UNESCO

NISMUNNS
COMMITTEE

ABHYUDAYA SHARMA
BEKNUR RATBEK
Chairs of UNESCO Committee
________
NISMUNNS
12 – 13 June, 2021
 GUIDE FOR DELEGATES

The Guide
Created for the UNESCO Committee of
NISMUNNS
The content of the article was developed by the Chairs
to be an introductory material for the delegates of
UNESCO Committee of the NISMUNNS.

Topic of the Committee

Ensuring the right to quality inclusive
education for persons with disabilities.
 Table of Contents

1. Introduction to the Chairs …………...……4

2. Welcome Letter …………………………...5
3. Introduction to the UNESCO ……………..6
4. Introduction to the topic …………………..8
5. Objectives of Inclusive Education ………..9
6. Challenges and appropriate Strategies …...10
7. Status of Inclusive Education in different
Countries ……………………………………12
8. Key terms & Definitions …………………14
9. Bibliography/ Useful Links ………...……
15

…………............. END………….............
 1. Introduction to the Chairs

Chairperson -- Abhyudaya Sharma

Hello Delegates
I'm Abhyudaya Sharma, a 15 years old high-school student
currently studying in XI grade. I am a Science student studying
in Summer Valley School, Dehradun in India. I have been
participating in MUNs since last year and this is my second
time as a part of Executive Board..

"When the power of love overcomes the love for power, only
then will the world know peace.."
-- Jimi Hendrix 

Vice- Chairperson -- Beknur Ratbek

Hello Delegates
I am Beknur Ratbek, a 15 years old high-school student currently
studying in X grade. I am a student of NIS Taraz, Kazakhstan. I
have been participating in MUNs for 2 years now.
However this is my first time as a Vice Chair.
 2. Welcome Letter

Dear Delegates,
We are the Chairpersons of the UNESCO
Committee in the NISMUNNS. It’s a pleasure to have you all
in this committee . We hope that this study guide serves as a
preparatory material for you in your research, we also hope
that we will be able to engage each other in intellectual
simulations during the conference, and reach resolutions
that are actionable and practical and can contribute in
making our world a better place.

Kind Regards,
Abhyudaya Sharma : abhiitalks@gmail.com
Beknur Rabtek : beknur.ratbek@gmail.com
 3. Introduction to the
UNESCO
The United Nations Educational, Scientific and Cultural Organization
(UNESCO) is a specialized of the United Nations (UN) aimed at
promoting world peace and security through international cooperation in
education, the sciences, and
culture. It has 193 member
states and 11 associate
members, as well as
partners in the nongovernmental, 
intergovernmental,
and private sector. 
Headquartered at the
World Heritage Centre in Paris,
France, UNESCO has 53 regional field offices and 199 national
commissions that facilitate its global mandate.
UNESCO was founded in 1945 as the successor to the League of
Nations' International Committee on Intellectual Cooperation. Its
constitution establishes the agency's goals, governing structure, and
operating framework. UNESCO's founding mission, which was shaped
by the Second World War, is to advance peace, sustainable
development and human rights by facilitating collaboration and dialogue
among nations. It pursues this objective through five major program
areas: education, natural sciences, social/human sciences, culture and
communication/information.
UNESCO sponsors projects that improve literacy, provide
technical training and education, advance science, protect
independent media and press freedom, preserve regional and
cultural history, and promote cultural diversity.
As a focal point for world culture and science, UNESCO's
activities have broadened over the years; it assists in the
translation and dissemination of world literature, helps establish
and secure World Heritage Sites of cultural and natural
 importance, works to bridge
the worldwide digital divide,
and creates inclusive
knowledge societies through
information and
communication. UNESCO has launched several initiatives and
global movements, such as Education for All, to further advance
its core objectives.
UNESCO is governed by the General Conference, composed of
member states and associate members, which meets biannually to
set the agency's Programmes and the budget. It also elects
members of the Executive Board, which manages UNESCO's
work, and appoints every four years Director-General, who serves
as UNESCO's chief administrator. UNESCO is a member of
the United Nations Sustainable Development Group, a coalition of
UN agencies and organizations aimed at fulfilling the Sustainable
Development Goals.
 4. Introduction to the Topic

Inclusive education – also called inclusion – is education that includes

everyone, with non-disabled and Disabled people (including those with
“special educational needs”) learning together in mainstream schools,
colleges and universities.
Inclusive education is a way of
thinking about how to be creative
to make our schools a place where
all children can participate.
Creativity may mean teachers
learning to teach in different ways
or designing their lessons so that
all children can be involved.
Inclusive education differs from the 'integration' or 'mainstreaming'
model of education, which tended to be concerned principally with
disability and special educational needs, and learners changing or
becoming 'ready for' or deserving of accommodation by the mainstream.
By contrast, inclusion is about the child's right to participate and the
school's duty to accept the child. This is why the United Nations 
Sustainable Development Goal 4 recognizes the need for adequate
physical infrastructures and the need for safe, inclusive
learning
environments.
 5. Objectives of Inclusive
Education
The primary objective of inclusive education is to educate
students who have disabilities in the regular classroom and
still meet their individual needs. Inclusive education allows
children with special needs to receive a free and
appropriate education along with general
education students in the regular classroom.
 To ensure that no child is denied admission in mainstream
education.
 To promote distance education.
 To facilitate access of disabled student from rural and remote
area.
 To emphasize job teaching and job oriented vocational training.
 To promote an understanding of the paradigm shift from charity
to development.
 Ensuring the educational rights for disabled and special needs
children.
 6. Challenges and appropriate
Strategies
#Challenge 1
Enrollment and retention of all children with disabilities in the
mainstream education system.

*Strategies
 Review implementation of existing programmes.
 Generating awareness in the general community and children.
 Ensure enrollment and intervention for all children with special
needs and disabilities.
 Facilitate free and compulsory elementary education for
children with special needs .
 Facilitate free and compulsory elementary education for
children in the age group 6-14 in mainstream education.
 Ensuring physical access for children and youth with
disabilities in schools and educational system.
#Challenge 2
Providing need based education and other support in mainstream
schools to children in order to develop their learning and abilities.

*Strategies
 Development of global international norms for inclusive
education.
 Provide inputs in training for mainstream education for the
way of dealing kids with disabilities.
 Appropriate resource service support globally.
 Put in place an effective communication and delivery system.

#Challenge 3
Disability focused research and interventions in universities and
educational institutes.

*Strategies
 Setting up of centers for disability studies in universities.
 Supporting research in areas related to inclusive education.
 7. Status of Inclusive Education
in different Countries
About an estimate there are 93 million children worldwide living with
disabilities. Like all other children, these children also have ambitions
and dreams for their future. They too
need quality education to improve and
develop their skills and realize their
full potential.
It was recorded than fewer than 10% of
countries have laws that help ensure
full inclusion in education, according
to UNESCO’s 2020 Global
Education Monitoring Report:
Inclusion and education – All means all.
For instance, UNESCO found that the special schools were 15 times
more expensive than other mainstream schools with disabled children.
Reports also shows that in Bangladesh, Cambodia, India, Nepal and
the Philippines the returns on investing in education for people with
disabilities are two to three times higher than for those without
disabilities.
Other reasons such as parent’s
discriminatory beliefs were found
as a barrier in
Inclusive education, about
Some 15% of parents in
Germany and 59% in Hong
Kong, China, feared that
children with disabilities.
disturbed others’ learning. Parents with vulnerable children also
wished to send them to schools that ensure their well-being and
respond to their needs. In Queensland, Australia, 37% of students in
special schools had moved away from mainstream establishments.

When learners are inadequately represented in curricula and

textbooks they can feel alienated. Girls and women only made up
44% of references in secondary school English-language textbooks
in Malaysia and Indonesia, 37% in Bangladesh and 24% in the
province of Punjab in Pakistan. The curricula of 23 out of 49
European countries do not address issues of sexual orientation,
gender identity or expression. 
 8. Key terms & Definitions

Inclusive education: broad term used to describe education,

or an educational policy, which includes all students, especially
one that enables students with disabilities, special needs, or
learning difficulties to be educated within mainstream schools

Differently abled (disabled): means a person suffering

from either physical or mental disabilities

Human rights: the basic set of rights that it is generally

considered all people should have, such as justice and the
freedom to say what you think

The Sustainable Development Goals (SDGs): set of

goals those are blueprint to achieve a better and more
sustainable future for all. They address the global challenges we
face, including poverty, inequality, climate change,
environmental degradation, peace and justice

Mainstream Education : is the practice of placing students

with special education services in a general education
classroom
 9. Bibliography/ Useful
Links
These links were used in research for this study guide and
some other links can be helpful for your research.

https://en.wikipedia.org/wiki/UNESCO

https://www.allfie.org.uk/definitions/what-is-inclusive-education/

https://nbacl.nb.ca/module-pages/inclusive-education-and-its-ben
efits
/

https://www.light-for-the-world.org/inclusive-education#:~:text=In
clusive%20education%20is%20schooling%20for,together%20in%20
the%20same%20classroom
.

http://worldofinclusion.com/whats-happening-with-inclusive-educ
ation-around-the-world
/

https://
www.tandfonline.com/doi/full/10.1080/13603116.2018.1514727

https://www.unicef.org/education/inclusive-education

https://en.unesco.org/news/unesco-report-inclusion-

education-shows-40-poorest-countries-did-not-provide-specific-sup
port
 NISMUNNS
12 – 13 June, 2021