IMUN Online Conference 124.

Study Guide

Committee: United Nations Educational,

Scientific and Cultural Organization
Topic: Ensuring quality education and
increasing accessibility to e-learning for children

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Table of Contents
About the Committee...........................................................................................................3
About UNESCO ...............................................................................................................3
Mandate of the Council ...................................................................................................4
Introduction to the topic ......................................................................................................4
SDG 4: Quality Education ...............................................................................................7
Current Situation.................................................................................................................9
International Framework .................................................................................................. 14
Questions A Resolution Must Answer............................................................................... 17
References .......................................................................................................................... 18

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About the Committee

About UNESCO

United Nations Educational, Scientific and Cultural Organization

(UNESCO) was established in 1945, in order to contribute to peace and security
by building up international collaboration through reforms concerning education,
science and culture and to reinforce universal respect for justice, the rule of law
and human rights, along with fundamental freedom declared in the United
Nations Charter. The Organization has wide-reaching specific powers.
UNESCO’s role is to support and promote comprehensive actions focusing both
on safeguarding the access to quality and inclusive education and to a culturally
enriched environment, where heritage connects people and generations, and on
protecting the freedom of expression, strengthening in the same time democracy,
and the right to diversity, human dignity, as well as the right to benefit from
scientific breakthroughs and general development.

The United Nations Educational, Scientific and Cultural Organization is the

authority for being responsible of the international coordination in education,
science, culture and communication. It bounds nations and societies, the wider
public so that each child and citizen:
a) has access to quality education, a basic human right and an indispensable
prerequisite for sustainable development;
b) may grow and live in a cultural environment rich in diversity and dialogue,
where heritage serves as a bridge between generations and peoples;
c) can fully benefit from scientific advances;
d) and can enjoy full freedom of expression;
e) the basis of democracy, development and human dignity.

In doing so, the Organization takes the advice of the international, regional
and national professional organizations concerned and of the National
Commissions. The Organization’s mandate is formally defined in Article 1,
paragraph 3 of the Charter of the United Nations, and Article 1 of the UNESCO
Constitution (1945).

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Mandate of the Council

UNESCO through its mandate in education, the sciences, culture and

communication has aimed to forge a culture of peace by fostering the generation
and exchange of knowledge, including scientific knowledge, through
international cooperation, capacity building and technical assistance to its
Member States. It works to create the conditions for genuine dialogue between
civilizations, cultures and peoples based upon mutual respect and respect for
shared values. The Natural Sciences Sector contributes to UNESCO’s mission by
using science to build peace, to eradicate poverty

Introduction to the topic

Gender-based inequalities are a universal and pervasive characteristic of

all societies, today and in history. One of the most crucial dimensions in which
gender differences manifest themselves is in human capital accumulation and its
acquisition through education. In turn, gender gaps in education are among the
main factors that determine gender disparities in a broad set of socioeconomic
realms, including work, family, and public life. Despite the persistence of
discriminations, women’s education has gone through substantial expansion
since the 19th century, with a gradual closing, or even reversal, of the gender gap
in recent times.

This progress one of the most puzzling stylized facts of modern economic
growth has received huge attention in the economics literature. This chapter
makes the point on these remarkable achievements and collects the main
contributions within the field of economics on the causes and effects of gender
differences in education, with a strong emphasis on a historical perspective. Since
human capital accumulation is highly persistent through time, understanding the
mechanisms that have created the pre-conditions for gender gaps to emerge is a
crucial input to devise policy interventions capable of eradicating them today.
Despite the fact that gender-based inequalities have tended to close in recent
years, sharp differences still exist across levels of education and across countries.

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 A majority of regions have reached gender parity in primary education, but
disparities persist at higher levels. The United Nations Gender Inequality Index,
aimed at capturing women’s empowerment, includes a component that reflects
education gender gaps, measured by comparing the ratio of females aged 25 years
and older with at least some secondary education with the corresponding ratio for
males.

For the world as a whole, as of 2010-2017, such ratios are equal to 62.5 for
females and 70.9 for males, while they are closer, at 84.6 and 87.3 respectively,
among OECD countries, and considerably further away, at 25.0 and 34.3, among
least developed countries. However, participation rates in primary and secondary
education, taking into account the relevant age brackets, have reached near-
equality for girls and boys, while in tertiary education a reversed bias is emerging
in favor of women, who are enrolling at faster rates than men.

The COVID-19 pandemic has created the largest disruption of education

systems in history, affecting nearly 1.6 billion learners in more than 190 countries
and all continents. Closures of schools and other learning spaces have impacted
94 per cent of the world’s student population, up to 99 per cent in low and lower-
middle income countries. The crisis is exacerbating pre-existing education
disparities by reducing the opportunities for many of the most vulnerable
children, youth, and adults – those living in poor or rural areas, girls, refugees,
persons with disabilities and forcibly displaced persons – to continue their
learning.

Learning losses also threaten to extend beyond this generation and erase
decades of progress, not least in support of girls and young women’s educational
access and retention. Some 23.8 million additional children and youth (from pre-
primary to tertiary) may drop out or not have access to school next year due to
the pandemic’s economic impact alone. On the other hand, this crisis has
stimulated innovation within the education sector. We have seen innovative
approaches in support of education and training continuity: from radio and
television to take-home packages. Distance learning solutions were developed
thanks to quick responses by governments and partners all over the world
supporting education continuity, including the Global Education Coalition
covened by UNESCO.

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 But these changes have also highlighted that the promising future of
learning, and the accelerated changes in modes of delivering quality education,
cannot be separated from the imperative of leaving no one behind. This is true for
children and youth affected by a lack of resources or enabling environment to
access learning. It is true for the teaching profession and their need for better
training in new methods of education delivery, as well as support. Last but not
least, this is true for the education community at large, including local
communities, upon whom education continuity depends during crisis and who
are key to building back better.

There are a vast number of technologies available for online education but
sometimes they create a lot of difficulties. These difficulties and problems
associated with modern technology range from downloading errors, issues with
installation, login problems, problems with audio and video, and so on.
Sometimes student finds online teaching to be boring and unengaging. Online
learning has so much of time and flexibility that students never find time to do it.
Personal attention is also a huge issue facing online learning. Students want two-
way interaction which sometimes gets difficult to implement.

The learning process cannot reach its full potential until students practice
what they learn. Sometimes, online content is all theoretical and does not let
students practice and learn effectively. Mediocre course content is also a major
issue. Students feel that lack of community, technical problems, and difficulties
in understanding instructional goals are the major barriers for online learning.
In a study, students were found to be not sufficiently prepared for balancing
their work, family, and social lives with their study lives in an online learning
environment. Students were also found to be poorly prepared for several e-
learning competencies and academic-type competencies. Also, there is a low-
level preparedness among the students concerning the usage of Learning
Management Systems.

Meanwhile, for many developing countries, e-learning is considered a

solution to the increasing demand for higher education. In Pakistan, online
education is promoted as “education for all” as it aims to reach out to students
living too far from the cities and unable to afford the cost of conventional higher
education.

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 In Botswana, e-learning solves the problems of large classrooms,
increasing enrollment, and limited staff. The author stated that the decision to
integrate e-learning “was not borne out of a desire to join an elite club of
technologically savvy universities but was out of the need to solve practical
problems related to access and the quality of learning experiences”. E-learning is
also expected to help improving students’ computer literacy – the skill needed in
the current workforce.

SDG 4: Quality Education

It aims to “ensure inclusive and equitable quality education and promote

lifelong learning opportunities for all.” SDG 4 is made up of 10 targets. The
provision of 12 years of free, publicly-funded, inclusive, equitable, quality
primary and secondary education, of which at least nine years are compulsory,
leading to relevant learning outcomes, should be ensured for all, without
discrimination.

The provision of at least one year of free and compulsory quality pre-
primary education is encouraged, to be delivered by well-trained educators, as
well as that of early childhood development and care. It is imperative to reduce
barriers to skills development and technical and vocational education and training
(TVET), starting from the secondary level, as well as to tertiary education,
including university, and to provide lifelong learning opportunities for youth and
adults.
The provision of tertiary education should be made progressively free, in
line with existing international agreements. Equitable access to TVET needs to
be expanded while quality is ensured. Learning opportunities should be increased
and diversified, using a wide range of education and training modalities, so that
all youth and adults, especially girls and women, can acquire relevant knowledge,
skills and competencies for decent work and life.

Beyond work-specific skills, emphasis must be placed on developing high-

level cognitive and non-cognitive/transferable skills, such as problem solving,
critical thinking, creativity, teamwork, communication skills and conflict
resolution, which can be used across a range of occupational fields.

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 All people, irrespective of sex, age, race, colour, ethnicity, language,
religion, political or other opinion, national or social origin, property or birth, as
well as persons with disabilities, migrants, indigenous peoples, and children and
youth, especially those in vulnerable situations or other status, should have access
to inclusive, equitable quality education and lifelong learning opportunities.
Vulnerable groups that require particular attention and targeted strategies include
persons with disabilities, indigenous peoples, ethnic minorities and the poor.

All girls and boys, women and men, should have equal opportunity to enjoy
education of high quality, achieve at equal levels and enjoy equal benefits from
education. Adolescent girls and young women, who may be subject to gender-
based violence, child marriage, early pregnancy and a heavy load of household
chores, as well as those living in poor and remote rural areas, require special
attention. In contexts in which boys are disadvantaged, targeted action should be
taken for them. Policies aimed at overcoming gender inequality are more
effective when they are part of an overall package that also promotes health,
justice, good governance and freedom from child labour.

The principles, strategies and actions for this target are underpinned by the
contemporary understanding of literacy as a continuum of proficiency levels in a
given context. It goes beyond the understanding of a simple dichotomy of
‘literate’ versus ‘illiterate’. Therefore, action for this target aims at ensuring that
by 2030, all young people and adults across the world should have achieved
relevant and recognized proficiency levels in functional literacy and numeracy
skills that are equivalent to levels achieved at successful completion of basic
education.
It is vital to give a central place to strengthening education’s contribution
to the fulfilment of human rights, peace and responsible citizenship from local to
global levels, gender equality, sustainable development and health. The content
of such education must be relevant, with a focus on both cognitive and non-
cognitive aspects of learning. The knowledge, skills, values and attitudes required
by citizens to lead productive lives, make informed decisions and assume active
roles locally and globally in facing and resolving global challenges can be
acquired through education for sustainable development (ESD) and global
citizenship education (GCED), which includes peace and human rights education,
as well as intercultural education and education for international understanding.

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Current Situation

Today, progress is being made in many places, but, overall, action to meet
the Goals is not yet advancing at the speed or scale required. 2020 needs to usher
in a decade of ambitious action to deliver the Goals by 2030. With just under ten
years left to achieve the Sustainable Development Goals, world leaders at the
SDG Summit in September 2019 called for a Decade of Action and delivery for
sustainable development, and pledged to mobilize financing, enhance national
implementation and strengthen institutions to achieve the Goals by the target date
of 2030, leaving no one behind.
The UN Secretary-General called on all sectors of society to mobilize for
a decade of action on three levels: global action to secure greater leadership, more
resources and smarter solutions for the Sustainable Development Goals; local
action embedding the needed transitions in the policies, budgets, institutions and
regulatory frameworks of governments, cities and local authorities; and people
action, including by youth, civil society, the media, the private sector, unions,
academia and other stakeholders, to generate an unstoppable movement pushing
for the required transformations.

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 Numerous civil society leaders and organizations have also called for a
“super year of activism” to accelerate progress on the Sustainable Development
Goals, urging world leaders to redouble efforts to reach the people furthest
behind, support local action and innovation, strengthen data systems and
institutions, rebalance the relationship between people and nature, and unlock
more financing for sustainable development.

At the core of the 2020-2030 decade is the need for action to tackle growing
poverty, empower women and girls, and address the climate emergency. More
people around the world are living better lives compared to just a decade ago.
More people have access to better healthcare, decent work, and education than
ever before. But inequalities and climate change are threatening to undo the gains.
Investment in inclusive and sustainable economies can unleash significant
opportunities for shared prosperity.
And the political, technological and financial solutions are within reach. But
much greater leadership and rapid, unprecedented changes are needed to align
these levers of change with sustainable development objectives.

Since 2000, there has been enormous progress in achieving the target of
universal primary education. The total enrolment rate in developing regions
reached 91 percent in 2015, and the worldwide number of children out of school
has dropped by almost half. There has also been a dramatic increase in literacy
rates, and many more girls are in school than ever before. These are all
remarkable successes.

Progress has also been tough in some developing regions due to high levels
of poverty, armed conflicts and other emergencies. In Western Asia and North
Africa, ongoing armed conflict has seen an increase in the number of children out
of school. This is a worrying trend. While Sub-Saharan Africa made the greatest
progress in primary school enrolment among all developing regions, from 52
percent in 1990, up to 78 percent in 2012, large disparities still remain. Children
from the poorest households are up to four times more likely to be out of school
than those of the richest households. Disparities between rural and urban areas
also remain high.

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 Achieving inclusive and quality education for all reaffirms the belief that
education is one of the most powerful and proven vehicles for sustainable
development. This goal ensures that all girls and boys complete free primary and
secondary schooling by 2030. It also aims to provide equal access to affordable
vocational training, to eliminate gender and wealth disparities, and achieve
universal access to a quality higher education.

Ending all discrimination against women and girls is not only a basic
human right, it’s crucial for sustainable future; it’s proven that empowering
women and girls helps economic growth and development. UNDP has made
gender equality central to its work and we’ve seen remarkable progress in the past
20 years. There are more girls in school now compared to 15 years ago, and most
regions have reached gender parity in primary education.
But although there are more women than ever in the labour market, there
are still large inequalities in some regions, with women systematically denied the
same work rights as men. Sexual violence and exploitation, the unequal division
of unpaid care and domestic work, and discrimination in public office all remain
huge barriers. Climate change and disasters continue to have a disproportionate
effect on women and children, as do conflict and migration. It is vital to give
women equal rights land and property, sexual and reproductive health, and to
technology and the internet. Today there are more women in public office than
ever before, but encouraging more women leaders will help achieve greater
gender equality.

A number of studies focused on computer access, ownership, and computer

skills, based on the assumption that these factors contribute to computer literacy
that influences the adoption of e-learning. Bediang et al. (2013) conducted a
survey to students in Cameroon and found that two-third of the students were not
familiar with the concept of e-learning and that 17 % of students did not own a
personal computer. Most students who used the Internet had only basic email and
Web search computer skills. In another study from Jordan, Akhu-Zaheya et al.
(2011) found that most students did not own computers at home and for the most
part, they used word processing, email, and web searching. The students with
limited use of computer developed computer anxiety, which led to computer
illiteracy.

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 Bhuasiri et al. (2012) explored critical success factors with e-learning
experts (faculty, ICT experts, and researchers) in developing countries. The top
four factors that emerged from the data as ranked by ICT experts were computer
training, perceived usefulness, attitude toward e-learning, and computer self-
efficacy. The top four factors, ranked by faculty, were perceived usefulness,
attitude toward e-learning, program flexibility, and clear direction. The
researchers concluded that people in developing countries are less familiar with
technology and therefore are far more critical of e-learning.

While the existing research informed us about several challenges, few

studies attempted to connect these shortcomings to users’ acceptance of e-
learning. As Moore and Benbasat (1991) argued, the potential adopters’
perceptions of innovations were so critical for the success of the integration. In
the next section, we outline the theoretic frameworks that influenced the design
of the current research. During the current global pandemic, ensuring learning
continuity during the time of school closures became a priority for governments
the world over, many of which turned to ICT, requiring teachers to move to online
delivery of lessons. Countries report that some modalities have been used more
than others, depending on education level, with variability across regions.

In areas with limited connectivity, governments have used more traditional

distance learning modalities, often a mix of educational television and radio
programming, and the distribution of print materials. Relatively few countries are
monitoring the effective reach and use of distance learning modalities. However,
estimates indicate variable coverage: distance learning in high income countries
covers about 80–85 per cent, while this drops to less than 50 per cent in low-
income countries. This shortfall can largely be attributed to the digital divide,
with the disadvantaged having limited access to basic household services such as
electricity; a lack of technology infrastructure; and low levels of digital literacy
among students, parents, and teachers. School closures have necessitated changes
in – and in some cases caused serious disruptions to – how students are evaluated.
In most countries, exams have been postponed; in a few, they have been
cancelled; and, in others, they have been replaced by continuous assessments or
alternative modalities, such as online testing for final exams.

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 Innovative continuous assessment methods have received a lot of attention.
Student progress can be monitored with mobile phone surveys, tracking usage
and performance statistics from learning platforms and apps, and implementing
rapid learning assessments to identify learning gaps. Every solution has its own
challenge, notably in terms of equity.

Some students without reliable internet access and/or technology struggle

to participate in digital learning; this gap is seen across countries and between
income brackets within countries. For example, whilst 95% of students in
Switzerland, Norway, and Austria have a computer to use for their schoolwork,
only 34% in Indonesia do, according to OECD data.

In the US, there is a significant gap between those from privileged and
disadvantaged backgrounds: whilst virtually all 15-year-olds from a privileged
background said they had a computer to work on, nearly 25% of those from
disadvantaged backgrounds did not. While some schools and governments have
been providing digital equipment to students in need, such as in New South
Wales, Australia, many are still concerned that the pandemic will widen the
digital divide.

For those who do have access to the right technology, there is evidence that
learning online can be more effective in a number of ways. Some research shows
that on average, students retain 25-60% more material when learning online
compared to only 8-10% in a classroom. This is mostly due to the students being
able to learn faster online; e-learning requires 40-60% less time to learn than in a
traditional classroom setting because students can learn at their own pace, going
back and re-reading, skipping, or accelerating through concepts as they choose.

Nevertheless, the effectiveness of online learning varies amongst age

groups. The general consensus on children, especially younger ones, is that a
structured environment is required, because kids are more easily distracted. To
get the full benefit of online learning, there needs to be a concerted effort to
provide this structure and go beyond replicating a physical class/lecture through
video capabilities, instead, using a range of collaboration tools and engagement
methods that promote “inclusion, personalization and intelligence”.

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International Framework

The Universal Declaration of Human Rights (UDHR), adopted in 1948,

states in Article 26: 'Everyone has the right to education'. Since then, the right to
education has been reaffirmed in various international treaties including:

• UNESCO Convention against Discrimination in Education (1960)

• International Covenant on the Elimination of All Forms of Racial
Discrimination (1965)
• International Covenant on Economic Social and Cultural Rights (1966)
• Convention on the Elimination of All Forms of Discrimination against
Women (1979)
• Convention on the Rights of the Child (1989)
• International Convention on the Protection of the Rights of All Migrant
Workers and Members of their families (1990)
• Convention on the Rights of Persons with Disabilities (2006).

The right to education has also been recognised in ILO Conventions and
international humanitarian law, as well as in regional treaties

UNESCO Convention against Discrimination in Education and the

International Covenant on Economic, Social and Cultural Rights guarantee the
right to education generally, that is, for all people. Other treaties apply to specific
groups (children, women, persons with disabilities, refugees and migrant) or in
specific contexts (for example, education in armed conflicts and education and
child labour).

Most of the time, human rights bodies attached to these treaties monitor its
implementation through reporting mechanisms and complaint mechanisms in
cases of violations. They are also responsible for providing authoritative
interpretations – and so better understanding – of treaties’ provisions through the
adoption of General Comments, Recommendations to States, and decisions.

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Possible Solutions

Scholarship programmes can play a vital role in providing opportunities

for young people and adults who would otherwise not be able to afford to
continue their education. Where developed countries offer scholarships to
students from developing countries, these should be structured to build the
capability of the developing country. While the importance of scholarships is
recognized, donor countries are encouraged to increase other forms of support to
education. In line with the SDG 4 - Education 2030 focus on equity, inclusion
and quality, scholarships should be transparently targeted at young people from
disadvantaged backgrounds.

Teachers are the key to achieving all of the SDG 4 targets. It requires urgent
attention, with a more immediate deadline, because the equity gap in education
is exacerbated by the shortage and uneven distribution of professionally trained
teachers, especially in disadvantaged areas. As teachers are a fundamental
condition for guaranteeing quality education, teachers and educators should be
empowered, adequately recruited and remunerated, motivated, professionally
qualified, and supported within well-resourced, efficient and effectively governed
systems.

Given the key role that language plays in shaping cultural and social attitudes,
using gender-inclusive language is a powerful way to promote gender equality
and eradicate gender bias. Being inclusive from a gender language perspective
means speaking and writing in a way that does not discriminate against a
particular sex, social gender or gender identity, and does not perpetuate gender
stereotypes. Governments should be made aware of the increased risk of violence
against women during this pandemic and the need to keep in touch and support
women subjected to violence, and to have information about where help for
survivors is available. It is important to ensure that it is safe to connect with
women when the abuser is present in the home. The challenge to educational
institutions is not only finding new technology and using it but also reimagining
its education, thereby helping students and academic staff who are seeking
guidance for digital literacy.

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1. PROTECT EDUCATION FINANCING AND COORDINATE FOR
IMPACT: The pandemic has pushed the world into the deepest global
recession in living memory which will have lasting effects on economies
and public finances. National authorities and the international community
need to protect education financing through the following avenues:
strengthen domestic revenue mobilization, preserve the share of
expenditure for education as a top priority and address inefficiencies in
education spending; strengthen international coordination to address the
debt crisis; and protect official development assistance (ODA) for
education.

2. BUILD RESILIENT EDUCATION SYSTEMS FOR EQUITABLE AND

SUSTAINABLE DEVELOPMENT: Strengthening the resilience of
education systems enables countries to respond to the immediate
challenges of safely reopening schools and positions them to better cope
with future crises. In this regard, governments could consider the
following: focus on equity and inclusion; reinforce capacities for risk
management, at all levels of the system; ensure strong leadership and
coordination; and enhance consultation and communication mechanisms.

3. REIMAGINE EDUCATION AND ACCELERATE CHANGE IN

TEACHING AND LEARNING: The massive efforts made in a short time
to respond to the shocks to education systems remind us that change is
possible. We should seize the opportunity to find new ways to address the
learning crisis and bring about a set of solutions previously considered
difficult or impossible to implement. The following entry points could be
to the fore of our efforts: focus on addressing learning losses and
preventing dropouts, particularly of marginalized groups; offer skills for
employability programmes; support the teaching profession and teachers’
readiness; expand the definition of the right to education to include
connectivity; remove barriers to connectivity; strengthen data and
monitoring of learning; strengthen the articulation and flexibility across
levels and types of education and training.

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Questions A Resolution Must Answer
1. What are the common flaws in the education laws followed by countries?
What changes can be made to them?
2. How can the governments help reduce the financial burden on parents for
sending their children to school?
3. How can governments monitor areas to ensure students are attending
schools on a regular basis?
4. How can males be more involved in these processes of promoting right to
education for females?
5. Have the steps taken previously been effective so far? If not, what new
steps can be taken by governments?
6. How can the committee ensure that students without enough educational
resources (internet connection, devices, non-conducive learning
environment, etc.) can access high-quality education during pandemic?
7. How can the committee ensure that students that are not proficient in digital
education will be able to access the high-quality education?
8. Is there a need to conduct trainings for school faculties and administrations
regarding conduct of e-learning? What necessary things that we have to
teach the schools about e-learning? Do schools need to revise their
modules, syllabi, course contents, etc.?
9. What necessary laws that each country must implement to ensure equal
access to education and assure that no one is left behind?
10. How to strengthen international coordination to address the debt crisis
caused by the pandemic in the education sector?
11. How can awareness be created on these issues on all levels of society? In
what ways can electronic and print media as well as social media platforms
be used for this?

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References
1. https://sustainabledevelopment.un.org/post2015/transformingourworld#:~
:text=We%20resolve%2C%20between%20now%20and,protection%20of
%20the%20planet%20and
2. https://www.un.org/development/desa/dspd/2030agenda-sdgs.html
3. https://unfoundation.org/blog/post/the-sustainable-development-goals-in-
2019-people-planet-prosperity-in-focus/
4. https://www.coe.int/en/web/un-agenda-2030/goal-16
5. https://www.undp.org/content/undp/en/home/sustainable-development-
goals.html
6. https://www.osce.org/sustainable-development-goals
7. https://en.unesco.org/creativity/sites/creativity/files/247785en.pdf
8. https://www.ohchr.org/EN/Issues/SDGS/Pages/The2030Agenda.aspx
9. https://www.unescap.org/sites/default/files/UN%20and%20SDGs_A%20
Handbook%20for%20Youth.pdf
10. https://www.sdgfund.org/2030-agenda-sustainable-development-
achieving-industry-related-goals-and-targets

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