United Nations

General Assembly
Distr. GENERAL
United Nations Educational, Scientific and Cultural Organization
25 June 2014
Draft Resolution 1.1
Committee: United Nations Educational, Scientific and Cultural Organization
Topic Area: Eradicating Illiteracy
Signatories: United Kingdom, India, DR Congo, Denmark, UAE, China, Argentina, Canada,
Philippines, Malaysia, Germany, Kenya, Australia, Iraq.
The United Nations Educational, Scientific and Cultural Organization Council,
The Sustainable Awareness in Literacy
Recalling that, in the Universal Declaration of Human Rights, the International Covenant on
Economic, Social and Cultural Rights, and the Convention on the Rights of the Child, the right of
individual to education is recognized and undeniable,
Reaffirming resolution 56/116 that, every individual acknowledged the place of literacy at the
heart of lifelong learning, that literacy is crucial to the acquisition, by every child, youth and
adult, of essential life skills that enable them to address the challenges they can face in life, and
represents an essential step not just in basic education but also groundbreaking phase of their life,
which is an indispensable means for effective participation in the societies and economies of the
twenty-first century,
Recalling also its resolution in which called for continuing International efforts to promote
literacy, and requested the Secretary-General, in cooperation with the Director-General of the
United Nations Educational, Scientific and Cultural Organization and in consultation with
Member States, to consider effective ways and means for achieving the goal of education for all
including the desirability and feasibility of launching a United Nations decade to eradicate
illiteracy,

Taking note of Commission on Human Rights resolution (20 April 2001) on the right to
education,
Recalling the United Nations Millennium Declaration of 8 September 2000 in which Member
States resolved to ensure that, by the year 2015, children everywhere, boys and girls alike, would
be able to complete a full course of primary schooling and that girls and boys would have equal
access to all levels of education, which requires a renewed commitment to promote literacy for
all,
Believing that, by alleviating all efforts and means to bring literacy upfront, it will bridge
Millennium Development Goals 2015 primary concern to reduce extreme poverty and maintain
health education, after that then other goals of Millennium Development can be achieved
entirely,
Convinced that literacy, with extend to functional literacy, quality education, and consciousness
literacy are imperative which will represent a lifelong necessity for all and serve as an
investment in human and social capital and a major tool for the empowerment of people,
Confident that, literacy needs to raise awareness to play the part generally assigned to it today, to
stimulates primary consciousness about critical understandings relating to their lives, and
therefore peoples freedom as driving instrument that will leads to social justice promoting
gender and equality, in aims for individuals to be aware of their rights to claim and duties to
fulfill as a citizen of country to support equitable development as well as national reconstruction,
Deeply Disturbed by, United States of Americas foreign policy to cut 20% of UNESCO budget
for accepting Palestine as a new official member of the UNESCO, which resulting a negative
impact for the execution of all UNESCO strategic programs,
Aware of, situations happening in Africa, especially Algeria, rebellions from DR Congo, Egypt,
Kenya, and Central African Republic in securing cultural values and norms diminished within
contents from resource materials delivered from any countries,
Alarmed by, cultural context discrimination around girls and poverty that still hampering in the
process of universalizing access on education and prevent the equity and equality of gender,
Emphasizing the thinking of basic skills of literacy; reading, writing, and calculating not as
destination goal of literacy but as the point of departure for an approach that aims to examine and
to improve the social situation in its entirety,
Noting with deep concern that, number of illiteracy adults remain high at 774,000,000 located in
three key areas: South and West Asia, Sub-Saharan Africa, and the Arab states with nearly two
thirds of the worlds non-literate adults are women,
Recognizing the necessity of improving all aspects of the quality of education so that recognize
and measurable learning outcomes are achieved by all, especially in the areas of literacy,
numeracy, essential life skills and human rights education, thereby enabling all persons to excel,

Noting with satisfaction, the Global Monitoring Report entitled Literacy for Life for providing
comprehensive review covering major issues in literacy and raised many of questions that have
troubled the literacy field since beginning including definitions of literacy, current statistics and
the problem, also innovative ideas for moving the field forward,
Acknowledging the activity and commitment of international community that have been made in
succeeding Dakar Framework for Action Plan and achieving the assessment of United Nations
Literacy Decade towards the goals of education for all, and stressing further the need to redouble
efforts in order to meet the basic needs of people of all age groups, in particular girls and women,
Believing that the current definition of literacy set by the United Nations Educational, Scientific
and Cultural Organization is already adequate and should not be revised or added the term of
being digital literate considering there are countries that even still struggling to achieve the
current standard of literacy,
Affirming that the realization of the right to education, especially for girls, contributes to the
eradication of poverty,
Realizing that every country face different cultural challenges and therefore frameworks and
policies should be established to address this concern,
Reaffirming further that, creating literate environments and societies is essential in order to
achieve the orientation of eradicating poverty, reducing child mortality, curbing population
growth, reaching gender equality and achieving sustainable development, also peace and
democracy,
Recognizing that, despite the significant progress in basic education, especially the increase in
primary school enrollment coupled with a growing emphasis on the quality of education, major
problems, both emerging and continuing, still persist, which require even more forceful and
concerted action at the national and international levels so as to achieve the goal of education for
all,
Viewing with appreciation, commitment and efforts shown from all member states, international
agencies, and non-governmental organization in eradicating illiteracy by following the
framework arranged with United Nations Educational, Scientific and Cultural Organization,
Recognizing the importance to analyze and remove barriers, by seeing varying context across
countries or society, outside and within education system, so as to provide equitable educational
and learning opportunities for all children, teenagers, and especially adults,
Believing, literacy functions as further learning for skills that are needed and relevant in
societies. Therefore, workplace-oriented literacy projects on illiterate adults and youth in proper
age should also be implemented,
Welcoming, ideas and considerable efforts from Member States and International community
regarding to systematical process, the distribution of education, and resources to serve the
objectives,

1. Calls upon all Member states, the international donor community, development partners,
the private sector, local and international non-governmental organizations and civil
society, in line with national law, to further scale up the quality literacy efforts and
consider the post-2015 strategy to address the challenges for conscious raise literacy
facing youth and adult, in order to harmonize with the realization of Millennium
Development Goals targeted in 2015 with only a year remains;
2. Authorizes the initiative for UNESCO to engage with inspiring women from all countries
which suffer gender disparity and to promote for the aid supports in which UNESCO
needs in fulfilling the 20% budget loss, to lead a sustainable campaign called We Want
Because We Are Literate, We Literate Because We Want, which will start at September
7th 2014 along with International Literacy day as a momentum to succeed the campaign
for global literacy with certain framework such as promoting education for women and
girls, endorsing and hosting charity event to collect fund in order to accommodate the
budgeting loss as well as building school or institutional house but not limited to
voluntary participation from the society, and a more focus prioritized socialization of
education for all with personal approach in rural areas;
Regarding to UNESCO 20% fund loss, solutions as follows are:

Encourages alternative solutions which encourage countries who would like to

contribute and invest other forms of funding such as trained human resource, tools
like relevant technology, research aid and other applicable materials and
resources;

Allocate future budget on elementary education and higher level of education to

make sure that after people reach literacy level there will be more critical
awareness within the society with extend to gender equality issue, importance of
education, and, duty to fulfill citizen basic needs;

Emphasizes the importance of the international communitys role in eradicating

illiteracy;

3. Affirms a global literacy campaign and socialization in order to spread the critical
awareness through the society to the needs of reading, writing, and mathematical skills as
the fundamental needs of life through 5 level of hierarchy which are UNESCO, UNLD,
Government, Social Community, Illiterate people:
a. United Nations Educational, Scientific, and Cultural Organizations, as the head
coordinator of United Nation Literacy Decade (UNLD), also as the highest
stakeholders responsible to eradicate illiteracy has a big role to campaign the
importance of literacy;
b. Authorizes well-trained and skilled teachers to every rural area in the effort of
reaching a proper quality of student;
c. Government has a big role in socializing education through concrete actions from
facilitating well-educated people to educate and recommend social communities to
socialize and inform literacy campaign to illiterate people by people-to-people
approach;

4. Considers poverty which has been caused by the inexistence of educational institutions,
vulnerability of educational facilities in rural areas, and difficult access to education,
strongly recommend all states to:
a. In regards to the inexistence of education institution in rural areas, all developed
countries along with international organizations; not limited only to UN bodies
but also other supporting bodies are recommended to provide material,
professional teachers, and funds support to developing countries and underdeveloped countries in order to facilitate education;
b. Recommend a clear framework for decentralizing education which required to
recognizes the differentiated role of stakeholders, including policymakers, school
administrators, teachers, parents and local community members in order to
facilitate responsibility in providing education;
5. Further requests, the governments and Ministry of education of Member States to
implement and recognize that the emergence of critical awareness through consciousnessraising literacy requires learners; illiterate adults especially women, youth and children to
go through several different stages of learning, participating in pre-literacy, literacy, and
post-literacy with primary focus in under developed and developing countries; completed
with substantive guidance such monitoring and evaluation for each stage;
Pre-literacy stage, to teach them basic standard of literacy such as read and write in
their own national language and encouraged target learners to take part in preliminary
studies, by exploring their surroundings, identifying obstacles to development and
examining the motivations of participants, in which of these studies are intended to
lead the development of literacy program focusing on the problem of the population by
conducting their research;
Literacy stage, learners will take part in lessons in the form of discussion and debate,
able to have a comprehensive also general understanding regarding their basic needs,
issues relating to their life and their country in which manner they will be able to make
inform decisions on food, health, political, and social issues;
Post-literacy stage, learners will be given basic and social skills that are necessary
also demanded in society to encourage illiterate adult to get a proper job in the
workforce and to be able to contribute in their society, with earning proper income.
Monitoring and evaluating, we recommends the need to held a global monitoring
report by UNESCO in collaboration with education data center provided by
department of education in national and regional levels that provides comprehensive
review covering major issues in literacy and identify problems that have troubled the
literacy field since beginning including definitions of literacy, current statistics and the
challenged, also innovative ideas for moving the field forward for
Construct international school scholarship program for youth illiteracy which based on
national and international curriculum such as British school, Denmark school, and
another international school;
6. Requests all member states to build social institutional house for women and children
who suffer violence, discrimination, and threat from unwanted parties such as; extremists,

rebellions or militants for belligerent countries or non-belligerent as shelter for protection

and non-formal education to teach them beneficial skill and make them ready for work:

Requests funding assistance from World Literacy Foundation (WLF);

Under the protection of local governments in every nation, which will be located in
urban areas to be easily monitored by the governments;
Facilitate them with basic needs such as: food, nutrition, shelter, hard skills such as
ability to involve in creative industry;
The management system of institutional house will be mandated by ministry of
education in the country to local NGO, and the teaching resource will be provided by
qualified teacher from its own citizen;

7. Further recommends, Member states to support cultural adaptation for substantive

material assistance; such as literature and digital media in education delivered by donor
countries consisting from regions or nations around the globe, by addressing:

Donors from Member states, international organizations, local NGO and INGO,
voluntary sectors, and private sectors or individuals providing Materials and
resources for educational needs to adjust with the happening situations;

Setting standards by involving both parties who are collaborative partners and
international society to propose its framework and fundamental criteria in accordance
with their educational needs, not limited in certain regions;

The context of substantive materials should be suitable with local culture values and
norms; Considers aspects of cultural adaptation and harmonization in universal
standard of education and frameworks ensure the local government can collaborate.

8. Further recommends a new post-2015 education framework and global goals to be

responsive to and reflect regional and national priorities and context which allow for
regional and national modification and interpretation of targets;
9. Urges Member States, along with international organization, national organization, and
also non-governmental organizations, to cooperate together in order to eradicate
illiteracy, and to promote the right for education for all human beings and to create
conditions for all learning throughout life,
10. Appeals to all Governments to redouble their efforts to achieve their needs of education
for all by setting firm targets and timetables, by working in active partnership with
communities, associations, and the media and development agencies, to reach those
targets;
11. Further recommends all governments to designate a standardize and accreditations for
teacher in order to produce a qualitative level by providing teaching training and standard
of appropriate and fundamental curriculum;

12. Recommends the improvement of material content and allocation of products from
UNESCO e-learning especially for rural communities, to achieve:
a. Increase of access to education for all, especially for children and youth;
b. Improve the ability for rural communities to gain more usage of technology;
12. Supports, on local governments, private sectors, business, chambers, NGOs and unions to
provide such trainings. Promote the awareness for this cooperation with such sectors, that
both parties shared a mutual benefits which emphasize illiterate adults to need better jobs
and incomes, on the other sides labor markets need also human resources;
13. Draws attention, on rural villages, safe war zone areas, and poor urban slum regions;
14. Decides, that the UNESCO next Educational World Conference under the item that
entitled Education for Development, the sub-item entitled Post-2015 Education
Agenda: Sustainable Awareness in Future Literacy.