CISMUN

Committee: UNESCO ( United Nations Educational, Scientific and Cultural

Organization)
Agenda:
a. Addressing solutions to mitigate the issue of educational indoctrination in highly radical
nations with a special emphasis on Afghanistan
b. Lucrativeness and Effects of Illicit Trafficking of Cultural Property

Allocation: Ukraine

Important Word Definitions:

Ukraine:
Ukraine is located in Eastern Europe and is the second largest country on the European
continent after Russia. It is bordered by Belarus to the north, Russia to the east, the Sea
of Azov and the Black Sea to the south, Moldova and Romania to the southwest, and
Hungary, Slovakia, and Poland to the west. The capital and largest city of Ukraine is
Kyiv, situated on the Dnieper River in north-central Ukraine. The head of state is
Vlodymr Zelensky.Volodymyr Zelensky was born on January 25, 1978, in Kryvyi Rih,
Ukraine.

Head of State HE Mr. Volodymyr ZELENSKYY President

Head of Government HE Mr Denys SHMYHAL Prime Minister
Foreign Minister HE Mr. Dmytro KULEBA Minister for Foreign Affairs
2014: Euromaidan protests lead to the Revolution Dignity and the ousting of Ukraine's

pro-Russian president.
2014: Pro-Russian unrest erupts in eastern and southern Ukraine.
2014: Russia annexes Crimea from Ukraine.
2014-2021: Fighting in eastern Ukraine between Ukrainian forces and Russian-backed
separatists.
2021: Russia builds up a large military presence near its border with Ukraine, including
within neighboring Belarus.
2022: Russia invades Ukraine in an escalation of the Russo-Ukrainian War that started
in 2014.
The Russo-Ukrainian War, also known as the Ukraine-Russia War, is an ongoing
international conflict between Russia and Ukraine, which began in February 2014. The
war started when Russia annexed Crimea from Ukraine and began arming and abetting
separatists in the Donbas region in the country's southeast. The conflict expanded in
April 2014 when Russians and local proxy forces seized territory in Ukraine. More than
14,000 people died in the fighting in the Donbas between 2014 and 2021, making it the
bloodiest conflict in Europe since the Balkan Wars of the 1990s.

In February 2022, Russia launched a full-scale invasion of Ukraine, marking a dramatic

escalation of the eight-year-old conflict. The invasion began at dawn on February 24,
2022, with simultaneous ground and air campaigns across Ukraine. The war has
significantly strained the relations between Russia and Ukraine, and many experts view
it as a manifestation of renewed geopolitical rivalry.

In summary, Russia invaded Ukraine due to a combination of factors, including identity,

security concerns, geopolitical ambitions, economic interests, and military objectives.
These factors have contributed to the escalation of the conflict and the ongoing war
between the two countries. U.S. officials said Ukraine had suffered close to 70,000 killed
and 100,000 to 120,000

● At least 17 people were injured, two of them seriously, after two Russian missiles
struck a residential area in the center of Kharkiv, Ukraine’s second-biggest city.
Rescue teams were sifting through piles of rubble to establish whether more
people had been hurt after what the city’s mayor described as two “powerful
explosions”.
● Officials in the southern Russian city of Voronezh declared a “state of emergency”
after air defenses shot down five alleged Ukrainian drones. Two children were
injured. There were no other reports of casualties or damage. The city of more
than 1 million people lies some 250km (155 miles) from the border with Ukraine
and hosts a military air base.
● Authorities in the northeastern Ukrainian region of Kharkiv urged more than
3,000 residents of more than two dozen villages near the front line to evacuate
because of Russian attacks in the area.

Politics and diplomacy

● In an emotional speech to the World Economic Forum (WEF) in Davos,

Ukrainian President Volodymyr Zelenskyy urged his country’s allies to tighten
sanctions against Russia and step up their support for Kyiv to ensure that
Russian President Vladimir Putin did not succeed in his war. Zelenskyy said
 Western hesitation was costing time and lives and could prolong the fighting by
years.
● United States Secretary of State Antony Blinken promised sustained US support
for Ukraine in a meeting with Zelenskyy, despite right-wing Republicans in the
US Congress blocking new funding in a dispute over US border policy.
● European Commission President Ursula von der Leyen stressed the need for
continued European Union backing for Ukraine. “Ukraine can prevail in this war
but we must continue to empower their resistance,” she told the Davos
conference. EU leaders are due to meet on February 1 to try and salvage a 50
billion euro ($54 billion) aid package for Kyiv that was blocked by Hungarian
Prime Minister Viktor Orban, who is close with Putin.
● Following bilateral talks in Budapest, Slovakian Prime Minister Robert Fico said
he agreed with Orban that the EU should not finance the aid package from the
bloc’s common budget. Fico also echoed Orban’s claim that the war would not be
resolved through military means.
● Putin dismissed Ukraine’s peace plan and said Russia would never give up the
territory it had occupied in Ukraine. The current pattern of the war would lead to
an “irreparable blow” to Ukrainian statehood, he insisted in televised comments.
Putin said Ukraine’s “so-called peace formulas” entailed “prohibitive demands”.
Zelenskyy’s 10-point peace formula, set to be discussed at the WEF, includes an
immediate end to fighting, the withdrawal of all Russian troops and the
restoration of Ukraine’s territorial integrity.

● Putin held a meeting in Moscow with visiting North Korea’s top diplomat Choe
Son Hui. The meeting was reported on state television but the Kremlin released
no further details. Choe, who also held talks with Russian Foreign Minister
Sergey Lavrov, lauded the “comradely ties” between the two countries. The US
and others have accused North Korea of providing weapons for Russia to use in
its war against Ukraine.
● A Russian court sentenced Colonel Sergei Volkov, a former senior officer in the
National Guard, to six years in a prison colony after he was found guilty of buying
two ineffective radar-based air defense systems. The equipment was supposed to
protect the Kerch bridge that links southern Russia to Crimea, which Moscow
annexed from Ukraine in 2014, by bringing down Ukrainian attack drones, but a
court said it needed upgrading to work properly.
 ● Estonia’s internal security service said it was investigating University of Tartu
academic Vyacheslav Morozov on suspicion of spying for Russia. The 53-year-old
Russian national, a professor of international politics, has been in detention since
January 3. The university said his contract had been terminated.

Weapons

● French President Emmanuel Macron said he would head to Ukraine next month
to finalize a bilateral security guarantee deal. Macron said France will send
Ukraine 40 SCALP long-range missiles, which have a range of about 250km (155
miles), and several hundred bombs in the coming weeks. It has already delivered
about 50 SCALP missiles to Ukraine.

Situation In Crimea:
Crimea is a region located on the eastern coast of the Black Sea, and it was annexed by
Russia from Ukraine in 2014. The annexation was widely condemned as a violation of
international law and the UN Charter. Since the annexation, the human rights situation
in Crimea has deteriorated significantly. Some key issues include:
1. Political and religious persecution: According to the Crimean Human Rights
Group, as of August 2019, 93 Crimeans were being deprived of freedom in
occupied Crimea or in Russia on political or religious grounds. By August 2020,
this number had increased to 105.
2. Freedom of expression, association, and assembly: The de facto authorities in
Crimea have cracked down on the rights to freedom of expression, association,
and assembly.
3. Violations of international humanitarian law: Russia's invasion of Ukraine, which
included Crimea, has resulted in thousands of civilian casualties due to
indiscriminate attacks and the use of weapons with wide-area effects.
4. Access to public services: The de facto authorities in Crimea have restricted
access to public services, including banking services, identification documents,
social security, and civil registration procedures.
5. Human rights defenders and international monitoring missions: The de facto
authorities have prevented human rights defenders, international human rights
 monitoring missions, and human rights civil society actors from accessing
Crimea.
The situation in Crimea remains a significant concern for the international community,
with numerous reports and statements from organizations like the United States
Department of State, Amnesty International, and the Office of the High Commissioner
for Human Rights highlighting the ongoing human rights abuses and violations of
international law in the region

Russia Breaking Geneva Convention: Russia has been accused of violating the Geneva
Conventions through various actions in the context of the conflict in Ukraine. These
violations include indiscriminate attacks on civilian infrastructure and the population,
torture and willful killings of civilians, sexual and gender-based violence, and forcible
transfer and deportation of civilians, including children. Additionally, Russia's
revocation of an additional protocol to the Geneva Conventions related to the protection
of war crimes victims has raised further concerns about its commitment to international
humanitarian law. The UN has accused Russia of grave human rights violations in
Ukraine, including instances of killings, extrajudicial and summary executions, enforced
disappearances, torture, rape, and other forms of sexual violence. These actions have
been widely condemned and have raised serious concerns about Russia's adherence to
the principles of the Geneva Conventions and international humanitarian law.

The United Nations human rights system – the treaties, bodies, and mechanisms that
have been created over the years to promote human rights – aims wherever possible to
prevent human rights violations from occurring in the first place or, when violations do
occur, to address their causes so that they do not reoccur in the future. The system is
based on three interdependent components that form the core of the United Nations’
approach to human rights:

1. Norms or standards: International human rights standards, in the form of

international treaties and other legal instruments, which set out the minimum
standards that each State should aim for in terms of human rights protection;
2. Monitoring and reporting: the impartial gathering of verifiable information
to assess the situation on the ground, ascertain whether the minimum standards
are being met or measure progress in realizing human rights for all; and
3. Technical cooperation: designing solutions to address the issues and concerns
identified through human rights monitoring and putting in place measures to
ensure that human rights are respected, protected, and fulfilled.

All three components help States to ensure that human rights violations do not occur or,
when they do, that they are halted, and future violations cannot reoccur.
Monitoring and reporting are central to early warning which is a key part of effective
prevention. OHCHR has been developing its early warning capacities to ensure that
human rights information and analysis informs early warning, planning, and
preparedness across the United Nations system. Read more about OHCHR’s work
on early warning.

Countries that support Russia

● Belarus.
● Materiel to Russia from Iran.
● Materiel to Russia via Turkey.
● Russian-Vietnamese partnership.
● North Korea.
● Materiel for Russia from China.
● Maldives sanction circumvention.
● Myanmar.

Agenda 1:Addressing solutions to mitigate the issue of educational

indoctrination in highly radical nations with a special emphasis on Afghanistan

Indoctrination
teaching or inculcating a doctrine, principle, or ideology, especially one with a specific point of
view
Radicalization
the action or process of making someone more extreme in their political or religious beliefs
Taliban
(also referred to as the Islamic Emirate of Afghanistan) is a fundamentalist religious group, and
predominantly Pashtun movement, which promotes an extremely conservative interpretation of
Islam
Haqqani Network
a Sunni Islamist militant group founded by Afghan warlord and insurgent, Jalaluddin Haqqani,
which has utilized asymmetric warfare in its warfare against Soviet forces, NATO, and
Afghanistan
Human Rights Watch
an international non-government organization that researches human rights issues globally and
addresses and reports on them
UN Committee on the Rights of a Child
a body of professionals who ensure that the convention on the rights of a child is adhered to
UN Conventions on the Rights of a Child
approved by the UN in 1989, it is a set of regulations and laws that outline the rights of children
Quasi-democratic
a system or situation that partially incorporates democratic elements but falls short of being
fully democratic due to limitations, restrictions, or deficiencies in democratic practices.
International Law
a set of rules and principles that govern the relations between states and other international
actors, aiming to facilitate cooperation, resolve disputes, and establish norms that guide
behavior on the global stage
Corporal Punishment
the use of physical force or punishment, such as spanking or hitting, as a means of disciplining
or correcting behavior, especially in educational or domestic settings
Madrasa
an Islamic educational institution, typically providing instruction in various aspects of Islamic
studies, including the Quran, theology, law, and other religious subjects
Quran
considered by Muslims to be the word of God as revealed to the Prophet Muhammad
Sharia Law
the Islamic legal system derived from the Quran and Hadith, encompassing principles that guide
various aspects of a Muslim's life, including morality, finance, and social conduct
Sunni Law
represents the body of legal interpretations within Sunni Islam, one of the major branches of
Islam. Sunni law draws from the Quran, Hadith, consensus, and analogical reasoning
Mullah
a person who has completed their education at the Madrasa
Jihad
the literal translation is “struggling” or “striving” for a greater good. In classical Islam, it is any
action which is focused towards making one’s life conform with the guidance of God. However,
modernist interpretations vary, and focus the notions of Jihad onto warfare.
Discrimination
the unjust or prejudicial treatment of different categories of people, especially on the grounds of
ethnicity, age, sex, or disability.
Different effects of Intordication and Taliban takeover in the government

Corporal Punishment:
After the Taliban seized power in Afghanistan, reports from students and families to
Human Rights Watch have highlighted a concerning rise in corporal punishment within
schools. Students recount instances of school officials employing methods such as
humiliation, physical beatings, slapping, and foot whipping during morning assemblies
as disciplinary measures. Furthermore, they reveal frequent visits from representatives
of the Ministry for the Propagation of Virtue and the Prevention of Vice, who enforce
strict regulations, often through surprise inspections, thereby undermining the
authority of school administrators.

Under the previous regime, boys were mandated to wear a uniform comprising a blue or
white shirt paired with dark trousers. However, since the Taliban's resurgence, this
dress code has been replaced with a requirement to wear traditional Afghan attire. This
shift has posed challenges for students, as illustrated by Habib A, a ninth-grade student
in Herat province. He recounts an incident where he and his peers faced physical
punishment—two slaps each and exclusion from the classroom for an entire day—due to
their initial struggle in transitioning from the pants-and-shirt uniform to the perahan
turban attire.

Corporal punishment inflicted upon children constitutes a blatant violation of their

fundamental human rights. Such violent measures inflict unnecessary pain and
suffering, degrade the dignity of children, and pose detrimental effects on their
development, academic progress, and mental well-being. Recognizing the severity of
this issue, the UN Committee on the Rights of the Child unequivocally prohibits all
forms of corporal punishment under international law, emphasizing every child's
entitlement to an education within a violence-free environment.

Furthermore, Afghanistan ratified the UN Convention on the Rights of the Child in

1994, affirming children's rights to education, safety, and protection from violence. This
treaty explicitly prohibits physical and mental violence, including corporal punishment,
across all settings, including educational institutions. Additionally, Afghanistan's 2008
Education Act explicitly prohibits any form of punishment at school, stressing the
prohibition of physical and psychological disciplinary actions against students. Despite
legislative efforts, corporal punishment remains a longstanding issue in Afghan schools,
perpetuating a culture where violence against children is normalized and socially
accepted, as evidenced by a 2008 study revealing the prevalent use of physical
punishment methods such as hitting with sticks or rulers, kicking, slapping, and foot
whipping.

Treatment of Female Students:

In late 2001, when a US-led coalition removed the regime from power, it was estimated
only three percent of Afghan girls were receiving some form of primary education. In the
ensuing 20 years of quasi-democratic government considerable progress occurred.
According to UNESCO, the number of girls enrolled in primary school increased to 2.5
million by 2018. Similarly, the number of women in higher education increased from
5,000 in 2001 to 100,000 in 2021, and female literacy rates during that period jumped
from 17 percent to 30 percent.
In 2021, upon gaining control of the capital, the Taliban banned all women from the
right to an education. They promised the people that women would be able to enter
schools again in 2022. Currently, it is 2024. The Taliban has not followed up on their
claims to reinstate women in schools. In December 2022, women were banned from
pursuing university educations. In late August 2023, the Taliban blocked a group of
female students at Kabul airport from traveling to study in the United Arab Emirates.
Additionally, in mid-November 2023, the Taliban’s Ministry of Higher Education
prevented some 500 male students from leaving the country for a scholarship program
in Russia.

The Taliban has built several Madrasas around the country, which women are
permitted to attend. Madrasas are educational institutions that prepare students for
performing basic religious rituals and activities, like prayers, going to Hajj, taking
ablution, and certain moral issues. The curriculum that Madrasas follow can be
considered the Taliban’s uniquely conservative interpretation of Islamic law. The
regime’s approach to education has been pilloried for its prioritization of indoctrination
underpinned by a lack of understanding of Islamic principles. These institutions aim to
instill the Taliban’s ideology in the young women and men of Afghanistan.

However, this issue has existed far before Taliban control. Ibrahim Shinwari, former
Deputy Minister of Education in the Republic of Afghanistan, detailed several issues that
 women faced in their quest to obtain an education. The chief issues that he spoke about
were:

I. Terrorism and terrorist propaganda made many families feel it was unsafe to
send their daughters to school.
II. There were few female teachers.
III. There was a lack of schools and educational infrastructure.
IV. There was a lack of water and basic sanitation facilities in schools
V. Many families lived far from a school.
VI. Poverty prevented many families from supporting their children’s education.
VII. Teachers were inexperienced or unqualified.
VIII. Teachers lacked access to materials and curriculum guidance.
IX. Reluctance from conservative families to allow their daughters to receive an
education.

According to the Taliban, women shouldn't be required or allowed to pursue higher

education.
That view opposes the Quran's belief that all Muslims should acquire education: "Every
Muslim must seek knowledge" (Sunan Ibn Majah 224). Islam holds that education is a
divine mandate for both sexes. There is no question that women, like men, must seek
knowledge according to the Quran and hadith. Taliban lacks ideological consistency and
a large portion of its followers lack access to reliable knowledge about Islam due to their
lack of literacy.
“The closing of the schools has had a very negative impact on the mental condition of
girls. Many are experiencing severe depression.” Moreover, when girls are not in school
they are more likely to face forced child marriage, domestic abuse, and other acts of
gender-based discrimination and violence.

The Taliban has had no difficulty in killing, kidnapping, and torturing thousands of
civilians who hold moderate religious beliefs. Before and after their takeover, they have
killed and kidnapped hundreds of students and faculty. Several notable instances of this
include the attack on the American University of Afghanistan in 2016, the rape of female
students at Kunduz University, and the kidnapping and murder of the Dean of the Sharia
Faculty of Ghazni University, among others.
In addition to online education, some communities and families are secretly trying to
provide education opportunities for girls in person. There are underground classes
taking place in many areas, and some primary schools illegally hold classes for girls
above the age of 12. Some of the teachers and parents who organize these classes have
spoken about the dangers they are facing during interviews. One activist who organizes
four classes for older girls in a primary school recalled an instance when a Taliban
official arrived to inspect the school to ensure classes above sixth grade were not being
held. “We had to help all the [older] girls escape out of the classroom windows,” she said.
“We then threw their bags over the wall into the street and helped them to climb the
walls. I was crying because the girls were panicking and running around scared, and the
teachers were trying to get them out.”

New Human Rights Watch research shows that the Taliban have been training and
deploying children for various military operations including the production and planting
of improvised explosive devices (IED). In Kunduz province, the Taliban have
increasingly used madrasas, or Islamic religious schools, to provide military training to
children between the ages of 13 and 17, many of whom have been deployed in combat.

The Taliban recruit and train children in age-specific stages. Boys begin indoctrination as
young as six years old and continue to study religious subjects under Taliban teachers for
up to seven years. According to relatives of boys recruited by the Taliban, by the time
they are 13, Taliban-educated children have learned military skills including use of
firearms, and the production and deployment of IEDs. Taliban teachers then introduce
these children into local militant groups.

Although young militants are generally teenagers when asked to carry out suicide
attacks, the indoctrination of children often starts at a much younger age. In the PBS
documentary Children of the Taliban, journalist Sharmeen Obaid Chinoy interviewed
Taliban commander Qari Hussain, who boasted that he also recruits children as young as
five, six and seven years old, emphasizing, “Children are tools to achieve God’s will. And
whatever comes your way, you sacrifice it.”
 In the last year alone, child suicide bombers have perpetrated several
attacks in Pakistan.

In radical madrasas, the reframing of both jihad and martyrdom are instrumental in
glorifying the acts of suicide bombers. These themes also further reinforce the
fundamental narrative—that Islam is under threat, and suicide bombing is a tool “to
teach the enemy a lesson,” a phrase often used by radical clerics and teachers and
subsequently parroted by impressionable madrasa students.

The first stage in the indoctrination process involves the severing of young children from
their families. Since they receive free board and education, a sense of loyalty and
obligation between the students and the madrasa develops. From a psychological
perspective, the separation of a child from parental control subsequently leads them to
look toward a father surrogate as their new authority, noted Jerrold Post, a Professor of
Psychiatry, Political Psychology and International Affairs at George Washington
University. In the case of the madrasa system, this surrogate often takes the form of the
school cleric or teacher, whose sermons many young boys accept without question.

In many of these madrasas, students are also not allowed to watch television or read any
materials not prescribed by their school and are severely reprimanded and made an
example if they do. Therefore, intimidation is a key tool in indoctrination. As a
consequence, teaching based on limited and unpredictable interpretations of Islam is not
challenged or examined by the majority of madrasa students.

Numerous schools infuse teachings of religion with anti-U.S. sentiment, delivering

firebrand sermons that depict- the United States as the villain in the narrative, the force
that threatens Islamic traditions and values. While perceived allies of the United States,
including the Pakistani state and NATO forces, are also vilified in this scenario, the
Pakistani military in particular is a rallying cry. Clerics and militants frame the Pakistan
Army’s operations against militancy in Pakistan as proof that they are “an enemy of
Islam” since they are killing “fellow Muslims.”

Past Resolutions and Actions

 I. The 2004 Afghanistan Constitution
A. Articles 43-44 state that both boys and girls have the right to an education in
Afghanistan.
II. 1948 Declaration of Human Rights
A. Article 26.1 states that “Everyone has the right to education”
B. Article 26.2 states that “It shall promote understanding, tolerance and friendship
among all nations, racial or religious groups, and shall further the activities of the
United Nations for the maintenance of peace.”
III. International Covenant on Economic, Social and Cultural Rights
A. Article 13.1 states “education shall be directed to the full development of the
human personality and the sense of its dignity, and shall strengthen the respect
for human rights and fundamental freedoms” and “education shall enable all
persons to participate effectively in a free society, promote understanding,
tolerance and friendship among all nations”
B. Article 13.2 (b) states “secondary education in its different forms, including
technical and vocational secondary education, shall be made generally available
and accessible to all”
C. Article 13.2 (c) states “higher education shall be made equally accessible to all, on
the basis of capacity”
IV. United Nations Conventions on the Rights of a Child
A. Article 28 (b) states education must be made “available and accessible to every
child”
B. Article 28 (c) states higher education must be “accessible to all”
C. Article 28.2 mentions state parties must “take all appropriate measures to ensure
that school discipline is administered in a manner consistent with the child's
human dignity and in conformity with the present Convention”
D. Article 29 (a) states that education must be directed towards the “development of
the child's personality, talents and mental and physical abilities to their fullest
potential”
E. Article 29 (b) states that education must be directed towards the “development of
respect for human rights and fundamental freedoms”
F. Article 29 (d) states that education must be focused on the “preparation of the
child for responsible life in a free society, in the spirit of understanding, peace,
 tolerance, equality of sexes, and friendship among all peoples, ethnic, national
and religious groups and persons of indigenous origin”
V. Convention on the Elimination of All Forms of Discrimination against
Women New York, 18 December 1979
A. Article 10 states that state parties shall “take all appropriate measures to
eliminate discrimination against women to ensure to them equal rights with men
in the field of education and in particular to ensure, on a basis of equality of men
and women”
B. Article 10 (b) states that men and women should have “Access to the same
curricula, the same examinations, teaching staff with qualifications of the same
standard and school premises and equipment of the same quality”
C. Article 10 (c) states there must be “elimination of any stereotyped concept of the
roles of men and women at all levels and in all forms of education by encouraging
coeducation and other types of education which will help to achieve this aim”
D. Article 10 (e) states there must be “same opportunities for access to programs of
continuing education, including adult and functional literacy programs,
particularly those aimed at reducing, at the earliest possible time, any gap in
education existing between men and women”
VI. Education Law 2008
A. Addressed equal rights for all children, compulsory education, free of cost, up
until the ninth grade, and free education until the end of a bachelor’s degree.

Afghanistan has ratified all of the above treaties and conventions.

Ukraine Stance:
Ukraine does not directly support the Taliban. Instead, there have been instances where
the Taliban has commented on the ongoing conflict in Ukraine. After Russia launched
its invasion of Ukraine, the Taliban called for "restraint by both sides" and urged a
peaceful resolution to the conflict1. Additionally, there have been allegations that some
Western weapons intended for Ukraine might find their way to the Taliban, although
these claims are disputed.
It is important to note that Ukraine's stance on the Taliban is one of opposition and
nonrecognition. Ukraine supports democratic values and rejects extremist regimes like
the Taliban's. Furthermore, Ukraine has faced direct threats from Russia, which has
complicated relations with the Taliban due to Russia's alleged involvement in supplying
arms to the Taliban.
Conflicting reports indicate that some Western weapons meant for Ukraine might reach
the Taliban, highlighting the complexities of modern conflicts and weapon transfers
across regions. However, Ukraine itself does not officially support the Taliban.

Ukraine's stance on the Taliban's prohibition of women's education is likely one of

condemnation and concern. The Taliban's policies, which have banned girls from
secondary school and university, have been widely criticized for their detrimental
impact on the education of both boys and girls in Afghanistan The Taliban's actions have
led to a significant reduction in educational opportunities for girls, contributing to
increased risks of child labor, child marriage, and long-term societal deprivation. The
Taliban's prioritization of Islamic knowledge over basic literacy and numeracy, as well
as their closure of girls' schools, has been described as causing irreversible damage to
the Afghan education system for both boys and girls. The international community,
including Ukraine, is urged to take immediate and effective action to address the
education crisis in Afghanistan.

Ukraine, as a proponent of human rights and gender equality, is likely to oppose the
Taliban's discriminatory ban on girls' and women's education. The country's support for
the rights of women and girls is in line with international human rights standards,
making it probable that Ukraine would advocate for the reversal of the Taliban's
education policies and the restoration of equal access to education for all Afghan
children, regardless of gender.

Solutions:
Addressing the Taliban's ban on girls' education in Afghanistan requires a multifaceted
approach involving international cooperation, diplomatic efforts, and targeted
initiatives. Some potential solutions include:

1. Diplomatic Pressure: Countries like Ukraine can work through international

organizations and diplomatic channels to exert pressure on the Taliban to reverse
their ban on girls' education. This can involve issuing joint statements, imposing
sanctions, and leveraging diplomatic relations to advocate for the rights of
Afghan girls.
2. Humanitarian Assistance: Providing humanitarian aid to support alternative
education programs for girls in Afghanistan can help mitigate the impact of the
Taliban's policies. This can include funding for community-based schools,
vocational training, and educational resources.
3. Support for Civil Society: Ukraine and other countries can support Afghan civil
society organizations that are working to promote girls' education. This can
 involve funding local initiatives, providing technical assistance, and amplifying
the voices of Afghan activists and educators.
4. Resettlement and Scholarships: Offering resettlement opportunities and
educational scholarships to Afghan girls and their families can provide a lifeline
for those affected by the Taliban's policies. This requires coordination with host
countries and international organizations.
5. Public Advocacy and Awareness: Raising awareness about the impact of the
Taliban's ban on girls' education through public advocacy campaigns can
mobilize support and solidarity from the global community. This can involve
media outreach, social media campaigns, and educational initiatives.
6. Long-Term Policy Planning: Developing long-term strategies to support the
education of Afghan girls, including post-conflict reconstruction efforts,
sustainable development goals, and capacity building for the Afghan education
system.
By pursuing these solutions, Ukraine and the international community can work
towards mitigating the impact of the Taliban's ban on girls' education and upholding the
fundamental right to education for all children in Afghanistan.

Three countries recognize the Taliban as the legitimate government in Afghanistan:

Pakistan, Saudi Arabia, and the United Arab Emirates. Other countries, such as China
and Russia, do not formally recognize the Taliban government but have maintained
strategic relationships with the Taliban. The United States, along with many European
countries, refuses to recognize the Taliban government and maintains a strict policy of
noninteraction with the Taliban administration.
Countries that do not support the Taliban have expressed concerns about the group's
treatment of women, and minorities, and its links to terrorist networks. These countries
have imposed various forms of sanctions and restrictions on the Taliban, seeking to
isolate the group internationally
Agenda 2:Lucrativeness and Effects of Illicit Trafficking of Cultural
Property

Cultural heritage refers to the legacy from past generations of tangible artifacts and
intangible attributes to a contemporary group of people. It is a distinctive feature of
societies and is a crucial driver of sustainable development.

However, illicit trafficking of goods and cultural property has become a major issue as
criminal organizations have now endangered cultural properties of the world heritage.

The illegal trade of cultural artifacts encompasses not only the act of taking these items
from their original sites but also involves their transportation and sale in countries other
than their places of origin.

Illicit acquisition of cultural properties often occurs through the looting of heritage sites
during armed conflicts or through unauthorized excavations and thefts from both public
and private collections in times of peace. Past conventions have tried to avoid the theft of
heritage in these regions but unfortunately have not been effective in tackling the issue head-on.
UNESCO along with its member nations has tried to implement solutions and
measures that address the safeguarding of cultural heritage, the dismantling of
trading routes, and the restitution of the stolen artifacts to the countries of origin.
Furthermore, efforts are also invested in the recovery of trafficked
properties to their country of origin.
Countries with lower development levels or facing political and economic instability,
particularly in South America, Africa, and Asia, are particularly susceptible to the
unlawful trafficking of their cultural heritage. This is a major issue for these
countries, as it can also be a sign of a breach of security in each of these countries.

Illicit [usually ADJECTIVE noun]

An illicit activity or substance is not allowed by law or the social customs of a country.

Traffic (verb)to move things such as drugs or stolen goods and buy and sell them even though it
is illegal to do so.

Heritage: property that is or may be inherited; an inheritance.

Excavation: is the action of digging something, especially an archaeological site.

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Cultural Property

Physical or "tangible" cultural legacy, such as artworks, is referred to as cultural property.

They are often divided into two categories: moveable heritage and immovable heritage.
Immovable heritage comprises structures like homes, massive industrial undertakings,
and buildings that may also contain installed artwork like organs, stained glass windows,
and frescoes. Books, papers, mobile artwork, tools, apparel, and other artifacts are
regarded to be part of the transportable heritage and should be preserved for the future.
These include items important to a particular culture's archaeology, architecture, science,
or technology.

Economic View of Illicit Goods

Black markets are mainly marketed to rich locals and small-scale collectors. Small-scale
objects are circulated easily to these markets because they are small. They are
also increasingly carried by the massive influx of refugees who use them as a very
practical currency to pay the smugglers.

There's a shortage of data in terms of quantities, but it's believed that around 16,000
cultural items specifically from Syria have been confiscated in Europe. Since 2014, there
have been 231 instances of seizures, accounting for 166,246 objects originating from the
Middle East and North Africa (MENA) region. The estimated collective value of these
seized items is nearly $64 million.

Illegal trafficking of cultural goods in countries in conflict

The destruction in March 2001 of the Buddhas of Bamiyan by the Taliban provoked very
strong emotion in the international community, who watched with astonishment as an
irreplaceable heritage site disappeared for good; but this emotion unfortunately subsided
rather quickly and the case, happening in a too remote country, was quickly forgotten by
the public. Conversely, the looting and symbolic destruction of the Mosul Museum in
February 2015 and of the site of Palmyra in April 2015, which were cleverly mediatized
by Daech, shook French public opinion.

Even though some laws were already in preparation even before these events, the law
reinforcing the fight against organized crime, and terrorism and their financing of June 3,
2016, created a criminal offense to punish intentional participation in the illicit trafficking
of cultural property originating from a theater of operations of terrorist groups and the
so-called LCAP law (law relating to freedom of creation, architecture and heritage) of
July 7, 2016 notably established customs control on the import of cultural property, and
no longer only on its export. At the international level, let us mention in this same vein
the important United Nations Security Council Resolution 2347 on the protection of
cultural heritage at risk of March 24, 2017.
The Indian Buddha

In August 1961, 19 bronze sculptures were stolen from the Archaeological Survey of
India (ASI) museum in Nalanda. One of these stolen pieces was a twelfth-century bronze
Buddha in the Bhumisparsha mudra. For 56 years, this artifact remained unknown until
art enthusiasts spotted it at a London auction in early 2018. The London-based dealer
hosting the auction was selling the sculpture. Art experts confirmed that it was the same
Buddha stolen from Nalanda in 1961.

Once alerted, Indian Customs, through their attaché in the Indian Embassy in London,
raised the issue with the London Metropolitan Police and Her Majesty's Revenue and
Customs (HMRC). Subsequent police investigations revealed that the sculpture had
changed hands multiple times before reaching the London-based dealer.

Upon learning about the theft, the dealer and the consigner cooperated closely with the
police to facilitate the return of the artifact to India. The 900-year-old sculpture was
successfully returned in August 2018, showcasing a commendable instance of
international collaboration between law enforcement agencies from different countries
and dedicated art enthusiasts working together to combat the illicit trafficking of art and
antiquities.

12 Past Resolutions and Actions

I. The UNESCO Convention 1970

A. The 1970 Convention on the Means of Prohibiting and Preventing the Illicit
Import, Export, and Transfer of Ownership of Cultural Property urges States
Parties to take measures to prohibit and prevent the illicit trafficking of cultural
property

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II. Hague Convention for the Protection of Cultural Property in the Event of Armed
Conflict (1954):
A. The Hague Convention for the Protection of Cultural Property in the Event of
Armed Conflict (1954) introduced protection procedures for cultural properties
threatened by armed conflicts.

III. The UNSC Resolution 2347 (2017)

A. The Security Council Condemned Destruction, Smuggling of Cultural Heritage
by Terrorist Groups by Unanimously Adopting Resolution 2347 (2017).
B. Unanimously adopting resolution 2347 (2017), the 15-member Council recalled
its condemnation of any engagement in trade involving Islamic State in Iraq and
the Levant (ISIL/Da’esh), Al-Nusrah Front, and all other individuals or groups
associated with Al-Qaida. It reiterated that such engagement could constitute
financial support for entities designated by the 1267/1989/2253 ISIL (Da’esh)
and Al-Qaida Sanctions Committee.
C. The Council stressed that Member States had the primary responsibility to protect
their cultural heritage and that efforts must comply with the United Nations
Charter and respect the principle of sovereignty. It encouraged Member States to
take preventive steps through documentation and consolidation of their nationally
owned cultural property in a network of “safe havens”

IV. UNODC mandates on trafficking in cultural property

A. UNODC mandates in the area of trafficking in cultural property and related
offenses cover comprehensive crime prevention and criminal justice responses of
Member States, to provide the widest possible international
cooperation to address such crime. This work draws from commitments of
Member States, including, as appropriate, as Parties to relevant international
instruments, including the United Nations Convention against Transnational
Organized Crime, and taking into consideration the International Guidelines for
Crime Prevention and Criminal Justice Responses concerning Trafficking in
Cultural Property and Other Related Offenses.

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13 Major Countries and Organizations Involved

Italy
Notorious for issues with the illegal trade of artifacts, particularly from ancient
Roman and Etruscan periods.Italy has a long history of illicit cultural theft, with theft,
looting, and illicit trafficking of cultural property being an international crime. Italy has
faced more than its share of looting due to its vast number of art objects and cultural
heritage sites, leading to the passage of laws to protect Italian sites and cultural objects.

Greece
Faces persistent challenges in protecting its cultural heritage, with instances of
looting and trafficking of ancient artifacts. Greece has been a victim of illicit cultural
theft, including theft, illicit excavation, and illegal trading of cultural property. The
country has taken various measures to combat this issue, including the restituting of
cultural objects that have been illicitly removed from the country, as well as the
ratification of the 1995 UNIDROIT Convention on Stolen or Illegally Exported Cultural
Objects.

Egypt
Has experienced significant problems with looting and trafficking, especially
during periods of political unrest. The aftermath of the Egyptian revolutions of 2011 and
2013, represented in the political unrest, the unenforceable laws and regulations, the
dispersal of the police forces, and the lack of governmental funding, has ultimately
exacerbated this threat.
Iraq and Syria
Ongoing conflicts have led to the looting and trafficking of cultural artifacts,
particularly from ancient Mesopotamian and Syrian civilizations.

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Cambodia
The country has faced challenges with the looting of its ancient temples, such as
Angkor Wat. The theft of Cambodia's cultural treasures from religious sites across the
country started a century ago when the country was colonized by France.

Ukraine has taken steps to address the illicit trafficking of cultural property, both during
ongoing conflicts and more broadly. The European Union and its member states have
supported Ukraine in protecting cultural heritage and combatting trafficking, including
through the adoption of the EU Action Plan against Trafficking in Cultural Goods.
Additionally, UNESCO provides training to professionals to fight against illicit
trafficking of Ukrainian cultural property2, and the Organization for Security and
Cooperation in Europe (OSCE) has established the Heritage Crime Task Force to tackle
the issue.
The UNESCO 1970 Convention on the Means of Prohibiting and Preventing the Illicit
Import, Export, and Transfer of Ownership of Cultural Property encourages States
Parties, including Ukraine and Russia, to take measures to prohibit and prevent
trafficking, as well as to address the return and restitution of cultural property. The
European Union recognizes the seriousness of trafficking in cultural goods, noting that
it can have a devastating effect on cultural heritage and contribute to organized crime,
financial crime networks, and terrorism.
To counteract the illicit trafficking of cultural property, Ukraine and its international
partners aim to improve the prevention and detection of crimes, enhance law
enforcement and judicial capabilities, increase international cooperation, and
strengthen inter-agency collaboration.

Ukraine being helped:

As the conflict in Ukraine continues, the need to protect heritage increases. Ukrainian
cultural heritage stewards have taken emergency measures to stabilize their collections
and sites, and they have reached out to the international community for support. The
international community has responded with initiatives to protect Ukraine's culture,
 including the creation of a $2.2 million fund by PEN America to aid visual artists in
Ukraine, a $1 million pledge by the J. Paul Getty Trust to preserve museums, libraries,
and archives, and a digital archive created by Google showcasing more than 1,800
artifacts. The World Monuments Fund launched an initiative to preserve vulnerable
sites, and the European Commission is providing 5 million Euros to national cultural
organizations and Ukrainian artists outside their country. UNESCO provides training to
professionals to fight against illicit trafficking of Ukrainian cultural property, and the
Smithsonian Cultural Rescue Initiative has supported locally-led disaster response and
preparedness in Ukraine. The Ukrainian Ministry of Culture reports that Russia's forces
have damaged more than 550 sites and objects important to Ukraine's cultural heritage.
To counteract the illicit trafficking of cultural property, Ukraine and its international
partners aim to improve the prevention and detection of crimes, enhance law
enforcement and judicial capabilities, increase international cooperation, and
strengthen inter-agency collaboration.

Solutions:
There are several solutions to combat the theft of cultural heritage. One approach is to
establish a comprehensive international dialogue for the return and restitution of
cultural property, as called for by the United Nations General Assembly Resolution
76/16 on “Return or restitution of cultural property to the countries of origin”. The
European Union is developing an action plan against trafficking in cultural goods for
2022-25, which aims to protect cultural heritage within and beyond the EU by
improving the prevention and detection of crimes, enhancing law enforcement and
judicial capabilities, and boosting international cooperation. UNESCO provides training
to professionals to fight against illicit trafficking of cultural property, and the World
Monuments Fund launched an initiative to preserve vulnerable sites. The OSCE has
established the Heritage Crime Task Force to tackle the issue, and the European
Commission is providing financial support to national culture organizations and
Ukrainian artists outside their country. To efficiently protect cultural heritage against
illicit trafficking, a sound legislative framework, international cooperation, and a solid
base of evidence and well-targeted projects are needed. Additionally, individuals can
take steps to combat the illicit trafficking of cultural property, such as requesting
evidence of the seller's legal title and checking with national authorities of the country of
origin and INTERPOL before purchasing cultural objects online.

Effects of Illicit trafficking of cultural property:

The illicit trafficking of cultural property has multifaceted effects that extend beyond
mere material loss. These effects include:
​ Loss of Cultural Heritage: The primary consequence is the depletion of a nation's
cultural heritage. Stolen artifacts often represent significant historical, artistic,
and cultural value, and their removal diminishes the tangible connections to a
society's past.
​ Erosion of Identity: Cultural artifacts are often integral to a community's sense of
identity and pride. Their theft or destruction can lead to a loss of identity,
affecting societal cohesion and self-esteem.
​ Damage to Archaeological Sites: Looting and trafficking often involve destructive
methods that damage archaeological sites irreversibly. This destruction robs
future generations of valuable information about past civilizations.
​ Economic Impact: The illicit trade in cultural property is a lucrative industry, but
the profits rarely benefit the countries of origin. Instead, they enrich criminal
networks and perpetuate illegal activities.
​ Undermining Sovereignty: The trafficking of cultural property can undermine a
nation's sovereignty by allowing external entities to exploit and profit from its
heritage without consent or compensation.
​ Fueling Conflict and Instability: In regions of conflict, looting of cultural property
has been linked to financing armed groups and perpetuating violence,
exacerbating instability and hindering peace-building efforts.
​ Diminished Tourism Potential: Cultural heritage sites are often significant tourist
attractions, contributing to local economies. The loss or degradation of these sites
due to trafficking can diminish tourism potential and economic opportunities.
​ Loss of Scholarly and Educational Resources: Stolen artifacts represent
invaluable resources for scholarly research and educational purposes. Their
removal from their rightful context deprives researchers and students of
important learning opportunities.