KiiT International School Model United Nations KiiTISMUN/BG/1

Open Forum on Sustainable Development Goal 4 KiiT International School Model United Nations 2017, Bhubaneswar, 11th-13th August, 2017.

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Distr.: General

Date of Submission: 02.08.2017

Original: English

United Nations

Background Guide

Formulating Youth Led Strategies for Universal Access to

Quality Education with focus on Marginalised

Communities

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| KiiT International School Model United Nations 2017 |

Report Prepared by:

The Executive Board

United Nations Open Forum on Sustainable Development Goals 4

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LETTER FROM THE EXECUTIVE BOARD

Respected Delegates,

I would like to welcome you to the UN Open Forum on SDG 4 on behalf of the executive board.

Education is a powerful tool of empowerment and social change. Education can sensitize and

enable individuals to become direct stakeholders in the process of development. SDG 4 is a

critical for the coming generations and the structure and composition of the Forum along with

the flow of debate have been carefully set to facilitate deliberations and consensus building on

this crucial issue.

The success of the Forum is entirely dependant on the ability of each of you to challenge each

other to device innovative, pragmatic and impactful policies and strategies to promote the

role of youth in reaching out the marginalised communities. The expectation from the

executive board is only that you show empathy, mutual respect and critical thinking in finding

solutions with the sense of urgency that this matter deserves.

Finally, please use this guide as a broad framework and knowledge base for your research and

more importantly thoughts.

I am extremely excited to meet you all and knowing your thoughts on the issue and about you.

Best wishes,

Keshav Gupta

Chairperson

United Nations Open Forum on SDG 4

Email - keshavgupta17@gmail.com

DeveshGupta

Vice Chairperson

United Nations Open Forum on SDG 4

Email - deveshgupta1990@gmail.com

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UNITED NATIONS OPEN FORUM ON SDG 4

Various bodies of United Nations have often failed to gather consensus on critical issues.

We have observed that such failure of negotiations has taken place due to political compulsions and

self interest of member states. Besides foreign policy considerations, the limited membership,

mandate and procedure have often resulted in setting an onus on a committee which is far away

from socio-political realities of the contemporary world.

An Open Forum envisions to provide an open and safe space to the member nations to

work together to brain storm and formulate strategies on the implementation of SDG 4 specially

with regards to access to marginalised communities. The Forum will facilitate discussions between

the member states and will issue recommendations to UNESCO and UNDP on policy

implementation aspects of promotion of the role of youth in achieving Goal 4.

The flow of debate will primarily consist of consultations on critical themes of the agenda with

working groups issuing recommendations and a final report to the Secretary General.

AGENDA - FORMULATING YOUTH LED STRATEGIES FOR UNIVERSAL

ACCESS TO QUALITY EDUCATION WITH FOCUS ON MARGINALISED

COMMUNITIES.

Sustainable Development Goals

The World Commission on Environment and Development, chaired by former

Norwegian Prime Minister Gro Harlem Brundtland, alerted the world thirty years ago to the

urgency of making progress toward economic development that could be sustained without

depleting natural resources or harming the environment.

Sustainable development – defined by the Brundtland Commission as development

that meets the needs of the present without compromising the ability of future generations to

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meet their own needs – has been enshrined in documents approved at the highest political

level. 1

The Sustainable Development Goals (SDGs), otherwise known as the Global Goals, are

a universal call to action to end poverty, protect the planet and ensure that all people enjoy

peace and prosperity. These 17 Goals built on the successes of Millennium Development

Goals, while including new areas such as climate change, economic inequality, innovation,

sustainable consumption, peace and justice, among other priorities. The goals are

interconnected – often the key to success on one will involve tackling issues more commonly

associated with another. The Sustainable Development Goals (SDGs) were born at the United

Nations Conference on Sustainable Development in Rio de Janeiro in 2012. The objective was

to produce a set of universal goals that meet the urgent environmental, political and economic

challenges facing our world.

The SDGs replace the Millennium Development Goals (MDGs), which started a global

effort in 2000 to tackle the indignity of poverty. The MDGs established measurable,

universally-agreed objectives for tackling extreme poverty and hunger, preventing deadly

diseases, and expanding primary education to all children, among other development

priorities.

For 15 years, the MDGs drove progress in several important areas: reducing income

poverty, providing much needed access to water and sanitation, driving down child mortality

and drastically improving maternal health. They also kick-started a global movement for free

primary education, inspiring countries to invest in their future generations. Most significantly,

the MDGs made huge strides in combatting HIV/AIDS and other treatable diseases such as

malaria and tuberculosis.

1 http://www.un.org/esa/sustdev/csd/csd15/media/backgrounder_brundtland.pdf

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KEY MDG ACHIEVEMENTS 2

• More than 1 billion people have been lifted out of extreme poverty (since 1990)

• Child mortality dropped by more than half (since 1990)

• The number of out of school children has dropped by more than half (since 1990)

• HIV/AIDS infections fell by almost 40 percent (since 2000)

The legacy and achievements of the MDGs provide us with valuable lessons and

experience to begin work on the new goals. But for millions of people around the world the

job remains unfinished. We need to go the last mile on ending hunger, achieving full gender

equality, improving health services and getting every child into school beyond primary. The

SDGs are also an urgent call to shift the world onto a more sustainable path.

The SDGs are a bold commitment to finish what we started, and tackle some of the

more pressing challenges facing the world today. All 17 Goals interconnect, meaning success

in one affects success for others. Dealing with the threat of climate change impacts how we

manage our fragile natural resources, achieving gender equality or better health helps

eradicate poverty, and fostering peace and inclusive societies will reduce inequalities and help

economies prosper. In short, this is the greatest chance we have to improve life for future

generations.

The SDGs coincided with another historic agreement reached in 2015 at the COP21

Paris Climate Conference. Together with the Sendai Framework for Disaster Risk Reduction,

signed in Japan in March 2015, these agreements provide a set of common standards and

achievable targets to reduce carbon emissions, manage the risks of climate change and natural

disasters, and to build back better after a crisis.

2 http://www.undp.org/content/undp/en/home/sustainable-development-goals/background.html

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The SDGs are unique in that they cover issues that affect us all. They reaffirm our

international commitment to end poverty, permanently, everywhere. They are ambitious in

making sure no one is left behind. More importantly, they involve us all to build a more

sustainable, safer, more prosperous planet for all humanity.

QUALITY EDUCATION

The world is getting younger, and aspirations for human rights and dignity are rising.

Societies are more connected than ever, but intolerance and conflict remain rife. New power

hubs are emerging, but inequalities are deepening and the planet is under pressure.

Opportunities for sustainable and inclusive development are vast, but challenges are steep

and complex. The world is changing – education must also change. Societies everywhere are

undergoing deep transformation, and this calls for new forms of education to foster the

competencies that societies and economies need, today and tomorrow. This means moving

beyond literacy and numeracy, to focus on learning environments and on new approaches to

learning for greater justice, social equity and global solidarity. Education must be about

learning to live on a planet under pressure. It must be about cultural literacy, on the basis of

respect and equal dignity, helping to weave together the social, economic and environmental

dimensions of sustainable development.

Education is key to the global integrated framework of sustainable development

goals. Education is at the heart of our efforts both to adapt to change and to transform the

world within which we live. 3 A quality basic education is the necessary foundation for

learning throughout life in a complex and rapidly changing world.

3 http://unesdoc.unesco.org/images/0023/002325/232555e.pdf

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Across the world, we have seen great progress in expanding learning opportunities for all. Yet

we must draw the right lessons to chart a new course forward. Access is not enough; we need

a new focus on the quality of education and the relevance of learning, on what children, youth

and adults are actually learning. Schooling and formal education are essential, but we must

widen the angle, to foster learning throughout life. Getting girls into primary school is vital,

but we must help them all the way through secondary and beyond. We need an ever stronger

focus on teachers and educators as change

agents across the board. There is no more

powerful transformative force than education –

to promote human rights and dignity, to

eradicate poverty and deepen sustainability, to

build a better future for all, founded on equal

rights and social justice, respect for cultural

diversity, and international solidarity and

shared responsibility, all of which are

fundamental aspects of our common humanity.

This is why we must think big again and re-

vision education in a changing world.

GOAL 4

Ensure inclusive and quality education for all and promote lifelong learning.

WHY EDUCATION?

Education is the key that will allow many other Sustainable Development Goals

(SDGs) to be achieved. When people are able to get quality education they can break from the

cycle of poverty. Education therefore helps to reduce inequalities and to reach gender

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equality. It also empowers people everywhere to live more healthy and sustainable lives.

Education is also crucial to fostering tolerance between people and contributes to more

peaceful societies.

EDUCATION AND BETTER LIVES

Education reduces inequality. Using data for 114 countries in the 1985–2005 period,

one extra year of education is associated with a reduction of the Gini coefficient by 1.4

percentage points.

PROGRESS OVER LAST FEW YEARS 4

Yes, enrolment in primary education in developing countries has reached 91%.

According to the UNESCO Institute for Statistics (UIS Data Centre), between 2000 and 2012,

the percentage of out-of-school children among primary-school-age children has declined

from 40% to 22% in sub-Saharan Africa and from 20% to 6% in South Asia.

• Enrolment in primary education in developing countries has reached 91 per cent but 57

million children remain out of school.

• More than half of children that have not enrolled in school live in sub-Saharan Africa.

• An estimated 50 per cent of out-of-school children of primary school age live in conflict-

affected areas.

• 103 million youth worldwide lack basic literacy skills, and more than 60 per cent of

them are women.

GROUPS THAT HAVE A MORE DIFFICULT ACCESS TO EDUCATION

Women and girls are one of these groups. About one-third of countries in the developing

regions have not achieved gender parity in primary education. In sub-Saharan Africa, Oceania

and Western Asia, girls still face barriers to entering both primary and secondary school.

4 http://www.un.org/sustainabledevelopment/wp-

content/uploads/2017/02/ENGLISH_Why_it_Matters_Goal_4_QualityEducation.pdf

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These disadvantages in education also translate into lack of access to skills and limited

opportunities in the labour market for young women.

HOW IS EDUCATION ARTICULATED IN THE 2030 AGENDA? 5

Sustainable Development Goal 4: Education is central to the realization of the 2030

Agenda for Sustainable Development. Within the comprehensive 2030 Agenda for Sustainable

Development, education is essentially articulated as a stand-alone goal (SDG 4) with its 7

outcome targets and 3 means of implementation.

QUALITY EDUCATION

Ensure inclusive and equitable quality education and promote lifelong learning opportunities

for all.

Education-related targets across the SDGs: Education in the 2030 Agenda for Sustainable

Development is not restricted to SDG 4. Education, is specifically mentioned in targets of the

five goals listed below, but also linked to almost all of the other SDGs in one way or another:

1. Health and Well-being Target 3.7: By 2030, ensure universal access to sexual and

reproductive healthcare services, including for family planning, information and education,

and the integration of reproductive health into national strategies and programmes. 2.

Gender Equality Target 5.6: Number of countries with laws and regulations that guarantee

women aged 15-49 years access to sexual and reproductive health care, information and

Gender. 3. Decent Work and Economic Growth Target 8.6: By 2020 substantially reduce

the proportion of youth not in employment, education or training. 4. Responsible

Consumption & Production Target 12.8: By 2030 ensure that people everywhere have the

relevant information and awareness for sustainable development and lifestyles in harmony

with nature. 5. Climate Change Mitigation Target 13.3: Improve education, awareness

5UNESCO (2016) Unpacking Sustainable Development Goal 4 - Education 2030

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raising and human and institutional capacity on climate change mitigation, adaptation, impact

reduction, and early warning.

WHAT ARE THE UNDERLYING PRINCIPLES?

1. Education is a fundamental human right and an enabling right. To fulfil this right, countries

must ensure universal equal access to inclusive and equitable quality education and learning,

leaving no one behind. Education shall aim at the full development of the human personality

and promote mutual understanding, tolerance, friendship and peace.

2. Education is a public good. The state is the main duty-bearer in protecting, respecting, and

fulfilling the right to education. As a shared societal endeavour, education implies an inclusive

process of public policy formulation and implementation. Civil society, teachers and

educators, the private sector, communities, families, youth and children all have important

roles in realizing the right to quality education. The role of the state is essential in setting and

regulating standards and norms.

3. Gender equality is inextricably linked to the right to education for all. Achieving gender

equality requires a rights-based approach that ensures that girls and boys, women and men

not only gain access to and complete education cycles, but are empowered equally in and

through education.

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HOW DOES SDG4 DIFFER FROM THE MDGS AND FROM EFA?

As a global education agenda, SDG4 differs from both the education-related MDGs and from

EFA in scope, geographical coverage and policy focus.

Scope: While MDG2 was focused on children and access to primary education, EFA had a

broader agenda aimed at‘meeting the basic learning needs of children, youth and adults’. The

EFA commitment to ensure the right to basic education for all was not achieved by the

deadline set for 2015. SDG4 therefore pursues this unfinished education agenda, but also goes

beyond, committing all countries to ensure equal opportunity in access to quality learning

opportunities at all levels of education in a lifelong perspective.

Geographical coverage: With its narrower scope on ensuring children’s access to, and

completion of primary education, the geographical coverage of the MDGs was focused on low-

income and conflict-affected countries in the South. This was not the case for EFA. While

originally intended as a universal agenda to ensure quality basic education for all in all

countries across the world, in practice, EFA became focused on countries where the

proportion of children out-of-school was the greatest. SDG4, on the other hand, is, by

definition a universal agenda applicable to all countries both in the global North, as well as the

global South.

Policy focus: From the narrower MDG focus on access to, and completion of, primary

education, EFA was concerned with access to quality basic education for all children, youth

and adults. This included early childhood care and education, primary and secondary

education, as well as youth and adult literacy and life skills. The SDG4 continues the EFA focus

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on quality basic education for all and broadens the agenda further to include concern for

equitable access to post-basic education and training for youth and adults through equitable

access to appropriate learning opportunities. What is also new to the SDG4 is the focus on the

relevance of learning outcomes both for the world of work, as well as for citizenship in a

global and interconnected world.

MARGINALISED COMMUNITIES

6The term ‘minority’ as used in the United Nations human rights system refers to

national or ethnic, religious and linguistic minorities as laid out in the United

Nations Declaration on the rights of persons belonging to national or ethnic,

religious and linguistic minorities (General Assembly resolution 47/135 of 18

December 1992) and in Article 27 of the International Covenant on Civil and

Political Rights.

This Declaration also applies to indigenous peoples, in addition to the United

Nations Declaration on the rights of indigenous peoples (General Assembly

resolution A/61/L.67 of 13 September 2007) which articulates its provisions

around specific characteristics that indigenous peoples share around the world:

• A special relationship to lands and the environment;

• Distinct political and social institutions, including customary legal systems

and laws, cultural traditions and customs, health practices;

• Own understanding/perspective of development priorities, and traditional

management of resources and other knowledge.

Neither of the Declarations defines who minorities or indigenous peoples are, as

no single definition could encapsulate the realities of all the diverse groups and

communities concerned. Instead the United Nations takes into account the

principle of self-identification when working with indigenous peoples and

minorities.

It is now commonly accepted that recognition of minority status should be based

on:

6http://www.ipu.org/dem-e/minorities/faq.pdf

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• Objective criteria (such as non-dominance in terms of numbers and/or

political power and possessing distinct ethnic, cultural, religious or linguistic

characteristics) as well as on

• Subjective criteria of self-definition (i.e. a will on the part of the members of

the group in question to preserve these distinct characteristics).

7INCHEON DECLARATION

Towards inclusive and equitable quality education and lifelong learning for all

Introduction

UNESCO together with UNICEF, the World Bank, UNFPA, UNDP, UN Women and UNHCR

organized the World Education Forum 2015 in Incheon, Republic of Korea, from 19 – 22 May

2015, hosted by the Republic of Korea. Over 1,600 participants from 160 countries, including

over 120 Ministers, heads and members of delegations, heads of agencies and officials of

multilateral and bilateral organizations, and representatives of civil society, the teaching

profession, youth and the private sector, adopted the Incheon Declaration for Education 2030,

which sets out a new vision for education for the next fifteen years.

Relevant parts of the Declaration

Preamble

5. Our vision is to transform lives through education, recognizing the important role of education

as a main driver of development and in achieving the other proposed SDGs. We commit with a

sense of urgency to a single, renewed education agenda that is holistic, ambitious and

aspirational, leaving no one behind.

7http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-framework-for-action-implementation-of-sdg4-

2016-en_2.pdf

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This new vision is fully captured by the proposed SDG 4 'Ensure inclusive and equitable quality

education and promote lifelong learning opportunities for all' and its corresponding targets. It is

transformative and universal, attends to the ‘unfinished business’ of the EFA agenda and the

education-related MDGs, and addresses global and national education challenges. It is inspired

by a humanistic vision of education and development based on human rights and dignity; social

justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility

and accountability. We reaffirm that education is a public good, a fundamental human right and

a basis for guaranteeing the realization of other rights. It is essential for peace, tolerance, human

fulfilment and sustainable development. We recognize education as key to achieving full

employment and poverty eradication. We will focus our efforts on access, equity and inclusion,

quality and learning outcomes, within a lifelong learning approach.

6. Motivated by our significant achievements in expanding access to education over the last 15

years, we will ensure the provision of 12 years of free, publicly funded, equitable quality primary

and secondary education, of which at least nine years are compulsory, leading to relevant

learning outcomes. We also encourage the provision of at least one year of free and compulsory

quality pre-primary education and that all children have access to quality early childhood

development, care and education. We also commit to providing meaningful education and

training opportunities for the large population of out-of-school children and adolescents, who

require immediate, targeted and sustained action ensuring that all children are in school and

are learning.

7. Inclusion and equity in and through education is the cornerstone of a transformative

education agenda, and we therefore commit to addressing all forms of exclusion and

marginalization, disparities and inequalities in access, participation and learning outcomes. No

education target should be considered met unless met by all. We therefore commit to making the

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necessary changes in education policies and focusing our reports on the most disadvantaged,

especially those with disabilities, to ensure that no one is left behind

Vision, rationale and principles

5. Building on andcontinuing the EFA movement, SDG4-Education 2030 takes into account

lessonslearnedsince 2000. What is new about SDG4-Education 2030is its focus on increasedand

expanded access, inclusionandequity, qualityandlearningoutcomes at all levels,within a

lifelonglearning approach. A keylesson of past years is that the globaleducation agenda

shouldworkwithin the overall internationaldevelopmentframework, with strong links

tohumanitarian response, ratherthanalongsideit as occurredwith the separate EFA goals

andeducation- relatedMDGs. Byadopting the IncheonDeclaration, the education community set a

single renewededucation goal in accordancewith the overall developmentframework. The new

education agenda’s focus on inclusion and equity – giving everyone an equal opportunity, and

leaving no one behind signals another lesson: the need for increased efforts especially aimed at

reaching those marginalized or in vulnerable situations.

All people, irrespective of sex, age, race, colour, ethnicity, language, religion, political or other

opinion, national or social origin, property or birth, as well as persons with disabilities, migrants,

indigenous peoples, and children and youth, especially those in vulnerable situations or other

status,4 should have access to inclusive, equitable quality education and lifelong learning

opportunities. The focus on education quality, learning and skills highlights yet another

important lesson: the danger of concentrating on access to education without paying enough

attention to whether students are learning and acquiring relevant skills once they are in school.

The fact that the EFA goals have not been reached carries a further lesson: ‘business as usual’

will not bring quality education to all. If current rates of progress continue, many of the

countries lagging furthest behind will not reach the new targets by 2030. This means that it is of

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utmost importance to change current practices and mobilize efforts and resources at an

unprecedented pace. Another new feature of the SDG4- Education 2030 agenda is that it is

universal and is owned by the entire world, developed and developing countries alike.

Goal, strategic approaches, targets and indicators

13. Ensure equity and inclusion in and through education and address all forms of exclusion and

marginalization, disparity, vulnerability and inequality in education access, participation,

retention and completion and in learning outcomes. Inclusive education for all should be ensured

by designing and implementing transformative public policies to respond to learners’ diversity

and needs, and to address the multiple forms of discrimination and of situations, including

emergencies, which impede the fulfilment of the right to education. As gender equality is another

key feature of SDG4-Education 2030, this agenda pays particular attention to gender-based

discrimination as well as to vulnerable groups, and to ensuring that no one is left behind. No

education target should be considered met unless it is met by all.

14. An integral part of the right to education is ensuring that education is of sufficient quality to

lead to relevant, equitable and effective learning outcomes at all levels and in all settings. Quality

education necessitates, at a minimum, that learners develop foundational literacy and numeracy

skills as building blocks for further learning, as well as higher-order skills.

This requires relevant teaching and learning methods and content that meet the needs of all

learners, taught by well-qualified, trained, adequately remunerated and motivated teachers,

using appropriate pedagogical approaches and supported by appropriate information and

communication technology (ICT), as well as the creation of safe, healthy, gender-responsive,

inclusive and adequately resourced environments that facilitate learning

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YOUTH

“Youth8” is best understood as a period of transition from the dependence of childhood to

adulthood’s independence and awareness of our interdependence as members of a

community. Youth is a more fluid category than a fixed age-group.

However, age is the easiest way to define this group, particularly in relation to education and

employment. Therefore “youth” is often indicated as a person between the age where he/she

may leave compulsory education, and the age at which he/she finds his/her first employment.

This latter age limit has been increasing, as higher levels of unemployment and the cost of

setting up an independent household puts many young people into a prolonged period of

dependency.

When carrying out its Youth Strategy, UNESCO uses different definitions of youth depending

on the context.

For activities at international or at regional level, such as the African Youth Forum, UNESCO

uses the United Nations’ universaldefinition.

The UN, for statistical consistency across regions, defines ‘youth’, as those persons between

the ages of 15 and 24 years, without prejudice to other definitions by Member States. All UN

statistics on youth are based on this definition, as illustrated by the annual yearbooks of

statistics published by the United Nations system on demography, education, employment

and health.

For activities at the national level, for example when implementing a local community youth

programme, “youth” may be understood in a more flexible manner. UNESCO will then adopt

the definition of “youth” as used by a particular Member State. It can be based for instance on

8http://www.unesco.org/new/en/social-and-human-sciences/themes/youth/youth-definition/

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the definition given in the African Youth Charter where “youth” means “every person between

the ages of 15 and 35 years”.

ROLE OF YOUTH

Young people can drive change in local communities and have a major role in engaging people

at the grassroots level ,and spreading awareness to distant places. If politics is not an option

for youth, young people have been seen to work for social development through activism,

social movements and expressions. Every generation has an achievement through which they

contribute to social development and well-being. With an enabling environment, the

sustainable development agenda could be the achievement of children and young people in

our generation. To this end, Young people and youth-led organizations need to have the space

and recognition to participate in translation of the agenda into local, national and regional

policy, in implementation, in monitoring and review, in holding governments accountable.

This calls for a structured mechanism for participation through decision-making.

QUESTIONS TO BE ADDRESS IN THE REPORT

• How should the United Nations involve Youth in the implementation of SDG 4?

• How can the youth specifically address the needs of the marginalised communities with

regards to SDG 4?

• How should the United Nations identify stakeholders in the marginalised communities in

policy making on SDG 4?

• How should the United Nations enable the youth to take the lead in interventions on the

field?

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WRITING FOR THE UNITED NATIONS STANDARD REPORT FORMATS

United Nations legislative documents always have

a masthead, which identifies the body for which

the document was prepared and gives the scope of

distribution, the symbol, the date and the

language. There is also a corner notation, which

gives the session at which the report is to be

considered and the agenda item. Reports of the

Secretary-General deal with policy questions or

respond to a request addressed to the Secretary-

General in a resolution. If neither of these apply, the report would normally carry a secondary

title as a note by the Secretariat. All reports of the Secretary-General should start with a

summary of the report, contained in a text box on the front page, and end with conclusions

and recommendations.

Another major category of reports in the United Nations includes the reports of the

proceedings of intergovernmental bodies, such as the regional commissions, the Commission

on Crime Prevention and Criminal Justice and the Committee on the Peaceful Uses of Outer

Space. The General Assembly has set out its policy for those reports in a number of

resolutions (see for example Assembly resolution 61/236, entitled "Pattern of conferences",

in particular section IV of that resolution). Briefly, the reports should be concise, action-

oriented and contain precise information confined to a description of the work done by the

organ concerned and its conclusions and recommendations or decisions. Each agenda item

should be given a separate chapter of the report, which should include a summary of the

views expressed during the discussion. Views should not normally be attributed to specific

speakers. Other chapters of the report would provide any resolutions adopted by the body or

Format of Report

• Heading

• Committee

• Agenda

• Authors

• Executive Summary (150 Words)

• Recommendations

• Sections, Sub-sections, Paragraphs

• Conclusions

• Appendix

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approved for submission to the Economic and Social Council or General Assembly (depending

on the parent body), an account of the organization of the session (attendance, election of

officers, dates of the session), programme objectives and any budgetary implications arising

out of the resolutions adopted. Opening statements may be mentioned in terms of their

general theme, but should not be summarized at length or reproduced in the report. The best

way to familiarize yourself with the format you should follow for a report is to look at

documents prepared the year before.

Best of Luck with the preparations!