ROME MODEL UNITED NATIONS- 2013 EDITION

UN EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION-UNESCO BACKGROUND GUIDE

PREPARED BY
Mr. MINHEV Atanas Chair, UNESCO Rome Model UN 2013 AND Mr. LANGAH Fawad Director, UNESCO Rome Model UN 2013

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CONTENTS
UN EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION-UNESCO BACKGROUND GUIDE................................1 PRESENTATION OF UNESCO CHAIRPERSON AND DIRECTOR-ROMEMUN 2013 ............................................................4 Introduction ...................................................................................................................................................................7 UNESCO .....................................................................................................................................................................7 MDGs .........................................................................................................................................................................8 TOPIC 1 - MDG 2a .........................................................................................................................................................9 Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. ...................................................................................................................................................................9 Target 2a: Ensure that all boys and girls complete a full course of primary schooling 2.1 Net enrolment ratio in primary education 2.2 Proportion of pupils starting grade 1 who reach last grade of primary 2.3 Literacy rate of 15-24 year-olds, women and men. ....................................................................................................................9 Current Developments and UN Involvement ..........................................................................................................12 Priority 1: Put Every Child in School ....................................................................................................................13 Priority 2: Improve the Quality of Education ......................................................................................................13 Priority 3: Foster Global Citizenship ....................................................................................................................14 The Issue Before The Committee ............................................................................................................................16 Topic b: Agenda 8.f ......................................................................................................................................................20 In cooperation with the private sector, make available benefits of new technologies, especially information and communications ......................................................................................................................................................20 Focusing On MDG 8 the Global Partnership for Development .........................................................................20 The changing nature of development cooperation .................................................................................................22 Technology development and use...........................................................................................................................23 Public and Private Partnership ................................................................................................................................24 World Bank: Partnering To Help Countries Move Forward .................................................................................25 Information Communications and Technologies.....................................................................................................26

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Role OF ICT to achieve Goal 8 ............................................................................ Errore. Il segnalibro non definito. Access to new technologies .....................................................................................................................................27 Access to ICT services ..............................................................................................................................................28 Rapidly expanding mobile telephone and internet services ...............................................................................28 The gap in cellular telephony continues to narrow ..........................................................................................29 but least developed countries lag behind .........................................................................................................30 Mobile broadband expands faster than fixed broadband ...................................................................................34 Wide gaps in affordability persist ........................................................................................................................35 New broadband targets and indicators have been established ..........................................................................36 Enabling the development impact of ICT ................................................................................................................37 The role of e-government ....................................................................................................................................37 ICT can vastly improve public services.................................................................................................................38 Access to ICT to address climate change .............................................................................................................38 Access to information for disaster risk management ..........................................................................................39 Conclusion ...............................................................................................................................................................41 BIBLIOGRAPHY .............................................................................................................................................................42

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PRESENTATION OF UNESCO CHAIRPERSON AND DIRECTORROMEMUN 2013

CHAIR - ATANAS MIHNEV- CHAIR_UNESCO@[Link]

At the age of 21, Atanas Mihnev is a senior at the American University in Bulgaria, majoring in Economics and International Relations. His experience in Model United Nations includes participation in five conferences since 2008 (including the RomeMUN 2012 Security Council) and chairperson positions in two Model UNs. In 2009/2010, Atanas was a Bulgarian Youth Delegate to the United Nations, where he represented his country in the 3rd Committee of the 64th Session of the Organizations General Assembly in New York City. Part of his work included the resolution on the International Year of Youth. His experience in multilateral diplomacy is completed by participation in over 30 international youth conferences around the world and in the 2012 rounds of the Jessup International Law competition. Atanas Mihnev is active in his local community and in Bulgarian politics and his favorite topics are sustainable development and maintaining cultural heritage in times of military conflict. He is looking forward to discussing those with the delegates of RomeMUN 2013.

DIRECTOR - FAWAD LANGAH- DIRECTOR_UNESCO@[Link]

We need to shift from an economic organizing principle for human civilization, to a humanitarian organizing principle. Making money more important than your own children is a pathological way for an individual to run their affairs, and it's a pathological way for a society to run its affairs. Marianne Williamson

Distinguish Delegates, It is my pleasure to welcome you all for the Rome MODEL UNITED NATIONS CONFERENCE 2013,I shall be your Director for the committee who works to create

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the conditions for dialogue among civilizations, cultures and peoples, based upon respect for commonly shared values. Through the dialogue that the world can achieve global visions of sustainable development encompassing observance of human rights, mutual respect and the alleviation of poverty i.e United Nations Educational,Scientific and cultural organization (UNESCO). I am Fawad Ali Langah belongs to Karachi,Pakistan and pursuing my majors in Telecommunications and Networking from PAFKIET. Since 2009 I have been associated with this platform which turns my life into a think tanker. I have attended several MUNs over the globe including EURASIA Passau , Germany, WorldMUN Singapore, OXIMUN, Oxford University , UK and ROMUN, Italy . My lifes best achievement that GIMUN (Geneva International MUN Conference) selected me as a Bloc Representative/Trainer to train the OIC delegates were in, Palace de Nations UN Geneva Headquarters Switzerland, while the rest are my national participations. The biggest achievement of my entire life that I am the only Pakistani student who selected by the United Nations to attend their 1st Annual global Model United Nations workshop which was held at UN Headquarters NewYork. Looking forward to meet you in march with full of enthusiasm, research and diplomatic skills.
The most wonderful study of mankind is man. Relieving human suffering and diffusing universal knowledge is humanitarian. Daniel D. Palmer

VERY IMPORTANT: PLEASE REMIND THAT EACH COUNTRY HAS TO PRESENT A COPY OF THE POSITION PAPER ABOUT THE TWO AGENDA TOPICS OF THIS COMMITTEE BY MARCH 1ST , EMAILING IT AS ATTACHMENT IN WORD FORMAT TO position_paper@[Link] ALL THE INDICATIONS ABOUT HOW TO PREPARE A POSITION PAPER IS NOT IN THIS GUIDE BUT IN THE DELEGATE GUIDE (AVAILABLE ON ROMEMUN FORUM)

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COUNTRIES REPRESENTED AT UNESCO ROMEMUN 2013 EDITION Andorra Argentina Australia Azerbaijan Brunei Darussalam Cape Verde Chile China Cuba Cyprus Ethiopia Finland France Gambia Guatemala Guyana Kyrgyzstan Lao Peoples Democratic Republic Lebanon Libya Liechtenstein Luxembourg Malawi Montenegro Morocco Niger Norway Pakistan Paraguay Peru Poland Republic of Korea Republic of Moldova Romania Russian Federation Rwanda Senegal Somalia SOUTH SUDAN Sri Lanka Syria Tajikistan Togo Tunisia Tuvalu United Arab Emirates United Kingdom United States Uruguay Viet Nam

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INTRODUCTION
UNESCO

The United Nations Educational, Scientific and Cultural Organization (UNESCO) is a specialized agency of the UN, established on November 16, 1945 and headquartered in Paris. The goal of UNESCO is to promote international co-operation in the fields of education, science and culture with regards to the fundamental rights granted by the UN Charter. UNESCOs aim is "to contribute to the building of peace, the eradication of poverty, sustainable development and intercultural dialogue through education, the sciences, culture, communication and information". Member States are 195. The number includes some states that are not members of the UN. UNESCO achieves its goals through five major programs: education, national sciences, social and human sciences, culture, communication and information. Activities under the heading of UNESCO include: teacher-training, literacy and technical programs; promotion of independent media and freedom of the press; international scientific programs; promotion of cultural diversity; regional and cultural history projects; translation of global literature; international agreements and cooperation to secure world cultural and natural heritage and to preserve human rights, and attempts to decrease the digital divide. Universal education and lifelong learning are a part of UNESOs priorities. The general goals and aims of the Millennium Development Goals document are reflected strongly in UNESCOs

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strategies and activities.1

MDGS

Eight official international goals were set by the United Nations during the Millennium Summit in 2000. All 193 UN member states have agreed in principle for the attainment of these goals, called the Millenium Developmnet Goals or MDGs. These are: 1. Eradicating extreme poverty and hunger, 2. Achieving universal primary education, 3. Promoting gender equality and empowering women 4. Reducing child mortality rates, 5. Improving maternal health, 6. Combating HIV/AIDS, malaria, and other diseases, 7. Ensuring environmental sustainability, and 8. Developing a global partnership for development 2 The MDGs represent not only a global agreement, but the worlds biggest promise to reduce and somehow eradicate the problem of poverty through multilateral activities and cooperation. The final wording of the Millenium Development Goals reflects many contemporary issues and each goal has sub-goals and targets. Some criticism has arisen due to that fact that the achievement of some goals cannot be measrued quantitatively. By today, international organizations are discussing an adequate follow-up to the current Goals after 2015 and ways to continue the international collaboration aimed at sustainability and eradication of poverty.

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[Link] [Link]

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TOPIC 1 - MDG 2A
ENSURE THAT, BY 2015, CHILDREN EVERYWHERE, BOYS AND GIRLS ALIKE, WILL BE ABLE TO COMPLETE A FULL COURSE OF PRIMARY SCHOOLING. TARGET 2A: ENSURE THAT ALL BOYS AND GIRLS COMPLETE A FULL COURSE OF PRIMARY SCHOOLING 2.1 NET ENROLMENT RATIO IN PRIMARY EDUCATION 2.2 PROPORTION OF PUPILS STARTING GRADE 1 WHO REACH LAST GRADE OF PRIMARY 2.3 LITERACY RATE OF 15-24 YEAR-OLDS, WOMEN AND MEN.

THE ISSUE:

Universal education and lifelong learning are a part of UNESOs priorities. The general goals and aims of the Millennium Development Goals document are reflected strongly in UNESCOs strategies and activities. Today over 60 million school-age children (69 million according to 2010 UN data) are not in school. Almost half of them live in sub-Saharan Africa and over a quarter in Southern Asia. MDG II postulates that every child in the world must be able to complete a primary education by 2015. A graph by Friedrich Huebler ([Link]@[Link]) of the Education Indicators and Data Analysis unit of the UNESCO Institute for Statistics based on data from UNICEF and UNESCO portrays the following picture:

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A significant improvement since 1999 can be noted. According to the London-based Overseas Develop-ment institute there has been an increase of donor funding and increase in enrollment in primary schools, especially in sub-Saharan Africa. However, the graph data suggests that universal primary education for every child will not be achieved by the year 2015.
HISTORICAL DEVELOPMENT

The study of the problem of universal primary education goes beyond obtaining international aid to build schools in regions where access to schooling is relatively low. Had this been enough, we would not have this topic on the agenda for discussion. Education is a complicated socio-cultural process. Schooling systems reflect cultural differences in the understanding of world, social morality and values. They have developed independently for centuries and had reached different stages of development before the age of globalization. The age of globalization and multilateral international organizations, not without the efforts of

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UNESCO in the sphere of education, has witnessed a consolidation of schooling system and exchange in international schooling practices in some regions and countries (EU efforts in the sphere of exchange of good educational practices). However, with the integration of technology in education, the digital divide has even further increased the gap between education in developed and developing states. Nevertheless, the majority of children, boys and girls alike, without access to primary education do not live in developed or developing countries. They reside in the worlds most impoverished regions, such as Sub-Saharan Africa, where according to data from the 2010 Education for All Monitoring Report the enrollment ratio is merely 73%. Such impoverished countries that do not provide access to even basic education did not have the chance to participate in the aforementioned globalization of education, neither did they take part in the integration of new technologies in it. Historically, education has been a privilege, rather than an all-encompassing right of mankind. Consider the development of a schooling system: the influence of religion in the middle ages, the private tutoring for nobility, the renaissance etc. Even the simplest most basic education, which is the concern of our committee, did not become available to the wider public in most states until the late XIX century and to the Third World -- until the late XX century. In the preindustrial society education was linked to either law, war studies, administration, international commerce or religion.3 Formal education was a privilege for the church and the royal elite. Education, as psychologist Peter Grey denotes, has started its evolution as learning by example in pre-historical societies. Even in the earliest civilizations (Egypt, Mesopotamia, Ancient Greece) the ability to write and read was associated with wealth and authority. The Middle Ages saw the rise of importance of religion in education. This relationship was especially visible

Foster, Philip; Purves, Alan: "Literacy and Society with particular reference to the non western world"

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in Europe, where the majority of the first universities were founded by the Roman Catholic and the Byzantine Orthodox Church. However, similar observations could be made regarding other religions and cultures. The ability to read and write remained a highly valuable power of enlightenment in the Dark Ages. The Renaissance saw the advent of modern art, literature and science. The great achievements of astronomy and geography questioned religions leading role. However, access to education was still not a priority for the aristocratic rulers. The age of Enlightenment and the establishment of the republic as method of state governance brought about prospects of nation-wide education in a few countries around the world. Yet, as Foster and Purves have denoted, universal education came about 150 to 100 years ago in developed societies. Attempts to provide even basic education in the worlds poorest countries started in the 1900s.
CURRENT DEVELOPMENTS AND UN INVOLVEMENT

The Millennium Development Goals were developed in the last years of the XX century and adopted at the 2000 Millennium Summit by the UN Member States with the goal of eliminating global poverty and ensuring development for every state in the world. The deadline for achieving the 8 objectives for development was set at 2015. However, up to this date an allencompassing action plan for achieving global development objectives does not exist and many states organization attempt at attaining them following their own separate agendas and programs. Analysts denote that many of the MDGs do not have available quantitative measurements of progress and that efforts that follow up the document are not ones of total commitment, but rather campaign-like and sporadic in their nature. 2010 saw a follow-up conference on the MDGs with diplomats and UN officials alike reaffirming their pledged support for the program and talking about future actions and international declarations to complete and extend the mandate of the MDGs. Among them was the first High-Level Panel on Post-2015 Agenda for Development, held in 2012 and co-chaired by the Presidents of Indonesia and Liberia and the Prime Minister of UK.

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UN-sponsored commitments to attaining the goal include: Education First, a 1.5 billion initiative to increase education accessibility, launched during the 67th session of the UN in 2012.4 Education First has 3 main priorities, which are the following:
PRIORITY 1: PUT EVERY CHILD IN SCHOOL

Education is the great driver of social, economic and political progress. As people learn to read, count and reason critically, their prospects for health and prosperity expand exponentially. But our advances in education have not benefited everyone equallyand primary school enrolment rates tell only part of the regrettable story. Millions of children who start primary school are unable to finish, and still more miss out on high school. Today, some 71 million young peopleincluding half of all adolescents in low-income countriesare receiving no postprimary education. We can no longer afford the cost of excluding them.
PRIORITY 2: IMPROVE THE QUALITY OF EDUCATION

School attendance should open pathways of learning and discovery, but too often it doesnt. Millions of children go through school and come out without basic literacy and numeracy. Education is ultimately judged by what people learn. Many students around the world are banking their futures on poorly trained, weakly motivated teachers without enough books and other basics to facilitate their learning. This is grave disservice not only to the students themselves but to the parents who sacrifice to support them and the countries whose futures depend on them. While we strive to boost school attendance, we must ensure that our schools are engines of opportunity and not just idle warehouses.
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[Link] UN Secretary Generals Initiative on Education

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PRIORITY 3: FOSTER GLOBAL CITIZENSHIP

The world faces global challenges, which require global solutions. These interconnected global challenges call for far-reaching changes in how we think and act for the dignity of fellow human beings. It is not enough for education to produce individuals who can read, write and count. Education must be transformative bring shared values to life. It must cultivate an active care for the world and for those with whom we share it. Education must also be relevant in answering the big questions of the day. Technological solutions, political regulation or financial instruments alone cannot achieve sustainable development. It requires transforming the way people think and act. Education must fully assume its central role in helping people to forge more just, peaceful, tolerant and inclusive societies. It must give people the understanding, skills and values they need to cooperate in resolving the interconnected challenges of the 21st Century.5 Although the program faces issues such as post-primary education, its goals and achievements are important to study and understand. Education First is one of the global endeavors that places an important role on global citizenship and on understanding the issues of the day. These can be very applicable to finding the right solutions and attaining MDG II.a. As an UN organ responsible for culture and education, UNESCO has been working steadily to promote capacity-building in the field of education, studies in comparative education, including developing ASPNet an international network of 8 000 schools in 170 countries. Amidst calls from UN Secretary General Ban Ki-Moon for bold, yet practical policy statements to follow up the MDGs, it is up to the UN Educational, Scientific and Cultural Organization to decisive action for education.

[Link]

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0.950 and over dark green 0.9000.949 0.8500.899 0.8000.849 0.7500.799

0.7000.749 yellow 0.6500.699 0.6000.649 0.5500.599 0.5000.549

0.4500.499 red 0.4000.449 0.3500.399 under 0.350 -- black not available -- gray

The picture above shows the Education index, which portrays literacy rates around the world according to the 2007/2008 Human Development Report. The map suggests that both regional and global approaches are needed to improve literacy and achieve MDG IIa. as there are whole

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regions where access to primary education is low and scattered states, where access is relatively low. A concentration on Sub-Saharan Africa or India would certainly not be enough to tackle the issue effectively.

THE ISSUE BEFORE THE COMMITTEE

Target 2a of the Millennium Development Goal II stipulates: Ensure 2.1 that Net all boys and girls complete ratio a full in course of primary schooling education

enrolment

primary

2.2 Proportion of pupils starting grade one who reach last grade of primary 2.3 Literacy rate of 15-24 year-olds, women and men.6 UNESCO has contributed significantly to the implementation of these goals through its Medium-Term Strategy 2002-2007 (31 C/4 Approved).7 The program contains three main starategic thrusts and three main priorities related to education that are listed below: Three main strategic thrusts

Developing and promoting universal principles and norms, based on shared values, in order to meet emerging challenges in education, science, culture and communication and to protect and strengthen the common public good ;

Promoting pluralism, through recognition and safeguarding of diversity together with the observance of human rights;

Promoting empowerment and participation in the emerging knowledge society through equitable access, capacity-building and sharing of knowledge.

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[Link] [Link]

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Strategic objectives Education

Promoting education as a fundamental right in accordance with the Universal Declaration of Human Rights;

Improving the quality of education through the diversification of contents and methods and the promotion of universally shared values ;

Promoting experimentation, innovation and the diffusion and sharing of information and best practices as well as policy dialogue in education.8

A special attention must be paid to the organizations current Education for All campaign. According to the programs website: The Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth and adults. At the World Education Forum (Dakar, 2000), 164 governments pledged to achieve EFA and identified six goals to be met by 2015. Governments, development agencies, civil society and the private sector are working together to reach the EFA goals. The Dakar Framework for Action mandated UNESCO to coordinate these partners, in cooperation with the four other convenors of the Dakar Forum (UNDP, UNFPA, UNICEF and the World Bank). As the leading agency, UNESCO focuses its activities on five key areas: policy dialogue, monitoring, advocacy,mobilisation of funding, and capacity development. In order to sustain the political commitment to EFA and accelerate progress towards the 2015 targets, UNESCO has established several coordination mechanisms managed by UNESCOs EFA

[Link]

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Global Partnerships team. Following a major review of EFA coordination in 2010-2011, UNESCO reformed the global EFA coordination architecture.9 The text of a modern resolution must follow up on the achieved so far and address all the issues that contribute to the lack of access of education including climate, gender issues, cost, language and all other possibilities. It is a fact that today more boys go to school than girls go to school as in some societies the women are still considered culturally as the inferior sex, which takes care of the house and family while men work. Another issue is climate and transportation in some countries in Africa the weather is too hot for children to go to school or schools are too far away for pupils to reach them. The cost of providing education (which arguable should include healthcare and meals for children) is rising given that most children without access to education live in countries where the majority of the population lives with less than one US dollar a day. Hygiene, provision of clean water, eradication of hunger, prevention of diseases and health care are other issues that countries with low rates of enrollment in primary education face. Furthermore, not all countries with low enrollment rates have governments, which consider education to be a top national priority. The values of the necessity of valuable schooling in the conventional sense are not embedded in every society. It is also a fact that there are not enough skilled and educated teachers to provide universal primary education to every child. Language is also a challenge as many indigenous languages exist in Africa that not many people are able to speak or to teach in. In addressing the issues of Target 2.2 related to the proportion of pupils starting primary education who manage to complete it, it is very important to consider the reasons why some children leave school. Child labor and childrens participation in armed conflicts are two of the

[Link]

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main factors that contribute to the above-mentioned to happen. Adequate solutions must be sought not only to education problems in poor countries and in the regions of sub-Saharan Africa, India and Southern China, but also to the issue of gender inequality in access to schooling in many societies, provision of adequate civic education and fostering democratic values, inclusion of marginalized groups and minorities in educational programs in developed and developing countries. A final note on the importance of MDG II analysts, psychologists and sociologists alike note that proper education may solve many social problems both on the local and the global level. Civic education, democratic values, developing a sense of entrepreneurship and social initiative are crucial for this to happen. The chairs of the committee would like to take this discussion one step further and note that education can be the key to achieving all MDGs in a sustainable manner as proper schooling can improve health, prevent from diseases and eliminate hunger by creating an actual economy. This committee will consider MDG II as pivotal in the building of global development and eradication of poverty.

Education is the most powerful weapon which you can use to change the world. Nelson Mandela

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TOPIC B: AGENDA 8.F

IN COOPERATION WITH THE PRIVATE SECTOR, MAKE AVAILABLE BENEFITS OF NEW TECHNOLOGIES, ESPECIALLY INFORMATION AND COMMUNICATIONS

If harnessed effectively, information and communication technologies have the potential to greatly improve our social, economic and cultural lives. They can serve as an engine for development in areas ranging from trade to telemedicine, and from education to environmental protection. They are tools with which to advance the cause of freedom and democracy. And they are vehicles with which to propagate knowledge and mutual understanding. Kofi Annan, World Summit on the Information Society December 2003

FOCUSING ON MDG 8 THE GLOBAL PARTNERSHIP FOR DEVELOPMENT

Within the present set of goals, MDG 8 aims to Develop a global partnership for Development, and comprises six targets: 8A: Develop further an open, rules-based, predictable, non-discriminatory trading and financial system [Includes a commitment to good governance, development and poverty reduction, both nationally and internationally]; 8B: Address the special needs of the least developed countries [Includes: tariff and quota free access for LDC exports; enhanced programme of debt relief for heavily

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indebted poor countries (HIPC) and cancellation of official bilateral debt; and more generous ODA for countries committed to poverty reduction]; 8C: Address the special needs of landlocked developing countries and small island developing States (through the Programme of Action for the Sustainable Development of Small Island Developing States and the outcome of the twenty second special session of the General Assembly); 8D: Deal comprehensively with the debt problems of developing countries through national and international measures in order to make debt sustainable in the long term; 8E: In cooperation with pharmaceutical companies, provide access to affordable essential drugs in developing countries; 8F: In cooperation with the private sector, make available the benefits of new technologies, especially information and communications technology.10 MDG 8 has been criticized for being the least well-defined goal. The links between MDG 8 and MDGs 1-7 are not very explicit, the targets of MDG 8 are not explicit and do not capture all of the actions that countries need to undertake within a cooperative framework to deliver a global partnership; and the indicators do not always reflect the spirit of the targets (for example, dealing comprehensively with the debt problems of all developing countries is proxied by progress under the HIPC and MDRI initiatives that were restricted to a poorer subset of developing countries). Since 2008, the MDG Gap Task Force, co-chaired by UNDP and DESA and comprising some 30 UN and other agencies, has assessed the extent to which the global partnership is being put in place by measuring progress on each of the targets. The reports surmise that while some progress has been made, further efforts are needed to bring the global partnership to its full potential. Although the global partnership is framed as incentivizing stakeholders in all

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countries, the subtext is mostly about a compact between the rich North (through ODA, debt relief, extensions of market access, and established private sector entities making technologies more accessible) and a poor South. This framing is increasingly losing its relevance as the lines between country typologies blur, and new modes of cooperation become relatively more important, particularly ICT-accelerated South-South knowledge sharing, regional integration and cooperation initiatives, public-private partnerships, the growing influence of new donors and philanthropy, and trade and investment. New global partnerships to implement a post2015 agenda could consider more delineated responsibilities for all stakeholders..11
THE CHANGING NATURE OF DEVELOPMENT COOPERATION

Since last decade the development cooperation has changed their nature and charaterzied by a diversity of new and different flows from a larger group of actors. Traditional ODA from DAC donors rose from 2000, reversing the decline of the decade before. The MDGs arguably played a part in this reappearance: to a large degree, the focus on expanding the condition of social services went hand in hand with a focus on ODA within the development narrative. ODA channeled through multilateral routes remained flat in this period, with more resources directed through bilateral donors and new vehicles (such as GAVI and the Global Fund). DAC donor ODA has been sensibly flexible despite the ongoing economic and financial crisis, although there are concerns over whether this situation will remain as slow growth and high unemployment continue in the OECD area. History has shown that the effects of economic recessions on ODA can be felt with a lag. Moreover, problems of aid quality remain, with only moderate progress made on many aspects of the Paris agenda.

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Cooperation between Southern countries has grown significantly in the last decade, but often not as grant ODA but rather in the forms of private investment, knowledge sharing, or allowance on market access. China, in particular, has invested heavily in infrastructure in many African countries. A number of developing countries have been providing special treatment to least developed countries products. During the Seventh World Trade Organization Ministerial Conference in December 2009 Brazil announced that it would provide duty-free quota-free (DFQF) market access to least developed countries products, initially covering 80 per cent of tariff lines by mid-2010, with the purpose to expand it to 100 per cent. Turkey provides DFQF for most LDC products in line with the Everything But Arms initiative, as it is in a customs union with the European Union; and China and India now also offer DFQF market access to certain LDCs. This trend towards South-South cooperation is likely to continue, with the share of DAC ODA declining as aproportion of all flows to developing countries.12
TECHNOLOGY DEVELOPMENT AND USE

Partnerships to implement the post-2015 development agenda will need to take stock of rapid changes in technology. The last decade has seen a remarkable increase in the speed and amount of information flowing within and between countries. The quick uptake of new information and communication Technologies (ICTs) across borders has reinforced our sense of

interconnectedness and the Benefits of a common endeavor, and are acting as a catalyst for the achievement of all three Pillars of sustainable development - social, economic and environmental. Global campaigning by NGO coalitions has found a new expression in social media largely Because of this rapid uptake of ICTs. Developing countries have increased their

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share of the Worlds Internet users from 44% in 2006 to 62% in 2011 and there are now more than 6 Billion mobile phone subscriptions worldwide. The increasingly ubiquitous nature of ICTs is providing the first global test of Article 19 of the Universal Declaration of Human Rights which guarantees freedom of expression through any media and across all frontiers, while research shows us that investment in any sort of ICT Network has a direct positive effect on GDP. Beyond ICTs, there have been significant Beyond ICTs, there have been significant developments in technologies for agriculture, disease prevention and management, disaster relief and mitigation, and energy. These will be increasingly important for food security and nutrition, global health, and efforts to reduce the impacts of climate change. Access to these technologies should be facilitated through the new global partnership.13

The UN Millennium Declaration outlines a focus on partnerships with the private sector to ensure that the benefits of new technologies, specially information and communication technologies are available to all. KOFI ANNAN, SECRETARY-GENERAL, UNITED NATIONS, NEW YORK

PUBLIC AND PRIVATE PARTNERSHIP

Public and private partnership encourages to play the role of development over the [Link] itself courages the participation and gathering all the international organization, government and private sectors into one platform and they discuss the innovative solutions as well as the problems and crisis among their self. The United Nations General Assembly promulgate the Millennium Development Goals (MDGs) in 2002, developing a global partnership for development being one of the eight goals. As a form of blueprint agreed by all the world's countries and leading development institutions, it
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Technology developement and use/[Link]

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upholds the cooperation with the private sector to make available the benefits of new technologies-especially information and communication technologies. Likewise, the 2004 Bonn Declaration as well as the 2008 Manila Declaration advocates public private partnerships which are pivotal to human-centered sustainable development14. In 2002 the United Nation General Assembly spread the idea of millennium development goal (MDG) in 20012, development or partnership itself exists in one of the goals of MDG i.e goal 8 Global partnerships. As a form of proposal approved by all the world's countries and top development institutions, it supports the cooperation with the private sector to make available the remuneration of new technologies-especially information and communication technologies.

WORLD BANK: PARTNERING TO HELP COUNTRIES MOVE FORWARD In 1996, the World Bank and the International Monetary Fund launched the Heavily Indebted Poor Countries (HIPC) Initiative so that countries encumbered by debt could get back on their feet. In 2006, the Multilateral Debt Relief Initiative (MDRI) was launched to provide additional resources to HIPCs to meet the MDGs. By June 2010, $76.4 billion in HIPC debt relief had been committed to 36 countries, of which 30 countries have received an additional $45.8 billion under the MDRI. MDG 8 also addresses the digital divide. Studies show that a 10% increase in high-speed Internet connections result in economic growth of 1.3% in developing countries, yet many people live in rural areas without access or are too poor to afford it. The World Bank is the largest international funder of information and communication technology development, currently supporting projects in 95 countries15.

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Over the last 13 years, the International Development Association (IDA), the World Banks fund for the poorest countries, has been a leader in partnering to reduce the debt burden of developing nations. Under the Enhanced HIPC Initiative, the IDAs share is 20% of the total estimated cost of debt relief. In addition, IDA provides more than 50% of debt relief committed under the MDRI.16
INFORMATION COMMUNICATIONS AND TECHNOLOGIES

Information and communication technologies (ICTs) are no longer a luxury for developing countries. In fact, many of the innovations are emerging from developing countries. They are creating new ways of communicating, doing business, and delivering services. Through extending access to ICTs and encouraging the use of ICTs, the World Bank aims to stimulate sustainable economic growth, improve service delivery, and promote good governance and social accountability.17 The role of Information and communication technologies are very majors in all aspects of human life such as politics, economics,social and cultural development .ITU has changed our lives like the way of business access information and communicate with each other. It feeds the global economy and making us available and connect to each other 24/[Link] also helps us in human rights heeling over to support freedom of expression and right to information as refereeing to article 19 of the universal declaration of Human rights (Viitanen 2003). Referring to the National Information Technology Policy (2001) in Ojuope(2007) and Jidaw systems(2007) their mission statement of the policy spelt out that the Information Technology

16 17

[Link] [Link] GIES/0,,menuPK:282828~pagePK:149018~piPK:149093~theSitePK:282823,[Link]

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should be the education reaction of wealth , poverty eradication ,job creation and global competitiveness. A recent publication by the Global Knowledge Partnership organization based in Malaysia concluded,in Ndukwe(2007), that through the partnership the power of ICT becomes most [Link] with cooperation from all the stakeholders in all sectors of society, government, civil society and public sectors. According to the United Nations Department of a public information (UNDPI) 2002 ICT helps all the 8 goals of millennium development goals and helps to meet there 18 targets.

ROLE OF ICT TO ACHIEVE GOAL 8

The importance of ICT to achieve goal 8 can be attained as. It promotes the public-private partnerships to deploy ICT infrastructures in the pursuit of all MDGs. It also promotes distance working, facilitated by ICT to create service-sector jobs in developing countries in such industries as call centers data entry and processing and software. Promote telecenters Improves youth learning skills on ICT and using ICT to meet challenges of the knowledge-based global economy of the 21th century.

ACCESS TO NEW TECHNOLOGIES

In todays era to access the new technologies especially in the scope of information and communication technologies, prolong to increase at a step up rate in developing countries. The spread of ICT also continues in developed countries and, as a result, the digital divide remains

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wide. The rising use of ICT is behind Broader development processes, including the improved accessibility and effectiveness of social [Link] the problem is that ICT continues to fall due to its services remain much less affordable by the citizens of developing countries, Infact reduction in the cost of ICT services may lead to progress towards the MDG. While MDG 8.F focuses in part on ICT, the pressing need to address climate change and ensure that environmental limits are not surpassed requires. Significantly accelerated technological progress and diffusion of [Link] we focus on MDG 8f with respect to ICT, the pressing need to address, climate change and guarantee that environmental limits are not exceed need considerably step up technological progress and dispersal of knowledge. Sustainable development is unachievable without this accordingly, reasonable access to new technologies for climate change improvement and adjustment, as well as disaster risk management, have become urgent priorities. Well there has been in creating frameworks and methods that should help enable sufficient technological progress and diffusion on these fronts, the challenge now is to put these procedures into practice and secure them with sufficient funding.18
ACCESS TO ICT SERVICES RAPIDLY EXPANDING MOBILE TELEPHONE AND INTERNET SERVICES

Globally the use of services of ICT continues to grow rapidly, especially in the area of mobile cellular [Link] fact by the end of 2011it has been estimated that the number of mobile cellular subscriptions reached almost 6 billion up from 2.7 billion in 2006. The global penetration rate1 went up from 41.8 per cent in 2006 to 86.7 per cent in 2011 (see figure). The number of Internet users increased to 2.4 billion. This implies that one third of the

18

[Link]

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worlds population is able to access the Internet, compared with less than one fifth five years ago, while fixed-line telephony continues a decline that began in 2005.19
THE GAP IN CELLULAR TELEPHONY CONTINUES TO NARROW

The diffusion rate of mobile cellular phones in developed countries appears to be nearing a dispersion point, as the number of subscriptions increased by only 1 per cent between 2009 and 2010. However, mobile phone subscriptions in developing countries continue to expand at a very quick pace, recording growth of 20 per cent in 2010, with no signs of a slowdown, thereby reducing the gap with developed countries. By the end of 2011, developing countries had reached an estimated mobile cellular penetration rate of 78.8 per cent, which is 39 percentage points less than that of developed countries (see figure 1). While this gap is the same as in 2001, the digital divide in cellular telephony has narrowed since 2008.20

19

[Link] [Link]

20

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BUT LEAST DEVELOPED COUNTRIES LAG BEHIND

The penetration rate of mobile cellular subscriptions in least developed countries (LDCs) remains very low, at 34 per cent, despite a higher rate of increase than the average for developing countries in 2010. By geographic regions, Oceania and sub-Saharan Africa lag well behind other regions, with penetration levels of less than 50 per cent in 2010 (see figure 2). Latin America, on the other hand, has surpassed a penetration rate of 100 per cent.21

21

[Link]

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Sub-Saharan Africa, Southern Asia, Oceania and the Caribbean are the Regions with the lowest penetration rates of fixed telephone lines, at around 10 per cent or less (see figure 3). Developing countries have increased their share of the worlds total number of Internet users from 44 percent in 2006 to 62 per cent in 2011, and Internet penetration in the developing countries stood at 26.3 per cent (figure 2). However, the vast majority of people in the LDCs still lack access to the Internet (figure 3). Fewer than one in nine people in Oceania, Southern Asia and sub-Saharan Africa has Internet access. Policymakers and investors have been giving considerable attention to the diffusion of broadband networks. Worldwide, fixed broadband subscriptions have more than doubled over the past five years, from 284 million in 2006 to 591 million in 2011. The developing-country share is increasing rapidly, but a large gap with developed countries remains. While the penetration rate of fixed broad-22

22

[Link]

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Sub-Saharan Africa, Southern Asia, Oceania and the Caribbean are the regions with the lowest penetration rates of fixed telephone lines, at around 10 per cent or less (see figure 4). Developing countries have increased their share of the worlds total number of Internet users from 44 per cent in 2006 to 62 per cent in 2011, and Internet penetration in the developing countries stood at 26.3 per cent (figure 2). However, the vast majority of people in the LDCs still lack access to the Internet (figure4). Fewer than one in nine people in Oceania, Southern Asia and sub-Saharan Africa has Internet

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access. Policymakers and investors have been giving considerable attention to the diffusion of broadband networks. Worldwide, fixed broadband subscriptions have more than doubled over the past five years, from 284 million in 2006 to 591 million in 2011. The developing-country share is increasing rapidly, but a large gap with developed countries remains. While the penetration rate of fixed broad.23

23

[Link]

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MOBILE BROADBAND EXPANDS FASTER THAN FIXED BROADBAND

By contrast, mobile broadband has expanded at a much more dynamic pace. The number of active mobile broadband subscriptions reached an estimated 1.2 billion at the end of 2011, twice the number of fixed (wired) broadband subscriptions. Today, more than 160 countries provide commercial 3G services. For many people in developing countries, mobile broadband, including prepaid mobile broadband, is often the only type of Internet access [Link] mobile broadband penetration in developing countries reached an estimated 8.5 per cent by the end of 2011. The potential development impact of bringing people online via wireless access is very high, and mobile broadband technology and developments are expected to play an important role in achieving development goals. The expansion of wireless broadband access is much faster in developing countries, where coverage reached 56.6 per cent in 2011, up from 19 per cent in 2007.

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WIDE GAPS IN AFFORDABILITY PERSIST

Although the cost of ICT services has been decreasing, they remain much higher in developing than in developed countries. Costs are still prohibitive for the majority of people in some regions, especially Africa. Mobile cellular services cost, on average, about 10 per cent of per capita income in developing countries, but their cost is as high as 25 per cent of per capita income in Africa.24 The average cost of a fixed broadband subscription in Africa is almost three times the per capita income. In developed countries, however, the average cost per user is less than 2 per cent of per capita income.

24

MDG Gap Task Force Report 2011The Global Partnership for Development: Time to Deliver (United Nations publication, Sales No. E.11.I.11).

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NEW BROADBAND TARGETS AND INDICATORS HAVE BEEN ESTABLISHED

In October 2011, recognizing the potential of enhanced accessibility of the Internet to promote development, the Broadband Commission for Digital Development proposed the establishment of concrete targets and indicators to guide broadband policies and monitor affordability and uptake of broadband.25 The targets include making broadband policy universal by adopting national broadband plans or strategies and connecting people and households in developing countries to affordable broadband services. The establishment of the broadband targets will help improve the monitoring of progress in access to ICT. Target 8.F of the global partnership for development regarding cooperation with the private sector has been criticized for lacking numerical and, therefore, measurable precision. Nonetheless, the indicators associated with the target have helped verify progress made regarding the spread of ICT. There have been parallel efforts, however, to establish measurable targets for building information societies. One such effort has been undertaken by the Partnership on Measuring ICT for Development, a global initiative to improve the availability and quality of ICT statistics. In May 2010, the Partnership launched a new Task Group on Measuring the WSIS Targets (TG WSIS) in order to track progress towards the achievement of the 10 targets agreed upon at the 2005 World Summit on the Information Society (WSIS), which range from connecting villages, universities and schools, to ensuring that more than half of the worlds population has access to ICT by 2015.26

You can see the computer age everywhere but in the productivity statistics. Robert Solow, Nobel Prizewinning economist.

Broadband Commission for Digital Development, Broadband targets for 2015, available from [Link] The Broadband Commission was established in 2010 by the International Telecommunication Union (ITU) and United Nations Educational, Scientific and Cultural Organization (UNESCO) with the support of the United Nations Secretary-General. 26 For the list of the 10 World Summit on the Information Society (WSIS) targets as approved by the WSIS Geneva Plan of Action, see [Link]

25

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ENABLING THE DEVELOPMENT IMPACT OF ICT

ICT has transformed more than just the way people communicate; arguably, it has also made business transactions more efficient and, more generally, made information much more accessible in nearly every field imaginable. As already noted, important challenges remain if ICT is to become more accessible and affordable. Adequate competition among operators and service providers, aided by the necessary regulatory measures, has shown to be critical in lowering prices of services and in protecting consumer interests. The same conditions have spurred innovation and facilitated the emergence of new business models. The fast growth of ICT has also given rise to the need for new and better forms of regulation, as spelled out further below. Governments can also set an example when promoting the use of ICT by themselves making greater use of ICT in improving service delivery, which in turn would help accelerate achievement of the MDGs.27
THE ROLE OF E-GOVERNMENT

The use of new technologies in Government can support the achievement of the MDGs by increasing efficiency, effectiveness, transparency and inclusiveness in public administration and public service delivery. One of the key challenges of national Governments has been improving the quality of public administration. Through the use of ICT, Governments are increasing efficiency and transparency by providing more information online, simplifying administrative procedures, streamlining bureaucratic functions and increasingly providing open Government data. According to a recent survey, 179 countries provided information via their national portals on laws, policies and other documentation of interest to their citizens in the areas of education, health, social welfare and other sectors.28 ICT is also used effectively in poverty reduction; it

Enabling the development impact of ICT [Link] 28 United Nations E-Government Survey 2012: E-Government for the People (United Nations publication, Sales No. [Link].H.2).

27

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gives vulnerable groups access to information on a range of subjects, including health and education information and management systems, education, and management of natural resources.
ICT CAN VASTLY IMPROVE PUBLIC SERVICES

Studies to evaluate the impact of broadband on national economies have shown that it not only has a direct impact in terms of revenues and employment creation, but also has spillover effects in other sectors by helping to increase efficiency and, at the same time, further stimulate broadband adoption.29 Governments are also moving towards centralizing the entry point of service delivery to a single portal where citizens can access all Government-supplied services. In 2012, 70 per cent of countries provided a consolidated one-stop-shop portal compared with 26 per cent in 2003. This not only makes it easier for citizens to find public services, but it encourages Governments to integrate processes across departments and increase efficiency. Governments are also moving towards centralizing the entry point of service delivery to a single portal where citizens can access all Government-supplied services. In 2012, 70 per cent of countries provided a consolidated one-stop-shop portal compared with 26 per cent in 2003. This not only makes it easier for citizens to find public services, but it encourages Governments to integrate processes across departments and increase efficiency.
ACCESS TO ICT TO ADDRESS CLIMATE CHANGE

In September 2010, the Broadband Commission established a number of working groups to focus on specific issues related to the challenges and opportunities of broadband networks, services and applications. Climate Change was one of the key issues. In 2011, the dedicated

29

See [Link]

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Working Group on Climate Change30 (WG-CC) was established with the main objective being to support innovation in the ICT industry as well as in broadband networks, services and applications that have the potential to accelerate the uptake of transformative low-carbon solutions. The WG-CC will identify how investments in broadband can be leveraged from an environmental perspective to address climate change. The working group will report on the potential of broadband as a solution to mitigate and adapt to climate change and make recommendations for achieving a low carbon, sustainable future with the use of ICT.
ACCESS TO INFORMATION FOR DISASTER RISK MANAGEMENT

The risk of disasters is increasing in developed and developing countries. The proportion of people living in flood-prone river basins increased by 114 per cent and on cyclone-exposed coastlines by 192 per cent.31 More than half of the worlds largest cities (those with populations of over 2 million) are currently located in areas of high risk for the occurrence of earthquakes. With growing exposure, the risk of economic loss is also increasing. Although the risk of deaths of people living in flood plains and along cyclone-exposed coastlines relative to population size is decreasing, many countries are struggling to address losses caused by exposure. Moreover, losses suffered by low-income households owing to frequently occurring disasters are often under-recorded. Disaster risk levels depend on a number of factors, such as climate variability, poverty levels, land use planning and management, and ecosystem degradation. Mortality risk for all weather-related hazards continues to be concentrated in countries with high levels of poverty, poorly planned and managed urban and regional development, and environmental degradation. Further progress in risk reduction will depend on Governments taking decisive steps to explicitly recognize their stock of risk. A crucial first step involves the systematic

For more information, see [Link] United Nations International Strategy for Disaster Reduction, 2011 Global Assessment Report on Disaster Risk Reduction: Revealing Risk, Redefining Development (Geneva, 2011).
31

30

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recording of disaster losses and impacts, and the institutionalization of national disaster inventory systems. Countries collect statistics on demography, employment, economic activity and many other development indicators, but without accurate accounting for disaster losses, such indicators do not form a complete picture. While some 40 countries have already established disaster inventory systems, there remains significant room for improvement as the majority of countries do not currently have functioning and institutionalized systems for recording disaster losses. Indonesia, Mozambique and a regional initiative involving Egypt, Jordan, Morocco, the Syrian Arab Republic and Yemen have established policy-relevant databases. In Mozambique, for instance, detailed information on the areas and types of crops affected and destroyed is providing farmers as well as policymakers with relevant information on the probability of natural hazards and the ways in which they may affect the agricultural sector and rural livelihoods. In 2011, the Third Session of the Global Platform for Disaster Risk Reduction called for the use of ICT to ensure accountability, monitor and report on progress, account for disaster losses in a standardized manner, track investments and provide access to risk information, among other measures.32 The aim is to promote the efficient use of resources and integrated approaches to development that address climate change adaptation, disaster risk reduction and ecosystem management and restoration.

32

See [Link]

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CONCLUSION

Every goal of the MDG is very important and waiting for its completions, but about 2 years left before the deadline and some of the developing nations are still facing the issue and the UN is also thought to extend the deadline . Delegates you have been selected for this committee to sort out those areas which are making the hurdles to achieve the MDGs and especially focusing on the agenda i.e. target 8F goal 8 , we have tried our best to give you all the progress and the lacking now its your time to work on it and come up with great and practical solutions for this committee to achieve the best way that can lead to completion of target 8f of Millennium Development Goal 8.

We can report broad progress. (. . .) Working together, governments, the United Nations family, the private sector and civil society can succeed in tackling the greatest challenges. As the 2015 deadline is fast approaching, we must be united and steadfast in our resolve to accelerate progress and achieve the MDGs. UN Secretary-General Ban Ki-moon

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A Report on the Global E-Discussion Information and Communications Technology for Economic Development Exploring Possibilities for Multi-sector Technology Collaborations. October 23 November 3, 2006 CHAPTER 9 Information and Communication Technologies Michael Trucano GA 67th session annual report A/67/257 on Accelerating progress towards the Millennium Development Goals: options for sustained and inclusive growth and issues for advancing the United Nations development agenda beyond 2015 Report on the Role of the ICT sectors in expanding economic opportunity by William [Link],Beth Jenkins, and Robert [Link] MDGs progress chart 2012 Power and Interests in Information and Communication Technologies and Development: Exogenous and Endogenous Discourses in Contention by Professor Robin Mansell Department of Media and Communications London School of Economics and Political Science Research Reports on MDGs and WTO Millennium Development Report 2010 Millennium Development Report 2012 INNOVATION AND INVESTMENT: INFORMATION AND COMMUNICATION TECHNOLOGIES AND THE MILLENNIUM DEVELOPMENT GOALS Report Prepared for the United Nations ICT Task Force in Support of the Science, Technology & Innovation Task Force of the United Nations Millennium Project1 By Denis Gilhooly, United Nations ICT Task Force and United Nations Millennium Project E-Government in Digital Era: Concept, Practice, and Development Zhiyuan Fang, Ph.D. School of Public Administration, National Institute of Development Administration (NIDA), Thailand World Bank progress on MDG 8 [Link] World Bank role on MDG 8 [Link] enuPK:64885113~pagePK:7278667~piPK:64911824~theSitePK:5929282,[Link]#goal8

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Role of ICT [Link] NANDTECHNOLOGIES/0,,menuPK:282828~pagePK:149018~piPK:149093~theSitePK:282823,00. html Data and infrastructure [Link] Communication and Information [Link]

information/freedom-of-expression/press-freedom/ Public and Private sector roles [Link] E-Governance [Link] World Federation Of UNA progress details [Link]

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