RESOLUTION ECO 112

FORUM: ECOSOC

QUESTION OF: Measures to counter unemployment, especially female unemployment

SUBMITTED BY: Australia

CO-SUBMITTERS:ILO (Labour), Libya, Nigeria, Netherlands, Norway, Nicaragua, Russian Federation.

STATUSApproved

Noting with regret that there are 188 million global citizens who remain unemployed while 120 million people have actively stopped searching for jobs due to their lack of access to the labour market,

Troubled by the surge in unemployment caused by the COVID-19 pandemic, and the possibility of such events in the future disrupting the labour force,

Acknowledging that there are approximately 264 million children who do not have access to any form of education hence inhibiting their ability to gain employment in the future,

Recognising the efforts that have been made by the United Nations Educational, Scientific and Cultural Organisation (UNESCO) to spread information and possible solutions to financially deprived areas of the world,

Alarmed by the fact that it is globally more likely for those who identify as male to be literate as opposed to those who identify as female,

Noting with deep concern that approximately 39 percent of people who live below the poverty line receive near to none formal education due to their pressing social circumstances,

Confident that nations are aware that under Article 26 of the Universal Declaration of Human Rights, it is clear that education for all is a human right and that education must be used to not only provide information and acquire knowledge but to develop,

Emphasizing that Quality Education for all is the fourth sustainable development goal and it is aimed to be achieved worldwide by 2030,

Noting further that due to the COVID-19 Pandemic, 1.6 billion students, according to the United Nations Sustainable Development (UNSD) have found themselves outside of school and that two-thirds of the world’s students do not have access to reliable internet connection hence reducing, hindering or halting their educational progress during the pandemic,

Defining reskilling as educational programs that are established and provided to unemployed workers for them to gain practical knowledge about specific subjects,

  1. Urges all member states to adopt the enforcement and regular maintenance of a system aimed at compulsory education, through means such as but not limited to:
    1. the provision of a compulsory formal educational policy, for all students between ages of 6 to 14, according to the Right to Education and its implications, which allows for minor variations in standardised ages, through the regulation and maintenance of ground-up methods such as but not limited to:
      1. the establishment of regional governmental data analytics teams, moderated by the ILO, in regions where they may not already exist, that consist of experts to perform the sole function of investigating into areas with deficits of educational institutions, and noting student sizes of existing institutions within these areas
      2. having these regional governmental teams tie up with data analytics organizations and companies, to further boost the research, staff and resources available
      3. establishing communication sectors within these governmental teams that can relay information between infrastructural authorities and researchers, in order to provide for immediate steps to recuperate educationally lacking areas
    2. the idea of collaboration between states in order to successfully implement and follow-up on educational policies and plans through methods such as but not limited to:
      1. an increase in the number of education specific bilateral and multilateral conferences between governing bodies or diplomatic representatives, or an increase in the frequency of existing conferences, to keep constant the exchange of ideas that aid in developing countries’ educational systems
      2. encouraging conferences and meetings through virtual platforms as well, to make such sessions more accessible and convenient
      3. encouraging More Economically Developed Countries (MEDCs) to work across borders, to provide monetary, infrastructural, or any other form of aid to Less Economically Developed Countries (LEDCs) requiring it, to stimulate the formation of an international community working for the universal betterment of education standards;
  2. Calls upon current education systems to adopt globalized approaches to imparting knowledge that can help students remain more equipped to take on future challenges through measures such as but not limited to:
      1. a holistic, multidisciplinary education in both public and private institutions to ensure overall growth within students that is not restricted to solely academic learning and focuses on the development of cognitive skills by:
        1. exploration of extra-curricular activities ranging from dance and music, to fitness and drama
        2. allowing for students to take the lead on independent ventures as part of their schooling experience, for example starting their own club or partaking in leadership positions
        3. greater freedom for students in selecting subjects and courses that interest them, and introduction of newer, modern subjects at par with global education systems
        4. activities among students such as team building activities, psychological workshops, critical thinking courses and discussions on global issues
      2. an effective tie up between government-run schools and existing organisations that run occasional checks and reviews on educational institutions , in order to:
        1. create a system of feedback and review that allows for optimal changes in educational institutions
        2. publicise institutions with exemplary systems in place, that will also allow for other institutions to have available a reference from which to gain inspiration
        3. regularise screenings of syllabi across all regional and national educational boards by existing education committees to alter syllabi in accordance with national guidelines, subject to each member nation;
  3. Emphasizes a detailed approach and focus on increasing female involvement in the education sector by governments of member states through measures such as but not limited to:
    1. the elimination of any sort of discrimination against females in educational institutions and facilitating the alteration of discriminatory mindsets by:
      1. encouraging the introduction of congregations and assemblies at communities, schools and gatherings to spread focused awareness on the importance of female rights and gender equality
      2. establishing locality specific helplines that operate solely to provide a medium of contact for females to voice out any concerns that they may be facing
      3. extending data analytics teams into focusing research in the identification of regions known to propagate conservative attitudes toward female development
      4. spreading informed awareness through social media platforms and virtual spaces in order to educate the general public about the significance of female employment and education, emphasizing their awareness campaigns in the previously mentioned regions
    2. urging schools and colleges, as well as national education departments of countries to acquaint female students with skills whilst also providing new opportunities for female involvement in these sectors through means such as but not limited to:
      1. holding free-for-all introductory workshops into emerging fields at educational institutions and providing for job re-education programmes, through subsidized education for unemployed females looking to enter emerging fields
      2. making available scholarships and internships for females from educational institutions willing to offer them, and throwing light upon existing scholarships and intern opportunities from organizations at various levels
      3. publicising achievements of females in emerging fields through increasing the availability of  journals, magazines, documentaries, advertisements and other multimedia sources celebrating female achievements to encourage and inspire female education even further
    3. promoting female involvement not only in that of students attending institutions, but also through staff-centric roles, such as administrative and teaching professions, in schooling facilities by:
      1. conducting talks and seminars involving successful females as part of vocal leadership series
      2. offering subsidized workshops to unemployed females looking to enter the education sector in any capacity that will elucidate the basics required to tackle simpler tasks in institutions
      3. involving the willing mothers of students attending schools in tasks and areas where a lack of staff members may be prevalent, in order to further establish a community that empowers female roles;
  4. Endorses the adoption of employment oriented education that can be specifically useful for future opportunities that students can avail of, through methods such as but not limited to:
    1. a focus on vocational classes as part of schooling systems, along with a focus on supplementary programmes aimed to heighten strategization of students’ future prospects through means such as but not limited to:
      1. introductory sessions or workshops with school alumni or institution-affiliated specialists on areas such as finance, computing, management, investment, engineering, etc, that can be effectively tied in with regular academics in order to maintain the flow of teaching
      2. making available student internships, programmes, simulations, and initiatives, both externally and in school-affiliated companies or companies under the parents of school children
      3. free of cost college counseling sessions to be offered in high school, at regular intervals, to inspire students to pursue a formal education
      4. summer programmes, virtual and physical camps and exchange programmes in external colleges and schools to allow for independence and soft skill development, as well as interactions with similar aged students of different backgrounds
    2. placing a larger focus on providing for employment-oriented opportunities in public schools as well, by:
      1. small-scale funding from external organizations, or a reallocation of regional economy divisions, to provide for basic setups such as projectors, computers, playgrounds etc, that can contribute to progressive steps to a more globalised outlook
      2. encouraging privileged students to participate in resource distribution drives, so that students who don’t have access to school resources can utilise them as a medium for education
      3. making use of open online platforms to encourage students to attend courses, workshops and sessions in the case that staff members to teach specialized skills, aren’t readily available
      4. tying up with programmes that can offer exclusive scholarships to meritorious students under financial stress, that can help fund trips and conferences for students with novel ideas and business models;
  5. Recommends governments of member states to create educational provisions for unemployed adult citizens to draw them back into job markets through measures such as but not limited to:
    1. collaborating with educational platforms as an economical yet impactful way to hold industry-specific training sessions at subsidized costs, along with running reskilling programmes at affordable prices, subject to each individual state, to bring education to displaced workers or unemployed citizens
    2. encouraging the creation of support groups and sessions among unemployed citizens to enable:
      1. peer review and development of basic cognitive skills
      2. collective inspiration to enter job sectors
      3. sharing of opinions and personal experiences, to help foster a community of individuals prepared to take on challenges they may face in job markets;
  6. Calls for the employment of school staff and teachers in specialized fields that can allow for students to gain direct exposure and guidance through methods of incentivisation including:
    1. raising the social profile of teachers and garnering public opinion in favour of education-oriented professions as a method of encouraging more applications towards teaching posts especially in areas that are deprived of teaching facilities by making faculty posts more attractive for applicants through means of:
      1. lucrative financial schemes
      2. ability to take further charge in extracurricular activities and impart specialized skills to students in the institutions
    2. having regional educational departments create a diverse bodies of experts, for example a college counselor, a financial planner, a successful businessman etc, that can hold virtual or physical sessions with a number of schools both across and within their respective regions, that will allow for:
      1. students of public institutions with a lack of specialised staff members to gain knowledge through visits by this panel of experts
      2. pre-recorded sessions by these experts that can be broadcasted in a number of institutes through easily accessible virtual platforms,
      3. financial benefits provided to these experts for their services that can be funded by collaborations with external organizations or NGOs working for benefits in rural education and student access to learning;
  7. Further recommends member nations to adopt educational policies and systems in preparation of a post-COVID-19 world by:
    1. making appropriate use of practices that were necessary to adopt due to a lockdown situation such as:
      1. having institutions digitalize educational practices and lessons, wherein submissions, and projects or assignments can be prepared and handed in technologically, as adeptness with technology will also serve as an essential skill when searching for employment opportunities
      2. the continuation of virtual webinars and additional knowledge and skill-based sessions to students as part of extracurricular or supplementary activities, that can be vital to their holistic development
      3. the employment of international teaching staff that can help improve the standard of education and lead to greater diversity, which can become extremely convenient through virtual lessons
    2. preparing for physical resumption of public institutions through:
      1. initiating a stage-by-stage process for an ease in transition
      2. providing for mid-day meals, COVID Tests, etc in cases where students are from economically deprived areas
  8. Reiterates the importance of spreading awareness as a means of promoting sustainable success in various fields of employment and suggests that this is done through:
    1. encouraging the creation and propagation of reports and research papers on this topic such as those from international organizations and specialised bodies
    2. raising awareness among persons at the local level, to bring more attention to correlations between education and unemployment through:
      1. encouraging campaigns undertaken by student-led foundations, that can raise funds which will contribute to supporting education for underprivileged children
      2. promotion of symmetrical information by involving state media for the production of newspaper articles, and television or radio programs to raise public awareness over a large scale
      3. including statistical figures and reports in broadly televised or telecasted parliamentary or presidential proclamations and speeches;