RESOLUTION ECO111

FORUM: ECOSOC

QUESTION OF: Measures to counter unemployment, especially female unemployment

SUBMITTED BY: Ethiopia

CO-SUBMITTERS:Austria, Bolivia, Egypt, Gabon, Germany, Guatemala, France, Mexico, Colombia.

STATUSPassed

The Economic and Social Council,

 

Bearing in mind the UN’s sustainable development goals and seeking solutions in accordance with these guidelines,

 

Taking into consideration that the estimated number of unemployed people globally in 2018 was 172 million people and has since been continuously rising,

 

Fully aware of the devastating economic and social effects of the COVID-19 pandemic and of its role as a determining factor for a further exponential increase in global unemployment,

 

Recognizing the gap between genders, as the estimated female unemployment rate of May 2020 was 14.50% compared to 12.20% of males,

 

Acknowledges the significance of education in increasing an individual’s prospective employment chances in the future,

 

Concerned by the fact that according to the United Nations Children’s Emergency Fund globally 132 million girls are out of school, 67.4 million of these being of upper secondary school age,

 

Further disturbed by the fact that according to UNICEF only 25% of the nations around the globe have achieved gender parity in upper secondary education,

 

Noting that in the United States alone women makeup 48% of the global workforce but accounted for 61% of job losses,

 

Emphasizing the importance of the International Labor Organization in reducing unemployment, especially in the COVID-19 pandemic,

 

Understanding the need for a diverse job market composed of workers in all sectors of employment,

 

Taking into account 5.4% of the global workforce is unemployed in 2020,

 

  1. Endorses the creation of vocational training courses conducted by UN Women and the United Nations Educational, Scientific and Cultural Organisation (UNESCO) targeting the certification of adult women over the age of 18 in certain fields, aiming to boost their employability and allowing them to seek future economic independence through courses such as, but not limited to:
    1. online courses that last between 4 weeks and 3 months with certification upon completion of the course
    2. seminars on parental education, including the recommendations and guidelines given by the United Nations International Children’s Emergency Fund (UNICEF) on child care
    3. creation of a globally accessible website that will host virtual pre-recorded seminars and training on diverse topics, with interaction spaces via chat in order for individuals to share experiences and doubts within the platform;
  2. Encourages member nations to focus on developing a holistic education system to decrease unemployment rates through methods such as but not limited to:
    1. promoting an increase in secondary schools’ education rates via the incorporation of a wide range of subject choices, promoting relevant classes on basic employability courses including CV creation and strategizing for interviews, as well as also offering internships for a richer learning experience
    2. promoting the incorporation of entrepreneurship, technical, and vocational optional courses within the normal school curriculum
    3. increasing the number of teachers available to educate students by promoting a base level of qualification which aligns with the Inter-agency Network for Education in Emergencies (INEE) standards and offering improved resources to incentivize them
    4. adapting entrepreneurial approaches in schools like:
      1. teaching problem solving and presentation
      2. putting the students in a work  environment of  start-ups and let them learn with challenges
      3. promoting knowledge sharing and dissemination among peers
      4. helping the students with one on one sessions with guidance counselors to share their motivations, ambitions and goals as potential entrepreneurs
      5. establishing mechanisms to support students with the passion to follow entrepreneurship even after graduation with financial and other sources
      6. bringing examples of real entrepreneurs into schools and organize lessons/seminars;
  3. Calls upon all member nations to engage in collaboration with NGOs  to continue to establish temporary schools in refugee camps and areas of the humanitarian crisis in order to help assure their integration into their host country;
  4. Recommends the training and teaching of locals in smaller rural communities on new sustainable farming methods in order to update and strengthen the efficiency of the production in this field, generating independent labor hotspots in addition to other strategies for sustainable local resource utilization in order to minimize unemployment in the sector;
  5. Asks for the creation of an international fund managed by UNESCO and UN Women, designated towards the creation of scholarships for outstanding female individuals who reside in LEDC’s and show commitment towards the wellbeing of their communities as well as the SDGs;
  6. Seeks to minimize female unemployment rates through measures in schools and universities such as but not limited to:
    1. integrating Women’s History into traditional schooling curricula to familiarize children with gender equality
    2. incorporating sexual education and family planning in national school curriculums to prevent teenage pregnancies and mitigate the impact of this
    3. requesting educational institutions to provide free and safe child-care centers for students that follow guidelines and regulations presented by UNICEF so that students can leave their infants while at class;
  7. Emphasizing the need for school support systems during a child’s development to support them during times of crises in ways such as but not limited to:
    1. making emotional counselors available to all students, whilst encouraging parental/tutor involvement with their children’s education by regularly updating them with information regarding their children’s curriculum and mental health both via group meetings and an online newsletter
    2. increasing availability of courses regarding support for individuals crises to education workers in order to increase awareness and improve support for school children regarding topics such as family issues and gender discrimination and children’s legal rights;
  8. Encourages the inclusion of special needs students with the general student body to limit feelings of exclusion and social rejection through ways such as:
    1. ensuring schools provide classes and activities in which special-needs students can be included that aim to encourage social interactions and team building
    2. providing support to special-needs students by allowing teachers to take part in training events on how to approach and aid them, these being funded by the government in the case of MEDCs and by NGOs regarding LEDCS;
  9.  Encourages assistance to migrants with an educational background through the provision of online courses lasting between 4 weeks and 3 months to update their skills to the requirements of the new country of residence and include usable certificates upon completion of the course;
  10. Calls upon all nations to provide online learning devices which contain access to Wi-Fi, a computer fitted with a camera and microphone for school-age children, in order to promote learning regardless of economic status;
  11. Recommends all member nations who currently spend 5% and higher of GDP on education to allocate a minimum of 6.1% of their GDP on education, and all member nations who currently spend less than 5% of GDP to allocate a minimum of 3.6% of their GDP on education.