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WORKING PAPER Committee: UN Children's Fund Topic: Educational Equality and Equity in 21st Century Signatories: Djibouti, Finland, The authors of this working paper believes that all people must have the educational opportunity and the educational system in countries must be upgraded parallel to the world's current situation and fulfilling the demands in current education. To that end we propose: 1. Each countries that have immigrants should provide them extra time or organize preparatory program in order to catch up the studies with others. 2. STEM components must be established in every country in order to fulfill the demands of country (to produce citizens with high critical thinking) 3. Self-development are detrimental in every schools such as communication and social skills and spiritual development to produce holistic students. 4. Vocational institutions are recommended for students who are not capable in theoretical learning but have technical skills. 5. Special cases for war-torn countries: Provide special schools and funds for the refugees (Australia). Recommends provision of aid to children in war-torn countries. 6. Gifted education: Provide special schools Establish further STEAM education Expertising teachers for gifted student (African gifted foundation, EU and ASEAN) Identifying gifted students from schools. 7. Education equality:
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WORKING PAPERCommittee: UN Children's FundTopic: Eductionl E!ulit" nd E!uit" in #$st Centur"%i&ntories: '(i)outi* Finlnd* The uthors o+ this ,or-in& pper )elie.es tht ll people must h.e the eductionl opportunit" nd the eductionl s"stem in countries must )e up&rded prllel to the ,orld's current sitution nd +ul+illin& the demnds in current eduction/ To tht end ,e propose:$/ Ech countries tht h.e immi&rnts should pro.ide them e0tr time or or&ni1e preprtor" pro&rm in order to ctch up the studies ,ith others/#/ %TE2 components must )e est)lished in e.er" countr" in order to +ul+ill the demnds o+ countr"3to produce citi1ens ,ith hi&h criticl thin-in&45/ %el+6de.elopment re detrimentl in e.er" schools such s communiction nd socil s-ills nd spiritul de.elopment to produce holistic students/7/ 8octionl institutions re recommended +or students ,ho re not cp)le in theoreticl lernin& )ut h.e technicl s-ills/9/ %pecil cses +or ,r6torn countries: Pro.ide specil schools nd +unds +or the re+u&ees 3Austrli4/ Recommends pro.ision o+ id to children in ,r6torn countries/:/ Gi+ted eduction: Pro.ide specil schools Est)lish +urther %TEA2 eduction E0pertisin& techers +or &i+ted student 3A+ricn &i+ted +oundtion* EU nd A%EAN4 Identi+"in& &i+ted students +rom schools/;/ Eduction e!ulit": Impro.in& chie.ement &p A++irmti.e ction 8ritions in reli&ious studies in schools/ / Erl" Childhood 'e.elopment should )e recommended +or li+e6lon& de.elopment nd prents reresponsi)le +or this pro&rm/'RAFT RE%O
