FUTURE WE WANT

M O D E L U N I T E D N AT I O N S Global Initiative For Young Leaders

UNITED NATIONS
GENERAL ASSEMBLY

BACKGROUND GUIDE
 ABOUT THIS GUIDE

This guide aims to introduce you to the committee you will be working in and the topics before
your committee. It also includes essential information on each topic to help you start resear-
ching the position of the country you have been assigned for the conference.
Before you start looking at the topic, please take the time to read through these first pages as
they contain important information on position papers.
Indeed, each committee topic should be addressed in a succinct policy statement, called Posi-
tion Paper, representing the relevant views of your assigned Country. Delegates should identify
and address international and regional conventions, treaties, declarations, resolutions, and pro-
grams of action that are relevant to the policy of your Country. Recommendations for action to
be taken by your committee should also be included.

​Position paper guidelines

• Guideline when writing the draft: length must not exceed two pages written in Arial font, 10
pt. size.
• Conference you have signed up for, Country and Committee assigned must be specified.
• Agenda topics must be clearly labeled in separate sections.
• National symbols (headers, flags, etc.) are deemed inappropriate for FWWMUN Position
Papers.
• Please write 750 words max (5000 characters max) per topic.
• Use the link provided on the next page to submit in your position paper through an online
form.
• Make sure you send your position paper by the deadline specified in the email with the coun-
try and committee assigned to you
• Your Position Paper should cover all topics in the committee’s Background Guide, not a se-
parate paper for each topic.
• Do not submit papers for committees not assigned to you
• No more than two delegates can represent a single Country in a Committee. However, at
FWW usually a given country in a committee is represented only by one delegate.
• FWWMUN position papers do not require citations as in an academic/research paper. They
are written as if they are a Policy Statement coming from the Ministry for Foreign Affairs.
While they may reference UN data or past UN Resolutions, formal citations are not used;

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 however, quotation marks should still appear around direct quotes and informal acknowledge-
ment of any sources quoted is expected.

How to structure your position paper

A position paper will provide the following information (headings are not necessary):
1. Introduction: discussion of the importance of the topic and the problems that will be encountered
in finding a solution
2. General relevant history of your country. Include major events that shape its current policy about
the topic under consideration
3. Your country’s general position on the topic, including resolutions that it has or has not signed
and reasons for previous votes on these measures
4. Proposed actions and solutions: suggestions for reaching a compromise (where applicable)

Please note that Position Papers must be comprised of entirely original writing. Based on their rese-
arch, delegates need to come up with their own original ideas and suggestions, and then frame them
in their own words. FWWMUN will not tolerate plagiarism, including copying from the Conference
Background Guide.
Although United Nations documentation is considered within the public domain, the conference does
not allow the verbatim re-creation of any of such documentation. Violation of this policy may result in
dismissal from the FWWMUN Conference.
Please go to this page for more information and a short video on writing a position paper.

How to submit your position paper and deadlines

• Deadline for submission: see email received approx. 1 month before the conference begins.

• Click here to submit your position paper

Other useful links

• For more information, please go to: [Link]

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 LETTER FROM THE CHAIRS

Dear Delegates,
It is an honour for us to welcome you to the United Nations General Assembly (GA) committee
of this Future We Want Model United Nations (FWWMUN) conference.
On behalf of all of the directors, we would like to extend our warmest welcome to all delega-
tes attending the conference. Throughout this conference, we are looking forward to rigorous
debate and brilliant compromise as you work to resolve some of the most pressing and burning
issues in the world.
We kindly urge you to use this background guide as a primary introduction to the topics. We put
effort into making this guide as useful as possible to foster successful debates. Nevertheless,
we encourage further research to gain a thorough understanding of the challenges. The more
information you will have, the higher the quality of your writing and negotiating as well as the
resolutions of this committee will be.
We are very much excited to see this group of delegates who have been carefully selected regar-
dless of the numerous applications received. We sincerely believe that each selected delegate
has what it takes to provide meaningful understanding and solutions to the issues at hand. The-
refore, we do encourage each delegate to properly use this background guide and also further
extend your research on every aspect of the issues under discussion.
We look forward to meeting you all!
Best Regards,

FWWMUN GA Chairs

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 INTRODUCTION TO THE COMMITTEE

Established in 1945 under the Charter of the United Nations, the General Assembly occupies a
central position as the chief deliberative, policymaking and representative organ of the United
Nations. Comprised of all 193 Members of the United Nations, it provides a unique forum for
multilateral discussion of the full spectrum of international issues covered by the Charter. It also
plays a central role in the process of standard-setting and the codification of international law.
The Assembly makes recommendations to States on international issues within its competence.
It has also taken actions across all pillars of the United Nations, including with regard to political,
economic, humanitarian, social and legal matters
According to the Charter of the United Nations, the General Assembly may:
• Consider and approve the United Nations budget and establish the financial assessments of
Member States
• Elect the non-permanent members of the Security Council and the members of other United
Nations councils and organs and, on the recommendation of the Security Council, appoint
the Secretary-General
• Consider and make recommendations on the general principles of cooperation for maintaining
international peace and security, including disarmament
• Discuss any question relating to international peace and security and, except where a dispute
or situation is currently being discussed by the Security Council, make recommendations on
it
• Discuss, with the same exception, and make recommendations on any questions within
the scope of the Charter or affecting the powers and functions of any organ of the United
Nations
• Initiate studies and make recommendations to promote international political cooperation,
the development and codification of international law, the realization of human rights and
fundamental freedoms, and international collaboration in the economic, social, humanitarian,
cultural, educational and health fields
• Make recommendations for the peaceful settlement of any situation that might impair
friendly relations among countries
• Consider reports from the Security Council and other United Nations organs

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 TOPICS BEFORE THE COMMITTEE

Topic A: Ensuring Healthy Lives and Promoting

Well-Being for All at All Ages

Topic B: Access and Participation of Women and Girls

to Education, Training, Science and Technology

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TOPIC A: ENSURING HEALTHY LIVES AND
PROMOTING WELL-BEING FOR ALL AT
ALL AGES

I. Introduction and Definition

II. Timeline of UN commitments
III. Discussion of the topic at hand
IV. Case studies and United Nations efforts
V. Bloc positions
VI. Additional resources
VII. Conclusions
VIII. Questions a resolution should address
IX. Bibliography

I. Introduction and Definition

The issues of “Ensuring Healthy Lives and Promoting Well-Being for All at All Ages” directly
aligns with Sustainable Development Goal (SDG) 3, adopted by the United Nations General
Assembly in 2015 as part of the 2030 Agenda for Sustainable Development. SDG 3 recognizes
health not only as an outcome of development, but as a precondition for economic growth, social
stability, and human dignity. For the World Health Assembly (WHA), the decision-making body of
the World Health Organization (WHO), this topic represents the core mandate of global health
governance.
Health is widely acknowledged as a fundamental human right, enshrined in the Constitution of
the World Health Organization and reaffirmed by multiple international instruments. Inadequate
health systems undermine educational attainment, reduce workforce productivity, exacerbate
inequality, and perpetuate cycles of poverty. Children suffering from malnutrition or preventable
disease are less likely to complete education, while adults facing chronic illness or disability
encounter barriers to employment and social participation. As such, progress on SDG 3 is deeply
interconnected with other goals, including those addressing poverty (SDG 1), education (SDG 4),
clean water and sanitation (SDG 6), climate action (SDG 13), and peace and strong institutions
(SDG 16).
Despite decades of progress, significant challenges persist. Communicable diseases such as HIV/
AIDS, tuberculosis, malaria, and emerging infectious diseases continue to burden low- and mid-
dle-income countries, while the global rise of non-communicable diseases (NCDs)—including

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cardiovascular diseases, cancer, diabetes, and mental health disorders—now accounts for over
70% of global deaths. Undernutrition and micronutrient deficiencies remain prevalent alongside
rising obesity rates, reflecting a global “double burden of malnutrition.” Environmental factors
further threaten health outcomes: pollution, hazardous chemicals, and poorly managed waste
contribute to respiratory illness, cancer risk, and ecosystem degradation, challenges expected to
intensify by 2050.
Recent global crises—including the COVID-19 pandemic, climate-related disasters, and
geopolitical instability—have exposed deep inequities in access to healthcare, medicines, and
vaccines. These events have reinforced the need for universal health coverage (UHC), resilient
health systems, and sustainable financing mechanisms. As emphasized by international financial
and health institutions, achieving health for all requires transformative investment, multisecto-
ral cooperation, and stronger public–private partnerships that prioritize equity, affordability,
and accountability.
SDG 3 is operationalized through specific targets, including reducing maternal and child mortality,
ending preventable deaths, combating communicable diseases, addressing NCDs and mental
health, preventing substance abuse, ensuring access to sexual and reproductive health services,
achieving UHC, reducing health risks from pollution, implementing the WHO Framework
Convention on Tobacco Control, and supporting research, innovation, and equitable access to
vaccines and essential medicines. Collectively, these objectives define the scope of action for the
WHA in advancing global health and well-being across all stages of life.

II. Timeline of UN commitments

Ensuring healthy lives and promoting well-being for all at all ages has long been a central concern
of the international community, evolving alongside broader development frameworks. While
SDG 3 represents the most comprehensive articulation of global health goals to date, it is rooted
in decades of prior commitments, most notably the Millennium Development Goals (MDGs).
Adopted in 2000, the MDGs marked a turning point by prioritizing health as a global development
imperative and mobilizing unprecedented political will, financing, and partnerships.
The MDGs (2000–2015) focused explicitly on reducing extreme poverty and addressing urgent
health challenges. Goals related to health included reducing child mortality (MDG 4), improving
maternal health (MDG 5), and combating HIV/AIDS, malaria, and other diseases (MDG 6). These
goals successfully concentrated international attention on measurable, time-bound targets.
Between 1990 and 2015, under-five mortality fell by more than half, maternal mortality declined
significantly, and access to life-saving interventions such as immunizations, insecticide-treated
bed nets, and antiretroviral therapy expanded rapidly. The MDGs demonstrated that coordinated
global action—through governments, UN agencies, civil society, and the private sector—could
deliver tangible health gains, even in resource-constrained settings.
However, the MDG framework also revealed critical limitations. Progress was uneven across
regions, health systems remained fragmented, and non-communicable diseases (NCDs), mental
health, environmental health, and health system resilience received limited attention. These
gaps informed the design of the 2030 Agenda for Sustainable Development, adopted in 2015,
which introduced the 17 Sustainable Development Goals (SDGs). Unlike the MDGs, the SDGs

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adopted a universal and integrated approach, recognizing that poverty eradication, economic
growth, social inclusion, and environmental sustainability are interdependent.
SDG 3: Ensure healthy lives and promote well-being for all at all ages expanded the global health
agenda beyond survival toward quality of life and equity. It incorporated targets on universal
health coverage (UHC), access to essential medicines and vaccines, mental health, substance
abuse, road safety, environmental pollution, and health research and development. UHC, in
particular, became a central organizing principle, reaffirming health as a fundamental human
right and emphasizing financial risk protection, service coverage, and quality of care.
Key milestones prior to and following the adoption of the SDGs include:
• 1990s–early 2000s: Global child mortality began a sustained decline, with approxima-
tely 17,000 fewer children dying each day by the mid-2010s compared to 1990. Expanded
immunization programs, oral rehydration therapy, and improved maternal care played critical
roles.
• 2000: The launch of the Global Fund to Fight AIDS, Tuberculosis and Malaria and the scale-up
of measles vaccination campaigns helped prevent an estimated 15.6 million measles-related
deaths over subsequent years. Maternal mortality declined by more than one-third globally
compared to 1990 levels.
• 2012: Coverage of at least one antenatal care visit rose to approximately 83%, up from around
65% in 1990, reflecting increased access to basic maternal health services.
• 2015: By the end of the MDG period, an estimated 6.2 million malaria deaths had been
averted since 2000, primarily among children under five. Global malaria incidence declined
by roughly 37%, and mortality by nearly 60%, although progress varied by region.
• 2016–2019: The WHO and partners intensified efforts on strengthening health system, en-
vironmental health, and antimicrobial resistance. WHO estimated that improved environ-
mental management could prevent the deaths of approximately 1.7 million children under
five annually, largely from respiratory and waterborne diseases.
• 2017: Globally, about 36.9 million people were living with HIV, with 21.7 million accessing
antiretroviral therapy. While new infections and AIDS-related deaths declined compared to
earlier decades, HIV remained a major public health challenge.
• 2020–2022: The COVID-19 pandemic represented the most severe global health crisis in a
century, reversing gains in life expectancy, disrupting essential health services, and exposing
deep inequities in health system capacity, financing, and access to vaccines.
• 2023–2025: Global health policy discussions increasingly focused on pandemic preparedness,
climate and health, digital health, and financing for UHC, with WHA negotiations addressing
amendments to the International Health Regulations and the development of a potential
pandemic agreement.
As shown by this evolving timeline, 3 is not a static objective but part of a continuous process of
global commitment. While notable progress has been achieved, persistent inequities, emerging
health threats, and systemic weaknesses highlight the need for renewed cooperation, sustained
investment, and strong leadership through forums such as the World Health Assembly.

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III. Discussion of the topic at hand
Since its establishment in 1948, the World Health Organization (WHO) has played a central role
in shaping the global health agenda. Created as a successor to the Health Organization of the
League of Nations, WHO was mandated to act as the directing and coordinating authority on in-
ternational health. Early priorities included the control and eradication of malaria, tuberculosis,
venereal diseases, and other communicable illnesses, alongside improving maternal and child
health, nutrition, and environmental hygiene. These priorities reflected the post-war reality in
which infectious diseases and poor living conditions posed the most immediate threats to human
survival.
Over time, the global burden of disease evolved, and so did the focus of the WHO. While
communicable diseases initially competed with broader social determinants of health for
attention, they later became central again due to globalization, increased mobility, antimicro-
bial resistance, and the emergence of new pathogens. Today, WHO operates within a far more
complex health landscape, where infectious diseases, non-communicable diseases (NCDs),
mental health conditions, environmental risks, and health emergencies coexist and interact.
One of WHO’s most significant achievements—and a defining example of effective global
health cooperation—is the eradication of smallpox. Through sustained political commitment,
coordinated surveillance, and mass vaccination campaigns, smallpox transmission was pro-
gressively contained, with the last naturally occurring case recorded in Somalia in 1977. After
extensive verification by international experts, the disease was officially declared eradicated in

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1980. This achievement demonstrated that global solidarity, scientific innovation, and strong in-
ternational institutions could permanently eliminate a deadly disease, setting a precedent for
later eradication and elimination efforts, such as those targeting polio and guinea worm disease.

The Millennium Development Goals (MDGs)

The Millennium Development Goals (MDGs), adopted in 2000 following the United Nations
Millennium Declaration, marked a new era in development cooperation. The eight MDGs were
intended to be achieved by 2015 and were closely interconnected, with health both influencing
and being influenced by progress in other areas. Although only three goals explicitly addressed
health, nearly all had direct or indirect health implications.
MDG 1: Eradicate extreme poverty and hunger was foundational, as poverty and malnutrition
are among the strongest predictors of poor health outcomes. Significant progress was made
globally: the proportion of underweight children in developing regions declined from about 28%
in 1990 to 17% by 2013, reflecting improvements in food security, maternal nutrition, and child
feeding practices. However, progress remained uneven, with sub-Saharan Africa and parts of
South Asia continuing to face high levels of undernutrition.
MDG 4: Reduce child mortality became one of the most visible indicators of MDG success.
Between 1990 and 2013, global under-five mortality fell by approximately 49%, from an
estimated 12.7 million deaths annually to around 6.3 million. Expanded immunization coverage—
particularly measles vaccination, which reached roughly 84% of children worldwide—played a
crucial role, alongside improved management of pneumonia, diarrhoea, and malaria. Despite
this progress, the ambitious target of a two-thirds reduction by 2015 was not fully achieved,
highlighting persistent inequalities between and within countries.
MDG 5: Improve maternal health focused on reducing maternal mortality and expanding access
to reproductive health services. Global maternal deaths declined from approximately 523,000 in
1990 to 289,000 by 2013, representing significant progress. Nevertheless, the pace of decline was
insufficient to meet the target of a three-quarters reduction, and maternal mortality remained
unacceptably high in fragile and low-income settings, often due to weak health systems, lack of
skilled birth attendants, and limited access to emergency obstetric care.
MDG 6: Combat HIV/AIDS, malaria, and other diseases directly aligned with WHO’s core
mandate. The global HIV response achieved notable gains: new HIV infections fell from a peak
of about 3.4 million in 2001 to 2.1 million in 2013, and access to antiretroviral therapy expanded
dramatically, reaching nearly 13 million people by the end of the MDG period. As treatment
coverage increased and AIDS-related deaths declined, HIV increasingly became a manageable
chronic condition—though the total number of people living with HIV continued to rise.
Malaria control efforts also yielded measurable success. Between 2000 and 2013, global malaria
mortality declined by approximately 30%, driven by large-scale distribution of insecticide-tre-
ated bed nets, indoor residual spraying, rapid diagnostic testing, and improved treatment
protocols. Tuberculosis treatment success rates exceeded 85% after 2007, saving millions of
lives. However, the emergence of multidrug-resistant tuberculosis (MDR-TB) revealed systemic
weaknesses in treatment adherence, drug supply, and surveillance.
Overall, the MDGs demonstrated that targeted interventions could produce rapid health

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gains. At the same time, they exposed structural challenges: uneven progress, limited attention
to health systems strengthening, and insufficient focus on NCDs, mental health, and environ-
mental determinants of health. These lessons directly informed the design of the Sustainable
Development Goals (SDGs).

Transition to the Sustainable Development Goals (SDGs)

Adopted in 2015, the SDGs replaced the MDGs with a more ambitious, universal, and integrated
framework. SDG 3: Ensure healthy lives and promote well-being for all at all ages expanded the global
health agenda beyond survival to encompass quality, equity, and resilience. Unlike the MDGs,
SDG 3 applies to all countries, recognizing that health challenges—such as aging populations,
NCDs, mental health disorders, and environmental risks—are global in nature.
Under SDG 3, WHO and the World Health Assembly (WHA) play a central coordinating role. In
2018, the WHA adopted WHO’s Thirteenth General Programme of Work (GPW 13), a five-year
strategic plan guiding action through 2023. At the heart of this plan was the “Triple Billion” target,
aiming to:
• Extend universal health coverage to one billion more people
• Better protect one billion more people from health emergencies
• Improve the health and well-being of one billion more people
These targets reflected a shift toward outcomes-based accountability and emphasized health
system strengthening, primary health care, and multisectoral action.

The WHA also addressed specific health priorities aligned with SDG 3 targets. Member States
committed to a cholera roadmap aiming to reduce cholera deaths by 90% by 2030, particularly
in endemic and humanitarian settings. The Assembly emphasized action on non-communicable

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diseases, urging participation in the 2018 UN General Assembly High-Level Meeting on NCDs
and promoting policies to reduce tobacco use, harmful alcohol consumption, unhealthy diets,
and physical inactivity.
Additional areas of focus included:
• Expanding access to essential medicines and vaccines, including through improved research,
development, and equitable distribution
• Scaling up nutrition policies for infants, young children, and mothers
• Strengthening polio containment to prevent re-emergence following near eradication
• Leveraging digital health technologies to improve service delivery and surveillance
• Addressing neglected issues such as snakebite envenoming, rheumatic heart disease, and
access to assistive technologies for persons with disabilities

Emerging and Ongoing Challenges

Since the adoption of SDG 3, global health progress has faced significant setbacks. The COVID-19
pandemic disrupted essential health services, reversed gains in life expectancy, and exposed deep
inequities in health system capacity and financing. At the same time, climate change, conflict, and
economic instability have intensified health risks, particularly for vulnerable populations.
By 2025, the WHA’s discussions increasingly emphasize pandemic preparedness, climate and
health, mental health, antimicrobial resistance, and sustainable financing for universal health
coverage. Ensuring healthy lives and promoting well-being for all at all ages now requires not
only disease-specific interventions, but also resilient systems capable of withstanding shocks
and delivering equitable, people-centred care.
In this context, SDG 3 represents both a continuation of past commitments and a transformative
vision for global health—one that places equity, prevention, and collective responsibility at the
centre of international cooperation.

IV. Case studies and Unoted Nations efforts

The implementation of SDG 3 depends not only on global commitments but also on concrete,
country-level action supported by coordinated international efforts. Recognizing this, United
Nations Secretary-General António Guterres launched a comprehensive UN development system
reform, formally adopted by WHO Member States in 2018. This reform aimed to reposition
the UN development system to be more coherent, accountable, and responsive to national
priorities, with health placed at the centre of sustainable development. Under this framework,
UN agencies—particularly WHO—were called upon to work more closely with governments and
partners to accelerate progress on health-related SDGs and strengthen country ownership of
development strategies.
A key element of this reform is the emphasis on multisectoral collaboration. Health outcomes
are shaped not only by healthcare services, but also by policies in areas such as education, urban
planning, labour, environment, and social protection. The Secretary-General urged global health

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actors to align their strategies with national development plans and to support governments
in translating SDG commitments into actionable policies. This approach reflects the WHA’s
recognition that SDG 3 cannot be achieved in isolation but must be integrated across the broader
2030 Agenda.

Global Health Actors and Their Role

Global health actors are institutions and entities that share the objective of improving population
health outcomes within an international normative framework. These actors operate within
established systems of governance, laws, and power relations, and include a wide range of
stakeholders: intergovernmental organizations, non-governmental organizations (NGOs), in-
ternational partnerships, philanthropic foundations, research and academic institutions, priva-
te-sector entities, and national health systems and agencies.
Their strategies vary by scope and approach. Some actors focus on primary prevention, addressing
social and environmental determinants of health to prevent disease onset. Others emphasize
secondary prevention, such as early diagnosis and treatment, while tertiary prevention efforts
aim to reduce complications and improve quality of life for those already affected by illness.
Similarly, interventions may follow a horizontal approach (strengthening health systems broadly),
a vertical approach (targeting specific diseases), or a diagonal approach, which combines dise-
ase-specific interventions with long-term system strengthening. WHO frequently promotes
diagonal strategies, as they allow immediate health gains while building sustainable national
capacity.

Case Study 1: Global Strategy and Action Plan on Ageing and Health
One of the most significant demographic trends affecting global health is population ageing. By
2030, one in six people worldwide is expected to be aged 60 or older, with the fastest growth
occurring in low- and middle-income countries. This shift presents profound challenges for
health systems that were historically designed to address acute and infectious conditions rather
than chronic diseases and long-term care.
In response, WHO Member States adopted the Global Strategy and Action Plan on Ageing and
Health, endorsed at the 69th World Health Assembly in 2016. This strategy reflects a life-course
approach, recognizing that healthy ageing depends on factors accumulated across an individual’s
lifetime. It calls for transforming how societies think about ageing, moving away from a deficit-ba-
sed model toward one that emphasizes functional ability, dignity, and autonomy.
The strategy is built around five core objectives:
1. Commitment to healthy ageing in every country through leadership and policy integration
2. Age-friendly environments, including accessible housing, transport, and public spaces
3. Health systems aligned with older populations’ needs, emphasizing integrated, people-cen-
tred care
4. Sustainable long-term care systems, including community-based services and institutional
care where necessary
5. Improved data, research, and monitoring on ageing and health

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Implementation has involved over 40 Member States, multiple NGOs, and observer entities, and
has influenced national ageing strategies in regions such as East Asia, Europe, and Latin America.
This initiative directly supports SDG 3 by addressing NCDs, mental health, and health system
resilience, while also contributing to SDGs on inequality and sustainable cities.

Case Study 2: Public Health England and National-Level Implementation

At the national level, the work of Public Health England (PHE)—now succeeded by the UK Health
Security Agency and Office for Health Improvement and Disparities—illustrates how SDG 3
principles can be operationalized in high-income settings through coordinated public health
policy. Established in 2013, PHE focused on health promotion, disease prevention, and reducing
health inequalities, working closely with the National Health Service (NHS), local governments,
NGOs, and community organizations.
One notable initiative was the “Everybody Active, Every Day” framework launched in 2015,
which sought to embed physical activity into daily life through urban design, workplace policies,
education, and healthcare. By providing free e-learning resources for health professionals and
collaborating with platforms such as BMJ Learning, the program strengthened preventive care
and contributed to the reduction of long-term NCD risk factors.
Another example is the NHS Diabetes Prevention Programme, piloted across multiple local
authorities to identify individuals at high risk of type 2 diabetes and provide lifestyle interven-
tions. Early evaluations demonstrated improved weight management and reduced progression
to diabetes, highlighting the cost-effectiveness of prevention-oriented strategies.
PHE also addressed harmful behaviours through targeted interventions. The Local Alcohol Action
Areas initiative aimed to reduce alcohol-related harm by combining public health measures
with law enforcement and community engagement. Additionally, the UK government allocated
significant funding—approximately £10 million annually—to support recovery services for drug
and alcohol dependence.
Public awareness campaigns such as Change4Life, Stoptober, and Dry January further
demonstrate the role of behaviour change communication in advancing well-being. Change4Life
alone engaged hundreds of thousands of children annually in physical activity and healthy eating
initiatives, contributing to obesity prevention and long-term health improvement.

Broader UN and WHO Efforts

Beyond individual case studies, WHO and other UN agencies have pursued cross-cutting
initiatives to support SDG 3 globally. These include expanding access to essential medicines
and vaccines, scaling up nutrition interventions for mothers and children, strengthening digital
health systems, and addressing neglected health issues such as snakebite envenoming and
rheumatic heart disease. WHO has also prioritized health equity, emphasizing that disparities
within countries—based on income, gender, disability, or geography—remain among the greatest
barriers to achieving healthy lives for all.
Collectively, these case studies illustrate how global norms set by the World Health Assembly
translate into national and local action. They highlight that achieving SDG 3 requires strong
governance, multisectoral collaboration, sustained financing, and community engagement, all

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coordinated through the United Nations system to ensure that no population group is left behind.

V. Bloc positions
Progress toward SDG 3: Ensuring healthy lives and promoting well-being for all at all ages varies
significantly across regions, reflecting differences in economic capacity, health system strength,
demographic trends, political stability, and exposure to crises. As tracked by the SDG Index and
Dashboards, while many countries have made measurable advances in health outcomes, others
continue to face persistent and compounding challenges. These disparities strongly shape bloc
positions within the World Health Assembly (WHA), influencing priorities, policy preferences,
and negotiation strategies.

African States
African countries, particularly those in sub-Saharan and Central Africa, remain among the furthest
from achieving SDG 3 targets. Nations such as the Democratic Republic of the Congo, Central
African Republic, Mali, Niger, and parts of Nigeria continue to record low SDG 3 index scores,
in some cases below 30. These outcomes are driven by a convergence of factors: high maternal
and child mortality, ongoing burdens of infectious diseases (including malaria, tuberculosis, and
HIV/AIDS), undernutrition, weak health infrastructure, and chronic shortages of trained health
workers.
Additionally, conflict, displacement, climate shocks, and fragile governance structures signifi-
cantly undermine health service delivery. The COVID-19 pandemic further strained already
overstretched systems, diverting resources from essential services such as immunization and
maternal care. As a result, African states within the WHA tend to emphasize:
• Increased international financing for strengthening health systems
• Expansion of primary health care and universal health coverage
• Technology transfer and local manufacturing of medicines and vaccines
• Stronger global solidarity in health emergencies
African blocs frequently advocate for equity-based approaches, arguing that global health targets
cannot be achieved without addressing structural inequalities and historical underinvestment.

European States
European countries consistently rank among the highest performers on SDG 3, with nations
such as Norway, France, Spain, Germany, and the United Kingdom achieving index scores above
70. These outcomes reflect long-standing investments in universal health systems, strong social
protection mechanisms, and robust public health infrastructure. Even countries in Eastern
Europe, such as Romania, Ukraine, and Russia, typically score between 60 and 70, despite facing
challenges related to aging populations and non-communicable diseases.
Within the WHA, European states often prioritize:
• Health system quality and sustainability, particularly in aging societies

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• Prevention and management of non-communicable diseases and mental health conditions
• Digital health, data governance, and evidence-based policymaking
• Climate change and environmental health
European blocs are generally strong supporters of WHO norm-setting, global surveillance,
and international health regulations. However, they also stress accountability, efficiency, and
measurable outcomes in global health financing.

Asian States
Asia presents a highly diverse health landscape, with SDG 3 scores ranging widely. Countries such
as Japan, South Korea, Singapore, China, and Kazakhstan score between 60 and 75, reflecting
relatively strong health systems, declining maternal and child mortality, and effective infectious
disease control. In contrast, India, Pakistan, Bangladesh, and Mongolia tend to score between 40
and 55, due to challenges including population size, health workforce shortages, environmental
pollution, and disparities between urban and rural health access.
Many Asian states are undergoing rapid epidemiological transitions, facing a dual burden of
infectious diseases and rising NCDs such as diabetes and cardiovascular disease. Consequently,
their WHA positions often focus on:
• Balancing cost-effective prevention with expanding service coverage
• Strengthening health system resilience and domestic financing
• Access to affordable medicines and vaccines
• Addressing air pollution and environmental determinants of health
Large middle-income Asian countries frequently advocate for flexibility in global commitments,
emphasizing national sovereignty, context-specific solutions, and South–South cooperation.

Middle Eastern States

The Middle East and North Africa (MENA) region generally averages SDG 3 scores between
50 and 60, though disparities are stark. Gulf Cooperation Council (GCC) states benefit from
high-income levels and advanced healthcare infrastructure, while conflict-affected countries—
most notably Yemen, with scores below 30—face near-collapse of health systems. Ongoing
conflicts in Syria, Iraq, and parts of Palestine continue to disrupt service delivery and exacerbate
disease outbreaks.
Within the WHA, Middle Eastern states often prioritize:
• Health system reconstruction in post-conflict and humanitarian settings
• Emergency preparedness and health security
• Workforce training and retention
• Addressing non-communicable diseases linked to lifestyle changes
Humanitarian access, international assistance, and political stability are central themes for this
bloc, particularly for low-income and conflict-affected members.

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The Americas
The Americas generally perform relatively well on SDG 3, with Canada consistently scoring
above 70 and most Latin American countries ranging between 50 and 70. Strong immunization
programs, expanded primary care, and social health insurance schemes have contributed to
improvements in life expectancy and maternal health. However, the region faces persistent
inequality, high rates of violence, rising obesity, and mental health challenges.
Countries such as Brazil, Chile, and Costa Rica often position themselves as advocates for:
• Universal health coverage based on primary care
• Regional cooperation through PAHO
• Action on social determinants of health
The United States, while possessing advanced medical capacity, has historically emphasized
innovation, research, and public–private partnerships within the WHA framework.

Cross-Bloc Dynamics
Across all blocs, several common themes have emerged by 2025: the need for pandemic
preparedness, sustainable financing for health, addressing climate-related health risks, and
reducing inequities within countries. However, divisions remain regarding responsibility-sha-
ring, intellectual property rules, and financing mechanisms.
In negotiations, understanding bloc positions is essential. While high-income regions focus on
system efficiency and future risks, lower-income and fragile states emphasize access, equity, and
capacity-building. Bridging these perspectives will be critical to advancing SDG 3 and ensuring
healthy lives for all at all ages.

VI. Additional resources

This section provides delegates with key analytical resources, legal instruments, and policy
frameworks relevant to SDG 3 and the mandate of the World Health Assembly (WHA). These
materials help contextualize negotiations, inform evidence-based policymaking, and support the
drafting of realistic and effective resolutions.

A. Reports and Analytical Frameworks by International Organizations

A wide range of UN and partner reports track progress on SDG 3, identify gaps, and propose
policy responses. These documents are central reference points for WHA deliberations.
The Sustainable Development Goals Reports, issued annually by the UN Secretary-General,
provide authoritative overviews of global progress across all SDGs. Editions from 2016 through
2024 highlight trends in maternal and child mortality, infectious disease control, non-commu-
nicable diseases (NCDs), mental health, and access to universal health coverage (UHC). More
recent reports emphasize setbacks caused by the COVID-19 pandemic, including declines in
routine immunization, reduced life expectancy, and widening health inequalities between and
within countries.

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The World Health Statistics series, published yearly by WHO, is a cornerstone of global health
monitoring. These reports compile data from the Global Health Observatory (GHO) and track
indicators such as life expectancy, health workforce density, financial protection, disease burden,
and environmental health risks. Editions from 2020–2024 increasingly focus on:
• Pandemic preparedness and surveillance capacity
• Mental health service coverage
• Antimicrobial resistance (AMR)
• Climate-sensitive health risks
Another major analytical contribution is “Towards a Global Action Plan for Healthy Lives and
Well-being for All” (WHO, 2018). This document brought together 13 multilateral health,
development, and humanitarian agencies to reduce fragmentation in global health efforts. The
Action Plan emphasizes country-led priorities, alignment of financing, and collective accountabi-
lity—principles that remain central to current WHA discussions.
The Bertelsmann Stiftung and Sustainable Development Solutions Network (SDSN) annual
SDG Index and Dashboards Report remains a key comparative tool. Updated annually, it ranks
countries on SDG performance, including SDG 3 indicators such as preventable mortality, health
service coverage, and exposure to pollution. While useful for benchmarking, delegates should
note that index scores may mask within-country inequalities, an issue increasingly highlighted in
recent editions.
The World Economic Forum has also contributed policy-oriented analysis, particularly on health
financing, innovation, and public–private partnerships, emphasizing the role of digital health,
resilient supply chains, and workforce transformation in accelerating SDG 3.

B. Treaties and Conventions

Several legally binding and normative international instruments shape global health governance
and are frequently referenced in negotiations.
The WHO Framework Convention on Tobacco Control (FCTC) is the first global public health
treaty negotiated under WHO auspices. In force since 2005, it commits Parties to evidence-ba-
sed measures such as tobacco taxation, advertising bans, smoke-free environments, and health
warnings. The FCTC directly supports SDG 3 targets related to reducing NCDs and premature
mortality and remains one of the most successful examples of international health law.
The International Health Regulations (IHR 2005) are increasingly central to SDG 3 discussions.
They establish legally binding obligations for countries to prevent, detect, and respond to public
health emergencies of international concern. Following the COVID-19 pandemic, ongoing
WHA negotiations (2022–today) focus on strengthening IHR compliance, equity in emergency
response, and information-sharing.

C. Resolutions, Declarations, and Global Agreements

Numerous political declarations and resolutions underpin international cooperation on health
and well-being.

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The Doha Declaration on the TRIPS Agreement and Public Health (2001) affirms that intellectual
property rules should not prevent countries from protecting public health. It reinforces the right
of governments to use flexibilities—such as compulsory licensing—to ensure access to affordable
medicines. This declaration remains highly relevant in debates on vaccine equity, pharmaceutical
pricing, and local manufacturing capacity.
The Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS), administered
by the World Trade Organization, shapes the global framework for patents and innovation. While
TRIPS aims to encourage research and development, it also raises concerns regarding affordabi-
lity and access, making it a recurring topic in WHA discussions on SDG 3, especially during health
emergencies.
The World Conference on Social Determinants of Health resulted in WHA Resolution 65.8
(2012), which urges Member States to address the social, economic, and environmental conditions
influencing health. This resolution reinforces the idea that health outcomes are shaped by factors
such as education, housing, employment, gender equality, and social protection—an approach
fully aligned with the SDGs.
Finally, the UN General Assembly Resolution adopting the 2030 Agenda for Sustainable
Development (September 25, 2015) provides the overarching framework for SDG 3. It commits
all Member States to universal, integrated, and people-centred development, emphasizing that
no goal should be achieved at the expense of another.

VII. Conclusions
Ensuring healthy lives and promoting well-being for all at all ages remains one of the most
ambitious and essential objectives of the international community. While substantial progress
has been achieved over recent decades—particularly in reducing maternal and child mortality,
expanding immunization coverage, and combating major infectious diseases—the current global
health landscape demonstrates that these gains are fragile, uneven, and increasingly threatened
by emerging risks. The COVID-19 pandemic, climate-related health impacts, conflict, and
widening socioeconomic inequalities have underscored that health security is inseparable from
sustainable development.
SDG 3 represents a shift from fragmented, disease-specific interventions toward a comprehen-
sive, life-course approach that places equity, prevention, and resilience at the centre of health
policy. The experiences of the Millennium Development Goals highlight that while targeted
programs can deliver rapid results, long-term success depends on strong health systems, universal
health coverage, and sustained political commitment. Without these foundations, progress risks
stagnation or reversal, particularly in low-income and fragile settings.
The World Health Assembly occupies a pivotal role in this effort. As the primary decision-making
body of WHO, the WHA provides a unique platform for aligning national priorities with global
norms, facilitating knowledge-sharing, and mobilizing coordinated action. Its recent focus on
pandemic preparedness, climate and health, non-communicable diseases, mental health, and
equitable access to medicines reflects the evolving nature of global health challenges. However,
achieving SDG 3 requires that commitments made within the WHA translate into national-level

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implementation, supported by adequate financing, accountability mechanisms, and cross-secto-
ral collaboration.
A central lesson emerging from global health efforts is that health cannot be achieved in isolation.
Progress depends on addressing social determinants such as education, gender equality,
employment, environmental protection, and urban planning. Multisectoral partnerships—
engaging governments, UN agencies, civil society, academia, and the private sector—are
therefore indispensable. Equally important is the principle of solidarity: no country can achieve
health security alone, and global cooperation is essential to manage shared risks and reduce
inequalities.
In conclusion, the pursuit of healthy lives and well-being for all is an ongoing process rather than
a finite objective. It demands continuous adaptation, innovation, and collective responsibility.
By strengthening health systems, prioritizing equity, and reaffirming international cooperation
through the World Health Assembly, the global community can move closer to realizing the vision
of SDG 3—ensuring that health and well-being are not privileges for the few, but fundamental
rights enjoyed by all, at every stage of life.

VIII. Questions a resolution should address

1. What core principles should guide this committee’s action on SDG 3?
• How will the resolution uphold equity, universality, and the right to health?
• How will it operationalize a Primary Health Care and “Health in All Policies” approach?
2. Which SDG 3 targets are the most urgent for this committee, and why?
• Will the resolution prioritize UHC, maternal/child health, NCDs, mental health,
communicable diseases, or health emergencies?
• How will it account for different baseline conditions across countries?
3. How will Member States strengthen Universal Health Coverage (UHC) without worsening
inequality?
• What benefits package should be considered “essential” (primary care, vaccinations,
maternal care, NCD services, mental health)?
• What mechanisms will ensure financial risk protection (reduced out-of-pocket spending,
insurance schemes, targeted subsidies)?
4. How will the resolution address health system strengthening and workforce shortages?
• What strategies will expand and retain doctors, nurses, midwives, community health
workers?
• How will training, licensing, pay, safety, and rural deployment be supported?
5. How will the resolution reduce maternal, newborn, and under-five mortality?
• What commitments will be made on skilled birth attendance, emergency obstetric care,
neonatal care, and immunization?
• How will countries tackle barriers like transportation, user fees, and gender inequality?
6. How should the WHA address the rise of non-communicable diseases (NCDs)?
• Which policy levers will be promoted (tobacco taxation/FCTC enforcement, healthy diets,
physical activity, alcohol harm reduction)?

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 • How will screening and long-term management be integrated into primary care?
7. How will the resolution advance mental health and psychosocial well-being at all ages?
• Will it expand community-based services and integrate mental health into primary care?
• How will it address stigma, youth mental health, suicide prevention, and mental health in
emergencies?
8. What actions will be taken on infectious diseases and future outbreak risk?
• How will the resolution strengthen surveillance, laboratories, vaccination, and community
trust?
• How will it support TB, malaria, HIV programs while also preparing for new threats?
9. How will the resolution improve access to essential medicines, vaccines, and diagnostics?
• What policies will promote affordability (pooled procurement, price transparency,
generics, TRIPS flexibilities where appropriate)?
• How will it strengthen supply chains and reduce stockouts?
10. How should digital health and technology be used responsibly to improve health outcomes?
• What uses are prioritized (telemedicine, e-records, disease surveillance, supply chain
tracking, AI decision support)?
• What safeguards will ensure privacy, cybersecurity, and equitable access (closing the
digital divide)?
11. How will the resolution address environmental and climate-related health risks?
• What actions will reduce harms from air pollution, unsafe water, waste, and hazardous
chemicals?
• How will health systems adapt to heatwaves, floods, vector expansion, and climate-driven
displacement?
12. How will international cooperation and financing be structured to support countries with
the greatest needs?
• What role should WHO, UNICEF, UNDP, World Bank, Global Fund, Gavi, and regional
bodies play?
• How will funding avoid fragmentation and align with national plans (including accountabi-
lity and anti-corruption measures)?
13. How will the resolution define measurable targets, timelines, and accountability mechanisms?
• Which indicators will be used (service coverage, mortality rates, financial protection,
workforce density)?
• How will progress be reported to the WHA (annual reporting, peer review, independent
evaluation)?

Note for Delegates

Delegates are encouraged to prioritize:
• WHO and UN primary sources for resolutions
• Post-2020 data when citing health impacts
• WHA resolutions and UNGA declarations for legally and politically binding language

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IX. Bibliography
Barredo, L., Agyepong, I., Liu, G., & Reddy, S. 2014. Goal 3: Ensure healthy lives and promote well-being for all at all ages.
UN Chronicle, 51(4), 1–4.

Bertelsmann Stiftung & Sustainable Development Solutions Network (SDSN). 2024. Sustainable Development Report
2024. Cambridge: Cambridge University Press.

Boyd, D. 2018. The Challenges of Global Health. Durham, NC: Duke University Press.

Fenner, F. 2010. Smallpox and its eradication. Geneva: World Health Organization.

Fenton, K. 2015. Promoting health and wellbeing nationally: A year in review. Public Health Matters, UK Government.

Mohammad, A. J., & Ghebreyesus, T. A. 2018. Healthy living, well-being and the Sustainable Development Goals. Bulletin
of the World Health Organization, 96(9), 590–593.

National Academies of Sciences, Engineering, and Medicine. 2017. Engaging the private sector to advance health and
the SDGs. Washington, DC: National Academies Press.

Pan American Health Organization. 2015. Country efforts lead the way toward malaria elimination in the Americas.
Washington, DC: PAHO.

UK Office for Health Improvement and Disparities. 2023. Tackling health inequalities in England. London: UK
Government.

United Nations Department of Economic and Social Affairs. 2017. Population ageing and sustainable development.
Population Facts No. 2017/1.

United Nations General Assembly. 2015. Transforming our world: the 2030 Agenda for Sustainable Development (A/
RES/70/1). New York: United Nations.

United Nations Statistics Division. 2015–2024. SDG Indicators Database: Goal 3. Retrieved from: [Link]
[Link]/sdgs/

United Nations. 2018. Goal 3: Ensure healthy lives and promote well-being for all at all ages. Retrieved from: https://
[Link]/sustainabledevelopment/health/

United Nations. 2024. The Sustainable Development Goals Report 2024. New York: United Nations Department of
Economic and Social Affairs (DESA).

Willige, A. 2017. Which countries are achieving the UN Sustainable Development Goals fastest? World Economic Forum.
Retrieved from: [Link]

World Bank. 2018. Lack of healthcare is a waste of human capital: 5 ways to achieve UHC by 2030. Washington, DC:
World Bank.

World Bank. 2023. Universal Health Coverage: Global monitoring report. Washington, DC: World Bank Group.

World Economic Forum. 2023. Global Health and Healthcare Strategic Outlook. Geneva: WEF.

World Health Organization. 2005, amended ongoing. International Health Regulations (IHR 2005). Geneva: WHO.

World Health Organization. 2005. WHO Framework Convention on Tobacco Control. Geneva: WHO.

World Health Organization. 2016. Global strategy and action plan on ageing and health. Geneva: WHO.

World Health Organization. 2018. Thirteenth General Programme of Work, 2019–2023. Geneva: WHO.

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World Health Organization. 2018. Towards a Global Action Plan for Healthy Lives and Well-being for All. Geneva: WHO.

World Health Organization. 2022. Strengthening preparedness for health emergencies: Lessons from COVID-19. Geneva:
WHO.

World Health Organization. 2023. World Health Statistics 2023: Monitoring health for the SDGs. Geneva: WHO.

World Health Organization. 2024. Global HIV, Hepatitis and STI Progress Report. Geneva: WHO.

World Health Organization. 2024. Global Tuberculosis Report 2024. Geneva: WHO.

World Health Organization. 2024. World Health Statistics 2024. Geneva: WHO.

World Health Organization. 2025. Global Health Estimates: Leading causes of death and disease burden. Geneva: WHO.

World Trade Organization. 1995. Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS). Geneva:
WTO.

World Trade Organization. 2001. Doha Declaration on the TRIPS Agreement and Public Health. Doha: WTO.

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TOPIC B: ACCESS AND PARTICIPATION
OF WOMEN AND GIRLS TO EDUCATION,
TRAINING, SCIENCE AND TECHNOLOGY

I. Introduction and Definition

II. Timeline of UN commitments
III. Discussion of the topic at hand
IV. Bloc positions
V. Conclusions
VI. Questions a resolution should address
VII. Bibliography

I. Introduction and Definition

Access to quality education and full participation in training, science and technology are essential
human rights and critical levers for sustainable development. Yet, despite decades of internatio-
nal commitments, women and girls continue to face systemic barriers along the entire education
and STEM pipeline – from early childhood learning to leadership in research and high-tech
sectors.
Within the UN system, this topic sits at the heart of the Commission on the Status of Women
(CSW) mandate, which advises ECOSOC on gender equality and monitors the implementation of
commitments such as CEDAW, the Beijing Platform for Action and the 2030 Agenda. The issue
cuts across SDG 4 (quality education) and SDG 5 (gender equality), and directly affects progress
on SDGs related to decent work, innovation and reduced inequalities.
For the purposes of this committee:
• Access refers to the ability of women and girls to enter and remain in all levels of education and
training – including technical and vocational education and training (TVET), higher education,
and non-formal learning – without discrimination based on gender, economic status, disability,
location, ethnicity or other factors.
• Participation goes beyond mere presence. It includes meaningful engagement, equal oppor-
tunities to choose fields of study (especially STEM and ICT), completion and transition to
decent work and leadership, as well as voice in shaping education and innovation policies and
systems.
• Science and technology are used broadly to include STEM fields (science, technology,
engineering and mathematics), digital skills and ICT, research and innovation ecosystems,

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 and emerging areas such as artificial intelligence, data science and green technologies.
Global data show that while gender gaps have narrowed or even reversed in overall school
enrolment and tertiary attendance, women and girls remain significantly under-represented in
STEM education and research. UNESCO’s work on girls’ and women’s education in STEM finds
that women comprise roughly 35% of students in higher education STEM programmes and
around one-third of the world’s researchers, with even lower shares in areas like engineering
and ICT.
In the digital age, educational inequality increasingly overlaps with a gender digital divide in
access to devices, connectivity and digital skills, particularly in low- and middle-income countries.
Recent UN reports warn that without urgent action, this divide will entrench existing inequalities
and prevent millions of women and girls from benefiting from technological change.

II. Timeline of UN commitments

1945–1960: Laying the normative foundations
• 1945 – UN Charter: The Charter establishes equality between women and men as a core
principle, mandating the UN to promote human rights “without distinction as to…sex.”
• 1946 – Creation of the Commission on the Status of Women (CSW): CSW becomes the
main intergovernmental body dedicated to promoting women’s rights and shaping global
standards on gender equality, including in education and public life.
• 1948 – Universal Declaration of Human Rights (UDHR): Article 26 recognizes education as
a right for everyone, setting the basis for later work on equality of access.
• 1960 – UNESCO Convention against Discrimination in Education: The first binding interna-
tional instrument specifically targeting discrimination in education, prohibiting gender-based
exclusion or segregation.

1970s–1990s: From women’s rights to gender equality in education

• 1979 – Convention on the Elimination of All Forms of Discrimination against Women
(CEDAW): Article 10 obliges States to eliminate discrimination against women in education,
including access to academic, technical and vocational education and participation in sports
and physical education.
• 1989 – Convention on the Rights of the Child (CRC): Recognizes the right of all children,
including girls, to education that develops their talents and abilities to their fullest potential.
• 1990 – World Conference on Education for All (Jomtien): Puts universal access to basic
education on the global agenda, highlighting gender disparities.
• 1995 – Beijing Declaration and Platform for Action: The critical turning point for gender
equality. Critical Area B focuses on “Education and Training of Women,” and Area J addresses
“Women and the Media,” including science and technology, calling for the elimination of
gender stereotyping in education and equal access to STEM-related training and careers.

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2000–2015: MDGs, WSIS and the 2030 Agenda
• 2000 – Millennium Development Goals (MDGs): MDG2 (universal primary education) and
MDG3 (gender equality) drive progress on girls’ enrolment, though STEM gaps remain largely
unaddressed.
• 2003 & 2005 – World Summit on the Information Society (WSIS): Recognizes the need
for gender-responsive ICT policies and women’s participation in the information society,
including education and training.
• 2010 – Establishment of UN Women: UN Women is created to coordinate UN efforts on
gender equality, including women’s access to education and to science and technology.
• 2015 – 2030 Agenda for Sustainable Development:
• SDG 4 commits to inclusive and equitable quality education and lifelong learning, explicitly
mentioning technical and vocational skills, ICT and STEM.
• SDG 5 targets women’s full and effective participation and equal opportunities for
leadership, including in economic and public life, and calls for enabling technology to
promote women’s empowerment.

2015–2020: Focus on women and girls in STEM

• 2015–2016 – UNGA Resolution 70/212: The General Assembly proclaims 11 February as
the International Day of Women and Girls in Science, to promote full and equal access to
and participation of women and girls in science education, training, employment and deci-
sion-making.
• 2017 – UNESCO report “Cracking the Code: Girls’ and Women’s Education in STEM”: This
landmark report maps the drivers of gender disparity in STEM studies and identifies barriers
from early childhood through higher education and research.
• 2019–2025 – UNESCO Strategy for Gender Equality in and through Education: Sets a vision
of a world where gender equality is realized in and through education, including tackling
stereotyping and under-representation in STEM and technology-related fields.

2020–2023: Digitalization, COVID-19 and CSW67

• 2020–2022 – COVID-19 crisis: School closures affect 1.6 billion learners; girls are dispro-
portionately at risk of dropping out, early marriage and digital exclusion, which deepens
gender gaps in access to remote learning and digital skills (reflected in successive UN Women
“Gender Snapshot” reports).
• 2023 – CSW67 (67th session of the Commission on the Status of Women):
• Priority theme: “Innovation and technological change, and education in the digital age for
achieving gender equality and the empowerment of all women and girls.”
• Agreed conclusions call for closing the gender digital divide, promoting gender-respon-
sive STEM and digital education, and ensuring women’s leadership in technology and
innovation.

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2024–2025: Renewed urgency on the digital gender divide
• 2024 & 2025 – UN Women “Progress on the SDGs: The Gender Snapshot”: These flagship
reports show the world is off-track to meet SDG 5 by 2030 and highlight the digital gender
divide as a key barrier. Closing this divide by 2050 could benefit over 340 million women and
girls and add around US$1.5 trillion to global GDP by 2030.
• 2024 – UN Women position paper on the Global Digital Compact: Calls for placing gender
equality at the heart of global digital governance, including commitments on inclusive STEM
and digital education.
• 2024–2025 – UNESCO Gender Reports & campaigns: UNESCO’s 2024 and 2025 Gender
Reports confirm progress towards parity in school completion but persistent gaps in digital
skills and STEM participation, especially in sub-Saharan Africa, and note that women still make
up only about one-third of the scientific community and a small minority of STEM workers in
G20 economies.
• 2025 – UN “SHE in STI” initiative: Promotes capacity-building, training and data collection
to advance women in science, technology and innovation, including digital and green
technologies.

III. Discussion of the topic at hand

Global progress and remaining disparities
Over the past several decades, international efforts to promote gender equality in education
have produced measurable progress. In most regions of the world, girls’ enrolment in primary
education has reached parity with boys, and in many countries girls now outperform boys in
secondary school completion and tertiary enrolment. According to UNESCO and World Bank

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data, women represent nearly half of all tertiary students globally, and in some regions, including
Europe, North America and Latin America, women make up the majority of university graduates.
However, these headline achievements obscure deep and persistent inequalities in access to
specific fields of study, levels of training, and subsequent participation in science and technology
sectors. Women and girls remain significantly under-represented in science, technology,
engineering and mathematics (STEM), particularly in engineering, information and communica-
tion technologies (ICT), physics, artificial intelligence and advanced research. Globally, women
account for only around 35% of STEM students in higher education and approximately one-third
of researchers, with even lower shares in high-growth technological fields.
This gap matters not only from a human rights perspective, but also from an economic and
societal one. STEM skills are increasingly essential for decent work, innovation, climate resilience
and participation in the digital economy. Exclusion from these fields limits women’s economic
independence, reinforces occupational segregation, and reduces the diversity of perspectives
shaping scientific and technological development. As a result, existing gender inequalities risk
being reproduced or even intensified through technological change.
Education systems and gendered pathways
One of the defining features of this issue is that gender inequality does not usually take the form
of formal exclusion but rather emerges through gendered pathways within education systems.
From an early age, girls and boys are exposed to different expectations about their abilities and
future roles. Research consistently shows that stereotypes portraying boys as naturally better at
mathematics and science, and girls as more suited to care-oriented or humanities-based subjects,
influence subject choice long before students reach secondary school.
These stereotypes are often
reinforced through curricula,
teaching practices and learning
environments. Textbooks may di-
sproportionately feature male
scientists and inventors; classroom
examples may draw on traditio-
nally masculine contexts; and
teachers, often unintentionally,
may encourage boys more strongly
to pursue advanced mathematics,
physics or computing. In many
settings, girls receive less exposure
to hands-on experimentation,
robotics, coding or laboratory
work, reducing confidence and
interest in STEM fields.
At the secondary and tertiary
levels, these dynamics translate
into horizontal segregation:

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women cluster in fields such as education, health, social sciences and life sciences, while men
dominate engineering, ICT and technical disciplines. Even when girls perform as well as or better
than boys academically, they may self-select out of STEM due to a lack of role models, fear of di-
scrimination, or perceptions that these fields are incompatible with family life.
Technical and vocational education and training (TVET)
Gender inequality is particularly visible in technical and vocational education and training (TVET),
which is increasingly promoted as a pathway to employment and economic growth. In many
countries, TVET programmes remain highly gender segregated. Women are over-represented
in low-paid service sectors such as caregiving, hospitality and tailoring, while men dominate
higher-paid technical trades such as mechanics, electrical work, construction, renewable energy
and industrial technology.
This segregation is often driven by social norms, employer bias and inadequate policy design.
Training centres may lack gender-sensitive facilities, such as safe transport, childcare or
sanitation. Employers may be reluctant to take on female apprentices in male-dominated trades.
As a result, women are excluded from precisely those technical skills most in demand in growing
sectors such as green energy, infrastructure and digital manufacturing.
Addressing women’s access to STEM therefore requires reforming TVET systems and not
only expanding university-level science education. Without such reforms, efforts to promote
women’s economic empowerment risk reinforcing existing inequalities by channelling women
into precarious or low-growth sectors.
The digital gender divide
In the 21st century, access to education and training is increasingly shaped by access to digital
technologies. While digitalization offers unprecedented opportunities for learning, it has also
created a new layer of inequality: the digital gender divide.
Globally, women are less likely than men to have access to the internet, smartphones, computers
and other digital devices. This gap is widest in low- and middle-income countries, rural areas and
fragile or conflict-affected contexts. Even when access exists, women and girls often have lower
levels of digital skills, ranging from basic tasks such as using spreadsheets to advanced skills such
as coding, data analysis or AI development.
This divide has profound implications for education and participation in science and technology.
During the COVID-19 pandemic, for example, millions of girls were unable to access remote
learning due to lack of connectivity, devices or safe online environments. Many never returned to
school, increasing the risk of early marriage, child labour or long-term exclusion from education.
Importantly, the digital gender divide is not only about infrastructure. It is also shaped by affor-
dability, safety and relevance. Women and girls are more likely to experience online harassment,
cyber-violence and surveillance, which discourages participation in digital spaces. Educational
platforms and digital content are often designed without considering women’s needs, languages
or schedules, thus limiting their usefulness.
Intersectionality and compounded disadvantage
Gender inequality in education and STEM does not affect all women and girls equally. An in-
tersectional lens reveals that barriers are intensified for those who face multiple forms of di-

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scrimination. Girls living in poverty, rural areas or informal settlements; girls with disabilities;
indigenous and minority girls; refugees and internally displaced persons; and girls in conflict-af-
fected settings are significantly less likely to access quality education, let alone advanced STEM
training.
For example, girls with disabilities are often excluded from science education due to inaccessible
facilities, lack of assistive technologies or assumptions about their capabilities. Indigenous and
minority girls may face language barriers, culturally irrelevant curricula or discrimination within
schools. Refugee girls often experience interrupted schooling and lack accreditation for prior
learning, making it difficult to re-enter education systems.
Without targeted measures, policies that aim to improve “average” outcomes may fail to reach
those most at risk of exclusion. CSW discussions increasingly emphasize the need for inclusive
and differentiated approaches that recognize diversity among women and girls rather than
treating them as a homogeneous group.
From education to participation: the “leaky pipeline”
Even when women and girls succeed in accessing STEM education, many do not transition into
or remain in STEM careers. This phenomenon is often described as the “leaky pipeline”, where
women gradually drop out at successive stages of education, employment and leadership.
Key factors contributing to this leakage include discriminatory hiring practices, gender pay gaps,
lack of mentorship, limited access to research funding, and workplace cultures that tolerate
sexism or harassment. In academia and research institutions, women are under-represented in
senior positions and decision-making bodies, affecting which research priorities are funded and
which voices are heard.
Work–life balance policies also play a critical role. In many countries, women bear a dispropor-
tionate share of unpaid care and domestic work, limiting time available for research, training
or career advancement. STEM careers, which often demand long hours, geographic mobility or
continuous upskilling, can be particularly difficult to reconcile with caregiving responsibilities in
the absence of supportive policies.
Emerging technologies and the risk of new inequalities
Rapid advances in artificial intelligence, automation and data-driven technologies have
heightened concerns about gender bias embedded in technological systems. When women are
under-represented among those designing algorithms and datasets, technologies may reflect and
amplify existing inequalities. Examples include biased recruitment algorithms, facial recognition
systems that perform poorly on women, and digital platforms that reinforce gender stereotypes.
At the same time, these emerging technologies offer opportunities for transformation.
AI-supported education tools, open online courses and digital research networks can expand
access to knowledge and mentorship across borders. Whether these technologies reduce or
exacerbate gender inequality depends on whether women and girls are included as learners,
creators and decision-makers.
For this committee, this raises questions not only about education policy, but also about global
governance of technology, ethics, data protection and participation in innovation systems.

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Policy responses and promising practices
A wide range of policy responses has emerged at national, regional and international levels.
These include scholarships for girls in STEM, mentorship programmes, curriculum reform,
teacher training, gender-responsive budgeting and public–private partnerships with technology
companies. Some countries have introduced quotas or targets to increase women’s representa-
tion in research institutions or STEM faculties.
Evidence suggests that multi-level approaches are most effective. Early interventions that
challenge stereotypes, combined with sustained support through secondary education, tertiary
training and early career stages, are more likely to produce lasting change. Visibility of women
role models, networks of peer support, and engagement with families and communities are also
critical.
International cooperation plays a key role, particularly for low-income and fragile states.
Development assistance, technology transfer and South–South cooperation can help expand in-
frastructure, teacher capacity and access to digital tools. However, such cooperation must be
aligned with national priorities and grounded in human rights principles.
Implications for this committee’s deliberations
The central challenge for this committee is to translate decades of normative commitments into
concrete, coordinated and adequately funded action. This involves bridging the gap between
education policy, labour markets, digital governance and gender equality frameworks.
Delegates must balance ambition with feasibility, recognizing diverse national contexts while
reaffirming universal rights. Debates are likely to focus on financing, data collection, digital
inclusion, cultural norms and the role of private actors in education and technology. At stake is
not only the future of women and girls, but the inclusiveness and sustainability of global scientific
and technological progress itself.

IV. Bloc positions

(These are generalized MUN-style bloc tendencies, not rigid positions of individual States. As a delegate,
you should still research your country’s specific policies.)
1. High-income, highly digitalized states (Western Europe, North America, some Asia-Pacific)
Many high-income countries have already achieved or surpassed gender parity in overall
education, but still face stubborn gaps in advanced STEM, computer science and engineering.
National debates often focus on:
• Increasing the share of girls in computer science, AI and engineering degrees;
• Addressing biases in digital education and AI systems;
• Ensuring women’s presence in tech leadership and start-up ecosystems.
These states typically:
• Support strong language on STEM and digital skills, including gender-responsive curricula,

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 teacher training and STEM role-model campaigns;
• Advocate for data collection and monitoring of gender gaps in STEM education and research;
• Emphasize academic freedom and multi-stakeholder partnerships with universities, private
tech companies and civil society;
• Promote cross-border initiatives (e.g. EU Digital Education Action Plan, Women in Digital
policies, and regional mentorship or scholarship programmes).
Hwever, they may resist overly prescriptive global targets that could be seen as infringing on
domestic education policy, preferring flexible guidance and sharing of best practices.

2. Emerging economies and upper-middle-income states (BRICS, parts of Asia, Latin America
and the Caribbean)
These countries often see STEM and innovation as crucial for economic growth and global com-
petitiveness. Many:
• Have strong national STEM and innovation strategies and invest in universities, research
hubs and digital infrastructure;
• Highlight their progress in increasing female enrolment in higher education, but acknowledge
persisting gender gaps in STEM and leadership;
• Raise concerns about brain drain and the need to retain women STEM graduates in national
labour markets.
Typical positions:
• Support South–South and triangular cooperation on girls’ STEM education, teacher training
and digital skills;
• Advocate for capacity-building, technology transfer and funding to expand labs, TVET
facilities and universities;
• Emphasize context-specific policy solutions and resist “one-size-fits-all” conditionalities.
Within this bloc, Latin American and Caribbean states often link women’s STEM participation
to closing the digital divide and combating cyber-violence, while Asian states may highlight
scholarships, public–private partnerships and regional research networks to support women in
STEM.

3. Low-income countries, LDCs and fragile/conflict-affected states

For these states, the priority is often basic access to education, particularly for girls, in contexts
of limited resources, conflict, displacement and disaster risk. Barriers include lack of school in-
frastructure, teacher shortages, insecurity on the way to school, early marriage and pregnancy,
and minimal connectivity.
Their positions typically emphasize:

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• Financing for education systems, school infrastructure, safe transport and inclusive digital
connectivity;
• Humanitarian–development–peace nexus: ensuring girls’ education (including STEM)
continues in emergencies, refugee settings and post-conflict reconstruction;
• Technical and financial support for gender-responsive STEM curricula, devices and
connectivity, and teacher training;
• Debt relief and fair trade to free up fiscal space for social sectors.
These countries often insist that ambitious STEM and digital education targets are impossible
without predictable international cooperation and aid, and may call for rebalancing global
spending (e.g. from military to education and gender equality, as highlighted in recent UN
analyses).

4. States with strong religious or conservative social norms (including parts of the OIC, some
regions in Asia, Africa, LAC)
States where religious or conservative norms shape public debate may:
• Express support in principle for women’s and girls’ education, often citing religious or cultural
texts that value learning;
• Be more cautious regarding comprehensive sexuality education, certain content in curricula,
and mixed-gender school environments;
• Emphasize the importance of family, community and cultural values in any education reforms.
In negotiations, these states may:
• Support language on girls’ right to education, women’s participation in science, and economic
empowerment;
• Prefer references to “age-appropriate, culturally sensitive” education;
• Seek careful wording on issues such as online content, bodily autonomy and certain human
rights concepts.
Finding compromise often involves framing STEM and digital education as tools for economic
development, community well-being and poverty reduction, while respecting cultural diversity
and state sovereignty.

5. Regional groupings and cross-regional alliances

• African Group: Often unites around calls for financing, debt relief, technology transfer and
capacity-building to implement the Continental Education Strategy for Africa and AU gender
frameworks, with strong emphasis on girls’ education, STEM and skills for youth employment.
• European Union: Pushes for strong language on human rights, non-discrimination, digital

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 inclusion and AI ethics, as well as data and accountability mechanisms.
• GRULAC (Latin America and Caribbean): Highlights intersectionality, the experiences of
Afro-descendant and indigenous women, and links between STEM access, the digital economy
and gender-based cyber-violence.
• Asia-Pacific coalitions: Frequently underline diversity of contexts, from small island
developing states to major tech hubs, and may push for stronger regional cooperation on
scholarships, teacher training and EdTech.
Cross-regional alliances – for example, between small states on digital inclusion, or between
countries with large youth populations – can be influential in shaping this committe’s outcomes.
For MUN negotiations, think about which regional and issue-based alliances your country might
join: LDCs, SIDS, digital frontrunners, fossil-fuel exporters looking at green skills, etc.

V. Conclusions
Access and participation of women and girls in education, training, science and technology are
not niche or optional concerns: they are central to achieving the 2030 Agenda and to managing
the twin digital and green transitions.
The global picture is mixed. On the one hand, decades of advocacy and investment have
brought historic gains in girls’ access to schooling and higher education. In many countries, girls
outnumber boys in secondary and tertiary enrolment and perform strongly academically. On the
other hand, structural discrimination persists in how education systems are organized, which
subjects are considered “appropriate” for girls, and which opportunities are available to them
after graduation. Gaps are especially stark in STEM, ICT, TVET and research leadership, and are
compounded by poverty, conflict, climate impacts and backlash against gender equality.
The digital revolution has created unprecedented possibilities for inclusive education – from
remote learning to open educational resources and AI-enhanced tutoring – yet it has also widened
the digital gender divide. Without deliberate action, women and girls risk being confined to the
losing side of ongoing technological and economic transformations. UN analyses show that
closing this divide could generate substantial economic gains and lift tens of millions of women
and girls out of poverty, but current trends fall short of what is needed.
This means moving beyond general affirmations of support for girls’ education towards concrete,
implementable measures that:
• Address root causes such as stereotypes, discrimination and violence in and around schools
and universities;
• Ensure equitable access to quality STEM and digital education for marginalized groups (rural,
poor, disabled, minority and displaced girls);
• Reform curricula, assessment and teacher training to be gender-responsive and future-o-
riented;
• Secure financing and partnerships to provide infrastructure, connectivity and devices;

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• Create pathways from education to decent work and leadership, including in high-growth
sectors such as AI, green technology and data-driven industries.
In a year marked by reflections on Beijing+30 and the final stretch towards 2030, this committee
can play a critical role in reaffirming that women and girls must not only benefit from technological
and scientific progress, but shape it. For MUN delegates, the challenge is to craft resolutions that
are ambitious yet realistic, rights-based yet sensitive to different contexts, and that genuinely
transform education and innovation systems so that no girl is left behind – and no scientific field
is left without her talent.

VI. Questions a resolution should address

1. Access and equity
a. How can states ensure universal, free, quality primary and secondary education for girls,
especially in rural, conflict-affected and marginalized communities?
b. What measures will guarantee that financial constraints, disability, migration status or minority
identity do not prevent girls from accessing education and training?

2. STEM and TVET pathways

a. What specific policies will increase girls’ enrolment, retention and completion in STEM subjects
at primary, secondary and tertiary levels?
b. How can TVET systems be reformed to encourage women’s participation in high-demand
technical fields, rather than confining them to traditional “feminized” trades?

3. Digital gender divide

a. How will governments and partners ensure affordable, safe and reliable access to the internet,
devices and digital learning platforms for women and girls?
b. What targets and timelines can be set to close gender gaps in basic and advanced digital skills?

4. Curricula, pedagogy and teacher training

a. How can curricula and textbooks be revised to challenge gender stereotypes and showcase
diverse women scientists, engineers and innovators?
b. What training, incentives and support will be provided to teachers to adopt gender-responsive
and inclusive pedagogies in STEM and digital subjects?

5. Violence, safety and cyber-violence

a. What mechanisms will prevent and address sexual harassment, bullying and gender-based
violence in schools, universities, labs and online learning spaces?
b. How will states combat gender-based cyber-violence, including doxxing, harassment and
non-consensual image sharing, which push girls out of digital spaces?

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6. Transitions to decent work and leadership
a. How can education systems better connect female students to internships, apprenticeships,
entrepreneurship support and decent employment in STEM fields?
b. What policies (e.g. equal pay laws, anti-discrimination measures, parental leave, flexible work)
are needed to retain women in STEM careers and promote them into leadership?

7. Financing and international cooperation

a. How will states mobilize domestic resources and international assistance to fund gender-re-
sponsive education and STEM initiatives?
b. What role should international financial institutions, donors and the private sector play, and
under what safeguards?

8. Data, monitoring and accountability

a. What indicators and data systems are needed to track gender gaps in education, training,
digital skills, STEM enrolment and employment?
b. How will states ensure that data are disaggregated (by age, location, disability, ethnicity, etc.)
and used for policy-making and public accountability?

9. Intersectionality and inclusion

a. How will policies address the specific barriers faced by girls and women with disabilities,
indigenous and Afro-descendant women, refugees and internally displaced persons, and
LGBTQI+ learners where applicable?
b. What community-based approaches can ensure that reforms do not increase stigma or
backlash against these groups?

10. Global governance of technology and AI

a. How can women and girls – including from the Global South – participate in decision-making
on AI, data governance and emerging technologies?
b. What safeguards are needed to prevent AI systems and digital platforms from reproducing or
amplifying gender bias and discrimination?

VII. Bibliography
Core human rights and gender equality instruments
• United Nations. 1945. Charter of the United Nations
• United Nations General Assembly. 1948. Universal Declaration of Human Rights.
• United Nations. 1979. Convention on the Elimination of All Forms of Discrimination against Women (CEDAW).

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• United Nations. 1989. Convention on the Rights of the Child (CRC).

Global gender equality and education frameworks

• United Nations. 1995. Beijing Declaration and Platform for Action.
• United Nations. 2000. Millennium Development Goals.
• United Nations. 2015. Transforming our world: the 2030 Agenda for Sustainable Development.
• UNESCO. 1960. Convention against Discrimination in Education.
• UNESCO. 1990. World Declaration on Education for All (Jomtien).

Key UN resolutions and CSW outcomes

• UN General Assembly. 2015. A/RES/70/212 – International Day of Women and Girls in Science. Retrieved
from: [Link]
• Commission on the Status of Women. 2018. Agreed Conclusions of CSW62 – Challenges and opportunities
in achieving gender equality and the empowerment of rural women and girls. Retrieved from: [Link]
[Link]/sites/default/files/Headquarters/Attachments/Sections/CSW/62/CSW-Conclusions-62-
[Link]
• Commission on the Status of Women. 2023. Agreed Conclusions of CSW67 – Innovation and technological
change, and education in the digital age for achieving gender equality and the empowerment of all women and
girls. Retrieved from: [Link]

UNESCO and education/STEM reports

• UNESCO. 2017. Cracking the Code: Girls’ and Women’s Education in STEM. Retrieved from: [Link]
[Link]/en/gender-equality/education/stem
• UNESCO. 2019. Strategy for Gender Equality in and through Education 2019–2025. Retrieved from: https://
[Link]/it/documenti-unesco/strategia-per-luguaglianza-di-genere-attraverso-leducazio-
ne-2019-2025/
• UNESCO Global Education Monitoring Report Team. 2024–2025. Gender Report 2024 and Gender Report
2025. Retrieved from: [Link]
• UNESCO & UN Women. 2020. Women in Science, Technology, Engineering and Mathematics in Latin America
and the Caribbean. Retrieved from: [Link]
Americas/Documentos/Publicaciones/2020/09/Women%20in%20STEM%20UN%20Women%20
Unesco%[Link]
• UNESCO. 2024–2025. Changing the equation: Securing STEM futures for women and Imagine a world with
more women in science. Campaign materials. Retrieved from: [Link]
sco-launches-imagine-world-more-women-science-campaign

UN Women and related gender-digital publications

• UN Women. Progress on the Sustainable Development Goals: The Gender Snapshot (annual series,
especially 2024 and 2025 editions). Retrieved from: [Link]
publications/2024/09/progress-on-the-sustainable-development-goals-the-gender-snapshot-2024
• UN Women. 2024. Placing gender equality at the heart of the Global Digital Compact. Retrieved from: https://

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 [Link]/sites/default/files/2024-03/placing-gender-equality-at-the-heart-of-the-global-digi-
[Link]
• UN Women & partners. 2024. Gender Data Outlook 2024. Retrieved from: [Link]
default/files/documents/Publications/2024/[Link]

Regional and thematic frameworks (examples)

• African Union. Strategy for Gender Equality and Women’s Empowerment (GEWE) 2018–2028 and Gender
Equality Strategy for the Continental Education Strategy for Africa (CESA 16–25). Retrieved from: [Link]
[Link]/sites/default/files/files/2021-09/genderequalitystrategyforthecontinentaleducationstrategyfora-
[Link]
• European Commission. Digital Education Action Plan 2021–2027 and initiatives on Women in Digital and
Women’s Participation in STEM. Retrieved from: [Link]
[Link]
• ASEAN & UK Government. ASEAN–UK SAGE Women in STEM Scholarships documentation

Recent news and explainers on women and girls in STEM:

• Lay, K. Conflict, aid cuts and equality backlash causing ‘stagnation and regression’ of women’s rights – UN.
The Guardian. 15th September 2025. Retrieved from: [Link]
ment/2025/sep/15/global-progress-gender-equality-womens-rights-sdg--un
• Weale, S. Number of girls in England taking computing GCSE plummets, study finds. The Guardian. 27th June
2024. Retrieved from: [Link]
in-england-taking-computing-gcse-plummets-study-finds
• Sareen, L. STEMming the Tide: Why women are still missing from labs and leadership. The Times of India. 20th
May 2025. Retrieved from: [Link]
women-are-still-missing-from-labs-and-leadership/articleshow/[Link]

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