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United Nations

l Assembly

Distr. GENERAL

United Nations Educational, Scientific and Cultural Organization

25 June 2014

Draft Resolution 1.1Committee: United Nations Educational, Scientific and Cultural Organization

Topic Area: Eradicating Illiteracy

Signatories: United Kingdom, India, DR Congo, Denmark, UAE, China, Argentina, Canada,

Philippines, Malaysia, Germany, Kenya, Australia, Iraq.

The United Nations Educational, Scientific and Cultural Organization Council,

The Sustainable Awareness in Literacy

Recalling that, in the Universal Declaration of Human Rights, the International Covenant onEconomic, Social and Cultural Rights, andthe Convention on the Rights of the Child, the right of

individual to education is recognized and undeniable,

Reaffirming resolution 56/116 that, every individual acknowledged the place of literacy at theheart of lifelong learning, that literacy is crucial to the acquisition, by every child, youth and

adult, of essential life skills that enable them to address the challenges they can face in life, andrepresents an essential step not just in basic education but also groundbreaking phase of their life,

which is an indispensable means for effective participation in the societies and economies of thetwenty-first century,

Recalling also its resolution in which called for continuing International efforts to promote

literacy, and requested the Secretary-General, in cooperation with the Director-General of theUnited Nations Educational, Scientific and Cultural Organization and in consultation with

Member States, to consider effective ways and means for achieving the goal of education for allincluding the desirability and feasibility of launching a United Nations decade to eradicate

illiteracy,

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Taking note of Commission on Human Rights resolution (20 April 2001) on the right toeducation,

Recalling the United Nations Millennium Declarationof 8 September 2000 in which Member

States resolved to ensure that, by the year 2015, children everywhere, boys and girls alike, wouldbe able to complete a full course of primary schooling and that girls and boys would have equal

access to all levels of education, which requires a renewed commitment to promote literacy for

all,

Believing that, by alleviating all efforts and means to bring literacy upfront, it will bridge

Millennium Development Goals 2015 primary concern to reduce extreme poverty and maintainhealth education, after that then other goals of Millennium Development can be achieved

entirely,

Convincedthat literacy, with extend to functional literacy, quality education, and consciousnessliteracy are imperative which will represent a lifelong necessity for all and serve as an

investment in human and social capital and a major tool for the empowerment of people,

Confidentthat, literacy needs to raise awareness to play the part generally assigned to it today, tostimulates primary consciousness about critical understandings relating to their lives, and

therefore peoples freedom as driving instrument that will leads to social justice promotinggender and equality, in aims for individuals to be aware of their rights to claim and duties to

fulfill as a citizen of country to support equitable development as well as national reconstruction,

Deeply Disturbedby,United States of Americas foreign policy to cut 20% of UNESCO budget

for accepting Palestine as a new official member of the UNESCO, which resulting a negativeimpact for the execution of all UNESCO strategic programs,

Aware of, situations happening in Africa, especially Algeria, rebellions from DR Congo, Egypt,Kenya, and Central African Republic in securing cultural values and norms diminished withincontents from resource materials delivered from any countries,

Alarmed by, cultural context discrimination around girls and poverty that still hampering in theprocess of universalizing access on education and prevent the equity and equality of gender,

Emphasizing the thinking of basic skills of literacy; reading, writing, and calculating not as

destination goal of literacy but as the point of departure for an approach that aims to examine andto improve the social situation in its entirety,

Noting with deep concernthat, number of illiteracy adults remain high at 774,000,000 located in

three key areas: South and West Asia, Sub-Saharan Africa, and the Arab states with nearly twothirds of the worlds non-literate adults are women,

Recognizingthe necessity of improving all aspects of the quality of education so that recognize

and measurable learning outcomes are achieved by all, especially in the areas of literacy,numeracy, essential life skills and human rights education, thereby enabling all persons to excel,

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4. Considerspoverty which has been caused by the inexistence of educational institutions,

vulnerability of educational facilities in rural areas, and difficult access to education,strongly recommend all states to:

a. In regards to the inexistence of education institution in rural areas, all developed

countries along with international organizations; not limited only to UN bodies

but also other supporting bodies are recommended to provide material,professional teachers, and funds support to developing countries and under-developed countries in order to facilitate education;

b. Recommend a clear framework for decentralizing education which required torecognizes the differentiated role of stakeholders, including policymakers, school

administrators, teachers, parents and local community members in order tofacilitate responsibility in providing education;

5. Further requests, the governments and Ministry of education of Member States toimplement and recognize that the emergence of critical awareness through consciousness-

raising literacy requires learners; illiterate adults especially women, youth and children to

go through several different stages of learning, participating in pre-literacy, literacy, andpost-literacy with primary focus in under developed and developing countries; completedwith substantive guidance such monitoring and evaluation for each stage;

Pre-literacystage, to teach them basic standard of literacy such as read and write in

their own national language and encouraged target learners to take part in preliminarystudies, by exploring their surroundings, identifying obstacles to development and

examining the motivations of participants, in which of these studies are intended tolead the development of literacy program focusing on the problem of the population by

conducting their research; Literacy stage, learners will take part in lessons in the form of discussion and debate,

able to have a comprehensive also general understanding regarding their basic needs,issues relating to their life and their country in which manner they will be able to make

inform decisions on food, health, political, and social issues; Post-literacy stage, learners will be given basic and social skills that are necessary

also demanded in society to encourage illiterate adult to get a proper job in theworkforce and to be able to contribute in their society, with earning proper income.

Monitoring and evaluating, we recommends the need to held a global monitoringreport by UNESCO in collaboration with education data center provided by

department of education in national and regional levels that provides comprehensivereview covering major issues in literacy and identify problems that have troubled the

literacy field since beginning including definitions of literacy, current statistics and the

challenged, also innovative ideas for moving the field forward for

Construct international school scholarship program for youth illiteracy which based onnational and international curriculum such as British school, Denmark school, and

another international school;

6. Requests all member states to build social institutional house for women and childrenwho suffer violence, discrimination, and threat from unwanted parties such as; extremists,

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rebellions or militants for belligerent countries or non-belligerent as shelter for protectionand non-formal education to teach them beneficial skill and make them ready for work:

Requests funding assistance from World Literacy Foundation (WLF);

Under the protection of local governments in every nation, which will be located inurban areas to be easily monitored by the governments;

Facilitate them with basic needs such as: food, nutrition, shelter, hard skills such as

ability to involve in creative industry; The management system of institutional house will be mandated by ministry of

education in the country to local NGO, and the teaching resource will be provided by

qualified teacher from its own citizen;

7. Further recommends, Member states to support cultural adaptation for substantivematerial assistance; such as literature and digital media in education delivered by donor

countries consisting from regions or nations around the globe, by addressing:

Donors from Member states, international organizations, local NGO and INGO,

voluntary sectors, and private sectors or individuals providing Materials and

resources for educational needs to adjust with the happening situations;

Setting standards by involving both parties who are collaborative partners and

international society to propose its framework and fundamental criteria in accordance

with their educational needs, not limited in certain regions;

The context of substantive materials should be suitable with local culture values and

norms; Considers aspects of cultural adaptation and harmonization in universal

standard of education and frameworks ensure the local government can collaborate.

8. Further recommends a new post-2015 education framework and global goals to be

responsive to and reflect regional and national priorities and context which allow for

regional and national modification and interpretation of targets;

9. UrgesMember States, along with international organization, national organization, and

also non-governmental organizations, to cooperate together in order to eradicateilliteracy, and to promote the right for education for all human beings and to create

conditions for all learning throughout life,

10.Appealsto all Governments to redouble their efforts to achieve their needs of education

for all by setting firm targets and timetables, by working in active partnership with

communities, associations, and the media and development agencies, to reach thosetargets;

11.Further recommends all governments to designate a standardize and accreditations forteacher in order to produce a qualitative level by providing teaching training and standard

of appropriate and fundamental curriculum;

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12.Recommends the improvement of material content and allocation of products fromUNESCO e-learning especially for rural communities, to achieve:

a. Increase of access to education for all, especially for children and youth;b. Improve the ability for rural communities to gain more usage of technology;

12.Supports,on local governments, private sectors, business, chambers, NGOs and unions to

provide such trainings. Promote the awareness for this cooperation with such sectors, that

both parties shared a mutual benefits which emphasize illiterate adults to need better jobs

and incomes, on the other sides labor markets need also human resources;

13.Draws attention,on rural villages, safe war zone areas, and poor urban slum regions;

14.Decides, that the UNESCO next Educational World Conference under the item that

entitled Education for Development, the sub-item entitled Post-2015 Education

Agenda: Sustainable Awareness in Future Literacy.