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UNHRC STUDY GUIDE

Committee Director : ZAID AZHAR

INDEX

Letter from the dais Committee Overview- UNHRC Topic Area A - Gender Equality Topic Area B - Right To Education

3-4 5-7 8 - 15 16 - 20

From the dais:

Hola, N ho, Bonjour, Zdrastvweetye ,Salam wa aleikum and Hello! Dear Delegates, after greeting you all in the 6 official languages of the United Nations, I, Zaid Azhar your committee director for UNHRC at RYMUN 2012, would like to introduce myself to you all. I have recently completed my A Levels and look forward to pursue a career in medicine. Apart from academics, Ive been involved in a number of extra-curricular activities including social work, debates, sports and arts. When Im not watching movies, youll find me studying, playing video games, and sleeping. I have also been actively involved in MUNs and even though I started a bit late, Ive made rapid progress from being a frightened delegate in my first intra level MUN, to being an enthusiastic delegate winning awards and finally to being a committee director. Human rights and social development have been strong interests of mine and MUNs have enabled me to explore them in great detail. Now, you delegates should expect UNHRC to be a rather tough committee. When it is dealing in human right issues, it can be both complex and diverse. I would advise you to research well on the committee itself, its powers, as well as on development of human right issues across the globe. The topics set should see meaningful and interesting debate. And entertainment sessions depend on the progress of the committee :P. If you would like to introduce yourself or have any queries feel free to mail me at zaid.azhar@hotmail.com . See you all at RYMUN 2012 then! Zaid Azhar

Note: Dear Delegates, please note the following: 1) Position Papers: Delegates are required to write a minimum of 1 page position paper stating their stance on the topic area given and must also submit it to the committee directors by no longer than 7th November 2012, to be considered in contention for any diplomacy award, via email (listed at the bottom). A position paper will consist of three paragraphs. the first will explain the scope of debate. the second will highlight the problems while the third will offer solutions. 2) Research: Delegates must keep in mind that this study guide is just an overview of the topic areas that are assigned to them.Their research must not be limited to the the study guide only. It is strongly suggested that they carry out their research in the following manner: Read the study guide Open the links provided in the study guide Search the internet for the stance of their counrty on the topics Think of solutions 3) Rules of Procedure: Delegates must be aware of the rules of procedure of the conference. Both new and experienced delegates are requested to overview the rules of procedure on the RYMUN website or from the WorldMUN website
http://www.worldmun.org/page/worldmun-rules

4) Queries Any queries for the committee director should be directed to zaid.azhar@hotmail.com . Otherwise, look out for the official UNHRC @ RYMUN 2012 facebook group on the Roots Youth Model United Nations page on facebook.

The United Nations Human Rights Council (UNHRC) is an inter-governmental body within the United Nations System. The UNHRC is the successor to the United Nations Commission on Human Rights (CHR), and is a subsidiary body of the United Nations General Assembly based in Geneva. The General Assembly established the UNHRC by adopting a resolution on 15 March 2006 due to complaints about certain members of CHR being states that maintain poor human rights record. On 18 June 2007, one year after holding its first meeting, the UNHRC adopted its Institution-building package, which provides elements to guide it in its future work. Among the elements was the Universal Periodic Review. The Review will assess the human rights situations in all 192 UN Member States. Another element is an Advisory Committee, which serves as the UNHRCs think tank, and provides it with expertise and advice on thematic human rights issues, that is, issues which pertain to all parts of the world. Another element is a Complaints Procedure, which allows individuals and organizations to bring complaints about human rights violations to the attention of the Council. The UNHRC works closely with the Office of the High Commissioner for Human Rights (OHCHR) and engages the United Nations' Special Procedures.

UNHRC Introduction

Powers of UNHRC
The powers of the council derive from Articles 1, 13 and 55 of the UN Charter, Vienna Declaration and General Assembly Resolution 48/141 (1993). The council, unlike General Assembly committees cannot change the rules of procedure of the General Assembly itself. The council follows the Universal Declaration of Human Rights and its official mission is to ensure the enforcement of universally recognized human rights norms, through promoting both the universal ratification and implementation of the major human rights treaties and respect for the rule of law.

Structure
The committee consists of 47 state members distributed accordingly among the UNs regional groups; 13 African States, 13 Asian States, 6 Eastern European States, 8 Latin American and Caribbean States, and 7 Western European and other States. The members are elected by the General Assembly and hold a two-year term. Even though the relative number of member states is representative of the world, having bloc nations being represented in this way can lead to the priority of political motives in voting procedures over the importance of the maintenance of Human Rights. However, regardless of these political barriers, the Human Rights Council makes huge steps in all matters of human rights within the mandate of the United Nations by working with governments, alongside local charities and NGOs.

Work
The Human Rights Council is responsible for promoting universal respect and protection of all human rights and freedoms for all people and groups. The Council works with issues and questions concerning violations of human rights, including gross and systematic violations. The Council will provide recommendations and advice to Member States and the United Nations system, including the General Assembly, in matters concerning human rights violations. Furthermore, the Council conducts periodic evaluations and assessments of the human rights situation in the UN member countries, working to promote and protect the existing human rights, it also seeks to develop new standards, if and when this may be necessary.

Sessions
The UNHRC holds regular sessions three times a year, in March, June and September. The UNHRC can decide at any time to hold a special session to address human rights violations and emergencies, at the request of one-third of the member states. To date there have been 19 Special Sessions.

Further information on UNHRCs structure, work and membership status can be found at http://www.ohchr.org/EN/HR Bodies/HRC/Pages/HRCIndex.aspx www.un.org/webcast/unhrc/

Session of UNHRC in March 2012 in Geneva

Topic Area A : Gender Equality and Rights of Women

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Gender equality is a fundamental human right and a key aim of any modern democratic country. UN vision is a society in which men and women share equally the assets, liabilities and rights, work, politics, power, leisure, care, family and personal life. A society where men and women decide what to study, what will work, how many kids will do, whether to engage in politics, without the burden of gender stereotypes which prescribed occupations, fees, duties and emoluments, even the whole activity of everyday life. Today, the unequal conditions of life and work of men and women are exacerbated because of the severe economic crisis at global and national level. In times of crisis, the principle of equality is not a luxury but an essential component of development, social and cultural policy which seeks to escape from the crisis. The crisis is always the most vulnerable groups of population, where women are overrepresented. Large groups of women facing multiple discrimination, when discrimination based on sex are intertwined with and deepen from discrimination due to forms of social inequality (social class, ethnicity, disability, age, sexual orientation, remote residence, etc.).

Rights of Women
One of worlds more urging matters concerning human rights are the rights of the women and in general the fight against sexual discrimination. Even in nowadays those rights are being trespassed not only in the so-called third world countries but also to the developed countries of the West. A major global womens rights treaty was ratified by the majority of the worlds nations a few decades ago.

Yet, despite many successes in empowering women, numerous issues still exist in all areas of life, ranging from the cultural, political to the economic. For example, women often work more than men, yet are paid less; gender discrimination affects girls and women throughout their lifetime; and women and girls are often are the ones that suffer the most poverty.

Many may think that women's rights are only an issue in countries where religion is law, such as many Muslim countries. Or even worse, some may think this is no longer an issue at all. But according to a report about the United Nations Womens Treaty which shows how an increasing number of countries are lodging reservations, will tell otherwise. Gender equality furthers the cause of child survival and development for all of society, so the importance of womens rights and gender equality should not be underestimated.

Women have historically been subjected to legal discrimination based on their gender. Some of this discrimination has been based on cultural stereotypes that cast women primarily in the roles of wives and mothers. In the patriarchal (male-dominated) societies, women have been viewed as the "weaker sex," who needed protection from the roughand- tumble world outside their homes. Such beliefs were used as justifications for preventing women from voting, holding public office, and working outside the home. In a culture that portrayed wives as appendages of their husbands, women have often been invisible to the law. The ability of women to use the law to fight sex discrimination in employment, education, domestic relations, and other spheres is a recent development.. In the 1970s and 1980s employers and social institutions have sought to justify discriminatory treatment for women on the basis of long-held traditions.

Abuses against women are relentless, systematic, and widely tolerated, if not explicitly condoned. Violence and discrimination against women are global social epidemics. Millions

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of women and girls are forced to marry and have sex with men they do not desire. Husbands and other male family members obstruct or dictate women's access to reproductive health care. Doctors and government officials disproportionately target women from disadvantaged or marginalized communities for coercive family planning policies. The realization of women's rights is a global struggle based on universal human rights and the rule of law. It requires all of us to unite in solidarity to end traditions, practices, and laws that harm women. It is a fight for freedom to be fully and completely human and equal without apology or permission. Ultimately, the struggle for women's human rights must be about making women's lives matter everywhere all the time. In practice, this means taking action to stop discrimination and violence against women. The United Nations is a galvanizing force in setting new international standards and commitments to protect and promote womens human rights especially those at risk of violence, or facing poverty. But the UNs capacity to support national implementation of these international agreements is woefully underfunded and inadequate. This has limited the potential for women around the world to fully enjoy their rights in practice. The four small UN agencies exclusively dedicated to womens issues lack the necessary status, funding and country presence to enable the wider UN system and national authorities to fully implement their obligations. Other, larger UN agencies, sometimes can make a difference, but advancing womens human rights and gender equality is usually a small part of their mandate. And none of these agencies are adequately supporting the important work of womens human rights defenders. In September 2009, after years of persistent campaigning by womens human rights advocates around the world, all 192 member states of the UN General Assembly finally adopted a resolution agreeing to the creation of a consolidated and stronger UN agency for women.

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International Conventions that include women rights

1) International Covenant on Civil and Political Rights Article 2, paragraph 1. Article 25 2) International Covenant on Economic, Social and Cultural Rights Article 2 Article 7 3) The Universal Declaration on Human Rights Preamble Article 2 Article 16 4) Vienna Declaration of 1993

Violence against women

Delegates are reminded that the issue of violence against women is not only limited to developing countries but is also prevalent in developed countries.

Domestic Violence
The phenomenon is thriving "in all societies, in one degree or another, and crosses the lines of income, educational attainment, class and culture. Domestic violence is a violation of human rights of women. According to the IV UN Conference on Women (Beijing 1995) Violence against women is "a manifestation of historically unequal power relations between the sexes. The violence of men has its roots in patriarchy, constitutes a mechanism of control and power over women. "

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Forms of Domestic Violence:

The psychological violence: includes the ongoing and systematic devaluation of the dignity that leads to the infringement of personality. The deed and the insults, threats and extortion. Physical violence: physical harm and murder Sexual violence: the violation of sexual freedom and dignity, including rape within marriage. The economic violence: acts that lead to deprivation of food and livelihoods and some property crimes to the extent that take place within the framework of partnership, withholding money from their partner.

Forms of sexual discrimination:

direct discrimination: where a person is treated less favorably than another one which has been or will be in a similar situation, cause to his/her sex. "indirect discrimination: where an apparently neutral provision would put at a disadvantage representatives one sex compared with persons of the opposite sex unless that provision, criterion or practice is objectively justified by legitimate aim and the means for achieving this objective is appropriate and necessary; "harassment: where an unwanted conduct related the sex of a person with the purpose or effect of violating the dignity of the person and of creating an intimidating, hostile, degrading, humiliating or offensive environment; "Sexual harassment: where any form unwanted verbal, non verbal or physical conduct of a sexual character with the purpose or effect of violating the dignity of a person, in particular by creating an intimidating, hostile, degrading, humiliating or offensive environment.

UN organs which have been created

UN Measures
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The Commission on the Status of Women

http://www.unwomen.org/how-we-work/csw/

Womenwatch
It is an UN Special Rapporteur on violence against women, its causes and consequences, created in March 1997. It was founded by the former entities UN Division for the Advancement of Women, United Nations Development Fund for Women and United Nations International Research and Training Institute for the Advancement of Women .
http://www.un.org/womenwatch/

The Committee on Elimination of Discrimination Against Women

http://www.un.org/womenwatch/daw/cedaw/ http://www2.ohchr.org/english/bodies/cedaw/ http://www.cedaw2012.org/

The Beijing Platform for Action

http://www.unifem.org.au/Content%20Pages/Resources/beijing-platform-action
http://www.un.org/womenwatch/daw/beijing/platform/plat1.htm

1) How the issue of violence against women be tackled on a worldwide scale?

Questions to consider:

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2) How can women surpass the difficulties they have to face in a male-dominant society in order to be involved in politics and other various fields? 3) How can awareness of women rights issue be spread in conservative societies that do not allow women access to even basic human rights? 4) What legislation can UNHRC suggest to the governments of its member countries to achieve gender equality in all walks of life? 5) How can the following necessities be ensured to women: a) b) c) d) e) f) Healthcare Education Financial Help Jobs Political Representation Awareness of Women Rights

Further Sources for research:

http://www.acralive.org/2011/08/40-pc-married-women-face-physical.html http://www.unwomen.org/ http://www2.ohchr.org/english/issues/women/

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http://www.unhchr.ch/huridocda/huridoca.nsf/(symbol)/a.conf.157.23.en http://www.who.int/mediacentre/factsheets/fs241/en/ http://www.un.org/womenwatch/ http://www.globalissues.org/article/166/womens-rights http://www.clarkprosecutor.org/html/domviol/facts.htm http://www.who.int/mediacentre/factsheets/fs239/en/ http://www.ncadv.org/files/DomesticViolenceFactSheet(National).pdf http://www.unfpa.org/gender/

The right to education is a fundamental human right. Every individual, irrespective of race, gender, nationality, ethnic or social origin, religion or political preference, age or disability, is entitled to a free elementary education. The improved access to education is vital for a countrys economic growth and prosperity because education provides knowledge of agricultural information for better farming practices and appropriate usage of new technologies. Education also allows for the improved quality of an individuals life and the environment around them. The human right to education entitles every individual to: 1. Free and compulsory elementary education, and to readily available forms of secondary and higher education 2. Freedom from discrimination in all areas and levels of education, and to equal access to continuing education and vocational training 3. Information about health, nutrition, reproduction, and family planning. Ensuring access to education is a precondition for full realization of the right to education. Without access, it is not possible to guarantee the right to education. Quality of education is the other side of coin. Providing access to schools secures only one part of the right to education.

TOPIC AREA B : RIGHT TO EDUCATION

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CURRENT SITUATION
1) 2) 3) 4) 5) Inability to pay school fee Lack of transport Child Labor Healthcare crisis Armed conflict

The United Nations Literacy Decade (2003-2012) aims to extend the use of literacy to those who do not currently have access to it. More than 861 million adults are in that position, and over 113 million children are not in school and therefore not in a position to learn to read or write either. Over 150 million people never complete five years of education, which is the minimum requirement for basic literacy according to UNICEF. Most of the population in least developed countries is barred from attaining a basic education due to:

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Another related issue is female education. According to UNESCO, of the population who does not have access to education, 57 % are female. Other challenges in improving education are : 1) Making qualified teachers available for all. Developing country teachers tend to be very young and inexperienced. In most cases, teachers do not have any professional training at all; therefore, 30 percent of teachers in less developing countries (LDCs) are under the age of 30. In comparison, in developed countries, such as Germany and Sweden, over 70 percent of teachers are over the age of 40 and have received proper training to become a teacher. 2) Making adequate learning facilities available for all.

The United Nations has long remained actively seized on the issue of the right of education for all, without gender, religious or racial bias. In the United Nations Millennium Declaration, signed in September 2000, Goal 2: Achieve universal primary education is one of the 8 main Millennium Development Goals (MDG). Target 2a aims at ensuring that all boys and girls complete a full course of primary schooling. Goal 3: Promote gender equality and empower women further underscores the importance of education for all. Target 3a aims at eliminating gender disparity in primary and secondary education preferably by 2005, and at all levels by 2015. These two goals largely outline the positive direction the UN has taken on the issue.

PAST UNS ACTIONS

UNESCO
The United Nations Educational, Scientific and Cultural Organisation (UNESCO), established on 16 November 1945 with aims of contributing to peace and security by promoting international collaboration through education, science and culture in order to further the universal respect for justice, has long been spearheading a myriad of large-scale policies to improve education for all.

United Nations Decade of Education for Sustainable Development (ESD)

Lasting from 2005 through 2014, amongst the four key objectives of the Decade,it seeks to provide countries with new opportunities and tools to reform education and to support countries in achieving their Millennium Development Goals through the efforts of Education for Sustainable Development (ESD). The ESD itself embodies several crucial themes to reach the goal of education for all and for a sustainable future. This includes Cultural Diversity, Gender Equality and Rural Development and these themes are largely governed by the founding value of the ESD: respect, for all and for the planet and what it provides us with.

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http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/education-for-sustainable-development/

Education For All (EFA)

Education for All (EFA) movement represents a global commitment to provide quality basic education for all children, youth and adults. Introduced in the World Conference on Education for All, the movement pledged to universalize primary education and massively reduce illiteracy by 2000, achieved limited success and was lengthened to 2015 from a re-affirmation in the World Education Forum in 2000. http://www.unesco.org/new/en/education/themes/leading-the-internationalagenda/education-for-all/

The following major events and resolutions, listed in chronological order, generally dictate the United Nations actions for the right to education for all: Universal Declaration of Human Rights European Convention on Human Rights (Rome, Italy, 4 November 1950) Convention against Discrimination in Education (Paris, France, 14 December 1960) International Covenant on Economic, Social and Cultural Rights (1966) (article 13) World Conference on Education for All (Jomtien, Thailand, 5-9 March 1990) World Declaration on Education for All Framework for Action to Meet the Basic Learning Needs World Education Forum (Dakar, Senegal, 26-28 April 2000) Dakar Framework for Action United Nations Decade of Education for Sustainable Development, 20 December 2002 (A/RES/57/254) United Nations Decade of Education for Sustainable Development, 24 February 2005 (A/RES/59/237)

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African Bloc: As about 1/3rd of African countries are engaged in some armed conflict, most people never have access to higher education. Problems such as lack of educational infrastructure, lack of funds and lack of trained teachers plague the region. Asian Bloc: In Asia, some major problems regarding education that persists are higher working hour to low pay ratio of teachers. Also, the student teacher ratio is disproportionate. Latin American Bloc: Many students in Latin America do attend school; however drop out rates are increasing due to the competitiveness of job opportunities. Many families in Latin America do not have enough money to pay for school fees and most teachers are paid a lot less than minimum wage. Middle Eastern Bloc: A major problem that persists is the gap between male and female education, whereas females are denied of educational opportunities e.g Malala Yousafzai case. Education in many of the rural areas has become rote, and it is essential to establish higher education within these countries and change the educational systems to deliver new skills to keep up with todays intense global competition and rapid technological changes. Western Bloc: The economic stability of many of these countries has allowed for families to easily access education; therefore, it is the job of the western nations to aid developing countries.

BLOC POSITIONS

a) National Considerations

1) What factors are restricting your country from establishing an effective educational system? (Factors may include weak infrastructure, poverty, overpopulation, etc.) 2) What previous solutions have been implemented in your country? Why or why not have they been effective? If not how can they be altered to become successful? 3) Which documents and resolutions have your country ratified on education? 4) What can your country do for families that cannot afford to send their children to school?

POINTS TO CONSIDER
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b) International Considerations 1) How can compulsory education of different levels be made accessible to international community at large? 2) Which programs have been successful in the past and how can they be changed to adapt to situations of various countries? 3) What funding, besides the World Bank, is necessary for the feasibility of your solutions? 4) How can solutions be implemented so that they address the gender discrimination against women and the disabled in education?

UN Human Rights Special Rapporteur on the right to education

http://www.ohchr.org/EN/Issues/Education/SREducation/Pages/SREducationIndex.aspx

USEFUL LINKS

Human Rights Education Association

http://www.hrea.org/index.php?base_id=714&language_id=1

Right to Education Project

http://www.right-to-education.org/

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