POLITICAL SCIENCE PROJECT

ON
THE TOPIC :
ROLE OF MODEL UNITED NATION IN SPREADING
AWARENESS ABOUT UNITED NATIONS SYSTEM

SARDAR PATEL SUBHARATI INSTITUTE OF LAW

SWAMI VIVEKANANDA SUBHARATI UNIVERSITY

SUBMITTED TO : Submitted by :
Sir, Ramesh Dhar Dwivedi, Saywong Rai
Assistant professor , Pol Sc, BA.LLB 5TH Sem
Sardar Patel Subharati Institute of law Sardar Patel Subharati Institute of Law
 ACKNOWLEDGEMENT

The success and final outcome of this project required alot of guidance
and assistance from many people and I am extremely privileged to have
got this all along the completion of my project. All that I have done is
only due to such supervision and assistance and I would not forget to
thank them.
I respect and thank sir Ramesh Dhar Dhwivedi, for providing me an
opportunity to do the project work at home and giving us all support and
guidance which made me complete the project duly. I am extremely
thankful to him for providing such a nice support and guidance, although
he had busy schedule managing the corporate affairs. Also I would thank
my family member and friends for all the support, love and care they
have showered upon me.

CONTENT
1. INTRODUCTION ON MODEL UNITED NATIONS
2. UNITED NATIONS
3. HISTORY OF MODEL UNITED NATIONS
4. ROLE OF MODEL UNITED NATION IN SPREADING
AWARENESS ABOUT UNITED NATIONS SYSTEM :
 ACADEMIC ASPECTS
 PROCEDURE
 CONFERENCE MANAGEMENT
 LANGUAGE
 ATTIRE
 COMMITTEES

5. PARTICIPATION RECRUITMENT AND SELECTION

6. HOW IT WORKS: PROCESS INTERACTION AND
DECISION MAKING
7. THE EDUCATIONAL OBJECTIVES OF THE MODEl
UNITED NATION:
 SIMULATION
 THE GOALS OF HUMANITY
 INCREASED AWARENESS
 PRACTICAL LANGUAGE SKILLS
 SPECIALIST SKILLS

8. INFLUENCE OUTCOME AND EFFECT

9. CONCLUSION
10. BIBLIOGRAPHY
 INTRODUCTION ON MODEL UNITED
NATIONS

Model United Nations, also known as Model UN or MUN, is an

educational simulation in which students can learn
about diplomacy, international relations, and the United Nations. At a
MUN conference, students work as the representative of a country,
organization, or person, and must solve a problem with other delegates
from around the world. MUN teaches participants skills
like research, public speaking, debating, and writing skills, in addition
to critical thinking, teamwork, and leadership. While Model UN is
typically used as an extracurricular activity, some schools also offer it as
a class. Model UN is meant to engage students, and allow them to
develop deeper understanding into current world issues.
Delegates conduct research before conferences: they must formulate
position papers, and create policy proposals that they will debate with
other delegates in their committee. At the end of a conference, delegates
will vote on written policies (called draft resolutions), with the goal of
passing them with a majority vote. The best-performing delegates in
each committee, as well as delegations, are sometimes recognized with
awards.
Model UN organizations have conferences that accommodate students,
from elementary school, all the way to college or university levels. Most
conferences will often cater to just one of these three levels. Delegates
usually attend conferences together, as delegations sent by their
respective school or university's model UN clubs, though some delegates
attend conferences independently.
 UNITED NATIONS
As we all know in general that the UN is a peace keeping Internal
Organisation with many countries having several goals and functions
related to upliftment of the poor , protection and mainly world peace and
security, as Model UN is a body or we can say the outcome of the UN
which basically is a body for helping the youths understand the working
and structure of the UN so we need to have a basic knowledge of it .

The United Nations is an international organization founded in 1945

after the Second World War by 51 countries committed to maintaining
international peace and security, developing friendly relations among
nations and promoting social progress, better living standards and
human rights.

Due to its unique international character, and the powers vested in its
founding Charter, the Organization can take action on a wide range of
issues, and provide a forum for its 193 Member States to express their
views, through the General Assembly, the Security Council, the
Economic and Social Council and other bodies and committees.

The work of the United Nations reaches every corner of the globe.
Although best known for peacekeeping, peacebuilding, conflict
prevention and humanitarian assistance, there are many other ways the
United Nations and its System (specialized agencies, funds and
programmes) affect our lives and make the world a better place. The
Organization works on a broad range of fundamental issues, from
sustainable development, environment and refugees protection, disaster
relief, counter terrorism, disarmament and non-proliferation, to
promoting democracy, human rights, gender equality and the
advancement of women, governance, economic and social development
and international health, clearing landmines, expanding food production,
and more, in order to achieve its goals and coordinate efforts for a safer
world for this and future generations.

The United Nations has six main bodies :

1. The General Assembly

2. The Security Council
3. Economic and Social Council
4. Trusteeship Council
5. The International Court of Justice
6. The Secretariat

The UN has 4 main purposes

 To keep peace throughout the world;

 To develop friendly relations among nations;
 To help nations work together to improve the lives of poor people,
to conquer hunger, disease and illiteracy, and to encourage respect
for each other’s rights and freedoms;
 To be a centre for harmonizing the actions of nations to achieve
these goals
HISTORY OF MODEL UNITED NATIONS

Model UN began as a series of student-led model League of

Nations simulations. The first simulations were called "international
assemblies", the first of which was held at Oxford University in
November 1921, with the potential first ever simulation being on the
12th of November 1921. Following several simulations in Oxford, Mir
Mahmood, the president of the first Oxford International Assembly,
traveled to Harvard in 1922 to help spread this idea further. He
advocated for the League of Nations, and inspired the Harvard Liberal
Club to create the first American International Assembly held at Harvard
University in 1923. The Oxford International Assembly ceased to exist
in the following years, but the Harvard International Assembly remained
strong, and has since encouraged the development of these simulations
worldwide.
After World War II, model League of Nations transitioned to
model United Nations after the formation of the League's successor
organization, the United Nations, in 1945. Today, some model United
Nations conferences include a wide variety of topics in their committee
offerings, some even simulating the League of Nations.
The first recorded instance of a model United Nations conference was
at Swarthmore College on April 5, 1947. Over 150 students from over
41 colleges were reported as participating. The delegates simulated
a General Assembly, and recommended that member states "establish an
international control and development of atomic energy", "conclude a
treaty on disarmament", that the UN adopt "a uniform system for
citizenship of refugees", that the UN amend the charter to adopt a
definition of aggression, and that nations "promote the reconstruction of
devastated areas through economic assistance through the U.N."
Another historic model United Nations was held at St. Lawrence
University from 11 to 13 February 1949. It was initiated by Dr. Harry
Reiff, head of the History and Government Department, with the
assistance of departmental colleague Otto L. George.[14] The 1949 St.
Lawrence University Model UN conference included delegates from
regional colleges and universities, including Adelphi University, Alfred
University, Champlain College, Clarkson University, McGill
University, Middlebury College, Potsdam College, Saint Michael's
College, and The University of Vermont. The conference continued
annually for many years at St. Lawrence, and has recently been revived
on the campus.
The three oldest conferences in the world that are still active today were
established in the early 1950s. They are Berkeley Model United Nations
(BMUN) at Berkeley (1952) Harvard Model United Nations
(HMUN) at Harvard (1953) and Model United Nations of the Far West
(MUNFW), which has held college-level conferences since 1951. The
first being at Stanford University where Ralph Bunche was the honored
speaker.

The original MUN delegates at Oxford University in 1921 could

scarcely have conceived of an Oxford MUN conference taking place
virtually almost a hundred years later. So, as Model United Nations
looks towards a future of increased digitisation and global outreach, now
is the perfect time to look back at the rich history that shaped the MUN
we know and love today.

The first recorded MUN conference took place here at the University of
Oxford in 1921. However, at this point in time, students were modelling
League of Nations committees, as the United Nations was not to be
founded until 1945. MUN conferences were therefore referred to as
'International Assemblies'. However, the protocol of these conferences
was largely similar to today.

MUN travelled across the Atlantic Ocean at the same time as Mir
Mahmood, President of the first Oxford International Assembly,
travelled to Harvard in 1922. In response to his visit, the Harvard Liberal
Club created the first American International Assembly in 1923,
launching Model UN in the USA. 

After the end of the Second World War, the International Assemblies
were to be replaced by Model United Nations conferences. The first
known conference to model UN procedure took place at Swathmore
College in 1947, which featured debates concerning nuclear weaponry,
refugees and post-war reconstruction: topics that we still see featured at
conferences today.

In the second half of the 20th Century, the popularity of High School
MUN increased dramatically, as more and more conferences began to
take shape all around the world. This increase in popularity is most
commonly attributed to the founding of THIMUN in 1968. The Hague
International Model United Nations is, to this day, one of the largest
MUN conferences in the world. 

In 1999, the founding of the UNA-USA Global Classrooms program led

to an increased focus on accessibility in Model UN. The program funded
over ten thousand students from low-income backgrounds to go to MUN
conferences for free across five continents. This program led to the
democratisation of MUN, allowing students from all walks of life to
reap the benefits of participating in conferences. 

Until recently, the UN has remained largely uninvolved in the

organisation of MUN conferences around the world. However, in 2009,
the UN launched the UN4MUN initiative, making MUN resources more
accessible and allowing conferences to more closely replicate the true
procedures of the United Nations. 
ROLE OF MODEL UNITED NATION IN SPREADING
AWARENESS ABOUT UNITED NATIONS SYSTEM

The Model United Nations is a series of programs run throughout the

country and the world with the goals of furthering understanding about
the United Nations, educating participants about world issues and
promoting peace and the work of the United Nations through
cooperation and diplomacy.
The value of the Model UN experience for a student is based on what
benefits a student can gain from participation. Many different kinds of
talents can be developed by participation in Model UN conferences‐
including such skills as teamwork, expository and persuasive writing,
debating, and negotiation that are important for personal development
and future success.

1. ACADEMIC ASPECTS

Participation in Model UN is meant to foster skills

in negotiation, speaking, and communication. Material issues
of diplomacy and policy are approached through a quasi-academic
process. In addition, crisis committees, which deal
with crisis scenarios which can be contemporary or historical, can
develop leadership skills, and the ability to adapt and deal with
unexpected situations. In preparation for a conference, topics are chosen
for each committee. Typically, research and background guides are
made available by the organizers of a conference. Based on these guides,
delegates of each committee are often expected to research and
formulate a position for the country or group they represent, and submit
a position paper. The purpose of writing a position paper is to familiarize
delegates with the substantial topics of debate, encourage academic
research and writing, and to enable substantial preparation for
conferences.

2. PROCEDURE
In order to maintain decorum, most model UN committees use
parliamentary procedures derived from Robert's Rules of Order.[1] In
addition, the United Nations has spearheaded efforts to introduce new
model UN rules of procedure that are more closely aligned with those
used by the actual UN. Since there is no governing body for Model UN,
each conference differs in their rules of procedure.

The following rules of procedure apply to general MUNs but may not
apply to every MUN:

POINTS AND MOTION:

Points and Motions outline how topics are prioritized, the way
resolutions are voted on, and how they facilitate the general flow of
debate. Points are used to discuss topics that are outside of substantive
debate. They are more personal, and don’t require a vote. Motions are
used to discuss procedural matters, and they help to further the
discussion on a committee topic. A delegate may request the committee
as a whole to perform a particular action. Most motions will require a
vote in order to pass; the number of votes required to pass these motions
works according to a Quorum – this is the minimum number of
delegates required to make decisions in a committee. The motions
used at any given time in a Model UN committee change, according
to where the committee is with the flow of debate

FLOW OF DEBATE :
Most MUN committees follow a flow of debate. This starts with a
speakers list, followed by formal/informal debate and then voting
procedure. A Dais will maintain a list of speakers and the delegates
follow the order written on the 'speaker list'. Delegates may be added to
the speaker list by raising their placards or sending a note to the chair.
During this time, delegates talk to the entire committee. They
make speeches, answer questions, and debate on resolutions and
amendments. If there are no other motions, the committee goes back to
the speaker list by default.
Formal/Informal debate includes both moderated and unmoderated
caucuses. Caucus is an opportunity to discuss policy ideas. A Moderated
Caucus is more formal and is run by the committee chair, an
Unmoderated caucus is a time where delegates move around the room
and have a more informal discussion on the topic. In a moderated or
unmoderated caucus, the committee goes into a recess and the rules of
procedure are suspended. Anyone may speak if recognized by the chair.
A vote on a motion is necessary to go into a moderated caucus. There is
a comparatively shorter time limit per speech. In an unmoderated
caucus, the delegates informally meet with other delegates and the staff
for discussions.

RESOLUTION:
A Resolution is a legal document that expresses the general opinion of
the committee. Once passed it can be seen as a list of actions that your
committee recommends.
Resolutions are the written compilation of the ideas discussed during
debate. They are considered the final results of conversations, writings,
and negotiations. Resolutions must go through a draft, approval by the
dais, and consequent debate and modification.
MUN Resolutions are composed of both preambulatory and operative
clauses. Preambulatory clauses help to outline the general problems that
a resolution will fix, whereas operative clauses help to display solutions
in an organized and easily understandable way.

3. CONFERENCE MANAGEMENT
MUNs are run by a group of administrators known as the secretariat. A
secretariat is headed by a Secretary-General. Other members of the
secretariat include the Director-General, Under-Secretaries-General and
President of General Assembly.

COMMITTEE DIAS
Each committee usually has a dais that is composed of a chair (also
known as moderator or director), vice-chair and a team of pages. The
dais is responsible for managing debate in a particular committee. The
chair is responsible for moderation, the vice-chair is responsible for
note-taking and the pages help pass notes between delegates.
In crisis committees, there can also be a crisis staff composed of a crisis
director, assistant director, and crisis staffers. These members are
responsible for facilitating the back-room portion of a committee.

4. LANGUAGE
Traditionally, English has been the official and working language of
most conferences. However, as Model UN has become more popular
around the world, and as conferences in countries such as the United
States have sought to appeal to underrepresented minorities (such as
the Spanish-speaking community), committees using languages other
than English, or which are bilingual, have become common. However,
this is still not a mainstream phenomenon, especially in the United
States, where most bilingual or Spanish language committees are found
only at conferences hosted in Puerto Rico or the South West.

5. ATTIRE
Nearly all model United Nations conferences require delegates to
wear Western business attire. Dressing professionally is an important
way to show respect for the nation, organization, or individual one is
representing, as well as for the rest of one's committee.
6. COMMITTEES

Model United Nations conferences regularly simulate the bodies of the

United Nations, the European Union, government cabinets, regional
bodies such as ASEAN, as well as corporate boards, NGOs or so-
called Press Corps. Idiosyncrasies and fictional Committees also exist.
An example for such a special committee that does not have a parallel in
the actual United Nations which deals with a crisis is known as a 'Crisis
Committee.' In this committee, a crisis is given to a team of students and
the teams must come up with solutions. The Crisis Committee
traditionally focuses on a single historical event, but recently current and
future events have been used as well. The event may be fictional or non-
fictional.

CRISIS COMMITTEES
Crisis is a specialized form of model UN where participants can emulate
a variety of entities, from a board of directors to historical figures. Crisis
committees tend to be much53W smaller in size than their classic
counterparts, and revolve around a quickly-developing series of events
known as a "crisis." Delegates are assigned positions, and must create
directives consisting purely of operative actions this means that rather
than solving problems with Resolutions, delegates pass
Directives. While delegates are working to solve the crisis at hand
through directives, they are also often tasked with individual objectives
that can be achieved with the submission of crisis notes. Delegates may
sometimes find out what other committee members have been doing
through crisis updates.
Unlike regular committees, crisis committees have two distinct forums:
the in-room and the out-room (also known as the front-room and the
back-room, respectively). The in-room consists of delegate activity in
the committee, including the usual speaking, while out-room refers to
directives sent to staffers (also known as directors), communication with
other crisis committees. Directives can either be written by an
individual, several individuals working together, or the whole
committee.
Staffers can update crisis events based partly on a preset direction and
partly on interaction from delegates and committees. Crisis committees
are also subject to more variation in rules and experimentation than
regular committees. One relatively common variant is the "midnight
crisis" where delegates attend a committee session at night to respond to
an emergency situation. There also may be crisis committees that
interact with each other, where resolutions that are written impact debate
in other committees.

PARTICIPATION RECRUITMENT AND SELECTION

As the program is not owned by a particular organization, students and

non-profit organizations drive the organization. Model UN exercises are
generally open to all students who show interest in participating. The
Model UN is a learning process; it does not require participants to
demonstrate extensive experience in international relations prior to the
conference. A Model UN simulation can be practiced on various levels:
in classrooms, school clubs, state-wide, national and international
conferences. The selection process and prerequisites may vary
depending on the level, formality, and size of the Model UN exercise. A
club simulation of the Model UN may select their participants through
recruitment, while a conference initiated by a non-profit organization
may select through applications.

There are various roles in a Model UN simulation such as delegates,

Secretary-Generals, committee staffs, committee chairs and press corp.
Participants can decide what role to take on or may apply to perform
specific roles. Prior to the simulation, participants would complete the
necessary preparation work for their role and country of representation.

Some high schools and universities offer Model UN as a semester-long

course. In these cases, students who wish to participate in the exercise
can register and enroll at their home institution. For example, Chapman
University in California offers an MUN course that focuses on learning
about the United Nations, international diplomacy, and current
international issues.

In addition, Model UN conferences can incorporate competitions into

the simulation exercise, both on the high school and collegiate level.
Awards are given for specific aspects of the deliberations, such as “best
delegation” and “best large delegation” presented at the Harvard
National Model United Nations conference .To participate in larger scale
conferences and international conferences (e.g. Asia-Pacific Model
United Nations Conference), delegation teams from institutions are
required to register with the hosting institution or organization.

The UNA-USA is one international Model UN organization; its Global

Classroom International Model UN program demonstrates a rigorous
participant selection process. It requires applicants to familiarize with
the requirement of the position by providing an overview of the
qualifications. The application asks for leadership experiences with the
Model UN and a list of short answer questions. After applications are
received by the organization, students would be scheduled for an
interview to determine acceptance.

HOW IT WORKS: PROCESS INTERACTION AND

DECISION MAKING
Deliberation in a Model UN simulation takes place in various
committees within the organization. The general committees most often
include the General Assembly, Economic and Social Council &
Regional Bodies, and the Specialized Agencies. The discussion topics
for each committee are chosen by the host institution, which generally
includes issues that are currently being discussed in the United
Nations. A member state is usually represented by one delegate in each
council, though exceptions can be granted by the host. Prior to the
simulation, delegates are expected to have conducted thorough research
on their respective countries and write a position paper regarding their
stance on the topic.

A basic flow of the deliberation process in a Model UN simulation could

be:

1. Agenda Setting
2. Debate & Caucus
3. Working Papers
4. Debate & Caucus
5. Draft Resolutions
6. Amendments
7. Vote on Draft
8. Final Resolutions

The Model UN simulation utilizes Rules of Procedure to facilitate and

regulate deliberation. It may include general rules such as the usage of
official language, authority of each role, and conduct. Rules of
Procedure also contain the rules governing debate, including the debate
agenda, the caucus, and the appeal proceedings. During the deliberative
sessions, committee chairs act as moderators. In some simulations, the
chair would prepare a speakers’ list to ensure equal speaking
opportunity. In others, delegates would simply raise their placards to
acquire a speaking time. However, delegates are almost always
responsible to only speak at the chair’s discretion.

Caucusing in the Model UN simulation is conducted both formally and

informally. To open a debate, each delegate takes a turn to address their
position on the chosen issue. The delegates split into those who support
and those who oppose a specific position and are allocated equal
speaking time. In between the sessions, informal small group discussion
presents an opportunity for delegates to assemble and work out
differences and resolutions.

Throughout the sessions, delegates keep a working paper that includes

proposals regarding the topic at hand. These working papers can be
shared between delegates with the Chair’s approval. This process aids
the committee in keeping clear records of new ideas and proposals.
Proposals eventually accumulate into more concrete statements and are
rewritten into comprehensive resolutions.

A number of draft resolutions then go through committees for voting.

Each member state has one vote, either voting “yes”, “no”, or
“abstention”; although in the Security Council, simulating the UN, one
“no” from any permanent member would veto the draft resolution. A
draft resolution must be passed through majority voting before it
becomes the final resolution.

THE EDUCATIONAL OBJECTIVES OF THE MODEL

UNITED NATIONS

SIMULATION
Simulation exercises are used in government, the military and
throughout industry and commerce as a highly effective means of
training the participants in particular skills for a specific purpose e.g.
flying an airplane. Therefore, simulation is a process in which real life
procedures are recreated in a reduced , controlled, and perhaps idealized,
set of circumstances.
Simulating the United Nations, however, has much wider educational
objectives.
Objectives
The achievements and personal gains can be divided into four principal
areas:
– the goals of humanity,
– increased awareness of others,
– the acquisition of knowledge,
– the development of practical language skills.

THE GOALS OF HUMANITY

The Preamble to the United Nations Charter clearly states the objectives
of the United Nations so these should be, as far as possible, the ultimate
objectives of Model United Nations as well.
– Saving succeeding generations from the scourge of war;
– Believing in fundamental human rights, in the dignity and worth of the
human person and in the equal rights of men and women and of nations;
– Maintaining justice and respect for international law;
– Promoting social progress and better standards of life;
– Practicing tolerance;
– Living together in peace and security;
– Promoting the economic and social advancement of all peoples.
These are the goals of the peoples of the world. By simulating the UN,
students will learn not only how these goals might be put into effect but
also why they sometimes seem to be beyond reach.

INCREASED AWARENESS
MUN participants gain an awareness and adopt attitudes important for
their own lives and for the lives of those around them. No nation,
however rich and powerful or however geographically isolated, can
stand alone. Human beings, in order to live together on the planet in a
spirit of tolerance and respect for the diversity of human culture, need
ethical and social skills. These are necessary for developing rules and
procedures, agreements, contracts and treaties. Such skills are acquired,
fostered and developed through Model United Nations.
Knowledge acquisition
To understand how people of nations and cultures other than our own
live, why they believe certain things and why they behave in certain
ways which may seem unfamiliar or even hostile to us, we need to know
something about them. Taking on the role of a diplomat representing a
Member State of the United Nations or representing an NGO or a UN
Agency requires detailed knowledge of the country or organization
concerned.
But more than this: it requires knowledge of all the other countries and
organizations you will be dealing with or negotiating with.
Furthermore, you will be assigned to a particular forum or committee,
dealing with specific issues and problems. Before you can reasonably
discuss them with your fellow delegates you will need to know a lot
about the issues and the current situation with regard to these issues. It is
no use proposing solutions to problems which have already been
implemented or which have been tried and have failed in the past.

PRACTICAL LANGUAGE SKILLS

There are a vast range of issues currently on the agenda of the United
Nations General Assembly, the Security Council and the Economic and
Social Council for you to research, discuss and debate about. The skills
you will acquire will stand you in good stead for the rest of your life.
Most Model United Nations conferences are conducted in English.
However, regardless of which language is used, a very high level of
competence is required in comprehending and using language which is
appropriately diplomatic, legalistic or specialized.
You need to be able to read, both intensively and extensively, not only
to acquire knowledge of, and facts about, the countries, organizations
and issues, but also to learn the appropriate vocabulary and style of
language for diplomacy and the technical terms needed for the issues
under discussion.
You need to be able to listen to and understand what people are saying
and be able to respond in your own speech, both at an informal level, for
example during preparation and lobbying, and at a formal level during
debate. Again you will need to acquire the appropriate language in order
to do this.
You need to be able to formulate your ideas logically in clearly
understandable, written language. Writing a resolution requires a very
formal style and a very precise means of expression.

You need to acquire and develop this level of language competence for:
 – studying appropriate material on the internet, especially UN
documents and reports, official government policy statements of the
various nations and organizations and by reading relevant books, quality
newspapers and periodicals;
– formulating position papers, policy statements and draft resolutions;
– lobbying and negotiating with allies, interest groups and international
organizations in order to gather support for, or to organize opposition to,
the various proposals;
– editing and rewriting draft resolutions before presenting them to the
committee for debate;
– presenting resolutions by speaking for and defending them in debate;
– opposing, in debate, resolutions one does not agree with;
– drafting and proposing amendments;
– speaking on the resolutions discussed during plenary sessions;
– negotiating and drafting trade agreements, peace treaties, ceasefires,
etc.;
– conducting and participating in meetings according to rules of
parliamentary procedure;
– writing reports and articles.
SPECIALIST SKILLS

If you are to be a Secretary-General, the President of a Council or

Commission or a Committee Chair, or a judge or advocate in the
International Court of Justice, you will need all the above skills and
more. You will need to be thoroughly conversant with the United
Nations Charter and/or the Statutes of the International Court of Justice,
the complex rules of parliamentary or trial procedure and the specific
rules of the conference you are attending. Furthermore, you will have to
have the personality attributes and leadership qualities necessary for
leading a discussion or making judgments in a fair and impartial way

INFLUENCE OUTCOME AND EFFECT

Since Model United Nations is an academic stimulation to educate

students, both the outcome and effect focus on the way young people
have grown and developed in terms of participation.
Public officials in national and international governments/organizations
have called for voices from young people in a Global Model United
Nations conference. Ban Ki-moon, former Secretary-General of
Republic of Korea and Kiyo Akasaka, former United Nations Secretary-
General for Communication and Public Information stated they would
like to hear young voices in particular because young people are the
leaders of the future world. With the encouragement of public figures,
more students are urged to participate in Model UN conferences.

Through the conferences, students learn to appreciate and respect the

views of different countries with diverse cultural backgrounds, have a
better understanding of UN structures, and acknowledge the importance
of cooperation from every country to deal with global affairs . Student
participants have even attempted to sway decision-making. For example,
young participants in Nigeria Model UN  conferences became young
diplomats who attempted to influence the world diplomacy, and they
wrote articles, reports, and newsletters aimed at increasing awareness
and ensuring their voices are heard through different media outlets
globally. 

The Model United Nations conferences mainly concentrate on debating

international politics and law, which continue to impact delegates’ real
lives. Some participants become increasingly interested in law and
policies after gaining essential leadership and problem-solving skills
during these conferences. The experience inspires students “toward
deeper study of international relations and law and preparation for a
career that promotes international understanding and common growth".
Many public figures such as U.S. Supreme Court Justice Stephen
Breyer, former World Court Justice Stephen M. Schwebel, United
Nations Secretary-General, and actor Samuel Jackson are former Model
UN participants .
 CONCLUSION
In conclusion, let us return for a moment to the higher objectives
mentioned above - the goals of humanity. There is in MUN a hope for
the future. Participation can be useful, of course, in improving your
individual career prospects but, as you move forward into performing
your role and function in society, you will take the values of peace,
justice, tolerance and respect for human rights and dignity with you and
hopefully exercise and promote them in your daily life.
You know, better than most, that UN resolutions such as those you are
working on today are not just pieces of paper, are not just technicalities
or legalities, that they represent more than language. They represent an
opportunity to change the world. Because you know this, because you in
this room are blessed with intelligence, and education, and youth, and
energy, and idealism and vision, you have, more than most, both the
obligation and the opportunity to do more.
You have the opportunity to work through politics and through
education to bring others along:
to reach people by teaching people, to mobilize your classmates and
your colleagues and your families as part of this great peaceful army to
achieve the goals of the United Nations. This is the challenge of the 21st
century.

BIBLIOGRAPHY

The resources and data that have been compiled and used in this project,
The Role of the Model United Nations in spreading awareness about the
United Nations system has mostly been derived from the internet and
has been analysed and worked upon by me and then been compiled in a
format, all the necessary data has been derived through several weblinks
they are :

1. Oxfordglobal.org
2. Wikipedia.com
3. Nmun.org
4. Un.org
5. Wichita.edu.com
6. Vedantu.com
7. Participedia.com
8. Qatar.thimun.org
9. Munworldindia.com