instability, such as Syria, Iraq, and Yemen. These conflicts have created an influx of refugees, many of whom are denied access to basic education. Kuwait believes that literacy initiatives should prioritize these vulnerable populations, ensuring that children in refugee camps and conflict zones receive the education they need to build a better future. | |
| Country: | Latvia |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Indigenous people, making up 370 million of the global community while accounting for 15% of the poorest, spanning across 90 different countries have always fallen victim to discrimination and disempowerment due to colonization and displacement from their areas of primary habitation. However, rights defined through resolutions passed by the UNDRIP in 2007 allow for adoption of national action plans by member states that promote self determination by allowing for the "recognition, observance and enforcement of treaties" for the Indigenous people. The Republic of Latvia has shown strong support of this proposition by our recognition of Livonians as an Indigenous group, including protection of their status by the 1992 Law on Free Development and Right of Cultural Autonomy of Latvian National Ethnic groups. The declaration maintains traditions, protects the land and resources of the Livonian people; as well as allowing for participation in matters concerning their respective resources. The Republic of Latvia is ranked above average among the world's sovereign states in democracy, press freedom, privacy and human development, possessing wide civil liberties. Additionally, to mitigate the alleged discrimination suffered by the Russian-speaking community, the Latvian parliament appointed an ombudsman, responsible for resolution of complaints, typically through recommendations or mediation. It is in the Republic of Latvia's interest that the UN adapts a means of destigmatizing foreign languages primarily spoken by indigenous groups by mandating the primary language used by the most predominant ethnic group in a country as an additional language to be learnt against the already standing educational curriculum. The Republic of Latvia believes this will allow for language revitalization for indigenous peoples. | |
| Country: | Latvia |
| Topic: | Literacy for life |
| Paper text: | |
| The Republic of Latvia has demonstrated a strong standing on literacy of the Livonian people by introducing efforts by the Livonian Cultural Center, the Society of Friends of Livonia and the Livonian Association which organizes events and publish studies which promote the language. The Latvian Academy of Culture, the universities of Tarth, Helsinki and Latvia as well as other institutions offer programs to learn the Livonian language. Latvian official law recognizes Livonian as the language of the indigenous people. Additionally, the Republic of Latvia has a 99.89% adult literacy rate as recorded in 2021 for both men and women, as well as high level language fluency with about 54% of the population being trilingual, this fluidity between languages is a means which allows for normalcy associated with adapting and learning new languages. The Livonian language itself is important for understanding Latvian as both languages influenced each other. UNESCO considered Livonian a critically endangered language, in which it would be of interest that the United Nations imposes a means of allowing for languages at the brink of extinction to be revitalized on a large scale through mass publishing of literature in these languages by Indigenous authors which will in turn preserve the language. | |
| Country: | Lebanon |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The Republic of Lebanon faces unique challenges as we work to balance our sovereignty with international law obligations. Lebanon acknowledges the importance of protecting the rights of Indigenous peoples, globally recognizing their unique cultures, traditions, and histories. While Lebanon does not have a large Indigenous population, we firmly support the global movement to safeguard Indigenous rights. We believe that Indigenous peoples are integral to the cultural and social fabric of their nations, and their rights must be protected, particularly concerning land, resources, and self-determination. Lebanon calls for stronger international enforcement of the UN Declaration on the Rights of Indigenous Peoples (UNDRIP), emphasizing the need to preserve Indigenous languages, cultures, and knowledge. Lebanon supports the global efforts to protect the ancestral lands of Indigenous peoples and urges the international community to prevent displacement, exploitation, and environmental degradation affecting these communities. Positioned at the crossroads of regional instability and international humanitarian expectations particularly regarding the Syrian refugee crisis Lebanon remains a steadfast advocate for human rights and supports the United Nations' role in coordinating global humanitarian efforts. However, we emphasize that respect for national sovereignty is essential, even as we adhere to international law. We believe all people have the right to remain in their homeland, and we welcome those who come with mutual respect and dignity. Although we have worked closely with the United Nations High Commissioner for Refugees (UNHCR) and other international organizations to manage the crisis, Lebanon continues to face significant challenges due to our national capacity's limitations. We have actively participated in UN resolutions aimed at improving humanitarian protection and response mechanisms for displaced populations, yet the strain remains overwhelming. To achieve this, Lebanon proposes several solutions. First, the international community must share the responsibility for displaced populations more equitably. Countries like Lebanon, disproportionately affected by displacement, should receive greater financial and logistical support from wealthier nations and international organizations. Second, Lebanon advocates for the establishment of a UN-led framework that addresses climate change-related displacement. This framework should focus on mitigation, adaptation programs, and international cooperation to handle the growing issue of environmental refugees. Furthermore, Lebanon encourages international cooperation to promote Indigenous peoples' rights to their lands and resources, ensuring that their voices are integrated into global policy discussions. Lastly, Lebanon calls for a renewed commitment to respecting state sovereignty while implementing international humanitarian laws. We believe the United Nations can play a critical role in mediating these concerns, ensuring that both human rights and national sovereignty are upheld in tandem. Protecting the rights of displaced individuals, whether refugees or Indigenous peoples, is not only a matter of justice but essential for maintaining cultural diversity, political stability, and global cooperation. | |
| Country: | Lebanon |
| Topic: | Literacy for life |
| Paper text: | |
| The Republic of Lebanon believes that literacy is a fundamental right and essential for social, economic, and cultural development. We see literacy as a tool for resilience, particularly vital for those affected by conflict, displacement, and poverty. Lebanon calls for a global commitment to lifelong learning, focusing on not just children but also marginalized adults, and emphasizes the importance of literacy in humanitarian aid and development plans. Despite our efforts to improve literacy rates through partnerships with organizations like UNESCO and UNICEF, Lebanon continues to face significant challenges due to political instability and the large influx of refugees. Our national education campaigns have made progress, but we need increased international support to sustain these efforts. We propose stronger international collaboration to increase support for countries like Lebanon, with specific attention to literacy programs for refugees and displaced persons. Lebanon also advocates for incorporating digital literacy into educational programs and urges Member States to invest in sustainable educational infrastructure, especially in post-conflict regions. Lebanon calls on the global community to share the responsibility of improving literacy, recognizing that it is essential for long-term stability and development. | |
| Country: | Libya |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The delegation of Libya stands in unity with our fellow members of the United Nations, in the view that the rights of Indigenous People are to be protected and upheld by not just our own nation, but every country who is currently and has currently held a seat at the table of our esteemed United Nations. It is estimated that Libya has an Indigenous People's population of roughly 16% and they have already voted in favor of the UN Declaration on the Rights of Indigenous Peoples. Since 2018, the new government has been consistently pro- human and indigenous rights and has done all it can do to help them, due to the fact a large portion of the Indigenous population. The government of Libya wishes to see the protection of its people of Indigenous background, and to have them continually be seen as equals in our nation. In our UN Resolution we wish to have the equal rights of all indigenous people around the world protected, as we have protected the rights of those in our nation. Overall the delegation from the esteemed nation of Libya, wishes that we would join the fight against those who disregard the rights of Indigenous People. Our resolution would incorporate a law to have each United Nation council member along with five other nations, to have an expert in peoples rights visit every country to inspect and grade to what level the nations are following or participating in the resolution. If the nation is not complying with the resolution, they will be encouraged to, if they are complying they will have no problem. This is not a new viewpoint for our country and their delegates, in fact Libya has been a proponent for nearly two decades, and will continue to be. | |
| Country: | Libya |
| Topic: | Literacy for life |
| Paper text: | |
| We have one of the highest literacy rates in all of Africa and the highest rate in North Africa. Our people have been oppressed by five centuries of illiteracy until the Elfateh Revolution of 1969. Under the heed of Muammar Gaddafi, we have seen a massive increase in literacy from 10% under the British and French mandates to over 91% today. For the vast majority of our history, we have been dominated by colonial, imperialist, or tyrannical powers including the Ottoman Empire, the empire of Italy under the heed of Il Duce, Benito Mussolini, and the Libyan Arab Republic led by the Islamic socialist Muammar Gaddafi. Colonial mandates following the second World War allowed Arabic to be taught as a first language and women to be educated as well. The literacy rate went from 2% under Mussolini to 10% under the west. After we declared independence on December 24, 1961, the United Kingdom of Libya implemented the Deprived Areas Programme designed to apply public health measures, fight malnutrition, practice food safety, fight insects, provide childcare, and train women to be mothers along with political leaders, laborers, and teachers. As the Deprived Areas Programme failed to deliver on its promises, the Elfateh Revolution of 1969 led by the leader of the Free Officers Movement, Muammar Gaddafi, was carried out with a renewed interest in educating the underprivileged. Since the Elfateh, we have invested mass amounts of time, energy, resources, and funding into education, increasing the literacy rate to 91.39% today. Gaddafi's government decided seven goals for the Libyan people including enabling citizens to gain their natural right to education, liberating Libyans from five centuries of illiteracy, providing language arts and arithmetic skills, teaching citizens general knowledge as well as Muslim doctrines, supplying workers with effective personal and technical skills, encouraging citizens to develop and enhance their capabilities, and teaching and circulating books and publications. To enforce these seven ideas, the Arab Jamahiriya attempted to apply obligatory laws making nine years of state funded school attendance compulsory as well as force illiterate adults to become educated through numerous continuing educational programmes to slowly but surely educate more and more of our people through obligatory education. The Libyan Arab Republic started building large numbers of schools to provide the most amount of students with an education. Through compulsory and occasionally authoritarian measures, school drop- outs decreased to 0.007% of students. These efforts have resulted in an extremely literate and educated population, singling us out among other African countries with low literacy rates. | |
| Country: | Madagascar |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Madagascar acknowledges the significance of protecting the rights of indigenous peoples and improving the international standard of those rights. The United Nations 2007 United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) set global standards for indigenous rights and emphasized self-determination, cultural preservation, and land protection. Madagascar supports these principles and has taken steps to protect them through its Ministry of Culture and Environment. Through the Ministry, the government has engaged forest-dependent communities, like the Mikea, through consultations concerning forest conservation and sustainable resource use. However, challenges remain. Deforestation, land appropriation, and the expansion of mining activities threaten indigenous communities around the world. Madagascar specifically is challenged with balancing economic development with indigenous rights. The country is committed to strengthening legal frameworks for land possession, promoting inclusive growth, and ensuring that Indigenous peoples are included in national decision-making worldwide. To accomplish this, Madagascar proposes that legal mechanisms for acquiring land be reinforced, impact assessments be mandated, and education and governance participation become more widespread for indigenous groups. Madagascar remains committed to collaborating with the international community and the United Nations to advance the rights of indigenous peoples, ensuring their participation and support in sustainable development. | |
| Country: | Madagascar |
| Topic: | Literacy for life |
| Paper text: | |
| According to recent statistics, Madagascar faces significant literacy challenges, with a national literacy rate of around 76%. However, rural areas report much lower literacy levels, with wide disparities in access to education between urban and rural populations. The lack of infrastructure, trained teachers, and adequate resources has made it difficult for many Malagasy children to receive basic education. Additionally, the COVID-19 pandemic disrupted education systems, further impacting students who were already vulnerable to learning gaps and dropout rates. Higher literacy rates are closely linked with economic growth, gender equality, improved health outcomes, and enhanced civic participation. Literacy empowers women and marginalized groups, helping bridge social inequalities and fostering a more inclusive society. It also plays a critical role in environmental education, essential in Madagascar, a country facing severe environmental degradation and climate- related challenges such as deforestation, biodiversity loss, and rising sea levels. Educated citizens are better equipped to understand and act on environmental issues, contributing to long-term resilience and sustainable development. Madagascar is committed to addressing these challenges by strengthening partnerships with international organizations and donors, investing in teacher training, and prioritizing infrastructure development in rural areas. With coordinated efforts to expand access to education and improve literacy, Madagascar aims to build a more educated population, capable of driving national progress and tackling the complex challenges of the future. | |
| Country: | Maldives |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Indigenous peoples have a myriad of cultures and languages that deserve understanding
and are a part of increasing a lifetime of literacy across all populations. As climate change is
changing our world the displacement of indigenous peoples and conservation of habitats
are of dire consequence, one that the Republic of Maldives is well aware of. Rising sea
levels are forcing many people to be displaced, unless this is remedied a plan of action
protocol to be fleshed out for climate refugees. Steady, climate-friendly trade of essential
goods and food, in combination with humanitarian aid.
During the UN's International Decade of Indigenous Languages (A/RES/74/135) the Maldives will help ensure languages aren't lost and utilize the Permanent Forum on Indigenous Issues (E/RES/2000/22) to have a successful approach. Language is a core component of culture and their preservation and accessibility are of importance and multilingual needs are needed for effective communication. The importance needs more respect as it was found lacking in A/HRC/54/64. Without respect for these cultures and their place in this Organization and the world, member states undermine climate, environment, liberties, education, and effective participation in resolving these all. The world is in dire straits, the Maldives recognizes this, and sees many minority and indigenous groups struggling to find, and have heard, their voice. To solve the world of a crisis that threatens the Maldives existence we are here to fight to change our common future, together with fellow member states and their respective Indigenous peoples. | |
| Country: | Maldives |
| Topic: | Literacy for life |
| Paper text: | |
| Literacy continues to be an issue in varying ways in each member country. The
Republic of Maldives telecommunications are a priority in education and recognises the
struggles further shown by the COVID-19 pandemic. While there was a push for a return
to schools in A/RES/77/192 the UN must ensure and expand these strong
telecommunication networks and expanded networks to keep schools stable. Further
resources are needed for integrated technology accessible to people at all stages of life so
literacy and international connections can thrive within the educational setting.
As shown from the Dakar Framework for Action, the Maldives, joined together with the Asian and the Pacific for Universal Basic Education (UBE). This is not possible without quality of life and stability and for every member the nuances will differ, but the Maldives desires a baseline framework for early childhood care and education (ECCE). There is room for enhanced synergy from localized governments, regional peoples, and NGOs to meet these dynamic needs. The Maldives are focused on having telecommunications-focused investigation and reform of the Education Management Information Systems (EMISs) that will create stability during crises. This part of UBE will move the world forward and help with UNSDG 4 which is, ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Our proposal targets 4.4, 4.5, 4.7, 4.b, and 4.c specifically; which promote technical and vocational skills, including Indigenous peoples, and to have focus on scholarships and supply of qualified teachers for areas such as small island developing states (SIDS). Under the Economic and Social Council (ECOSOC) and specifically the UN Youth Office (A/RES/76/306), the UN can achieve this. Maldives advocates an increased, optimized budget that targets populations who are suffering from a lack of technological and educational attainment. Maldives asks for the world to join in structuring technology to connect the world and help each other we all must have a baseline of literacy and a shared education. | |
| Country: | Mexico |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Mexico believes the rights of indigenous people must be protected through mechanisms
that respect their cultural framework. The Instituto Nacional de los Pueblos IndÃgenas (INPI)
works to elevate indigenous lives and to preserve their ethnic identity. Multiple governmental
agencies in our country, including INPI, help coordinate programs and policies that are
necessary for protecting the rights of indigenous people.
The United Mexican States supports the practice of incorporating indigenous people's knowledge of ecology to mitigate/manage the effects of climate change. Many farmers in Mexico utilize indigenous farming practices that help sustain the planet, such as traditional Mayan milpa farming. This type of farming differs from large-scale farming, which is practiced by larger corporations that are mainly for profit and hold no regard for the planet. Recently, Mexico has banned the use of pesticides in maize production as we recognize corn as a staple of the Mexican diet, particularly within indigenous communities. Mexico hopes to continue to learn and adopt indigenous traditions to revitalize our environment and hopes that other countries will follow suit and listen to their indigenous peoples. To conclude, Mexico has concentrated resources towards preserving indigenous languages, rights, and ecology. Through our work with institutions like INALI and INPI, Mexico has supported indigenous peoples in protecting their rights as citizens of our country. | |
| Country: | Mexico |
| Topic: | Literacy for life |
| Paper text: | |
| Mexico's literacy rate reached 99.5% in 2021 thanks to multiple programs improving
literacy programs around the country. We believe that the growth that Mexico has
experienced is rooted in the programs that we have implemented on the domestic level. In
addition to creating a more global guideline and implementation framework, we believe that
there is an additional concern with the protection of indigenous language education.
Indigenous people worldwide have the right to speak their native tongues and governments
have a responsibility to protect those languages. The United Mexican States utilized the
Instituto Nacional de Lenguas IndÃgenas (INALI), which serves to fortify and preserve native
languages within our country's borders, to keep our indigenous languages conserved.
Mexico encourages other countries with indigenous populations to protect those endangered
languages.
We acknowledge that in Mexico the percentage of indigenous speakers has dropped significantly to 6.1% of the population as of 2020. This is mainly due to policies that pushed the Spanish language on our residents. For this reason, preserving indigenous languages and cultures is vital for all countries repairing the damages inflicted on indigenous peoples and institutions like INALI help revitalize Indigenous languages by maintaining the languages within the communities they are spoken with, as well as assisting those who wish to learn. We urge other member states to follow in our concern for indigenous languages as a form of illiteracy. | |
| Country: | Mozambique |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Mozambique, throughout its history, has consistently maintained a significant
indigenous population, both in sheer numbers as well as per capita. In Mozambique,
seven major indigenous ethnic groups spread throughout the country contribute to ninety-
nine percent of the nation's total population. Diverse groups with different languages,
customs, and religious practices. Whilst under the colonial rule of the Portuguese Empire
there was a general neglect of the overwhelming indigenous population, with the policies
of the Portuguese government more often than not, favoring the White settlers of
Mozambique. The Committee must take active steps to elevate Indigenous populations
worldwide, not merely by maintaining them but by empowering them within their
respective nations. A crucial part of this effort involves recognizing and promoting
Indigenous languages as essential elements of a nation's cultural identity. Article 9 of the
Mozambican constitution exemplifies this by stating, "The State shall esteem national
languages as cultural and educational heritage, and shall promote their development and
increasing use as languages that convey our identity." This highlights that, despite the
presence of an official national language, regional languages should be both encouraged
and preserved across the country.
The Republic of Mozambique has partnered with Planet Aid Food For Knowledge to introduce a bilingual literacy program that allows children to learn to read and write in their mother language and later Portuguese. Keeping alive the indigenous cultures for the next generation. While these languages may not always penetrate large organizations, their significance within local regions must be safeguarded and protected. The United Nations should advocate for policies that promote the recognition and preservation of Indigenous cultures on a global scale. Such policies should go beyond basic indigenous rights protections, aiming to ensure the active participation of Indigenous communities in governance, education, as well as cultural preservation. Many States have created bodies within their governments to represent indigenous populations yet many still go without a voice. The UN should work toward promoting the creation of these bodies and establishing a guild line to define who are indigenous groups. The inclusion of Indigenous voices is vital for fostering more equitable and diverse societies, and the United Nations is urged to adopt frameworks that empower Indigenous populations throughout the world to shape their futures while contributing to global progress. | |
| Country: | Mozambique |
| Topic: | Literacy for life |
| Paper text: | |
| Literacy is an important tool of the people. Improvements in literacy have correlated to a rise in the standard of living around the world. An uneducated, illiterate population can lead to political instability, exploitation, and lack of innovation within a country. Thanks in part to the efforts of UNESCO and the efforts of many organizations associated with the UN, literacy has increased worldwide from 68% to 86%, according to FS/2017/LIT/45. The Republic of Mozambique acknowledges that UNESCO has made great progress in promoting literacy over the past half a century. They work to meet the 2030 sustainability goals after the failure of the millennium goals in many developing countries. Many of these are facing issues in educating their population, partly due to the lasting effects of colonialism on their population, including the Republic of Mozambique. Yet even now, this still leaves over 700 million people, mainly in developing countries, without the ability to read and write, according to UNESCO's Institute for Statistics. This issue is one that The Republic of Mozambique finds vitally important, as only 60% of the country's adult population is literate. Despite this, The Republic of Mozambique has maintained education and literacy as important parts of its legislation and efforts to develop its population. Written within their Constitution maintains the right to education and to eradicate illiteracy with the establishment of a national public education system and seven years of compulsory education. The Republic of Mozambique has also established the Mozambique Education for All Movement, an organization that seeks to promote literacy within its own borders and neighboring states as a founding member of the Southern Africa African Networks Campaigns for Education for All. And seeks to promote literacy for all ages within its borders and in developing countries around the world. Despite troubles promoting literacy due to the lack of electricity, resources, and the many diverse languages with domestic borders and international neighbors. In line with that, The Republic of Mozambique believes that Goal 4 of the Sustainable Development Goals and A/RES/75/155 of the general assembly are steps in the right direction for promoting literacy and education around the world. It will not meet the needs of the people and make the 2030 goal. The Republic of Mozambique seeks to address the financial and cultural challenges that prevent the development of educational institutions within developing countries to promote literacy to all members of a state by further promoting education to marginalized groups, especially in developing countries, and a reduction in the number of the 2030 Sustainability Goals to allow sufficient funding to goals like Goal 4 that will later serve as a building block for many future aspirations. Literacy is the foundation for innovation and the future of humanity. It is a fundamental right of the people. Increasing literacy is an important global goal. One of the utmost importance is that without the support of the entire international community, it will not be achieved. | |
| Country: | Nauru |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The Republic of Nauru recognizes the importance of the rights of Indigenous peoples as a vital component of global human rights discourse. As one of the smallest nations in the pacific, Nauru deeply understands the struggles faced by Indigenous populations, including issues related to cultural preservation, land rights, and access to education, health care, and political representation. Indigenous communities worldwide continue to be marginalized, and we believe that international cooperation is essential to ensure their rights are protected and promoted. While possessing unique traditions, languages, and knowledge systems, they are at risk of erosion due to globalization, economic pressures, and colonization. Nauru supports the international community's commitment to the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) and other initiatives aimed at safeguarding these cultural treasures. The delegation urges member states to adopt measures that enable Indigenous peoples to regain control over their territories and natural resources. Nauru is committed to working alongside the global community to protect and promote the rights of Indigenous peoples, and in turn, calls for a future where Indigenous peoples are not just surviving but thriving in societies that fully recognize and respect their contributions and rights. | |
| Country: | Nauru |
| Topic: | Literacy for life |
| Paper text: | |
| The Republic Of Nauru recognizes that literacy is far more than being able to read and write; it is a foundational skill that enables individuals to participate fully in society, fostering economic empowerment, social inclusion, and personal development. As the world is becoming more interconnected and advanced, the demand for higher education levels and literacy rates are rising. According to the 2012 Nauru report from the US Department Of State, Nauru's literacy rate was 95%. Although this rate is higher than the world average of 86%, Nauru and other nations can still improve education systems to reach 100% literacy by ensuring equal access to schooling worldwide. Nauru is invested in Goal 4 of the United Nations' 2030 Agenda for Sustainable Development, an inclusive and quality education initiative. Nauru believes by following goals such as ensuring equal access for all women and men to affordable and quality technical, vocational, and tertiary education, including university, and substantially increasing the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship, the lives and literacy will improve globally. | |
| Country: | Nepal |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Historically, our government has repeatedly voted in favor of amendments and motions within the United Nations which recognize the existence of indigenous groups and express states' responsibility to protect victims from any kind of racial discrimination. As a government, we recognize that indigenous peoples have previously been excluded from administrative and legislative decision-making processes that impact and threaten their very existence. Our government is righting these wrongs by modifying the structure of our institutions to reflect the reality of our country. For example, our newly ratified constitution has mandated seats for marginalized groups within our country, including the most marginalized class, the Dalits, and women. Our top priority in this topic is unifying our country under a national identity after the turmoil we have previously experienced due to the Nepalese Civil War (1996-2006). However, our government is now re-orienting itself to hear the voices of those unheard before, that also happen to belong to many indigenous and marginalized groups. We have ratified the following key international agreements that have shaped our policies: the Universal Declaration of Human Rights which served as a foundation in the creation of our constitution and The Convention on the Elimination of All Forms of Discrimination Against Women which has guided our efforts to address the needs of women in our country, including those in indigenous communities. Additionally, the International Labour Organization Convention No. 169 on Indigenous and Tribal Peoples has influenced our views on the autonomy, human rights, and land rights of indigenous peoples, leading to normative clauses in our constitution establishing protections for those items. We hope to work with India, which experiences similar societal structure as Nepal and Brazil, a leading voice in the realm of indigenous rights. As for collaboration with organizations, we hope to work with the International Labour Organization and the United Nations Educational, Scientific and Cultural Organization, which emphasizes the importance of cultural heritage. Indigenous rights and national unity have been and continue to be a priority of the KP Sharma Oli administration; they will be central to our focus during this conference. | |
| Country: | Nepal |
| Topic: | Literacy for life |
| Paper text: | |
| Nepal recognizes literacy through education as a fundamental right and a key factor in the state's national economic and social development. As we have recently emerged from internal civil turmoil in 2006, the development of education systems as a foundation for future growth remains of prime importance to our delegation. Our government has implemented various initiatives aimed at enhancing the quality of education, particularly in rural areas and amongst marginalized communities. Most of our efforts towards the eradication of illiteracy have been aided by UNESCO and the World Bank; in 2018 our government passed the Free and Compulsory Education Act, 2075. The Free and Compulsory Education Act was made to provide for increased equity in spaces of learning. We have further implemented the Education for All program, which led to greatly improved education outcomes for the country and especially marginalized groups. Lastly, we have implemented the School Sector Development Plan, which has greatly improved the adaptive capabilities of our education system for equitable and accessible outcomes for students. Literacy, however, has continued to prove itself challenging for Least Developed Nations in the UN, and Nepal is making great strides towards the embodiment of UN literacy standards in the context of SDG #4, where we are specifically looking to implement intersectional policy in line with Topic II (see below) that prioritizes marginalized and indigenous peoples, especially in rural areas. Seeing as there has been a >20% increase in literacy over the past two decades, Nepal is proving itself to be a leading country in the context of embodying Literacy Decade goals and development strategies. UNESCO, India, Japan, and the World Bank all stand as top priorities for collaborative resolution-making at this conference. These actors share our vision for a more equitable, inclusive, and literate world. | |
| Country: | Netherlands |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Netherland advocates for the rights of indigenous peoples internationally, despite a small number within its own borders. The Dutch government promotes respect for the self- determination of indigenous peoples and hopes to expand assistance in this context as well, including land rights and culture. The Netherlands has played a leading role in establishing international frameworks that have influenced these recent and growing developments, such as the 2007-app-ratified United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). The article sheds light on how the Dutch government assists indigenous peoples, especially those existing in Latin America and Southeast Asia who face existential challenges from land dispossession and environmental destruction. The Netherlands also acts as an intermediary to settle disputes between native communities and privately owned companies, ensuring such firms respect the indigenous land rights involved within contemporary human rights norms. For instance, projects funded by the Dutch government in South America allow indigenous people to monitor their territories and include tracking illegal operations. Oxfam Novib, among other Dutch charities help to support local communities in protecting their land from being deforested. Amongst these are land rights, and also the inclusion of indigenous rights into climate policies in The Netherlands: they write "the critical role that Indigenous peoples play in biodiversity conservation.". Initiatives that pose a threat to indigenous lands and do not support sustainable development are discouraged by the Dutch government. According to the essay, those efforts have not been sufficient, and struggles persist in getting corporations to pay for damages against Native American communities. The Dutch are also standing by their call for more effective international policies that respect the rights of indigenous people and fulfill necessary steps to include them in global environmental governance, such as through setting up Protection Mechanism 's. | |
| Country: | Netherlands |
| Topic: | Literacy for life |
| Paper text: | |
| The Netherlands advocates for a UN policy that increases adult literacy rates, specifically focusing on women and gender-diverse people through improved access to secondary education and post-secondary education classes about civic engagement. There is a gap in political participation between men and women linked to the literacy gap. Studies by UN Women show gender parity in the highest positions of power in political participation and civic engagement will take 130 years to achieve at the current rate. The gender gap in literacy rates is particularly concerning, as two-thirds of the 781 million adults in the world who cannot read and write are female identifying. To meet the UN's 2030 Sustainability Goals, The Netherlands believes the UN must do something to change this. Rights and equal access for women and gender-diverse people are deeply important to the Netherlands. the Netherlands believes they are apt to advance literacy rates in other countries to increase gender equality due to their high literacy rate. The Netherlands is ranked 3rd in the EU for gender equality and has ratified and implemented UN Resolution 1325, along with paying all their dues and attending the decadal UN Women Summits. The Netherlands financially supports UN programs that promote women's rights, aimed at better education opportunities for girls and encouraging political and economic participation by women. Due to the Netherlands' strong support of women and our commitment to education, they strongly advocate for a UN-sanctioned policy that will not only increase the adult literacy rate across the world but also bolster civic engagement for women and gender- diverse people. The Netherlands believes a policy of this nature will improve the current gender parity and literacy rate, helping the UN work towards its 2030 Sustainability Goals. | |
| Country: | New Zealand |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| New Zealand stands as a beacon for Indigenous rights, advocating for self-determination and cultural preservation on the global stage through its unwavering support for the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). UNDRIP recognizes that the rights of Indigenous peoples are protected in continuing their cultural practices, managing their lands, and being involved in decision-making processes concerning their communities. The Treaty of Waitangi focuses on Indigenous rights within New Zealand and emphasizes that Indigenous voices must be part of the shaping of global policies. When the right to a clean and sustainable environment was recognized by the UN General Assembly, New Zealand pointed out the need for Indigenous representation in policy. New Zealand strongly believes that meaningful participation of Indigenous peoples in decision-making is the way to achieve the goals put forth in UNDRIP. During the 2023 session of EMRIP, New Zealand recalled once again that the enhanced participation of Indigenous peoples at the United Nations means a possibility for them to be heard on issues affecting them. This is no less than a right, but also a certain imperative that must be undertaken for global progress in general, besides environmental sustainability, human rights, and development. During this committee, New Zealand plans to build upon its previous commitments to Indigenous rights by advocating for more institutionalized mechanisms for Indigenous participation in the United Nations. This includes prioritizing capacity-building initiatives to support Indigenous communities worldwide, particularly in the Pacific region, where the impacts of climate change and environmental degradation are most severe. New Zealand intends to introduce a resolution encouraging member states to formally recognize the right to self-determination for Indigenous peoples and to implement legal frameworks that allow Indigenous communities to manage their resources and cultural practices autonomously. By fostering collaboration among member states, New Zealand will push for enhanced educational programs and partnerships that raise awareness about Indigenous issues, aiming to ensure that global policies reflect the priorities and rights outlined in UNDRIP. Through these efforts, New Zealand seeks to reaffirm its position as a global leader in advancing Indigenous rights, continuing to strengthen international cooperation and inclusivity in decision-making processes. | |
| Country: | New Zealand |
| Topic: | Literacy for life |
| Paper text: | |
| New Zealand leads the way in global literacy efforts, empowering marginalized communities to unlock their full potential through the power of education. Our international work on literacy is in step with United Nations initiatives including UNESCO's Education for All campaign and the Sustainable Development Goals. During the United Nations Literacy Decade (2003-2012), we played an active role in UNESCO programs committed to improving literacy, with a particular emphasis on disadvantaged groups, including women and Indigenous peoples of the Pacific. Through our partnerships with the Pacific Islands Forum Secretariat, the focus has mainly been on community-based education systems to increase the rate of improvement in literacy and numeracy levels among disadvantaged groups. New Zealand also contributed to UNESCO's workshops including local languages and cultural contexts to press ahead with literacy education, embracing innovative approaches through the Literacy Initiative for Empowerment (LIFE). We are conscious of the fact that two-thirds of the 763 million illiterate adults in the world are women, and so we have set our bilateral aid programs in Papua New Guinea and the Solomon Islands to support literacy programs specifically for women and girls. Such programs help address some of the systemic barriers to getting girls and women into school, such as gender-based violence, and reflect Sustainable Development Goal 4 for inclusive education. New Zealand now calls for a Global Literacy Fund focused on gender equity and digital literacy, since only 54% of women have access to the internet compared with 58% of men. This will, in turn, enormously promote targeted educational programs which could give a boost to raising literacy in women and girls, particularly in developing nations. We call for effective international cooperation with governments and NGOs, specifically with Save the Children and UNESCO, in the sharing of resources and the monitoring of our progress. New Zealand is committed to the eradication of illiteracy, and equality in education for all, including those with disabilities, so all may have the requisite skills for active life participation. Together, we can achieve a more literate, equitable world where every human being has a chance to thrive. | |
| Country: | Nicaragua |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| As a nation that is proud of its multicultural identity stemming from its mixed indigenous American, Hispanic, and African heritage, the Republic of Nicaragua strongly affirms and defends the rights of indigenous peoples worldwide to express and promote their language, history, and way of life. We recognize that indigenous peoples have been historically marginalized, exploited, and deceived by colonial powers, most especially by the West. Many indigenous peoples have had only limited access to healthcare and education in their countries, have been robbed of their cultural traditions, and have had little political representation. Hence, Nicaragua calls for the United Nations to develop an accountability mechanism for signatories of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) in order to encourage and assist member states who wish to strengthen the relationship between their indigenous communities and their central government. We express our hope that the General Assembly, through the earnest dialogue between its participants, will pass a resolution designed to encourage member states to establish equitable opportunities for indigenous communities, such as more affordable healthcare and education, the recognition and protection of tribal and communal lands, and economic development, to name just a few. Nicaragua has not only signed onto the UNDRIP and the International Labour Organization's 1989 Indigenous and Tribal People's Convention, but also has created two autonomous communities designed to protect the rights and culture of the country's indigenous population on our Atlantic Coast. While we acknowledge that this approach might not suit every country's needs or abilities, we strongly recommend that other countries follow Nicaragua's example as it seeks to fight for the equal rights and opportunities of all peoples. In the spirit of the great Nicaraguan revolutionary and patriot, Augusto Sandino, we demand that justice be done for peoples and nations exploited and weakened by more powerful states. | |
| Country: | Nicaragua |
| Topic: | Literacy for life |
| Paper text: | |
| As a nation still scarred by mass illiteracy from only a few generations ago, the Republic of Nicaragua has always stressed the importance of mass literacy from its conception. As a nation responsible for one of the most successful literacy campaigns, we understand and stress the need for a nation's peoples to be self-sufficient and denounce any program that would encourage dependence on exploitative and predatory programs, especially those from Western colonial entities. Moreover, we view education and the institutions which promote it as crucial tools in the formation of any just society which prioritizes the needs and interests of the people which it consists of. Following in the revolutionary tradition set by the great Nicaraguan Augusto Sandino, we call on the General Assembly to pass a resolution designed to promote literacy in nations based on Nicaraguan and Cuban literacy campaigns to insure every nation has the self-sufficiency and literacy needed to pursue a happy and free life. The main point is clear: the ability for individuals to learn to read and write, which is so often taken for granted in places where education is a mainstay, provides an infinite number of possibilities for learning, spreading knowledge and ideas, and shaping the world around us all. However, it will take all members of the General Assembly to pass a truly effective resolution which will address all kinds of educational disparities present in developing countries and communities today. | |
| Country: | Nigeria |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The economic crisis and instability of Nigeria are dependent on the peace between ethnic identities that are currently impacted by the exploitation of the land for crude oil extraction and the effects of violence. We firmly believe in the importance of diminishing ethno-religious violence between Christians and Muslims, and Muslims amongst one another. We aim to build bridges between ethno-religious groups by addressing the need for the international community to assist with the creation of more stable employment structures to redirect the desire to overthrow and compete for governance. Recognizing the need for international aid concerning the need for ethno-religious peace, we express that the United Nations General Assembly Conference will result in an action plan that will address: decreasing ethno-religious violence by creating a unified national identity, and increasing reallocating funds and resources toward schools to increase literacy rates and create employment for educators.
As a result of imperialism, The Federal Public of Nigeria is split into divisive conflicting groups each with its own ethnic identity. Overall, many of these groups hold a strong desire for Islamic fundamentalism and Sharia Law to bring stability to the State. We argue that a stronger State with greater capacity and authority would mitigate the presence of these factions and reduce their impact and violence. By assimilating rather than integrating each ethnoreligious group while celebrating their differences, Nigeria can obtain a national identity that would ease tension. Each ethnic group holds a significant cultural heritage in the state of Nigeria. | |
| Country: | Nigeria |
| Topic: | Literacy for life |
| Paper text: | |
| The reduced literacy rate in the Federal Republic of Nigeria is a symptom of the poor economic infrastructure that must be rectified. We posit that by funding schools, children will return to school, and literacy rates will improve. In 2021, the literacy rate reached 77.62%. Yearly, the literacy rate increases by 0.13%. As more citizens become literate, not only will their quality of life improve, but create life skills. UNICEF and other groups under the UN can contribute to the administration and funding of these schools as well as train new teachers. | |
| Country: | Norway |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Norway acknowledges the historical difficulties states have experienced in their attempted integrations of indigenous peoples. In the past, the rights of indigenous peoples have been an afterthought. However, we assert the United Nations Charter in reaffirming "faith in the fundamental human rights, in the dignity and worth of the human person." Indigenous peoples contribute significantly to the economic and cultural life of a state and we commend states that are currently working to fully integrate those peoples. As part of a global community we recognize that any loss of indigenous culture does a disservice to the present reality and future potential of the state. We encourage the United Nations to develop a framework to assist states in the integration of indigenous communities and we call upon states to immediately work to promote acceptance and inclusion. | |
| Country: | Norway |
| Topic: | Literacy for life |
| Paper text: | |
| As developed member nations experience literacy's fruits, it is incumbent upon those states to support global literacy efforts. We reaffirm the UNESCO Strategy for Youth and Adult literacy for 2020-2025 so that a greater percentage of the world might benefit from the advancements in literacy. We recognize the efforts being made that are improving literacy rates among primary students as a result of the Education 2030 Framework for Action; however, we encourage states to continue to work toward the benchmarks laid out in the framework. We encourage greater cooperation between states and nonprofit organizations as they work to provide free primary education and reading programs, as recommended in the 2030 Framework. We must continue to champion this cause as we work to achieve literacy for all people. | |
| Country: | Pakistan |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Indigenous populations have historically faced setbacks due to displacement and
discrimination despite being a notable percentage of the global population. Their first
recognizable step was the creation of the Working Group on Indigenous Populations in
1982, meant to advocate and give a voice to indigenous populations around the world.
Subsequently, the World Conference on Human Rights followed in 1993, which allowed
for indigenous peoples to have a permanent seat in the United Nations system. In the
same year, the United Nations declared the International Year of World's Indigenous
Peoples. Following this commitment to progress, the United Nations declared two
International Decades of World's Indigenous Peoples, the first from 1994-2005 and the
second from 2005-2014. Most notably has been the adoption of the United Nations
Declaration on the Rights of Indigenous Peoples in 2007, that legally states their equality
and their right to self-determination. We are currently in the International Decade of
Indigenous Languages (2022-2032), which promotes the protection of these languages
and cultures. The United Nations aims to continue their progress with the 2030 Agenda
for Sustainable Development, meant to uphold the human rights of all peoples.
The state of Pakistan aims to support our indigenous populations through organizational involvement and with the assistance of the United Nations. Pakistan has a vast number of tribal groups, the largest being the Baloch and Kalash tribes. Pakistan has supported the United Nations on several fronts to combat inequality, including the International Convention on the Elimination of All Forms of Racial Discrimination (ICERD) in 1966. By joining the ICERD, Pakistan pledges to outlaw racial discrimination and to follow the terms stated in the Convention. The Convention emphasizes a direct involvement by the government through positive action towards inclusion and equity. These values are directly reflected in Pakistan's Constitution, which states that all minorities have a freedom of religion and can protect their language and culture. In 2007, Pakistan voted to adopt the National Declaration on the Rights of Indigenous Peoples. This has ensured that Pakistan's laws are in alignment with the Declaration and its objectives to eliminate violence and discrimination against Indigenous peoples, and to raise awareness about injustices. There is also an emphasis on human rights education and a mutual respect between cultures in our State. We have contributed to the idea of mutual respect most notably when Kalasha was recognized as a separate religion in the National Database and Registration Authority; thereby giving the Kalash a greater voice. Pakistan also supports their ethnic minorities through the approval of service projects. Such projects from the IFAD Indigenous Peoples Assistance Facility have taught families how to increase their income which subsequently led to an increase in school enrollment. Ultimately, our efforts have made an impact on the Indigenous communities in Pakistan and have shown our commitment to the 2030 Agenda for Sustainable Development. We ask the United Nations to make an international framework for implementing the protection of indigenous groups and their cultural traditions. We want to learn from other countries' models to offer equal opportunities for further development. | |
| Country: | Pakistan |
| Topic: | Literacy for life |
| Paper text: | |
| As the world advances, many youth and adults increasingly lack appropriate and
accessible education, affecting literacy rates worldwide. The UN launched several
programs to reduce this issue. One of the first things the UN did to battle illiteracy was to
address it as a new goal and declare the International Literacy Year in 1990. It recognized
that eliminating illiteracy is essential for ensuring the right to education, emphasizing how
it can seriously hinder development. Stressing the importance of this goal, the Dakar
Framework for Action was implemented in collaboration with UNESCO. This was made to
ensure everyone can achieve literacy by strongly encouraging all states to implement
education and literacy programs. Achieving literacy for all is a goal that needs consistent
effort, especially as the world is exposed to constant challenges. This is why, in 2015, the
"Transforming our World: the 2030 Agenda for Sustainable Development" resolution was
passed to work toward increasing the number of people having difficulty accessing
education. Specifically, Sustainable Development Goal 4 works towards literacy and
ensures that all youth and a substantial proportion of adults, both men and women,
achieve literacy and numeracy by 2030. Even as these have been implemented, the UN
continues to create, promote, and ensure new ways to achieve intended goals.
We emphasize and support the importance of literacy for individual and national development. In Pakistan, the National Education Policy was implemented in 2009 by various stakeholders, including education officials from federal and provincial governments, academia, private sectors, and non-government organizations. This policy included improving the quality of education, achieving 86% adult literacy by 2015, and providing increased opportunities to marginalized groups, particularly girls. In collaboration with UNICEF, we have worked nationally to strengthen the public education system to provide basic education for all. In addition, we are committed to reviewing our implementation of the Agenda for Sustainable Development by monitoring the implementation of Goal 4. Furthermore, Pakistan has also made efforts to address the growth of the digital ecosystem by providing a variety of national solutions, including distance learning based on digital education and alternative learning pathways for students outside formal educational settings. Plans such as these allow youth to maintain and improve their literacy skills and expose them to new technological software early on. For people affected by major displacement events to be included in future literacy programs, we call on the United Nations to collaborate and establish formal and non- formal programs that maintain and support literacy within those people. Overall, we have supported the cause of Literacy for Life and established multiple programs to combat this global issue. | |
| Country: | Paraguay |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| We strongly encourage other delegations and Member States to adopt resolutions furthering
principles established in the United Nations Declaration on the Rights of Indigenous Peoples
(UNDRIP), and the 1985 United Nations Voluntary Fund for Indigenous Peoples in accordance
with General Assembly Resolution 40/131, also adopted in 1985.
We acknowledge that Indigenous Peoples face a multitude of challenges including structural discrimination and marginalization, lack of representation in public education, large-scale development that disproportionally affects their lives, and inaccurate socioeconomic statistics that we use to determine their needs. Indigenous Peoples play a massive role in our Member States, making up the cultural diversity of our population. In 2015, The General Assembly adopted resolution 70/1 which introduced the 2030 Agenda for Sustainable Development, while emphasizing the importance of promoting the Rights of Indigenous Peoples under the stipulations set by the UNDRIP. SDG 16, as outlined in the 2030 Agenda for Sustainable Development, Promotes peaceful and inclusive societies for sustainable development. General Assembly Resolution 65/198 also established the World Conference on Indigenous Peoples, furthering perspectives and discussion on the best practices for the realization of the rights of indigenous peoples. Furthermore, we are proud to have affirmed the UNDRIP. We are also party to The Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (CAT), an international human rights treaty that aims to prevent torture and other acts of cruel, inhuman, or degrading treatment around the world. As well as The International Covenant on Civil and Political Rights (ICCPR), which, under the Human Rights Council, aims to protect civil and political rights entitled to all. We strongly urge that Member States adopt an inclusive public education system for their constituents, especially indigenous peoples. We also affirm that for each resolution we work collaboratively with other delegations to follow the guidelines regarding Indigenous Peoples outlined in the United Nations Voluntary Fund for Indigenous Peoples and UNDRIP. We fully realize that offsetting the systematic disadvantage Indigenous Peoples receive in society is of most pressing concern. | |
| Country: | Paraguay |
| Topic: | Literacy for life |
| Paper text: | |
| Paraguay is committed to ensuring basic literacy is achievable for even the most disadvantaged
groups: particularly women, speakers of secondary languages, and those living in rural areas.
Statistically, these groups have disproportionately low literacy rates when compared to those
living in more privileged communities. The General Assembly adopted resolution 70/1, which
called for all countries and stakeholders to implement the 2030 Agenda for Sustainable
Development (August 2015). Sustainable Development Goal Four (SDG 4) of the agenda
advocates for inclusive and equitable quality education. Paraguay is particularly interested in
target 4.5, as outlined in SDG 4, which calls for eliminating gender disparities in education and
ensuring equal access to education for the vulnerable, including Indigenous Peoples and
children in vulnerable situations.
We affirm the importance of continued lifelong learning and were an author of resolution 71/166 adopted by the General Assembly, titled Literacy for Life: Shaping Future Agendas (December 2016). We encourage fellow Member States to implement the actions suggested by resolution 71/166, such as sustaining collaborative efforts between Member States in shaping the Global Alliance for Literacy (GAL) and increasing the implementation of literacy programs that target youth and adults who have diverse learning needs. Additionally, we co-sponsored resolution 56/166 for the establishment of the United Nations Literacy Decade (January 2002). We also commend the United Nations Educational, Scientific, and Cultural Organization (UNESCO) for its cataclysmic role in education-related policy formation and program implementation. We will support resolutions that take note of the reports made by the Director General of UNESCO and judgments made by the GAL. We recognize that literacy is a necessary component of human rights and achieving fundamental freedoms. We are dedicated to supporting resolutions that expand access to education for all, regardless of age, race, gender, status, location, or ability. | |
| Country: | Peru |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Throughout history, the lives of indigenous populations have changed drastically due to the
conquest of new land by more powerful nations. The world finds itself at a crossroads in
which the rights of all individuals deserve to be protected, especially those of indigenous
peoples. The United Nations has taken steps to promote this cause, with two decades
dedicated to the "World's Indigenous Peoples" in 1994 and 2005, and by also creating the
Permanent Forum on Indigenous Issues in 2000, an advisory body to ECOSOC. Of equal
importance, the UN has created the Trust Fund for the Second International Decade of the
World's Indigenous Peoples, and funded projects with the goal of improving the lives of
indigenous populations. The United Nations Declaration on the Rights of Indigenous Peoples
(UNDRIP), created in 2007, states that indigenous peoples are equal to all people, and that
they must be protected from discrimination and assimilation, supporting self-determination.
Major world issues such as climate change and a lack of access to healthcare continue to harm the lives of indigenous peoples, coupled with the extinction of indigenous languages. We strongly believe that countries need to recognize indigenous peoples' property rights to the land they live on so that they may continue to live their lives in the manner they see fit. We encourage cooperation between countries and their populations to work together to find acceptable solutions to incorporate modern healthcare into indigenous communities if they so choose, while ensuring that indigenous languages continue to thrive with more inclusion in everyday life. States should also implement programs on a federal level to declare indigenous languages as official, and include them in the areas they are spoken across all aspects of daily lives, as Colombia has done in the 1991 Constitution, with 80% of the population speaking their mother tongue. The creation of national plans that allow local and national governments to incorporate indigenous languages into education, social, and institutional programs are essential for the continuation of indigenous rights. | |
| Country: | Peru |
| Topic: | Literacy for life |
| Paper text: | |
| An increased investment in education plays an important role in economic growth and plays
a significant part in breaking the cycle of poverty. Literacy is the foundation for lifelong
learning, human rights, and sustainable development. The United Nations has made
considerable advancements in moving progress forward. Since 1987, literacy has been a key
issue for the UN, with 1990 being declared International Literacy Year, and a focus on the
right to education, social and economic advancement, eliminating illiteracy, and removing
gender-related differences for literacy in adults. Established in 2003, the United Nations
Literacy Decade: Education For All encouraged governments to develop national plans
aligned with the Dakar Framework for Action, by setting realistic goals, and reaffirming their
commitment to achieving global education for all. In current effect, Sustainable Development
Goal 4, established in 2012, focuses on ensuring inclusive and equitable quality education
and promoting lifelong learning opportunities for all by 2030.
International communities have achieved considerable progress, however, there are still barriers that prevent our goals from being realized. To bridge these gaps, we support increased funding in public higher education to allow young people regardless of economic status, to receive a quality education in their home country. We urge the international community to enhance information literacy programs aligned with UN MIL Week Resolution No. 75/264 to match evolving definitions of literacy, which include new technologies, as access to the Internet and digital training tools is essential in our modern world. In addition, we must adapt literacy programs for diverse linguistic and cultural contexts, particularly for displaced people. We also urge the international community to support widespread initiatives funding and prioritizing girls' education, to bridge educational gaps through community engagement efforts. Promoting girls' education increases their involvement in the workforce, lowers poverty, and facilitates social advancement. We encourage global communities to collaborate and create inclusive policies to ensure access to quality education for all. | |
| Country: | Philippines |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The Republic of the Philippines supports the legislation submitted by the President of the General Assembly on August 26, 2024. This policy regards the enhancement of Indigenous peoples' representation in United Nations bodies. Stemming from the United Nations Declaration on the Rights of Indigenous Peoples, the emphasis on the right to self-agency in decision-making, on matters of direct impact to their communities, is of importance. The Philippines additionally restates the imperative nature of the World Conference on Indigenous Peoples in which Indigenous participation in plenary committees was encouraged. A/RES/70/232 was further recited to underline the call to the President of the General Assembly in 2015 to conduct consultations with Member States and Indigenous Peoples on how to advance institutional incentives for Indigenous attendance at meetings that impact them. This legislation proposes that the President of the General Assembly delegate, at the beginning of the eightieth session, two co-facilitators from the Member States that will collaborate with two advisers from the Indigenous Peoples worldwide. They will then inform policymakers during the international governmental process. Lastly, the Philippines aligns with the Seventy-Eighth session agenda item 68 which suggests Member States donate to the United Nations Voluntary Fund for Indigenous Peoples. This will uplift Indigenous representatives during meetings that assist in obtaining equality. | |
| Country: | Philippines |
| Topic: | Literacy for life |
| Paper text: | |
| There can be no advancement, whether social, economic, or cultural, without an educated population. Literacy is the basis of education, and all people should have adequate access to education or programs aimed at countering illiteracy. Access to education is a human right, and all people, but especially children, as protected under the Promotion and Protection of the Rights of Children doctrine, should have access to education to achieve literacy. The Republic of the Philippines supports this principle. As of 2021, nearly 763 million people were illiterate. The Philippines staunchly supports Sustainable Development Goal 4 of the 2030 Agenda for Sustainable Development, which focuses on all states achieving substantial adult and child literacy by 2030. The Philippines urges all countries to make this goal a priority by providing free public primary and secondary school for all children regardless of class. The Incheon and Paris Declarations recommend that countries invest between 4-6% of Gross Domestic Product (GDP) in education and literacy improvement. Though the primary responsibility for educating the population should be on one's state, the Philippines recognizes that states do not always have the funds available to begin such programs, and so they will need UN support when establishing these programs. Furthermore, providing the general population access to just two more years of schooling could lift nearly 60 million people from poverty, which would be only to the benefit of local and national economies. Therefore, the Philippines highly encourages member states to consider these recommendations in order to make gains in literacy nationally and globally. | |
| Country: | Poland |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The rights of Indigenous peoples are an issue that every country should focus on because it's critical to ensure international justice, as Indigenous peoples are 3 times more likely to face poverty and account for 19% of the world's individuals in poverty. Poland commends the U.N. on passing the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) and urges Member States to continue to support decolonization efforts worldwide. Poland attended the UNESCO World Heritage Committee Session in 2017. Poland will continue its commitment to the European Convention on Human Rights and other foreign policies. Despite significant efforts, Poland believes UNDRIP falls short of its duties due to inconsistent implementation of the resolution. Poland urges the following steps to be taken to resolve the issue. First, incentivize countries slow to implement UNDRIP financially by assisting them with any monetary obstacles they may face in efficiently and effectively implementing policies. Second, incentivize countries with lower trade tariffs or barriers and earn preferential trade terms or investment opportunities. | |
| Country: | Poland |
| Topic: | Literacy for life |
| Paper text: | |
| Literacy for Life is the foundation for development and quality of life. The Polish government and citizens both want to advance a literacy for life agenda as much as possible to maximize Poland's potential because it leads to better life outcomes for all. If Literacy for Life initiatives fail to increase literacy rates for disadvantaged groups such as "the Roma community, Ukrainians and Belarussians" then they will have a lower quality of life. The average literacy rate in Poland is very high at 99%. The Roma, the Ukrainian and the Belarussian communities all face literacy rate challenges due to different cultural barriers, limited access to education and socioeconomic disadvantages. Poland firmly believes that Literacy for Life is a fundamental human right and is essential for sustainable development. Poland is committed to promoting lifelong learning opportunities for all, ensuring that every individual has access to quality education. Poland supports international cooperation to enhance literacy rates globally, recognizing that education is pivotal in empowering individuals and fostering inclusive societies. Poland supports initiatives promoting Literacy for Life. For example, UNESCO leads global literacy initiatives and collaborates with Poland on various projects such as the Global Education Monitoring Report, implementation of UNESCO's Strategy for Youth and Adult Literacy, and involvement in international conferences and meetings. There has been the "European Conference on Information Literacy (ECIL) 2023", "The World Literacy Summit", "UNESCO International Literacy Day Celebrations." UNESCO is the primary UN agency that deals with Literacy for life and has helped the world achieve a high literacy rate. Poland believes the UN should prioritize inclusive and equitable access to quality education for all, particularly marginalized and vulnerable groups. The UN should foster international cooperation to share best practices and resources, integrate digital literacy into educational curriculums, and support lifelong learning opportunities. Additionally, global campaigns to raise awareness and mobilize resources are essential to enhance literacy rates worldwide. | |
| Country: | Qatar |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| In Qatar, women's rights have seen some advancements, particularly in education and
participation in the workforce. However, challenges remain, especially concerning mobility.
Women in Qatar often require permission from male guardians to travel, a practice rooted in
traditional customs. While the Qatari government has taken steps to promote women's
empowerment, such as supporting female participation in sports and leadership roles, male
guardianship laws and societal norms still impose restrictions on women's freedom of
movement.
The kafala system, prevalent in Qatar and other Gulf countries, governs the employment of migrant workers. Under this system, a worker's immigration status is tied to their employer, which can lead to exploitation and abuse. Critics argue that the kafala system exacerbates issues such as human trafficking and labor rights violations, including inadequate working conditions and restricted freedom of movement. In response to international criticism, Qatar has initiated reforms aimed at improving labor rights and conditions for migrant workers. In 2020, the country introduced a minimum wage and relaxed some restrictions related to exit permits, allowing workers greater freedom to leave their jobs and the country. However, despite these reforms, challenges persist, and many workers still face obstacles in exercising their rights. Qatar's position on humanitarian issues, particularly concerning women's mobility and the kafala system, reflects ongoing efforts to balance cultural traditions with international human rights standards. While progress has been made, continued attention and advocacy are necessary to ensure that reforms translate into meaningful improvements in the lives of women and migrants | |
| Country: | Qatar |
| Topic: | Literacy for life |
| Paper text: | |
| Educational and economic women's rights in Qatar have been making important progress
but mobility lacks behind. Men guardianship laws are still enforced, and most women are
required to get authorization from their male guardian to leave the country. As Qatar has
been striving to promote women's empowerment, this means encouraging female sports
and participation in leadership, the guardianship laws and social customs mean that
women's freedom of movement is limited in many ways.
The Kafala associates the immigrant worker with a certain employer, meaning that the worker cannot be hired or fired (and likely cannot escape their conditions) without the employer's permission. Similarly to other forms of trafficking, the abuse of migrant labor within the Kafala system revolves around economic exploitation. Critics suggest that this system contributes to a human trafficking problem and labor rights violations, ranging from subpar working conditions to restrictions on freedom of movement. Amid international criticism, Qatar has made steps towards reforms to improve migrant labor rights and their conditions. The state introduced a minimum wage in 2020, relaxed some exit permits restrictions, allowing workers to leave their jobs and the state with more ease. While reforms have been promising, challenges remain aplenty, and workers continue to face barriers in exercising their rights. Qatar's positions on these humanitarian issues, including women's mobility and the Kafala system, are part of a constant effort to reconcile cultural traditions with international human rights obligations. This process is not complete and our country will remain before this committee only if there are continuing efforts to promote human rights for women and migrants | |
| Country: | Republic of Korea |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| About 6% of the global population is made up of indigenous people. The United Nations
does
not have an exact definition of indigenous peoples, but according to the UN Declaration on the
Rights of Indigenous Peoples, "self-identification as Indigenous is considered a fundamental
criterion." This declaration emphasizes indigenous people's right to determine their own
identity.
On a Background paper prepared by the Secretariat of the Permanent Forum on Indigenous
Issues, "Indigenous communities, peoples and nations are those which, having a historical
continuity with pre-invasion and pre-colonial societies that developed on their territories,
consider themselves distinct from other sectors of the societies now prevailing on those
territories, or parts of them." Indigenous peoples can be looked at as groups of people who
have
a historical connection to a land or society before colonization; they are differently distinct from
the groups that reside in that community and society who came after colonization. Indigenous
people deal with separate challenges of land and cultural preservation, also discrimination,
and
different rights from groups who came during colonization.
The United Nations has taken multiple steps to address issues faced by Indigenous people. By 1989, the International Labour Organization (ILO) adopted Convention No. 169 in 1989 to address indigenous and tribal people's rights. This convention sought to recognize and strengthen the identities of these groups and their rights to land and resources. Not many countries ratified this convention, though, so that limited its impact globally. Starting in 1994, the UN declared this decade to improve the rights of indigenous people. In 2000, the UN came up with the Permanent Forum on Indigenous Issues to take on these matters. In 2005, another decade was launched to push for non-discrimination and cultural integrity. In 2007, the UN adopted the Declaration on the Rights of Indigenous Peoples (UNDRIP). This is not a legally binding declaration, but it sets a strong framework globally for comprehensively protecting and expanding the rights of Indigenous people. Indigenous people still face serious challenges, because of vulnerability to climate change, poverty, access to education and healthcare, and systemic racism and discrimination. | |
| Country: | Republic of Korea |
| Topic: | Literacy for life |
| Paper text: | |
| Literacy, once focused on reading and writing, now includes digital literacy. This is a critical
skill
in today's information-driven world. Access to digital resources is essential, yet many
marginalized communities are excluded due to the digital divide. The United Nations Youth
Office has been instrumental in advocating for removing this divide, pushing for equitable
access
to technology as a pathway to digital literacy and overall education improvement.
In 2013, the United Nations highlighted the importance of evidence-based advocacy in advancing literacy initiatives. Data and factual evidence are essential for measuring the success of programs and identifying areas for improvement. Without this data, it becomes difficult to justify or expand literacy programs. Evidence-based advocacy demonstrates the impact of these initiatives, particularly in increasing access to education and improving literacy skills worldwide. The establishment of the United Nations Youth Office in 2022 has already shown promise. Over the past two years, critical data has been collected, highlighting both the gender gap in education and the unequal access to technology in marginalized communities. Armed with this information, the office is now better positioned to address these disparities by advocating for gender equality in education and ensuring that under-resourced communities receive the technological tools they need to develop digital literacy skills. One major misconception is that marginalized communities do not value education. In reality, systemic barriers, such as violence in neighborhoods and language differences, often hinder access to quality education. Schools must adopt inclusive practices that support students from diverse backgrounds, including multilingual education, to ensure that every child has the opportunity to learn. These initiatives will help bridge the gap in literacy and technology access, fostering greater inclusion and equality in education. Inclusive education policies must also address the unique needs of marginalized groups, ensuring that no child is left behind in the pursuit of literacy. | |
| Country: | Romania |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| i. Rights of Indigenous People
We would like to begin by coming forth with our immediate concern regarding the issue of human rights and liberty as it pertains to Romania's indigenous populations, specifically the Roma community. We recognize that our fellow council members have previously put forth great effort in order to minimize structural corruption within our governmental system, and we have joined them in that process. However, it has become increasingly apparent that these issues are an extreme threat to the harmony and sanctity of our nation. Much of the Roma population is currently facing segregated schooling compiled with limited access to healthcare. This discrimination is furthered by the Roma population experiencing increased police brutality as well as discrimination by employers. Research initiatives, such as those fronted by the World Bank in 2002, provide adamant reasoning displaying that the issue of rights of indigenous peoples within a nation is better tackled as a group effort. While significant changes have been adapted, such as the further development of regional offices, indigenous groups such as the Roma still face significant discrimination in forms of inadequate living conditions, police brutality, and unemployment. It is our goal to distinguish societal and cultural ties between our nation's various communities, which must begin with proper representation in government as well as international support. We recognize the structural governmental integrity that stems by assuring a government that accurately reflects its population. With that being said, we have initiated great efforts to increase the governmental representation of indigenous peoples within our nation. It is our hope to gain support of our fellow UN members in order to continue the necessary and vital pursuit of liberty and equal rights for indigenous individuals. | |
| Country: | Romania |
| Topic: | Literacy for life |
| Paper text: | |
| ii. Literacy for Life
While proper education and literacy have grown to become concerns for much of the developing world, we as a nation are witnessing extreme challenges pertaining to access to literacy. This warrants immediate action from the greater global community within the United Nations. We as a nation enforce compulsory education for primary students; however, a lack of educational facilities compiled with improper resources and communal norms have evidently led to a nationwide concern for literacy. This was further exacerbated following a report released by Brio, which clearly states that "only 11% of students from grades 1-8 can understand and synthesize information from a text." It has constantly been a central goal of our government to decrease the illiteracy rates of our citizens through education improvement efforts such as the Educated Romania project. While this project streamlined new ideals for proper education, such as ensuring the necessary amount of resources as well as improving legal and organizational framework, research has displayed that illiteracy continues to be a developing problem for our nation. Furthermore, illiteracy rates are severely being impacted by immigration and the social norm of a short and timely education. Such concerns warrant strong and immediate attention from our fellow UN members in order to ensure that Romanian and global citizens are receiving a proper education and thus increasing their literacy rates. We as a nation have provided the necessary outline through our many pursuits of decreasing illiteracy rates; however, it has become apparent that our country lacks certain vital resources that are needed to pursue such an integral and urgent goal. It is our hope that through the assistance of our fellow UN members via allocation of resources or financial support, our nation will be able to effectively and efficiently combat increasing illiteracy rates on a systemic level. | |
| Country: | Russian Federation |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The Russian Federation as a country are currently most comfortable with how we combat challenges that our indigenous people face. We are well-educated on the importance and vitality of rights for indigenous people. Our country is proudly home to 40 indigenous groups, and we recognize that 6% of the world population are indigenous people. However, for the betterment of these groups, we abstain from voting for or against this topic. The best way to address this topic is with respect to the jurisdiction of the country they reside with. Present- day, there is a fierce need to preserve the history and culture of indigenous people, that which must also be balanced with the equally necessary respect to state-unity and preservation of sovereignty regarding the policies that benefit the Russian Federation's indigenous population. It's also notable that our indigenous population is a very diverse composition of people, with multiple diverse cultures, traditions and histories. Each of which, we deem are currently still best cared for when they are left to our jurisdiction. Foreign policies have the potential to cause deep divisions to our beloved people, such as unintentionally showing favor to one group over another, or inciting feelings of neglect or resentment among the various different indigenous communities. This could further incite damage to the unity of our state as a whole. Respect among these communities is vital to the unity of our country. However, while we abstain, we hope that future negotiations will take place, and revisions will be made regarding these issues. Our hope is that the revisions encourage the acknowledgement and understanding of our sovereignty as a state over our people. | |
| Country: | Russian Federation |
| Topic: | Literacy for life |
| Paper text: | |
| The Russian Federation as a whole strives to combat illiteracy. Any movement towards the expungement of illiteracy is a step we are willing to take, as long as it is appropriately respecting the authority of the country governing it. Sovereignty should be respected at all times, and regarding this, illiteracy hinders nation-wide unity. We have seen our fair share of illiteracy and has seen the destruction and setbacks it may cause. Illiteracy is directly responsible for limiting an individual's ability to work, and therefore economic growth. It divides, and creates deeper rooted poverty, holding back great minds from contributing to society. Any divisions of a state must be acted against swiftly and efficiently, or the threat of a fully divided country lies on the horizon. The Russian Federation has known division all too well, and we fight against it fiercely. Unity among a state is the key to the success of that state. Russia, however, sees this as a controversial step against the harmful threat that illiteracy has in store for society. We have already been working with and supporting the literacy efforts from UNESCO. Make no mistake, we support the idea of efficient education and literacy. We recognize the fact that two out of every three women face illiteracy. We also acknowledge the need of the 250 million children who are not getting an education. However, regarding this topic, it is essential that education be government led, so as to respect state-sovereignty. This will allow for greater state-control over the curriculum, which is vital regarding state unity. We are in support of revisions to establish a stronger emphasis on state-sovereignty regarding this topic and are eager to see the conclusions the revisions come to. Our hopes are that these revisions offer specifically a stronger influence of state authority over the topics that are taught, and the push for education would not interfere with families and the traditional roles within them. | |
| Country: | Rwanda |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) is one of
several key international agreements advocating for the rights of indigenous populations.
Indigenous populations struggle with lack of basic rights. The Republic of Rwanda
emphasizes the importance of human rights, equality, and non-discrimination for
marginalized populations, as reflected in Rwanda's participation in the United Nations
Human Rights Council (UNHRC). However, to fully grasp the complexities surrounding
indigenous rights, the international community must critically reexamine the profound
and lasting consequences of colonization on African Member States like Rwanda.
Colonization, along with the socio-economic changes that followed, deeply disrupted the traditional Rwandan way of life, and the international community's neglect did not cease with decolonization. In 1994, during one of the most horrific periods in Rwandan history, the international community all but abandoned Rwanda for nearly 100 days. It is through unity, work, and patriotism that Rwanda is now rising. Rwanda has recommitted to the law that all Rwandans born in Rwanda may remain equal in rights and freedoms. Furthermore, the Rwandan constitution directly states its responsibility in protection from discrimination for all of Rwanda. Discrimination of any kind for whatever reason is prohibited and punishable by law in Rwanda. In 2010 Rwanda established the Rwanda Social Security Board (RSSB) which directly assists in funding paid maternity, community-based health insurance and long-term saving programs. The RSSB is a social protection program available to the whole population with an emphasis on assisting those most vulnerable and marginalized communities. To further promote a united Rwandan way of life, Rwanda calls for financial assistance for social protection programs and campaigns for economic integration and community-based initiatives. For Rwanda to keep rising it needs to be united, and the United Nations can foster that unity for the next generations by providing its resources. | |
| Country: | Rwanda |
| Topic: | Literacy for life |
| Paper text: | |
| The Republic of Rwanda considers education as a means of human development and economic growth, particularly focusing on improving literacy rates. Despite achieving a considerable primary school net enrollment rate of 98.8%, the country faces significant challenges in literacy and numeracy, which are critical for national development. Globally, literacy is a key for socioeconomic progress, enabling individuals to participate fully in society. Unfortunately, according to UNESCO, about 763 million adults worldwide lack basic literacy skills, which limits their opportunities and lowers economic growth. In Rwanda, literacy rates have improved, reaching 77% for both males and females from 2004 to 2008. However, the rate of secondary schooling remains low at just 31%. On average, Rwandans complete only 3.3 years of education, lower than the Sub-Saharan African average of 4.5 years. Rwanda has strived to enhance its education system, including implementing policies for mandatory primary education and investing in initiatives like the Rwanda Education Commons, funded by USAID, which promotes the use of information and communications technology (ICT) in education. Nevertheless, disparities in teacher qualifications persist, with only 36% of lower secondary and 33% of upper secondary teachers being adequately trained. This lack of qualified educators severely limits students' literacy development. The United Nations has underscored the importance of literacy in its Sustainable Development Goals, particularly Goal 4, which aims to ensure equitable quality education for all. Rwanda is committed to these objectives, but to overcome existing literacy challenges, the country needs increased funding and determined planning for its education system. To tackle these issues, Rwanda calls for sustained financial investment in teacher training, resource allocation, and educational infrastructure. The UN should support efforts by facilitating international cooperation and providing resources. Prioritizing literacy initiatives can empower future generations, reduce poverty, and pave the way for sustainable development in Rwanda. | |
| Country: | Saudi Arabia |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| With voting in favor of the adoption of the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) in resolution 61/295 of 13 September 2007, Saudi Arabia as homogenous Arab nation that has experienced imperialist forces trying to grasp control of the country and destroy its unique cultural capital, Saudi Arabia recognizes the importance to protect the rights of indigenous peoples. Especially given our efforts to be part of driving global emissions down and as active collaborator in addressing the issues that come from climate change, we are aware of the exposure to various issues many indigenous peoples face. However, not only the changing climate but also the legal recognition, political representation, and access to medical care and education still remain issues when it comes to indigenous peoples. UNDRIP has led to increased global recognition and established legal framework and institutions indigenous peoples can use to voice and amplify their concerns. Nevertheless, Saudi Arabia is also aware of the gaps in the implementation of the standards set down in UNDRIP. Another disadvantage of global recognition is the increasing cultural appropriation and commercialization of the unique cultures we in the first place seek to preserve. Thus, we suggest approaches that do on the one hand protect these indigenous peoples but on the other hand give them incentive to preserve their distinctive features without being consumed by tourism or abandonment of their lifestyle in order to migrate into modern society. Overall, we thus aim to strike the balance of raising awareness for indigenous people and giving them the tools needed for their prosperity while also encouraging them to preserve their distinctive features, relationship with their environment, and approaches to life. | |
| Country: | Saudi Arabia |
| Topic: | Literacy for life |
| Paper text: | |
| The Kingdom of Saudi Arabia firmly believes that literacy is a fundamental human right and acritical element for achieving sustainable development. The importance of literacy extends beyond individual empowerment; it serves as a foundation for economic growth, social stability, and cultural enrichment. In light of the ongoing global literacy crisis, exacerbated by theCOVID-19 pandemic, Saudi Arabia recognizes the urgent need for collective action to address disparities in access to education. Recent United Nations efforts, particularly the emphasis on Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education, are commendable. However, despite progress, millions of people remain illiterate, especially in conflict-affected and impoverished regions. Saudi Arabia views these challenges as an opportunity for the international community to strengthen its commitment to literacy initiatives that prioritize marginalized populations, including women and rural communities. Moving forward, Saudi Arabia advocates for the United Nations to enhance its support for global literacy programs through increased funding and technical assistance. The Kingdom encourages member states to collaborate on best practices and innovative educational strategies that integrate digital literacy into traditional learning frameworks. Saudi Arabia intends to sponsor initiatives aimed at establishing regional partnerships that focus on literacy and education, particularly in areas facing humanitarian crises. Saudi Arabia calls for a unified global effort to promote literacy as a vehicle for sustainable development. The Kingdom believes that with the right support and commitment, we can create an educated and empowered global citizenry capable of addressing the challenges of the future. | |
| Country: | Senegal |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Senegal has long demonstrated a commitment to the rights and welfare of indigenous peoples and ethnic minorities, supporting frameworks that protect indigenous rights, cultural preservation, and empowerment. By adopting UNDRIP in 2007 and ratifying the African Charter on Human and Peoples' Rights in 1982, Senegal has publicly aligned with these priorities. The constitution enshrines respect for cultural diversity, recognizing numerous ethnic languages, while the Ministry of Culture organizes festivals and promotes traditional arts and languages. To advance indigenous rights, the Delegation of Senegal proposes several initiatives. For health, an Indigenous Health Equity Fund would pool resources to support mobile clinics, vaccination efforts, and health education with indigenous communities. Additionally, a healthcare training program would offer scholarships and training for indigenous health workers. Economic empowerment initiatives, such as the Indigenous Women and Youth Entrepreneurship Fund, would provide small grants and mentorship, while mentorship programs would connect indigenous youth with global leaders. Senegal also emphasizes the importance of cultural preservation and environmental development. A UN Indigenous Language Preservation Fund would support language documentation and digital resources, increasing language revitalization. Furthermore, Senegal supports climate initiatives that incorporate indigenous environmental practices such as a program that would provide climate-resistant seeds and sustainable agriculture training to indigenous communities, respecting traditional methods while improving food security. Through these comprehensive policies, Senegal reaffirms its commitment to preserving indigenous heritage and promoting equitable development. | |
| Country: | Senegal |
| Topic: | Literacy for life |
| Paper text: | |
| Senegal recognizes literacy as a central pillar for socio-economic growth, development, and education. Senegal committed to the education for all (EFA) goals outlined in the Dakar Framework of the World Education Forum in 2000, where we adopted the theme of Education for African Renaissance in the Globalized Economy, Communication and Culture. In the following UN Literacy decade implemented by UNESCO in 2003, Senegal made literacy a state responsibility codified in our Constitution, and increased the budget allocated to literacy. As a country facing both rural-urban divides and the challenges posed by the growing digital landscape, Senegal emphasizes that the path toward universal literacy requires tackling global and regional inequalities, the barriers to girls education, and the rapid digital transformation affecting the education sector. To promote growing availability to the right of literacy the Delegation of Senegal advocates for the creation of UN Community Based Literacy Hubs with digital integration to achieve higher literacy rates in rural communities through coalescence of multilingual education in pre-existing social centers and gender-sensitive schools. Additionally, a Digital Equipment Teacher Training program which provides educators with practical skills in digital literacy systems and a variety of language programs would provide them the skills necessary to respect traditional tribunal learning facilities while equipping their students for futures in the digital age. For immigrant communities, the Mobile Literacy Initiative would pool resources from existing NGOs such as RELIT and Read@Home to provide displaced persons with literature for learning to read and write in several languages, as they are without permanent location and require mobile services for opportunity. | |
| Country: | Slovenia |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) serves as a universal framework for safeguarding the survival, dignity, and well-being of Indigenous communities worldwide. It highlights minimum standards for respecting Indigenous rights, elaborating on fundamental freedoms to address specific challenges faced by these communities. Slovenia, a nation with a strong Slovene majority and indigenous minorities like Italians and Hungarians, has embraced the UNDRIP's principles within its constitutional protections. Following World War I, most Slovene territories joined the Kingdom of Serbs, Croats, and Slovenes (Former Yugoslavia). Though a smaller Slovene population remained in Italy, Hungary in Austria; the majority of Slovenia's population is Slovene (over 83%) according to Slovenia last Census. Slovenia's constitution, adopted in 1911, recognizes Italians and Hungarian as indigenous minorities, guaranteeing them representation in the National Assembly and cultural rights. Slovenia ensures rights to self-identity for ethnic groups, and preserve cultural heritage, with protections against discrimination irrespective of race, nationality, or religion. Slovenia stresses United Nations Declaration on the Rights of Indigenous Peoples for all countries to comply as a tool that establishes a universal framework of minimum standards for the survival, dignity, and well-being of the Indigenous Peoples of the world, and it elaborates on existing human rights standards and fundamental freedoms as they apply to the specific situation of Indigenous Peoples. And as for the EU state members, Slovenia calls for the compliance with directives on equal treatment, which broaden anti-discrimination protections across Europe, covering direct and indirect, and hidden discrimination as well as harassment for minorities groups. Slovenia recognizes the need to address the impact of colonialism on indigenous communities and respect and promote their right to self-determination. Slovenia is willing to work with other states and non-profit organizations to continue to address the challenges indigenous people face. | |
| Country: | Slovenia |
| Topic: | Literacy for life |
| Paper text: | |
| As a nation committed to inclusive and lifelong learning, Slovenia acknowledges literacy as a fundamental right and a key to sustainable development. We affirm our commitment to UN Resolution 69/141 and the United Nations Literacy Decade, recognizing literacy as an essential skill for individual empowerment, social inclusion, and participation in the global economy. In Slovenia, lifelong learning is embedded in national policy, supported by frameworks such as the Lifelong Learning Strategy (2007), which ensures that educational opportunities are available to people of all ages and backgrounds. Guided by principles of accessibility and adaptability, The country has integrated these values into its White Paper on Education (2011) and National Strategy for Reading Literacy (2019-2030), emphasizing the need for tailored, flexible learning pathways. Slovenia has actively developed public networks and programs to foster literacy and skills development, including Study Groups, Knowledge Exchanges, and Lifelong Learning Weeks. These initiatives enable citizens to improve their literacy in various contexts, from digital proficiency to vocational training. Recognizing literacy's impact on economic and social participation, Slovenia promotes policies that align learning with employability and active citizenship. To address global literacy challenges, Slovenia encourages increased collaboration among member states, especially in supporting regions with limited access to educational resources. Slovenia advocates for strengthening partnerships between the UN, UNESCO, and NGOs to advance literacy initiatives and fund adaptable learning programs globally. Slovenia believes that only through international cooperation and a shared commitment to lifelong education can we build a truly inclusive and knowledge-based society. | |
| Country: | South Africa |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| South Africa's turbulent history is well known due to the United Nations and the global
communities at large, role against apartheid. We are no strangers to the issues and
repression faced by marginalized communities and have been fighting to achieve an
equitable and peaceful society since the establishment of democracy in 1994. We strongly
believe that South Africa belongs to all who live in it, as enshrined in our constitution, and
endorse fostering dialogue to ensure it stays true. That is why we were active participants in
the negotiation of the United Nations Declaration of the Rights of Indigenous Peoples
(UNDRIP) in 2007 and a keen contributor to the creation of the outcome document from
2014's World Conference on Indigenous Peoples.
The Republic of South Africa has made bold strides in the preservation of Indigenous knowledge and languages through the 2014 "Law on Protection, Promotion, Development and Management of Indigenous Knowledge Systems" that established the protection, promotion, development, and management of communities' different Indigenous knowledge systems. There have also been strides in ensuring Indigenous communities have the opportunity to progressively develop and grow as people through the UN initiative of access and benefit sharing (ABS) in biodiversity as seen through the benefit-sharing agreement between the Khoi-San community and the Rooibos Industry for indigenous knowledge about the Rooibos plant. The Republic of South Africa is convinced there is enough consensus to address tension and issues that may arise through means that preserve state sovereignty. Of most importance is addressing the pillage of Indigenous lands, territories, and resources by both local and international companies. We believe in the discussion of resolutions that provide legally binding norms and standards for maximum protection and fulfillment of the rights of Indigenous peoples. This would provide legal solutions to violations of the rights of Indigenous Peoples. With respect to the current Declaration, it has limitations that make it unable to provide maximum protection to Indigenous Peoples. The continuing violation of the rights of Indigenous Peoples cannot be allowed any longer and must be reversed. | |
| Country: | South Africa |
| Topic: | Literacy for life |
| Paper text: | |
| As representatives of South Africa, we look forward to collaborating with our fellow
delegates
to solve the crises of global illiteracy, an issue that has affected more than 750 million people
worldwide. We believe that the foundational skill of literacy equips us with knowledge that is
essential for the expansion of human development. In the words of our former president,
Nelson Mandela, "A good head and good heart are always a formidable combination. But
when you add to that a literate tongue or pen, then you have something very special."
South Africa's mission with the United Nations General Assembly's Third Committee is to
promote reading as a critical life skill as it is pertaining to the Sustainable Development Goals.
By adopting international practices, such as the Family Literacy Project, we've built and
strengthened programmes such as the Early Childhood Development (ECD) programme,
Primary School Reading Improvement Programme, Adult Basic Education and Training
(ABET)
programme and the South African National Literacy Initiative, all with proper assessments to
assist in tracking progress. We've also established the 2030 Reading Panel, which aims to
ensure that all children in South Africa are able to read for meaning by 2030, and the Kha Ri
Gude Literacy Campaign with the aim of enabling adults over the age of 15 to become literate
as well as numerate. Learners have had an increased civic participation and income
generation as a result of this campaign. South Africa has been able to benefit from
programmes supported by UNESCO, such as the Kha Ri Gude, and we would seek similar
programmes to also impact our fellow nations. However, with the devastation of the Covid-19
pandemic, we see a further widening of the scales of education. Thus, we seek the abetment
and advancement of similar programmes offered globally. It is a strong belief that literacy is
essential for the foundation of a nation's development, and in turn, a global development.
In South Africa, we pride ourselves in our rich and diverse culture, and through literature are able to promote said culture but also engage in global understanding. As such, we are looking forward to finding solutions to this global issue at the United Nations Conference of 2024. | |
| Country: | Spain |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The Kingdom of Spain recognizes the importance of protecting the rights of indigenous peoples, emphasizing their distinct cultures, languages, and connections to the land. This commitment is reflected in Spain's support for international declarations such as the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), which outlines the rights of indigenous peoples to self-determination, cultural preservation, and land ownership. Spain's Constitution also guarantees the right to self-government and autonomy for its nationalities and regions. Spain actively participates in global initiatives to promote these rights, advocating for the inclusion and protection of indigenous communities in all aspects of society. Spain's approach to indigenous rights is multifaceted, involving legal, social, and economic measures to ensure that indigenous peoples can maintain their cultural heritage and improve their living conditions. The Spanish government has implemented policies that support the preservation of indigenous languages and traditions, recognizing that cultural diversity enriches the national identity. Additionally, Spain collaborates with international organizations to address issues such as land rights, access to education, and healthcare for indigenous populations. In recent years, Spain has also focused on the economic empowerment of indigenous communities. This includes initiatives to promote sustainable development and entrepreneurship among indigenous peoples, ensuring they have the resources and opportunities to thrive. Spain's commitment to these principles is evident in its participation in various United Nations forums and its support for resolutions that aim to enhance the rights and well-being of indigenous peoples globally. | |
| Country: | Spain |
| Topic: | Literacy for life |
| Paper text: | |
| The Kingdom of Spain has made significant progress in improving literacy rates, with a focus on providing lifelong learning opportunities for all citizens. The country supports UNESCO's Literacy for Life initiative, which aims to reduce illiteracy and promote continuous education. Spain's educational reforms and programs target marginalized groups, including older populations, migrants, and ethnic minorities, to ensure they have access to quality education. The Spanish government collaborates with international organizations to implement literacy programs that address the needs of these communities, fostering an inclusive and educated society. Spain's literacy initiatives are comprehensive, addressing both formal and non-formal education sectors. The government has introduced policies to improve the quality of education at all levels, from primary to tertiary education, ensuring that students receive a well-rounded education that prepares them for the challenges of the modern world. Additionally, Spain has invested in adult education programs, recognizing that literacy is a lifelong process that extends beyond the traditional school years. To further support literacy, Spain has developed community-based programs that provide learning opportunities in local settings. These programs often involve partnerships with non-governmental organizations and local communities, creating a supportive environment for learners of all ages. Spain also leverages technology to enhance literacy, using digital tools and online platforms to reach a wider audience and provide flexible learning options. The Spanish government is committed to reducing educational disparities and ensuring that all citizens have the opportunity to achieve their full potential. This commitment is reflected in Spain's active participation in international literacy campaigns and its support for United Nations resolutions that promote education for all. Through these efforts, Spain aims to build a more inclusive and educated society, where literacy is recognized as a fundamental right and a key driver of social and economic development. | |
| Country: | Sri Lanka |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The Democratic Socialist Republic of Sri Lanka recognizes the importance of protecting and
promoting the rights of Indigenous peoples. Sri Lanka voted in favor of the United Nations
Declaration on the Rights of Indigenous People adopted in 2007, affirming its commitment to
safeguarding the cultural, social, and economic rights of Indigenous communities. This non-
binding text prohibits discrimination against indigenous peoples and promotes their participation
in all matters that concern them.
In Sri Lanka, the Veddha comprise a very small community of Indigenous People who have maintained a distinct identity and traditional way of life despite centuries of external influence and modernization. The Veddha's ancestral knowledge, including sustainable practices and herbal medicine, is integral to Sri Lanka's cultural heritage. Although the community is small, Sri Lanka is committed to ensuring that the Veddha's rights are respected in accordance with international standards. | |
| Country: | Sri Lanka |
| Topic: | Literacy for life |
| Paper text: | |
| The Democratic Socialist Republic of Sri Lanka strongly emphasizes the critical role of literacy
in promoting sustainable development and fostering social equity. Sri Lanka is proud to have one
of the highest literacy rates in South Asia, with approximately 93% of its population being literate.
This achievement is largely attributed to the government's long-standing commitment to
education, having invested in free education since 1945. This investment has enabled universal
access to primary and secondary schooling, ensuring that education remains a fundamental right
for all citizens.
Sri Lanka has consistently supported United Nations resolutions that align with its national priorities of promoting literacy. They have also collaborated with various international bodies, including the United Nations Educational, Scientific, and Cultural Organization (UNESCO). Sri Lanka was honored to host the UNESCO regional seminar in 2017, which focused on Ending Impunity Against Journalists. Sri Lanka believes that the "cornerstone of any democracy is freedom of information," and has made ongoing efforts to ensure media and journalism are available for access. The delegation is committed to continuing to open opportunities for literacy growth that is available for everyone regardless of socioeconomic status or geographic location. Sri Lanka also acknowledges the importance of digital literacy in the modern age. As technology becomes increasingly integrated into everyday life, the government is working to launch initiatives to expand access to digital education. Through continued investment in education and active participation in international collaborations, Sri Lanka aims to ensure that literacy remains a cornerstone of its national development and a tool for empowering all citizens. | |
| Country: | State of Palestine (Observer) |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Indigenous people, living frugally in their native homelands, are facing horrific struggles
and unstable living conditions. They are the objects of mistreatment by the reigning power's
legislation and governments. This is not a new issue, and has been addressed and
essentially neglected by the United Nations, Third Committee's Social, Humanitarian and
Cultural motives. Even after the 2006 General Assembly United Nations Declaration on the
Rights of Indigenous Peoples, declaring the legitimacy and legal citizenship of those sharing
common heritage to their land, the former colonizers continue to discriminate against the
individual communities, hinder cultural practices, and invoke a climate of fear. Experiencing
this first hand, the delegation of Palestine, affirms the idea of further protection, and the
promotion of reparations for those who have been displaced, this can be furthered by the
increased cooperation and recognition of those inhabitants who have been subjected to
such living.
Since 1946 the indigenous population of Palestine has faced mass displacement, with thousands of families forced to leave their homes and seek refuge in unfamiliar lands, this is not unique to Palestine as many other nations face similar injustices that the United Nations Third Committee has failed to acknowledge. Currently, there are an estimated 6 million Palestinian refugees still residing in the West Banks and Gaza, with over 9.17 million world wide. Palestine is not the only nation with a devastating past of ethnic cleansing, including in areas such as Bosinia, Herzegovina, Kosovo, and Chencnya. With the Rights of the Indigenous people in such constant peril, Palestine views this topic as imperative and a priority for the Third Committee of Social, Humanitarian, and Culture. With so many refugees being the target of aggressive powers, Palestine urges for a resolution or action to aid the Indigenous Peoples. | |
| Country: | State of Palestine (Observer) |
| Topic: | Literacy for life |
| Paper text: | |
| The Third Committee of Social Humanitarian, and Cultural, should extend its commitment to
the cause of Literacy for Life. The ability to read and write in this current global order, has
grown from a skill to a necessity. Every individual is entitled to knowledge and
understanding, as it is imperative to communication. This has been affirmed and stressed in
The Universal Declaration of Human Rights, which views the disruption of education to be a
violation of international standards. Palestine, despite times of turmoil, has shown dedicated
commitment towards the education of its citizens, with literacy rates of 96% for females and
99% for males with a steady increase per year. These numbers prove that even after facing
such violence (i.e the displacement of 750,000 refugees) Literacy for Life can remain a
priority. Palestine has extended this movement to b oth men and women, and has made a
steady effort to decrease the literacy-gender disparity that continues to plague the world.
The vulnerability of refugees world wide, leads to educational determinants within the younger generations hindering their futures in the realm of academics, within previous actions done by the United Nations including Sustainable Development Goals, Promotion Peaceful and Inclusive Society, and the Commission on Financing Global Education Opportunities, the UN should continue their effort and further these programs in the field of educational development, to aid in those 763 million people who lack literacy skills and 244 million children who do not have access to proper schooling. In doing this the standard of life will be raised as will the advocation of human rights. Palestine hopes for international support in the pursuit for Literacy for Life. | |
| Country: | Syrian Arab Republic |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Syria supported the 2007 United Nations Declaration on the Rights of Indigenous Peoples
(UNDRIP), and it upholds legal equality for all its citizens. Article 9 of our 2012 Constitution
affirms "the protection of cultural diversity of the Syrian society with all its components and the
multiplicity of its tributaries, as it is a national heritage that promotes national unity within the
framework of the territorial integrity of the Syrian Arab Republic."
Syria is a multi-ethnic and multi-confessional country, and we value the contributions from all Syrians, regardless of their faith, language, ethnicity, or other characteristics. At the same time, however, we uphold, as stated above, the promotion of national unity and territorial integrity. Both of these, as is well known, have been threatened by a devastating conflict spurred by Islamic radicals, outside powers, and, unfortunately, some groups residing in Syria itself. Our priority, particularly in light of this conflict, is rebuilding our national unity and state institutions. As in other committees, Syria will emphasize the principle of state sovereignty. As such, we recognize that other countries can establish additional measures that go beyond the UNDRIP. We, however, will oppose the imposition of any requirements upon us, particularly regarding special political rights for indigenous peoples and minority groups, as these can contribute to separatism and undermine national unity. We will uphold the position that states should be the ones to determine who their indigenous peoples are and any special provisions they will be granted. | |
| Country: | Syrian Arab Republic |
| Topic: | Literacy for life |
| Paper text: | |
| Syria welcomes a productive discussion and action on the topic "Literacy for Life". We
acknowledge our country's shortcomings in this area, primarily produced by a decade of terrorist-
inspired conflict. A recent UNESCO report noted that only a slight majority of Syrian youth aged
15-24 had the minimum expected life skills in literacy, numeracy, and life skills. Youth in rural
areas, devastated by conflict and still lacking numerous forms of infrastructure, fare particularly
poorly. We also recognize gender disparities, and highlight the need for people to acquire skills
beyond basic literacy, including functional ability with technology.
An obvious need for us is rebuilding our schools and training teachers, as well as providing students with access to technology, as many students in Syria lack computers or reliable access to the Internet. We welcome international efforts to assist countries like Syria that have clear needs to improve their educational system. We have worked with international NGOs to improve our educational outcomes, and are eager to learn of successes elsewhere that could be applied to Syria. We welcome discussions on the theme of "literacy for life," emphasizing in the latter part of this phrase with respect to the development of functional life skills. However, we emphasize the need to uphold state sovereignty and the need for states to have control over their educational establishment, including the language of instruction and the content of the curriculum. | |
| Country: | Türkiye |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The rights of indigenous peoples are crucial to the protection of social justice, culture, diversity, and addressing critical needs in sustainable development. The United Nations Declaration on the Human Rights of Indigenous Peoples (UNDRIP), Resolution 61/295 (2007), promotes a universal framework for the well-being of indigenous peoples, specifically calling out international law and policy minimum requirements. UNDRIP includes 46 articles, with Article 1 declaring that indigenous peoples have rights to all fundamental freedoms expressed in the Universal Declaration of Human Rights, Resolution 217 (1948). Furthermore, the United Nations (UN) recognizes the exclusion of indigenous peoples from decision-making processes on matters which directly impact their lives. As a result, Resolution 77/179 was used to establish the UN's Voluntary Fund for Indigenous Peoples, designed to provide support for indigenous representatives to the UN so they may be present at conferences. Türkiye leads the development in human rights in the Middle East, specifically advocating for minority and indigenous rights in the Organization of Islamic Cooperation (OIC). The OIC Declaration on the Rights of Minorities (2005), OIC Cairo Declaration on Human Rights in Islam (1990), and the OIC Declaration on the Rights of the Rohingya (2017) stress Türkiye's stance on upholding Indigenous rights, specifically Indigenous Muslim rights. Türkiye is particularly supportive of initiatives to protect cultural, linguistic, and economic rights while still emphasizing national unity through integration in both government and media. This has been the approach of past legislation regarding minority populations. For example, Türkiye has passed multiple political reforms to allow for more Kurdish representation in government and even launched a state-run Kurdish- language TV channel in 2009. Türkiye will continue to stress the importance of human rights regionally and internationally, especially concerning persecuted, indigenous Muslim communities. Türkiye will fight for the indigenous rights of Adivasi, Uyghur, and Rohingya Muslims and stress the need for international cooperation and condemnation of atrocities against them. Türkiye recommends other Member States grant Indigenous rights in a manner that reconciles past atrocities and grants more economic, political, and cultural freedom while making an effort to incorporate the indigenous populations into the greater national identity. | |
| Country: | Türkiye |
| Topic: | Literacy for life |
| Paper text: | |
| Literacy for Life is a global movement to promote literacy as a human right. This movement is imperative as increased literacy rates have been proven to improve standards of living, and nations' economies, and increase levels of peace. The movement encompasses more than just the ability to read and write, it also focuses on the application of literary skills in everyday life. Improving literacy rates is particularly important for women and other marginalized communities as a means of empowerment. Resolutions 64/290 (2010) and 66/139 (2011) underscore the necessity of literacy for social inclusion and civic empowerment. Türkiye further shows dedication to the goal of Literacy for Life, authoring Resolution 68/132 (2013), Literacy for Life: shaping future agendas, and sponsoring the revised Resolution 77/192 (2022). While the Middle East has been making strides in improving literacy rates, especially among women, Türkiye has pioneered the movement in the region. Women have had the legal right to equal education as men since the founding of the nation in 1923. Türkiye has further ensured equal access to education in Article 42 of the 1982 constitution. Article 42 outlines a robust legal basis for equality in education, requiring the state to ensure free and compulsory education for all up to the primary level. In regards to literacy among women, a more recent initiative Türkiye implemented is "Haydi Kizlar Okula" (come on girls to school) in 2003 which encouraged rural girls to attend primary school which in turn helped decrease the gender gap in literacy. Türkiye has also stressed the importance of using technology in regards to education and improving digital literacy rates having implemented the FAT?H Project in 2010. This campaign implemented more technology in classrooms which helped maintain the improvement of education and literacy rates while increasing digital literacy rates. Increasing the use of technology through FATIH and other projects has been seen as one of the main tools for decreasing social inequality. Türkiye will continue to push for the implementation of technology and digital learning to increase literacy for life, aiming at all communities and age groups. Türkiye will stress the importance of regional development in literacy and technological literacy to compete in the digital age. | |
| Country: | Thailand |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| There are 476 million Indigenous Peoples worldwide, making up 6% of the global population but 19% of the extreme poor. ( The World Bank, 2023) In Thailand, Indigenous groups reside in remote areas with limited access to education, healthcare, and legal recognition. Statelessness, land rights issues, and the erosion of indigenous languages threaten their cultural identity and knowledge systems. Women and youth within communities also face barriers to participation due to traditional gender and age roles.
Thailand recognizes the contributions of indigenous peoples to cultural diversity and sustainable practices. While supporting aspects of the UN Declaration on the Rights of Indigenous Peoples (UNDRIP), the country seeks a balanced approach that aligns with national sovereignty and sustainable development. To tackle these problems, Thailand proposes three key solutions: Language Revitalization and Knowledge Preservation: Promote bilingual education and community-based learning to integrate indigenous languages alongside Thai. Digital archives and cultural exchange further preserve traditions and knowledge. Empowerment of Indigenous Women and Youth: Encourages inclusive governance by urging community leaders to adopt frameworks that respect traditions while promoting gender equality and youth participation. Environmental Collaboration: Foster partnerships between indigenous communities and environmental agencies to integrate traditional knowledge into climate policies, ensuring sustainable and culturally respectful conservation efforts. | |
| Country: | Thailand |
| Topic: | Literacy for life |
| Paper text: | |
| Literacy is a right still denied to nearly a fifth of the world's adult population. (EFA Global
Monitoring Report Team, 2005) Thailand acknowledges literacy as a cornerstone of learning and
a sustainable environment. Yet, major displacement events disrupt education, creating
challenges in adapting to new languages and cultures. The country proposes community-based
multilingual literacy programs to support displaced populations. These learning centers will offer
language acquisition and cross-cultural education for residents and displaced people, fostering
social inclusion and enabling smoother transitions.
About 222 million school-aged children are affected by crises globally. ( Education Cannot Wait's High-Level Financing Conference, 2022) Women and girls face significant barriers to education due to social inequalities. Thailand urges the United Nations to strengthen scalable literacy programs that promote gender equality through scholarships, teacher training, and community- driven solutions. Multilingual Literacy Programs for Displaced Populations: Establish community-based learning centers that offer multilingual education for displaced individuals and local communities, promoting both literacy and cultural integration. Bridging the Digital Divide through Infrastructure and Training: Expand affordable internet access in marginalized areas and offer digital literacy training, with a focus on empowering women and vulnerable populations. Thailand reaffirms its commitment to advancing literacy, supporting marginalized communities, and fostering sustainable development through inclusive and scalable solutions. | |
| Country: | Timor-Leste |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| As the representative of the Democratic Republic of Timor-Leste, we respect the rights of
Indigenous peoples around the world. We believe that Indigenous people deserve the right to
life and basic necessities. In 2007, Timor-Leste endorsed the United Nations Rights of
Indigenous Peoples. Being a very diverse country, with recognizing Tetum and Portuguese as
official languages along with English and Indonesian as working languages, and over thirty
Indigenous languages, it can be difficult to fully address situations revolving around Indigenous
groups. Due to Timor-Leste's history of relations with other countries, independence has led to
beliefs of our land as sacred. To promote the land, Timor-Leste has taken many steps to
incorporate Indigenous practices and knowledge into our policies to protect various rights of
our indigenous people. However, due to severe climate change, our land is not in the same
quality it once was. Climate-driven disasters are getting worse each year; droughts have been
causing food insecurity, which leads to malnutrition of many people, especially Indigenous
peoples.
Many of the indigenous peoples in Timor-Leste live in rural areas. Due to transportation and the infrastructure in Timor-Leste, it can be difficult to send resources from the urban areas to the rural areas. With the lack of resources and being in a rural area, Indigenous women are extremely vulnerable in situations of violence. Many Indigenous women and children do not have access to first responders, medical care, safe houses, and judiciary and psychological support. While Timor-Leste has been working thoroughly to combat these concerns, it can be difficult to set up a solid infrastructure because of funding and climate change. Timor-Leste calls to continue to work towards fully addressing situations revolving around Indigenous groups, and protecting Indigenous peoples rights. | |
| Country: | Timor-Leste |
| Topic: | Literacy for life |
| Paper text: | |
| As the representative of the Democratic Republic of Timor-Leste, we support higher
education worldwide. As a young nation-state, we are continuously striving for better
education in Timor-Leste and in other countries around the world. We believe that everyone
has the right to education and the freedom to choose. Being a recognized observer of
ASEAN, Association of Southeast Asian Nations, who respect and promote fundamental
freedoms and human rights, our goal is to encourage the growth of education. Timor-Leste's
education has grown tremendously well with more young people and children attending
school, and obtaining a better, and successful, education. However there is still much
improvement that needs to be addressed and taken into account. With being a very diverse
country, recognizing Tetum and Portuguese as official languages along with English and
Indonesian as working languages, and over thirty indigenous languages, it can be difficult to
have educational courses with language differences. There are language barriers that can
make the educational process and environment difficult for communication between the
teachers and students.
With the support of organizations, the people of Timor-Leste are able to continue to strengthen their education system. Partnering and working with UNICEF, United Nations International Children's Emergency Fund, has been crucial for the restructuring of Timor- Leste. UNICEF has supported our government, helping to create a sustainable community of pre-schools, and helping the children in rural areas have access to education. KOICA, The Korea International Cooperation Agency, has also been a successful partner with the government of Timor-Leste to expand the education system. KOICA has sent funding, in order for us to publish textbooks and guides for teachers in secondary schools. Timor-Leste's goal is to improve education, and with the financial support of international relations, we are able to continue to grow. | |
| Country: | Ukraine |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| International collaboration is essential on the issue of ensuring the rights of indigenous peoples are being considered and respected, in the wake of human rights violations within our state due to occupation subjecting our indigenous peoples, the Crimean Tatars, and many others in the occupied territory to religious persecution, discrimination, and suppression of freedoms such as speech, protest, and assembly. We continuously call for international diplomacy and respect regarding indigenous rights for all member states citizens under occupation. We look to the international community for support and assistance with appreciation to the UN and its supporting member states, who join us in calling for the enforcement of resolution 73/263 adopted by the general assembly on 22 December 2018 condemning the illegal occupation of Crimea violating international law. Ukraine urges all members to adopt the framework outlined in the resolution 61/295 adopted by the United Nations declaration on the rights of Indigenous people in September 2007, which details implementing Indigenous rights focused on social inclusion-based policies, giving indigenous peoples the platform to have a voice not just within their communities but the international community as well. This will require cooperation and assistance on an international level, such as the UN SWAP guide, to foster long-standing support and respect for Indigenous peoples' rights. This system-wide action plan lays out a framework that focuses on integrating indigenous voices into national and international policies. Giving indigenous peoples a voice when it comes to laws that will affect them will foster trust, social inclusion on an international level, and collaboration between indigenous peoples and their governments and create policies that are sensitive to the needs of indigenous populations. There is an urgent need to prioritize and enforce the rights of indigenous peoples; this effort must involve policies that incorporate indigenous peoples in international spaces to further social inclusion and maintain respect for indigenous peoples' human rights. | |
| Country: | Ukraine |
| Topic: | Literacy for life |
| Paper text: | |
| Fostering social inclusion is essential when promoting literacy for life in accordance with the UN (SDGs), specifically goal 4, which highlights the importance of creating literate environments for all in an inclusive attempt for literacy to reach all populations, specifically those in poverty, ensuring sustainable development. We recognize the duty of the GA Third Committee to promote social, humanitarian, and cultural protections. Ensuring easy access to education not only in each member state's official languages but in minority languages as well will foster social inclusion and give access to lifelong education for minority language speakers who did not have the opportunity. Improving literacy in minority communities by implementing multilingual and bilingual primary and secondary education will give access to education for all in adherence to the resolution 57/166 adopted by the GA in December 2002 outlining the goals of the United Nations declared literacy decade education for all, broadening the scope of literacy for life calling for governments and respective organizations to ensure the promotion of literacy for all. Communities with higher literacy rates are better functioning, more effectively able to advocate for their preferred policies, and most importantly, able to understand how to participate in their society. Language gives one self- identity and a sense of belonging, member states must uphold the duty of the GA third committee by ensuring minority language speakers are included in the plan of action. 77/192 adopted by the GA on December 15th, 2022, to ensure inclusive education internationally and adopt literacy technologies. We urge member states to provide funding to financially disadvantaged countries, ensuring that education is accessible to those lacking resources. This initiative's purpose is to develop more inclusive policy-making strategies reaching the most marginalized groups of people within this declared literacy. The goal of the UN and its member states is to prioritize literacy for life, multilingual and bilingual quality life-long education for all, which will aid all states in attaining this shared international goal. | |
| Country: | United Arab Emirates |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The United Arab Emirates strongly supports the actions of the United Nations to work towards securing the rights of Indigenous Peoples across the international community. In many states, Indigenous Peoples have for a long time suffered from inequities in many social, humanitarian, and cultural needs. According to the World Bank, they account for 19 percent of the extremely poor worldwide, yet they only constitute six percent of the global population. Chief among the rights they are entitled to are their ancestral lands, education, healthcare, housing, and employment. The United Nations must work towards new resolutions that protect Indigenous Peoples from forced assimilation and discrimination. In 2007, the United Arab Emirates affirmed the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), demonstrating our commitment to this issue. Many years after the passing of this document, Indigenous Peoples still lack effective participation in decision-making processes, and member states need to include them with regard to their customs and traditions. In December 2023, the United Arab Emirates proudly hosted the COP28 Climate Change Conference where members of the Indigenous community shed light on the direct impact climate change has on their communities, namely the damaging effects on agriculture that relate to SDG 13 and 15. These effects are bringing about more natural disasters and disruptions to production systems that they rely on for their food, water, and medicine. They need more support to establish mechanisms that account for the loss and damage to their lands and give them access to technologies that can mitigate these risks. Additionally, governments should encourage language revitalization for Indigenous Peoples in order to help undo the damage caused by assimilation and connect these communities back to their cultures. One solution the United Arab Emirates proposes is to create partnerships between Indigenous groups and universities. In schools where heritage programs have been implemented, a sharp increase in the graduation rate for Indigenous students has occurred. The United Arab Emirates looks forward to working with member states to further the UN agenda to protect the rights of Indigenous Peoples internationally. | |
| Country: | United Arab Emirates |
| Topic: | Literacy for life |
| Paper text: | |
| The United Arab Emirates strongly supports the United Nations work towards ending illiteracy globally. According to UNESCO Institute for Statistics, as many as 754 million adults around the world are unable to read, which largely accounts for continued problems accessing well paying jobs and escaping global poverty. Illiteracy also halts advancements and innovations across all fields, especially economically and technologically. The United Arab Emirates is dedicated to improving literacy rates among adults and children. According to the World Bank, as of 2022, 98% of people 15 years and older are literate. This is a considerable increase from 1975 when only 54% of people were literate. Additionally, 2016 was declared the Year of Reading which launched a decade of initiatives to improve national literacy, part of which results in every March being an annual Month of Reading. In order to make this declaration as effective as possible, the United Arab Emirates Cabinet developed a National Literacy Strategy that created over 1500 initiatives over the course of the year to support the creation of a national lifestyle of reading. The United Arab Emirates is excited to collaborate with fellow United Nations member states to support the Literacy for Life initiative. | |
| Country: | United Kingdom |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The United Kingdom of Great Britain and Northern Ireland has promoted and will continue
to promote the rights of Indigenous peoples across the globe. Indigenous people make up
approximately 6.2% of the Earth's population, yet they steward nearly a quarter of Earth's
landmass. These communities face an uphill battle: they are forced to contend with the loss
of ancestral lands and sovereignty as well as the worsening effects of climate change.
Additionally, encroachment on ancestral land and centuries of discriminatory laws has
threatened language loss.
As such, the United Kingdom would like to extend our support of those working to retain their Indigenous languages, citing the United Kingdom's internal work with restoring languages. We would also like to enhance our support for the natural world, promoting sustainable practices at local levels that align with traditional Indigenous practices in order to ensure that individual needs are met. A broad approach lacks the ability to tailor solution measures to unique communities and cultures. Instead, an approach to ensuring the stability of Indigenous lands for future generations, as well as promoting global health, reiterates all 17 Sustainable Development Goals (SDGs) and requires an open dialogue between Member States and local Indigenous communities. The Delegation of the United Kingdom of Great Britain and Northern Ireland stresses the need for Member States to adhere to the United Nations Declaration on the Rights of Indigenous People (UNDRIP) guidelines when addressing this issue and to acknowledge the sovereignty of Indigenous communities over their land. This is imperative in order to ensure a sustainable future for everyone. The Delegation of the United Kingdom hopes to work with fellow Member States in ensuring Indigenous rights globally. | |
| Country: | United Kingdom |
| Topic: | Literacy for life |
| Paper text: | |
| The Delegation of the United Kingdom of Great Britain and Northern Ireland remains deeply
committed to Education For All (EFA). Education is a fundamental human right, and higher
literacy drives sustainable development and is interwoven in a multitude of global issues and
solutions. Therefore, the international community must remain steadfast in its commitment
to achieving set goals, including those outlined in the Dakar Framework and Sustainable
Development Goal 4, expanding quality education. Despite substantial progress, one in ten
people worldwide remains illiterate. This issue disproportionately impacts certain regions.
The United Kingdom has taken proactive steps to address these disparities, including
fostering partnerships between government, industry, and the volunteer sector to close the
gender gap in literacy and address the growing issue of digital literacy.
Thus, the Delegation of the United Kingdom implores Member States not only to recommit to prior frameworks but to expand them to reflect modern demands. These frameworks must be localized to address the diverse barriers to literacy, including education systems disrupted by conflict or natural disasters. Moreover, it is crucial that Member States prioritize marginalized communities, addressing inequalities across gender, class, race, and age. In the 21st century, the definition of literacy must take into account digital literacy, as effective participation in today's world requires digital and media fluency. Strengthening internet infrastructure is vital for expanding education systems to rural, remote, and conflict- affected areas. Increasing funding for international education can achieve these goals, especially within low-income Member States. The Global Partnership for Education exemplifies such funding, as do partnerships with the private sector and Non-Governmental Organizations. The Delegation of the United Kingdom hopes fellow Member States will take these elements into account when addressing efforts to enhance literacy for life. | |
| Country: | United States of America |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| The United States offers several protections for indigenous people, highlighted in the American Declaration on the Rights of Indigenous People. This Declaration protects them from discrimination and allows them self-determination, cultural rights, and more. President Biden has addressed the historical injustices and he is committed to furthering the rights of Indigenous people. The United States acknowledges the history of failed policies and aims to build an evolving relationship with Indigenous people. The Biden administration has been involved in initiatives to restore tribal land, protect sacred sites, and incorporate tribal consultation when making federal decisions. Under Biden, the United States signed the Memorandum on Tribal Consultation and Strengthening Nation-to-Nation Relationships. This has reinforced the relationship of the US government to that of tribal governments. This memorandum has shown that the United States is committed to helping Indigenous people with tribal sovereignty and is encouraged to help with the well-being of the Indigenous peoples. Biden is committed to restoring and protecting their rights to their Indigenous lands. In 2021, Biden signed a proclamation that helped Indigenous people regain monuments that were culturally significant to them. These monuments were the Bears Ears National Monument and Grand Staircase-Escalante National Monument in Utah. Previously, the boundaries of these monuments had been reduced and this caused Indigenous people to lose part of their land. Biden however, was able to regain the boundaries back for them. These examples show that the United States is committed to furthering the rights of Indigenous peoples; in all aspects. The United States encourages other member states to take similar actions to further relationships between indigenous peoples and member states by recognizing their inalienable rights. To this end, it is important for member states to recognize not just the rights of indigenous peoples as a whole, but to also create specific and localized solutions to empowering indigenous peoples. All people ought to have access to their own cultures, languages, and lands. This is a fundamental right and the wrongs that have led to millions losing access to this ought to be corrected with due respect and care. | |
| Country: | United States of America |
| Topic: | Literacy for life |
| Paper text: | |
| The United States prioritizes literacy in order to aid in the personal success of its citizens; especially those from disadvantaged populations. Increasing literacy rates promotes economic development, active citizenship, as well as personal prosperity. The United States prioritizes literacy through various programs. Beginning with early childhood development, programs such as Head Start help to advance early literacy skills; especially for low-income families. The U.S. Title I program targets lower income students in order to improve educational opportunities, including reading and writing, for students at risk of failing. In addition to supporting initiatives for childhood literacy, the U.S. promotes literacy for adults through the Adult Education And Family Literacy Act which seeks to help adults increase the literacy skills necessary for economic and personal independence. Beyond the borders of the United States, USAID programs aim to support literacy worldwide; including for those in times of conflict and crisis. The U.S. is a member of UNESCO which aims to expand literacy globally and help the hundreds of millions of adults who lack the ability to read and write. Universal literacy is crucial for global development. Programs focused on literacy development for underprivileged populations must be prioritized. This will not only lead to a global population with more personal prosperity, but to greater economic and social development throughout the world. | |
| Country: | Venezuela |
| Topic: | Rights of indigenous peoples |
| Paper text: | |
| Indigenous people in Venezuela account for roughly 2.8% of the population, and within the constitution under Article 9 its government in turn recognizes the indigenous languages as part of their own. Venezuela has adopted the United Nations Declaration on the Rights of Indigenous Peoples and ratified the ILO Convention 169. This withstanding, the indigenous peoples of Venezuela are struggling with demarcation of habitat and land, illegal/illicit mining activities, and environmental raping. Venezuela also enacted a series of laws to assist in the development of specific rights of Indigenous Peoples. Those being: the Law on Demarcation and Guarantee of the Habitat and Lands of Indigenous Peoples (2001), the Organic Law on Indigenous Peoples and Communities (2005), and the Indigenous Languages Act (2007), as well as several favorable provisions found in a number of Venezuelan legal norms. Whilst these laws appear to be favorable towards the indigenous peoples, it is also contradictory to when Venezuela permitted the Orinoco Mining Belt Operation which increases the issues listed above. Overall it appears that the Venezuelan government predominately supports the expansion of the rights of indigenous peoples with the granting of returned land and national park creation, several laws to prevent further devastation, and unite the 2.8% in a collective support-sharing ideal propped up by the government. | |
| Country: | Venezuela |
| Topic: | Literacy for life |
| Paper text: | |
| The United Nations Educational, Scientific and Cultural Organization has been working to finalize the mission of literacy for all persons in accordance with the fact that acquiring and improving global literacy skills are a pillar to the right to education. The Venezuelan government implemented the "Yes I Can" method, to elevate all people who choose to read and write. In 2005, UNESCO recognized the Venezuelan state as a territory free of illiteracy. The Venezuelan populace on average spends 6 hours per week reading and increasing their literacy rate which contributes to a literacy rate of 95%. The high literacy rate leads to, fact attributed to socialist state policy concerned with teaching reading and writing to as many Venezuelans as possible, giving them access simultaneously to advanced educational degrees. The literacy rate is important to the people of Venezuela because it adds to the culture and a sense of belonging and unity. The high literacy rate is a contributing factor to citizens of Venezuela going to a university and pursuing an advanced degree is a brain gain for the country of Venezuela. The Venezuelan government encourages growing literacy from the present to the future in order to further their education. | |
Back to the list of committees