Nmun - Ny: National Model United Nations

NMUN•NY NEW YORK CITY, NY, USA
18 - 22 March (Conf. A) / 25 - 29 March (Conf. B)
GENERAL ASSEMBLY THIRD COMMITTEE

BACKGROUND GUIDE 2018
Written by: Tobias Dietrich, Director; Ashley Boyer, Director;
Kelsea Gillespie, Assistant Director; Tomás Ocampo, Assistant Director
NATIONAL MODEL UNITED NATIONS

nmun.org © 2017 NMUN
NATIONAL MODEL UNITED NATIONS
THE WORLD’S LARGEST UNIVERSITY-LEVEL SIMULATION • SINCE 1927
2945 44 t h Avenu e Sou th • Minneapolis, MN 55406
www.nmun.org • info @nmu n.org • 612.353.5649
Dear Delegates,
Welcome to the 2018 National Model United Nations New York Conference (NMUN•NY)! We are pleased to welcome you to the
General Assembly Third Committee (GA3). This year’s staff are: Directors Tobias Dietrich (Conference A) and Ashley Boyer
(Conference B), and Assistant Directors Kelsea Gillespie (Conference A) and Tomas Ocampo (Conference B). Tobias finished his
M.Sc. in Nanoscience last year and is now working as a project manager for his local baseball club. Ashley completed her B.A. and
M.A. in Political Science in 2012 and 2016 respectively. She once served as a Peace Corps Volunteer in Cartagena, Colombia and
currently works for a global company in south Florida. Kelsea completed her B.A. in English and Political Science at Concordia
University of Edmonton, and now works in public policy with the Government of Alberta. Tomas completed his B.A. in Political
Science and Public Policy in 2015 and graduated with an M.P.P. in 2017; he now works as adjunct faculty in southern California.
The topics under discussion for the General Assembly Third Committee are:
1. The Right of Peoples to Self-Determination

2. The Elimination of All Forms of Religious Intolerance
3. Ensuring Equitable Access to Education
The General Assembly, one of the six principal organs of the UN, was created to act as the wholly representative and deliberative arm
of the organization. The large variance in the scope of its mandate led the General Assembly to allocate its work among six
committees. The stated mandate of the Third Committee is the discussion of all matters related to social, humanitarian, and cultural
affairs. Since its inception, this mandate has evolved to include a particular specialism as the primary forum for human rights issues.
The Third Committee performs a central role within the UN system, providing an overarching forum of discussion for a wide variety
of social, humanitarian, and cultural issues and is the largest representative body for human rights norm-setting.
This Background Guide serves as an introduction to the topics for this committee. However, it is not intended to replace individual
research. We encourage you to explore your Member State’s policies in depth and use the Annotated Bibliography and Bibliography
to further your knowledge on these topics. In preparation for the Conference, each delegation will submit a Position Paper by 11:59
p.m. (Eastern) on 1 March 2018 in accordance with the guidelines in the NMUN Position Paper Guide.
Two resources, to download from the NMUN website, that serve as essential instruments in preparing for the Conference and as a
reference during committee sessions are the:
1. NMUN Delegate Preparation Guide - explains each step in the delegate process, from pre-Conference research to the
committee debate and resolution drafting processes. Please take note of the information on plagiarism, and the prohibition on
pre-written working papers and resolutions. Delegates should not start discussion on the topics with other members of their
committee until the first committee session.
2. NMUN Rules of Procedure - include the long and short form of the rules, as well as an explanatory narrative and example
script of the flow of procedure.
In addition, please review the mandatory NMUN Conduct Expectations on the NMUN website. They include the Conference dress
code and other expectations of all attendees. We want to emphasize that any instances of sexual harassment or discrimination based on
race, gender, sexual orientation, national origin, religion, age, or disability will not be tolerated.
If you have any questions concerning your preparation for the committee or the Conference itself, please contact the Under-
Secretaries-General for the General Assembly Department, Sarah Walter (Conference A) and Clarissa Manning (Conference B), at
usg.ga@nmun.org.
We wish you all the best in your preparations and look forward to seeing you at the Conference!
Conference A Conference B
Tobias Dietrich, Director Ashley Boyer, Director
Kelsea Gillespie, Assistant Director Tomas Ocampo, Assistant Director
NMUN is a Non-Governmental Organization associated with the UN Department of Public Information,

a United Nations Academic Impact Member, and a 501(c)(3) nonprofit organization of the United States.
Table of Contents
United Nations System at NMUN•NY........................................................................................................................ 2
Abbreviations ............................................................................................................................................................... 3
Committee Overview ................................................................................................................................................... 4
Introduction .............................................................................................................................................................. 4
Governance, Structure, and Membership .................................................................................................................. 4
Mandate, Functions, and Powers .............................................................................................................................. 5
Recent Sessions and Current Priorities ..................................................................................................................... 6
Conclusion ................................................................................................................................................................ 7
Annotated Bibliography............................................................................................................................................ 7
Bibliography ............................................................................................................................................................. 8
I. The Right of Peoples to Self-Determination......................................................................................................... 12
Introduction ............................................................................................................................................................ 12
International and Regional Framework .................................................................................................................. 13
Role of the International System............................................................................................................................. 14
Violence, Armed Conflict, and Self-Determination ............................................................................................... 15
Self-Determination as a Right to Independence...................................................................................................... 16
Climate Change and the Right to Self-Determination ............................................................................................ 17
Conclusion .............................................................................................................................................................. 18
Further Research ..................................................................................................................................................... 18
Annotated Bibliography.......................................................................................................................................... 18
Bibliography ........................................................................................................................................................... 21
II. The Elimination of All Forms of Religious Intolerance .................................................................................... 24
Introduction ............................................................................................................................................................ 24
State-Induced Religious Intolerance ....................................................................................................................... 27
The Role of Non-State Actors ................................................................................................................................ 29
Conclusion .............................................................................................................................................................. 30
Bibliography ........................................................................................................................................................... 33
III. Ensuring Equitable Access to Education .......................................................................................................... 37
Introduction ............................................................................................................................................................ 37
Education Accessibility for Refugees and Internally Displaced Persons................................................................ 40
Education for Women and Girls ............................................................................................................................. 41
Conclusion .............................................................................................................................................................. 42
Bibliography ........................................................................................................................................................... 45
United Nations System at NMUN•NY
This diagram illustrates the UN system simulated at NMUN•NY and demonstrates the reportage and relationships between entities. Examine the diagram
alongside the Committee Overview to gain a clear picture of the committee's position, purpose, and powers within the UN system.
Abbreviations
ACRWC African Charter on the Rights and Welfare of the Child
AU African Union
CAR Central African Republic
CSO Civil society organization
DESA Department of Economic and Social Affairs
DPI Department of Public Information
EAC Educate a Child
F4R Faith for Rights
FBO Faith-based organization
HRC Human Rights Council
ICCPR International Covenant on Civil and Political Rights
IFAD International Fund for Agricultural Development
ISIL Islamic State of Iraq and the Levant
IT Information Technology
MICS Multiple Indicator Cluster Surveys
NGO Non-governmental organization
NSGT Non-self-governing territory
OAS Organization of American States
OHCHR Office for the United Nations High Commissioner for Human Rights
OIC Organisation of Islamic Cooperation
OSCE Organization for Security and Cooperation in Europe
PaRD International Partnership on Religion and Sustainable Development
PGA President of the General Assembly
PRC People’s Republic of China
SDG Sustainable Development Goal
SIDS Small Island Developing States
STEM Science, technology, engineering, and mathematics
UDHR Universal Declaration of Human Rights
UN United Nations
UN-Women United Nations Entity for Gender Equality and the Empowerment of
Women
UNAOC United Nations Alliance of Civilizations
UNDP United Nations Development Programme
UNESCO United Nations Educational, Scientific and Cultural Organization
UNFPA United Nations Population Fund
UNHCR United Nations High Commissioner for Refugees
UNICEF United Nations Children's Fund
UNODC United Nations Office on Drugs and Crime
UNPO Unrepresented Nations and Peoples Organization
3
Committee Overview
Introduction
Following the Second World War, the United Nations (UN) was formed to act as a deliberative and cooperational
forum for Member States to better prevent the outbreak of future hostilities.1 The General Assembly, one of the six
principal organs of the UN established under the Charter of the United Nations (1945), was created to act as the
wholly representative and deliberative arm of the organization.2 The large variance in the scope of its mandate led
the General Assembly to allocate its work among six committees that would allow each to focus on a specific
theme.3 The stated mandate of the Third Committee is the discussion of all matters related to social, humanitarian,
and cultural affairs.4 Since its foundation, this mandate has naturally developed to also include a particular
specialism as the primary forum for issues around human rights.5 More than 50 % of the resolutions adopted by the
committee in recent years were submitted under the human rights agenda addressing a variety of subtopics, thereby
making it the world’s largest and most prominent forum for international human rights norm creation.6 This
overview will introduce the Third Committee through a contextualization of it within the wider General Assembly
structure, an overview of its governance and membership, and an analysis of its mandate and associated powers
before examining its current priorities.
Governance, Structure, and Membership
In accordance with the Charter, the General Assembly is comprised of all 193 UN Member States, as well as the
Holy See and the State of Palestine as Observer States.7 Furthermore the work of the committee is supported by non-
governmental and intergovernmental observers like the European Union or the International Criminal Court.8 All
main General Assembly committees begin their annual session in mid-September, following the drafting and
allocation of agenda items by the General Committee to each specific committee, according to theme and content.9
Relevant reports of the Secretary-General are issued just before each corresponding agenda item, followed by an
allotted time for questions for clarification or analysis.10 As is the case for all General Assembly committees, the
Third Committee adopts draft resolutions on each agenda item and a report to the General Assembly Plenary.11 All
documents require a simple majority to be adopted, unless the agenda item is considered an important question, like
for example those on peace and security which require a two-thirds majority.12 Based on this, the Plenary then
adopts, either through a vote or by consensus, the draft resolutions as recommended in the committee report.13
The President of the General Assembly (PGA) is the largely ceremonial head of the General Assembly, elected each
year by a simple majority to a one-year nonrenewable term.14 The PGA’s duties are to facilitate Plenary sessions by
directing discussion, managing the administration of meetings, and enforcing the General Assembly Rules of
Procedure.15 The PGA does not preside over all six General Assembly committees separately; rather, Chairs and
1 Charter of the United Nations, 1945, Art. 55-60.

2 Ibid.; UN General Assembly, About the General Assembly, 2017.
3 Charter of the United Nations, 1945; UN General Assembly, Main Committees, 2017.
4 UN General Assembly, Social, Humanitarian & Cultural, 2017.
5 Ibid.; UN DESA, The UN General Assembly’s Third Committee – social, humanitarian and cultural issues, 2013; UN General
Assembly, Social, Humanitarian & Cultural Issues – Draft proposals per agenda item, 2017.
6 UN HRC, Institution-building of the United Nations Human Rights Council (A/HRC/RES/5/1), 2007; UN HRC, Review of the
work and functioning of the Human Rights Council (A/HRC/RES/16/21), 2011; UN DESA, The UN General
Assembly’s Third Committee – social, humanitarian and cultural issues, 2013.
7 UN General Assembly, Member States, 2017.
8 UN General Assembly, List of non-Member States, entities and organizations having received a standing invitation to
participate as observers in the sessions and the work of the General Assembly (A/INF/71/5), 2017.
9 Switzerland, The PGA Handbook: A practical guide to the United Nations General Assembly, 2011, pp. 37-38, 62.
10 Ibid., pp. 37-38, 65.
11 Ibid., pp. 37-38, 62; UN General Assembly, Reports to the Plenary, 2017.
12 UN General Assembly, About the General Assembly, 2017.
13
Switzerland, The PGA Handbook: A practical guide to the United Nations General Assembly, 2011, p. 62.
14 Ibid., p. 16.
15 Ibid.
4
Vice Chairs are the facilitators of individual committees.16 The PGA also performs executive duties such as meeting
regularly with the Secretary-General, the President of the Security Council, and the President of the Economic and
Social Council; communicating with the press and the public; and organizing high-level meetings for certain
thematic issues.17
All General Assembly committees are supported by secretariats, which provide substantive and logistical support to
the committees. The Office of the UN High Commissioner for Human Rights (OHCHR) serves as the primary
substantive support wing of the Third Committee’s secretariat, acting as a natural focal point for human rights
bodies, reports, and other publications.18 Given the varied nature of its work, various other UN entities may serve as
substantive secretariats for the Third Committee, such as the UN Entity for Gender Equality and the Empowerment
of Women (UN-Women), the United Nations Children’s Fund (UNICEF), the United Nations Volunteers program,
and the Office of the United Nations High Commissioner for Refugees (UNHCR).19 Furthermore, as a subsidiary
body of the General Assembly, the UN Human Rights Council (HRC) provides an annual report to the Third
Committee on its own recent sessions and discussions.20 Independent Experts, Special Rapporteurs, and Working
Groups that compile reports and advise the HRC will also engage in interactive dialogues with the Third Committee
on a variety of subjects.21
Mandate, Functions, and Powers
The Third Committee derives its direction from a variety of UN documents.22 Articles 10-17 of the Charter are the
principal guidelines for the substance and scope of all General Assembly committees.23 These articles state that the
General Assembly has the authority to “initiate studies and make recommendations”, as well as “receive and
consider reports” from other organs of the UN, including the Security Council.24 Article 1 also speaks of “promoting
and encouraging respect for human rights and for fundamental freedoms for all”, which has been said to be the
foundation of the Universal Declaration of Human Rights (UDHR) (1948) and the mandate of much of the Third
Committee’s work.25 Nearly every international human rights instrument since the UDHR has built upon its core
principles, thereby enlarging the Third Committee’s mandate by extension.26 The Third Committee used the UDHR
as the groundwork to adopt additional and more specific international human rights instruments, chief among them
the International Covenant on Civil and Political Rights (1966) and the International Covenant on Economic,
Social, and Cultural Rights (1966).27 These documents, along with the two optional protocols to the International
Covenant on Civil and Political Rights, make up what is known as the International Bill of Human Rights.28 Both
covenants differ from the UDHR in that they are legally binding multilateral treaties to those Member States that
have either ratified or acceded to them.29
Under its overall mandate as the Social, Humanitarian and Cultural Committee, the Third Committee spends a large
portion of its time discussing matters relating to human rights and setting rights norms, demonstrated by the fact that
around half of its work is based on the single agenda item “Promotion and protection of human rights”.30 However,
16 Ibid., pp. 15, 18.

17 Ibid., pp. 16-17.
18 UN OHCHR, Human Rights – New York: Mainstreaming human rights, 2017.
19 UN General Assembly, Organization of work of the Third Committee: Note by the Secretariat (A/C.3/71/L.1/Rev. 1), 2016.
20 UN General Assembly, Report of the Human Rights Council (A/71/53), 2016.
21 Switzerland, The PGA Handbook: A practical guide to the United Nations General Assembly, 2011, p. 65; UN DESA, The UN
General Assembly’s Third Committee – social, humanitarian and cultural issues, 2013.
22 Switzerland, The PGA Handbook: A practical guide to the United Nations General Assembly, 2011; Charter of the United
Nations, 1945, Art. 10-17.

23 Charter of the United Nations, 1945, Art. 10-17.
24 Ibid., Art. 13, 15.
25 UN OHCHR, Fact Sheet No.2 (Rev.1), The International Bill of Human Rights, 1996; UN General Assembly, Universal
Declaration of Human Rights (A/RES/217 A (III)), 1948.

26 UN OHCHR, Fact Sheet No.2 (Rev.1), The International Bill of Human Rights, 1996.
27 Ibid.; UN General Assembly, International Covenant on Civil and Political Rights (A/RES/2200 (XXI)), 1966; UN General
Assembly, International Covenant on Economic, Social and Cultural Rights (A/RES/2200 (XXI)), 1966.
28
UN OHCHR, Fact Sheet No.2 (Rev.1), The International Bill of Human Rights, 1996.
29 Ibid.
30 Switzerland, The PGA Handbook: A practical guide to the United Nations General Assembly, 2011, p. 65.
5
the Third Committee’s work can encompass a broad variety of issues, including those beyond human rights,
demonstrated during its 71st session wherein topics including crime prevention and criminal justice, international
drug control, young people’s social development, and the advancement of women were discussed.31
As part of the General Assembly, the work of the Third Committee is of a normative nature, in that it does not
actually carry out the operations or tasks called for in its resolutions.32 The Third Committee primarily works
through the initiation of studies and the creation of nonbinding recommendations.33 The task of operationalizing the
Third Committee’s recommendations is primarily delegated to the various agencies and offices of the UN
Secretariat.34 The Third Committee can request studies to be undertaken by relevant UN bodies such as OHCHR,
UNHCR, UN-Women, and the UN Office on Drugs and Crime (UNODC).35 UN-Women, for example, delivered the
“Report of the Secretary-General on trafficking in women and girls” (A/71/223) to the Third Committee, and
UNODC similarly issued the “Report of the Secretary-General on international cooperation against the world drug
problem” (A/71/316) prepared pursuant to resolutions 69/149 (2015) and 69/194 (2015), respectively.36 The Third
Committee can also call for conferences to highlight certain issues, with a notable recurring example being the
World Conference on Women, originating from the Third Committee resolution 3276 (XXIX) (1974), and
monitored regularly through follow up reviews every five years.37
Recent Sessions and Current Priorities
During its 71st session, beginning in September 2016, the Third Committee addressed a variety of issues and topics,
culminating in 50 final texts being adopted by the Plenary.38 With the Third Committee meeting for the second time
since the adoption of the Sustainable Development Goals (SDGs), the importance of the goals as a guidance for the
work of the committee was stressed.39 The work on draft resolution concerning country-specific human rights
questions led to heated discussions, due to the draft resolutions being considered “arbitrary and politicized” by some
Member States.40 The reasons for increasing discussion on issues under the human rights agenda vary, but differing
opinions on human rights questions as well as various ways to address the issue are part of it.41 A big question under
debate that will need to be discussed further is whether resolutions on the human rights situation within single
Member States are the suitable way to address the issue.42 Nevertheless, the Committee adopted four draft
resolutions on the human rights situation in the Democratic People’s Republic of Korea, the Syrian Arab Republic,
the Islamic Republic of Iran, and the Autonomous Republic of Crimea and the city of Sevastopol.43 While the
General Assembly mostly works on a consensus basis, the committee requested recorded votes for three of the four
draft resolutions.44 Overall the General Assembly adopted 35 out of the 50 Third Committee draft resolutions
31 UN General Assembly, Allocation of agenda items to the Third Committee (A/C.3/71/1), 2016.
32 UN General Assembly, Functions and Powers of the General Assembly, 2017.
33 Ibid.
34 OHCHR, Human Rights – New York: Mainstreaming human rights, 2017; Switzerland, The PGA Handbook: A practical guide
to the United Nations General Assembly, 2011, p. 65.

35 UN General Assembly, Organization of work of the Third Committee: Note by the Secretariat (A/C.3/71/L.1/Rev. 1), 2016.
36 Ibid.; UN General Assembly, International cooperation against the world drug problem: Report of the Secretary-General
(A/71/316), 2016; UN General Assembly, Trafficking in women and girls: Report of the Secretary-General (A/71/223),
2016.
37 UN General Assembly, Conference of the International Women’s Year (XXIX) (A/RES/3726 (XXIX)), 1974; UN-Women,
World Conferences on Women, 2017.

38 UN DPI, General Assembly Adopts 50 Third Committee Resolutions, as Diverging Views on Sexual Orientation, Gender
Identity Animate Voting (GA/11879), 2016.

39 UN DPI, Speakers Focus on Greater Solidarity with World’s Most Vulnerable People, Unequal Economic Progress, Need to
Empower Youth, as Third Committee Opens Session (GA/SHC/4163), 2016; UN General Assembly, Transforming our
world: the 2030 Agenda for Sustainable Development (A/RES/70/1), 2015.
40 UN DPI, Third Committee Approves 5 Draft Resolutions on Situations in Syria, Iran, Crimea, Introduces 5 Others Concerning
Self-Determination, Enhanced Cooperation (GA/SHC/4188), 2016.

41 Ibid.
42
Ibid.
43 Ibid.
44 Ibid.
6
without a vote.45 This means that 30 % of the resolutions were adopted by recorded votes, showing the diverging
views on many of the issues discussed within the agenda of the committee.46 The Third Committee also considered
the question of the right of peoples to self-determination, continuing the work of the previous years.47 While the
General Assembly adopted a resolution on the issue in general it also considered the question of mercenaries and the
Palestinian people in two more resolutions.48 The committee considered the annual report of the HRC and, taking it
into account, approved draft resolutions on a variety of human rights questions.49 This included human rights in
relation with extreme poverty, right to peace, right to food, right to development, right to privacy in the digital age,
as well as the freedom of religion and belief.50
The 72nd session of the General Assembly opened on 12 September 2017 and continues the initial work of
implementing the SDGs.51 Secretary-General António Guterres began the General Debate by emphasizing that “we
are a world in pieces” and stressed the need for more collaboration to face today’s challenges.52 The Third
Committee opened its discussions on 2 October 2017 and, across its 72nd1st session, will discuss a variety of issues
on the human rights agenda, including the promotion and protection of children’s rights, the empowerment of
women and indigenous peoples, as well as receiving its annual reports from other UN bodies.53 The committee will
furthermore discuss questions like the right of peoples to self-determination, eliminating various forms of
discrimination, and international drug control.54
Conclusion
The Third Committee continues to perform a central role within the UN system, providing an overarching forum of
discussion for a wide variety of social, humanitarian, and cultural issues and as the largest representative body for
setting human rights norms.55 Particularly within the context of the adoption of the SDGs, and the foundational
underpinning its mandate has across many of them, the Third Committee’s work continues to be of the utmost
importance.56 Delegates should aim to understand the historical precedents the Committee has set through its work
on human rights and humanitarian issues, as well as how these achievements continue to contextualize and influence
the work it does today across a broad spectrum of topics and situations.57
Annotated Bibliography
Charter of the United Nations. (1945). Retrieved 17 July 2017 from: http://www.un.org/en/documents/charter/
The Charter is the fundamental document that underpins and informs all of the subsequent work of
the United Nations. Delegates should understand the document as the foundational blueprint of
the UN, both in terms of its structure and powers, but also its guiding ideals and objectives.
Although much subsequent work has expanded upon the core principles of the Charter, it is
essential that delegates understand the primary document and its context. Of particular interest is
Article 17, which outlines the primary functions and powers of the General Assembly.
45 UN DPI, General Assembly Adopts 50 Third Committee Resolutions, as Diverging Views on Sexual Orientation, Gender
Identity Animate Voting (GA/11879), 2016.
46 Ibid.
47 UN General Assembly, Universal realization of the right of peoples to self-determination (A/RES/71/183), 2017.
48 UN General Assembly, Right of peoples to self-determination: Report of the Third Committee (A/71/483), 2016.
49 UN General Assembly, Report of the Human Rights Council (A/71/53), 2016.
50 UN General Assembly, Social, Humanitarian & Cultural Issues – Draft proposals per agenda item, 2017.
51 UN DPI, General Assembly Adopts Resolution on Follow-up to, Review of 2030 Agenda for Sustainable Development, in
Consensus Action (GA/11809), 2016.

52 UN DPI, Secretary-General Stresses Political Solutions in Addressing Nuclear, Terrorism Migration Issues as United States
President Warns Pyongyang (GA/11947), 2017.

53 UN General Assembly, Allocation of agenda items to the Third Committee (A/C.3/72/1), 2017.
54 Ibid.; UN General Assembly, Universal realization of the right of peoples of self-determination (A/RES/71/183), 2017.
55 UN DESA, The UN General Assembly’s Third Committee – social, humanitarian and cultural issues, 2013.
56
UN DPI, Speakers Focus on Greater Solidarity with World’s Most Vulnerable People, Unequal Economic Progress, Need to
Empower Youth, as Third Committee Opens Session (GA/SHC/4163), 2016.
57 UN General Assembly, Social, Humanitarian & Cultural Issues – Draft proposals per agenda item, 2017.
7
Switzerland, Permanent Mission to the United Nations. (2011). The PGA Handbook: A practical guide to the United
Nations General Assembly. Retrieved 17 July 2017 from:
http://www.unitar.org/ny/sites/unitar.org.ny/files/UN_PGA_Handbook.pdf
The PGA Handbook is an essential read for delegates who will be a part of a General Assembly
committee. The entirety of the Handbook is relevant and delegates are encouraged to study it
carefully; however, of particular interest is page 65, which offers a comprehensive breakdown of
the basic information of the Third Committee, including details of proceedings and voting
information. This handbook is an essential ‘first-step’ for delegates to understand the structures,
processes and traditions of the General Assembly Committees.
United Nations, Department of Public Information. (2016, December 19). General Assembly Adopts 50 Third
Committee Resolutions, as Diverging Views on Sexual Orientation, Gender Identity Animate Voting (GA/11879)
[Meetings Coverage]. Retrieved 17 July 2017 from: http://www.un.org/press/en/2016/ga11879.doc.htm
This coverage of the work of the 71st session provides delegates with useful insight into the recent
priorities of the committee. It provides a concise overview of resolutions adopted by the Plenary
on the report of the Third Committee, and also a summary of statements made with actions
undertaken on draft resolutions. Not only does this give delegates an understanding of the breadth
of subject matter under consideration at the Third Committee, but it also serves as a useful
starting point in their research that shapes and focuses lines of inquiry.
United Nations, General Assembly. (2017). Functions and Powers of the General Assembly [Website]. Retrieved 17
July 2017 from: http://www.un.org/en/ga/about/background.shtml
This is a basic overview of the work of the General Assembly, and how it is permitted to do such
work under the Charter. The page is very easy to understand and has links on the side that can
take delegates to other pages with valuable information on the General Assembly, such as the
subsidiary organs, rules of procedure, and observers. All the functions of the General Assembly
are clearly laid out in bullet points, and delegates should study these points carefully.
United Nations, General Assembly, Third session. (1948). Universal Declaration of Human Rights (A/RES/217 A
(III)). Retrieved 17 July 2017 from: http://www.un.org/en/universal-declaration-human-rights/index.html
The UDHR is the cornerstone of international human rights, and, along with the Charter of the
United Nations, is one of the most important documents delegates should study during their
preparation. Delegates should seek to fully understand these principles, given their foundational
role as the fabric of how human rights are viewed today. Special attention should be paid to the
principles of equality and inalienability of these rights, as well as the strong desire that Member
States express for the UDHR to be enshrined as the global standard for human rights.
United Nations, General Assembly, Seventieth session. (2015). Transforming our world: the 2030 Agenda for
Sustainable Development (A/RES/70/1). Retrieved 17 July 2017 from: http://undocs.org/A/RES/70/1
Although the overall reach of the SDGs extends beyond the remit of the Third Committee, there is
significant overlap between the mandates of the two. A rights-based approach is highlighted in
nearly all of the goals, and many touch upon topics that the Third Committee regularly discusses.
The SDGs represent the primary development agenda of the UN and it is therefore important that
delegates understand the organization’s overarching objectives and how these interplay with and
influence the work of the Committee.
Bibliography
Charter of the United Nations. (1945). Retrieved 17 July 2017 from: http://www.un.org/en/documents/charter/
Office of the United Nations High Commissioner for Human Rights. (1996). Fact Sheet No.2 (Rev.1), The
International Bill of Human Rights. Retrieved 17 July 2017 from:
http://www.ohchr.org/Documents/Publications/FactSheet2Rev.1en.pdf
Office of the United Nations High Commissioner for Human Rights. (2017). Human Rights – New York:
Mainstreaming human rights [Website]. Retrieved 17 July 2017 from:
http://www.ohchr.org/EN/NewYork/Pages/MainstreamingHR.aspx
8
Switzerland, Permanent Mission to the United Nations. (2011). The PGA Handbook: A practical guide to the United
Nations General Assembly. Retrieved 17 July 2017 from:
http://www.unitar.org/ny/sites/unitar.org.ny/files/UN_PGA_Handbook.pdf
United Nations, Department of Economic and Social Affairs. (2013). The UN General Assembly’s Third Committee
– social, humanitarian and cultural issues [Website]. Retrieved 17 July 2017 from:
http://www.un.org/en/development/desa/news/ecosoc/un-ga-third-committee.html
United Nations, Department of Public Information. (2016, July 29). General Assembly Adopts Resolution on
Follow-up to, Review of 2030 Agenda for Sustainable Development, in Consensus Action (GA/11809) [Meetings
Coverage]. Retrieved 17 July 2017 from: http://www.un.org/press/en/2016/ga11809.doc.htm
United Nations, Department of Public Information. (2016, October 4). Speakers Focus on Greater Solidarity with
World’s most Vulnerable People, Unequal Economic Progress, Need to Empower Youth, as Third Committee Opens
Session (GA/SHC/4163) [Meetings Coverage]. Retrieved 19 July 2017 from:
https://www.un.org/press/en/2016/gashc4163.doc.htm
United Nations, Department of Public Information. (2016, November 15). Third Committee Approves 5 Draft
Resolutions on Situations in Syria, Iran, Crimea, Introduces 5 Others Concerning Self-Determination, Enhanced
Cooperation (GA/SHC/4188) [Meetings Coverage]. Retrieved 22 August 2017 from:
https://www.un.org/press/en/2016/gashc4188.doc.htm
United Nations, Department of Public Information. (2016, December 19). General Assembly Adopts 50 Third
Committee Resolutions, as Diverging Views on Sexual Orientation, Gender Identity Animate Voting (GA/11879)
[Meetings Coverage]. Retrieved 17 July 2017 from: http://www.un.org/press/en/2016/ga11879.doc.htm
United Nations, Department of Public Information. (2017, September 19). Secretary-General Stresses Political
Solutions in Addressing Nuclear, Terrorism Migration Issues as United States President Warns Pyongyang
(GA/11947) [Meetings Coverage]. Retrieved 25 September 2017 from:
http://www.un.org/press/en/2017/ga11947.doc.htm
United Nations Entity for Gender Equality and the Empowerment of Women. (2017). World Conferences on Women
[Website]. Retrieved 17 July 2017 from: http://www.unwomen.org/en/how-we-work/intergovernmental-
support/world-conferences-on-women
United Nations, General Assembly. (2017). About the General Assembly [Website]. Retrieved 17 July 2017 from:
http://www.un.org/en/ga/about/index.shtml
United Nations, General Assembly. (2017). Functions and Powers of the General Assembly [Website]. Retrieved 17
July 2017 from: http://www.un.org/en/ga/about/background.shtml
United Nations, General Assembly. (2017). Main Committees [Website]. Retrieved 17 July 2017 from:
https://www.un.org/en/ga/maincommittees/index.shtml
United Nations, General Assembly. (2017). Member States [Website]. Retrieved 17 July 2017 from:
http://www.un.org/en/member-states/index.html
(III)). Retrieved 28 August 2016 from: http://www.un.org/en/universal-declaration-human-rights/index.html
United Nations, General Assembly, Twenty-first session. (1966). International Covenant on Civil and Political
Rights (A/RES/2200 (XXI)). Adopted on the report of the Third Committee (A/6546). Retrieved 17 July 2017 from:
http://undocs.org/A/RES/2200(XXI)
9
United Nations, General Assembly, Twenty-ninth session. (1974). Conference of the International Women’s Year
(XXIX) (A/RES/29/3276) [Resolution]. Adopted on the report of the Third Committee (A/9829/Add.1). Retrieved 17
July 2017 from: http://undocs.org/A/RES/3276 (XXIX)
Sustainable Development (A/RES/70/1). Retrieved 17 July 2017from: http://undocs.org/A/RES/70/1
United Nations, General Assembly, Seventieth session. (2016). Resolutions and Decisions adopted by the General
Assembly during its seventieth session (A/70/49 (Vol. II)). Retrieved 23 August 2017 from:
http://undocs.org/A/70/49(Vol.II)
United Nations, General Assembly, Seventy-first session. (2016). Allocation of agenda items to the Third Committee
(A/C.3/71/1). Retrieved 25 August 2017 from: http://undocs.org/A/C.3/71/1
United Nations, General Assembly, Seventy-first session. (2016). International cooperation against the world drug
problem: Report of the Secretary-General (A/71/316). Retrieved 25 August 2017 from: http://undocs.org/A/71/316
United Nations, General Assembly, Seventy-first session. (2016). New York Declaration for Refugees and Migrants
(A/RES/71/1). Retrieved 17 July 2017 from: http://undocs.org/A/RES/71/1
United Nations, General Assembly, Seventy-first session. (2016). Organization of the work of the Third Committee:
Note by the Secretariat (A/C.3/71/L.1/Rev. 1). Retrieved 17 July 2017 from: http://undocs.org/A/C.3/71/L.1/Rev. 1
United Nations, General Assembly, Seventy-first session. (2016). Report of the Human Rights Council (A/71/53).
Retrieved 23 August 2017 from: http://undocs.org/A/71/53
United Nations, General Assembly, Seventy-first session. (2016). Right of peoples to self-determination: Report of
the Third Committee (A/71/483). Retrieved 22 August 2017 from: http://undocs.org/A/71/483
United Nations, General Assembly, Seventy-first session. (2016). Trafficking in women and girls: Report of the
Secretary-General (A/71/223). Retrieved 25 August 2017 from: http://undocs.org/A/71/223
United Nations, General Assembly, Seventy-first session. (2017). List of non-Member States, entities and
organizations having received a standing invitation to participate as observers in the sessions and the work of the
General Assembly (A/INF/71/5) [Background Note]. Retrieved 25 September 2017 from:
http://undocs.org/A/INF/71/5
United Nations, General Assembly, Seventy-first session. (2017). Universal realization of the right of peoples to
self-determination (A/RES/71/183) [Resolution]. Adopted on the report of the Third Committee (A/71/483).
Retrieved 22 August 2017 from http://undocs.org/A/RES/71/183
United Nations, General Assembly, Seventy-second session. (2017). Allocation of agenda items to the Third
Committee (A/C.3/72/1). Retrieved 25 August 2017 from: http://undocs.org/A/C.3/72/1
United Nations, General Assembly, Seventy-second session. (2017). Organization of the work of the Third
Committee: Note by the Secretariat (A/C.3/72/L.1). Retrieved 25 September 2017 from:
http://undocs.org/A/C.3/72/L.1
United Nations, General Assembly, Third Committee. (2017). Social, Humanitarian & Cultural [Website].
Retrieved 17 July 2017 from: http://www.un.org/en/ga/third/index.shtml
United Nations, General Assembly, Third Committee. (2017). Social, Humanitarian & Cultural Issues – Draft
proposals per agenda item [Website]. Retrieved 23 August 2017 from:
https://www.un.org/en/ga/third/71/propslist.shtml
10
United Nations, General Assembly, Third Committee. (2017). Reports to the Plenary [Website]. Retrieved 22
August 2017 from: http://www.un.org/en/ga/third/71/reports.shtml
United Nations, Human Rights Council. (2007). Institution-building of the United Nations Human Rights Council
(A/HRC/RES/5/1) [Resolution]. Retrieved 17 July 2017 from:
http://ap.ohchr.org/documents/E/HRC/resolutions/A_HRC_RES_5_1.doc
United Nations, Human Rights Council. (2011). Review of the work and functioning of the Human Rights Council
(A/HRC/RES/16/21) [Resolution]. Retrieved 17 July 2017 from: http://undocs.org/A/HRC/RES/16/21
11
I. The Right of Peoples to Self-Determination
“No other concept is as powerful, visceral, emotional, unruly, as steep in creating aspirations and hopes as self-
determination.”58
Introduction
The right to self-determination is the “right of a people to determine their own destiny in regards to their political
status and economic, social, and cultural development.”59 While international law is clear that the right to self-
determination belongs to all peoples, in practice there is not an agreed definition of what this right entails.60 The
right is well established in the case of peoples under colonization, peoples living in dependent or non-self-governing
territories (NSGTs), and peoples living in racist regimes.61 Additionally, the claims of several groups to cultural
autonomy, that is the ability to develop and practice laws and customs central to a particular group’s culture,
separate from the majority culture, are often recognized.62 On the other hand, the claims of groups that desire
independence from their host state, and that are not under colonial occupation or living in racist regimes are rarely
recognized.63 The challenge of determining which groups’ claims of self-determination are legitimate is further
complicated when it comes to defining exactly who or what can classify as “peoples.”64 However, the United
Nations (UN) Educational, Scientific and Cultural Organization (UNESCO) report International Meeting of Experts
on further study of the concept of the rights of peoples (1989) provides a definition: “peoples” are defined as a group
of people with “common historical tradition, a racial identity, a shared culture, linguistic unity, religious unity, a
territorial connection and a common economic life.”65 Yet, the fact that a group need not have all these common
aspects, but rather, at least one, allows for a large number of groups to possess a claim to self-determination.66
The International Covenant on Civil and Political Rights (1966) and the International Covenant on Economic,
Social, and Cultural Rights (1966) recognize the right of self-determination.67 However, the exact meaning,
application, and which groups of peoples can claim self-determination is unclear, as evidenced by the two leading
interpretations on the right to self-determination.68 One interpretation holds that the right to self-determination
applies only to states as a way to safeguard their sovereignty.69 The other holds that the right to self-determination
allows distinct ethnic, linguistic, religious, and other nationalistic groups separate from the dominant culture the
right to secede from their host state.70 Despite these differing interpretations, the position of most Member States and
peoples exercising their right to self-determination is that recognition of this right is more important than whatever
outcome results from this right.71 That is, the process for exercising self-determination is more significant than the
outcome, which could include cultural autonomy, self-government, or even independence.72 This issue is made more
complex in the twenty-first century, since the rise in sea level will have significant implications to the territorial
integrity and self-determination of small island developing states (SIDS).73 Thus, the development and application of
58 UNPO, Self-Determination, 2017.

59 Ibid.
60 UNESCO, International Meeting of Experts on further study of the concept of the rights of peoples, 1989.
61 Ibid.
63 Ibid.
65 Ibid.
66 UN General Assembly, International Covenant on Economic, Social, and Cultural Rights, International Covenant on Civil and
Political Rights and Optional Protocol to the International Covenant on Civil and Political Rights (A/RES/2200 (XXI)),
1966.
67 UNPO, The Question of Self-Determination: The Cases of East Timor, Tibet, and Western Sahara, 1996, p. 6; UN General
Assembly, International Covenant on Economic, Social, and Cultural Rights, International Covenant on Civil and
1966.
68 UNPO, The Question of Self-Determination: The Cases of East Timor, Tibet, and Western Sahara, 1996, p. 6.
69 Ibid.
70 Ibid.
71
Ibid., pp. 5-6.
72 Ibid., pp. 5-6.
73 Wilcox, Climate Change Inundation, Self-Determination, and Atoll Island States, 2016.
12
the right to self-determination is a complex subject, which will require Member States and the UN system to
continue discussions on their role in enabling peoples to exercise their right to self-determination.74
International and Regional Framework
The Charter of the United Nations (1946) states in Article 1, Section 2, that the UN is “based on respect for the
principle of equal rights and self-determination of peoples.”75 The Declaration on the Granting of Independence to
Colonial Countries and Peoples (1961) was among the first international instruments to identify the right of all
peoples to self-determination as a direct result of growing anti-colonial movements following World War II.76 The
Declaration on the Granting of Independence to Colonial Countries and Peoples stated that colonization,
domination, and exploitation are contrary to the Charter, and violate fundamental human rights.77 An important
result of the declaration is the assertion that inadequate political, economic, social, and/or educational institutions
should not circumvent the independence of colonized peoples.78 Succeeding human rights instruments, including
both the International Covenant on Civil and Political Rights and the International Covenant on Economic, Social,
and Cultural Rights, also acknowledged the right to self-determination in common Article 1.79 Condemning in the
strongest terms the subjugation, domination, and exploitation of peoples, the Declaration on Principles of
International Law Concerning Friendly Relations and Co-operation among States in Accordance with the Charter
of the United Nations (1970) further reaffirms the importance of the right to self-determination.80 Additionally,
subsequent international human rights declarations have included other cases of self-determination, including those
of indigenous peoples and peoples in the former Soviet Republics.81 The Declaration on the Rights of Indigenous
Peoples (2008), for example, outlined the inherent right of indigenous peoples to self-determination, and, in Article
26, recognized their right to the lands, territories, and resources in the area where they reside.82 The Declaration on
the Rights of Indigenous Peoples, however, did not clarify if indigenous persons could seek independence from their
host state, providing only cultural autonomy or self-government as outcomes of the exercise of self-determination.83
Most recently, the 2030 Agenda for Sustainable Development (2015) asserted the right to self-determination as
necessary for the successful implementation of the Sustainable Development Goals (SDGs) for peoples living under
colonial and foreign occupation.84 Furthermore, the General Assembly has adopted several resolutions concerning
the right to self-determination, including resolution 55/153 on “Nationality of natural persons in relation to the
succession of States,” (2001) which provides several guidelines for Member States to address the nationality of
peoples who form their own state or integrate into their host state.85 General Assembly resolution 71/183 on the
“Universal realization of the right of peoples to self-determination” (2017) further recognizes the right to self-
determination for many peoples under colonial, foreign, and alien domination, which includes the Occupied
Palestinian Territories, among others.86 Subsequently, General Assembly resolution 71/184 on “The right of the
Palestinian people to self-determination” (2017) reaffirmed the international community’s position on this matter,
and further included their right to independence.87
75 Charter of the United Nations, 1945, Art. 1.
76 UN General Assembly, Declaration on the Granting of Independence to Colonial Countries and Peoples (A/RES/1514 (XV)),
1961.
77 Ibid.
78 UNPO, The Question of Self-Determination: The Cases of East Timor, Tibet, and Western Sahara, 1996, p. 7.
79 UN General Assembly, International Covenant on Economic, Social, and Cultural Rights, International Covenant on Civil and
1966.
80 UN General Assembly, Declaration on the Principles of International Law Concerning Friendly Relations and Co-operation
among States in accordance with the Charter of the United Nations (A/RES/25/2625 (XXV)), 1970.
81 UNPO, The Question of Self-Determination: The Cases of East Timor, Tibet, and Western Sahara, 1996, pp. 6-7.
82 UN General Assembly, United Nations Declaration on the Rights of Indigenous Peoples (A/RES/61/295), 2007.
83 Ibid.
84 UN General Assembly, Transforming our world: the 2030 Agenda for Sustainable Development (A/RES/70/1), 2017, p. 9.
85
UN General Assembly, Nationality of Natural Persons in Relation to the Succession of States (A/RES/55/153), 2000.
87 UN General Assembly, The right of the Palestinian people to self-determination (A/RES/71/184), 2017.
13
Role of the International System
Established as one of the main organs of the UN in 1960, the Trusteeship Council oversaw the administration and
independence of territories that have been placed in trust with the UN by their former administrating Member State
(Trust Territories).88 It maintains the official list of NSGTs, or territories that are administered by another country,
including Western Sahara, Gibraltar, and Guam.89 Since 1994, after the independence of Palau, the committee
suspended its meetings and only meets occasionally as required, or by request of the majority of its members.90 A
group that continues to meet regularly, however, is the Special Committee on Decolonization, which is a significant
actor in regards to the right to self-determination.91 Founded in 1961 by the General Assembly, it is tasked with
observing the implementation of the Declaration on the Granting of Independence to Colonial Countries and
Peoples.92 It reviews the list of NSGTs, organizes meetings regarding the political, economic, and social conditions
within NSGTs, and provides recommendations to further decolonization efforts.93 Recently, in June 2017, the
Special Committee approved a draft resolution urging the United States to provide a means for Puerto Rico to fully
exercise its right to self-determination.94 While Puerto Rico is not listed as a NSGT, speakers at a meeting of the
Special Committee urged its members to consider the situation of Puerto Rico and to add it to the list of NSGTs.95
Including Puerto Rico on this list would not only confirm Puerto Rico as a colonized territory, but also legally
obligate the United States to address its decolonization.96 At the Caribbean Regional Seminar on Decolonization in
May 2017, the Secretary-General of the UN emphasized furthering decolonization in the Caribbean, which also
entailed considering the situation of Puerto Rico.97
The UN Secretary-General submits reports on the “Right of peoples to self-determination” to the General Assembly
upon request.98 Moreover, several human rights bodies contribute to the work of the General Assembly, such as the
Office for the UN High Commissioner for Human Rights (OHCHR), which is particularly concerned with human
rights issues involving indigenous peoples, cultural minorities, and civil and political rights.99 It provides substantive
support to the Human Rights Council (HRC), one of the subsidiary bodies of the General Assembly, which adopts
recommendations on human rights issues including the right to self-determination.100 The General Assembly
receives reports from HRC, incorporates its findings in its resolutions, and can request HRC to give attention to
certain issues, as it did with resolution 71/183 regarding the universal right to self-determination.101 In 2016, HRC
adopted resolution 31/33 on the “Right of the Palestinian people to self-determination” and resolution 31/34 on
“Human rights situation in the Occupied Palestinian Territory, including East Jerusalem,” both of which reaffirmed
the Palestinian peoples’ right to self-determination and called upon Israel to end its occupation of their territory.102
Additionally, in 2016 the Open Working Group on Mercenaries, established by HRC, provided a report to the
General Assembly on the situation in the Central African Republic (CAR).103 It noted that the ongoing armed
conflict in CAR is exacerbated by the presence of mercenary forces aiming to destabilize the country, and that these
forces encroach on CAR’s right to self-determination.104 The report estimated that mercenary forces have led to the
internal displacement of 380,000 people, and forcibly recruited 10,000 children as child soldiers.105 To address this,
88 UN Trusteeship Council, Trusteeship Council, 2016.

89 UN DPI, Non-Self-Governing Territories, 2017.
90 UN Trusteeship Council, Trusteeship Council, 2016.
91 UN Special Committee on Decolonization, Committee of 24 (Special Committee on Decolonization).
92 Ibid.
93 Ibid.
94 UN DPI, Special Committee Approves Text Calling on United States to Expedite Puerto Rico’s Self-Determination Process,
Welcomes Release of Long-Timer Independence Activist, 2017.

95 Ibid.
96 Ibid.
97 UN DPI, Secretary-General Confirms His Commitment to Decolonization Agenda in Message for Opening of Caribbean
Regional Seminar, 2017.

98 UN General Assembly, Report of the Secretary-General on the Right of Peoples to self-determination (A/71/326), 2016.
99 UN OHCHR, Who We Are, 2017; UN OHCHR, List of Human Rights Issues, 2017.
100 UN HRC, About the United Nations Human Rights Council, 2017.
102 UN HRC, Report of the Human Rights Council (A/71/53), 2015.
103
UN OHCHR, Urgent measures needed to deter mercenaries and foreign fighters and prevent further violence in CAR, 2016.
104 Ibid.
105 Ibid.
14
the General Assembly adopted resolution 71/182 on the “Use of mercenaries as a means of violating human rights
and impeding the exercise of the right of peoples to self-determination,” (2017) which condemns the use of
mercenaries in order to perpetuate armed conflict and exploitation, fight against national liberation movements, or
overthrow governments.106
One of the leading international non-governmental organizations (NGO) that represents groups of indigenous
peoples and unrecognized or occupied territories seeking their right to self-determination is the Unrepresented
Nations and Peoples Organization (UNPO).107 At the 1993 Conference on Self-Determination in Relation to
Individual Human Rights, Democracy and Protection of the Environment held in The Hague, Netherlands, UNPO
brought together representatives of several of its members, including Abkhazia, East Turkestan, Iranian Kurdistan,
Ogoni, and Taiwan.108 A few of the subjects discussed included the importance of management and protection of the
natural environment as part of the right to self-determination, and participants agreed that environmental degradation
and denial of land rights violated the right to self-determination.109 Further, Liechtenstein presented a proposal to the
conference for an international convention on implementing the right to self-determination, which would outline a
peaceful process for the exercise of the right to self-determination.110 One critical advantage of the proposal was its
recognition of the legitimacy of claims to self-determination, which could allow peoples to pursue the right to self-
determination without legal repercussions from their host state.111 However, some participants that currently face the
destruction of their culture, language, and even their lives, claimed that the process in the proposal was too slow, and
believed that “justice delayed [was] justice denied.”112 Nevertheless, the conference and ensuing proposal generated
important dialogue between Member States and peoples alike, aiming to clarify the right to self-determination.113
Violence, Armed Conflict, and Self-Determination
Violence and armed conflict pose a threat to peoples’ right to exercise self-determination and the full enjoyment of
human rights.114 Violence during the struggle for self-determination is well documented, for example with the
situations of former Soviet Republics, South Sudan, and Palestine.115 Many of these cases stem from either the
denial of the right to self-determination, or the oppression, discrimination, and arbitrary detainment by the host state
of peoples claiming self-determination.116 Such acts by Member States only further marginalize groups claiming
self-determination, and increase the likelihood of hostilities, if not outright violence and armed conflict.117 Without a
legitimate process that recognizes peoples’ expression of their right to self-determination, the frustrations of a few
groups of people can lead to tensions and even conflict.118
The Situation in the former Soviet Republics

Following the collapse of the Soviet Union, several former Soviet Republics, including Georgia, Estonia, and
Lithuania, claimed self-determination and moved to gain recognition as sovereign states.119 As a result, intra-state
conflicts developed across several areas, including Abkhazia, South Ossetia, and Nagorno-Karabakh.120 In the Fall
of 1990, South Ossetia, nestled within the borders of Georgia, declared itself a sovereign republic.121 The Georgian
Parliament abolished the autonomy granted to South Ossetia and declared a state of emergency to curb what the
106 UN General Assembly, Use of mercenaries as a means of violating human rights and impeding the exercise of the right of
peoples to self-determination (A/RES/71/182), 2017, p. 3.
107 UNPO, About, 2016.
108 UNPO Self-Determination in Relations to Individual Human Rights, Democracy, and the Protection of the Environment,
1993, p. 4.
109 Ibid., p. 14.
110 Ibid., p. 15.
111 Ibid.
112 Ibid., p. 16.
113 Ibid.
114 UNPO, Self-determination and Conflict Transition, 2002.
115 Ibid.
116 Ibid.
117 Ibid.
118 Ibid.
119
Ibid.
120 Starovoitova, Sovereignty after Empire: Self-Determination Movements in the Former Soviet Union, 1997, p. 25.
121 Ibid.
15
Georgian government saw as efforts by separatists to undermine Georgian territorial sovereignty.122 This began
several years of conflict between South Ossetia and the Georgian government, and resulted in several casualties
before a ceasefire was enacted in 1992.123 The situation is similar with Abkhazia, an autonomous region with
peoples of distinct ethnic backgrounds from Georgia, who had long suffered from discrimination and harmful
policies of assimilation by the Georgian government.124 In 1992, after Abkhazia declared its right to be
independence, Georgia took part in yet another conflict in the region that ended in 1994 with the implementation of
a UN Observer Mission through Security Council resolution 881 (1993).125 While most decisions on the conflicts in
the region have been made by the Security Council, the General Assembly has recently addressed the plight of
internally displaced persons and refugees with resolutions 62/249 (2008) on “Status of internally displaced persons
and refugees from Abkhazia, Georgia” and 63/307 (2009) on “Status of internally displaced persons and refugees
from Abkhazia, Georgia and the Tskhinvali region/South Ossetia, Georgia.”126 However, these decisions rarely
discuss the right to self-determination for Abkhazia and South Ossetia, not even in the most recent decision by the
General Assembly on the issue, resolution 71/290 of June 2017.127 Today, the General Assembly continues to
remain vigilant of the situation of displaced persons and refugees, and calls upon Georgia to ensure their right of
return, but has yet to directly discuss the implications the conflicts have on the groups’ right to self-determination.128
Self-Determination as a Right to Independence
Questions of secession and independence by groups pursuing their self-determination highlight the contradiction
between a peoples’ right to self-determination and Member States’ right to territorial integrity.129 On the one hand,
the right to self-determination granted to peoples safeguards their political, economic, and social development; on
the other hand, Member States have a right to maintain territorial integrity, and prevent not only external threats to
their sovereignty, but also internal, separatist threats.130 The Declaration on the Granting of Independence to
Colonial Countries and Peoples, for example, proclaims the right of all peoples to self-determination, while at the
same time stating that attempts at disrupting the territorial integrity of a Member State are incompatible with the
Charter.131 Similarly, the Declaration on Principles of International Law Concerning Friendly Relations and Co-
operation among States in Accordance with the Charter of the United Nations states that any efforts meant to
“disrupt the territorial integrity of a state or country or its political independence are incompatible with the principles
of the Charter of the United Nations.”132 While some movements exercising their right to self-determination can be
seen as legitimate in their cause, the governments of some Member States can and do use both declarations to
delegitimize such movements.133 As such, the right to secede from a Member State has had varying responses by the
international community.134
For example, in the case of Tibet, which has claimed to be under foreign occupation by the People’s Republic of
China (PRC), the outcome the Tibetan population desires is independence in order to restore their autonomy.135
While the PRC maintains that Tibet has always been a part of China, the Tibetan people believe themselves to be a
sovereign state before the PRC occupied their territory in 1950.136 The Tibetan people believe they possess the right
122 Ibid.
123 Ibid.
124 Ibid., p. 26.
125 Ibid., p. 27.
126 UN General Assembly, Status of internally displaced persons and refugees from Abkhazia, Georgia and the Tskhinvali
region/South Ossetia, Georgia (A/RES/71/290), 2017.

127 Ibid.
128 Ibid.
129 UNPO, Separatist Movements – Should Nations Have a Right to Self-Determination?, 2008.
130 Ibid.
1961.
132 UN General Assembly, Declaration on the Principles of International Law Concerning Friendly Relations and Co-operation
among States in accordance with the Charter of the United Nations (A/RES/25/2625 (XXV)), 1970.
133 UNPO, Self-Determination in Relations to Individual Human Rights, Democracy, and the Protection of the Environment,
1993.
134
UNPO, Separatist Movements – Should Nations Have a Right to Self-Determination?, 2008.
135 Herzer, The Right to Self-Determination – The Legal Cornerstone to Tibet, 2007.
136 Ibid.
16
to self-determination under the Declaration on the Granting of Independence to Colonial Countries and Peoples and
other international laws.137 In support of the Tibetan people, the General Assembly adopted several resolutions
recognizing and reaffirming their right to self-determination, including resolutions 1353 (1960), 1723 (1961) and
2079 (1965) on the “Question of Tibet.”138 However, these decisions primarily support Tibet’s right to have their
religious and cultural life respected, and avoid mentioning their right to independence.139 What makes the case of
Tibet perhaps more difficult to resolve are the geopolitical challenges of affirming Tibet’s claim to self-
determination.140 This poses a difficulty for the UN and the General Assembly Third Committee in particular,
because, as consensus-building bodies, neither can significantly resolve issues of self-determination without the
participation of the Member States in question.141 The prevailing position for many international law scholars and
most Member States in regards to questions of independence and secession is that the right to self-determination is
not a right to secede.142 A right to independence is generally seen as legitimate under the right of self-determination
in cases where groups of peoples are denied the right to participate in democratic decision-making, and/or in cases
of serious human rights violations, which, for example, has been the case for South Sudan.143
Climate Change and the Right to Self-Determination
A result of climate change, sea-level rise has contributed to the erosion of several SIDS, and has contaminated
supplies of clean drinking water due to seawater intrusion.144 The projection that, by the next century, some SIDS
will be underwater, poses a grave threat to the territorial integrity of those Member States.145 In a statement by
Rupert Colville, a spokesperson for OHCHR, he stressed that climate change will not only undermine the ability of
SIDS in the Pacific to provide for their peoples, but also their right to self-determination.146 The very right of self-
determination, as conceived by international human rights instruments, is based on ownership of territory by a group
of peoples.147 As of today, no recourse or framework exists in international human rights law that provides the right
to self-determination for peoples that no longer have territory to claim a sovereign right upon.148 The disappearance
of some SIDS as a result of sea-level rise may also result in climate change refugees that may no longer belong to an
existing Member State.149
The Paris Agreement on climate change, adopted in 2015, did not include any mention of how Member States could
address the rights of climate change refugees.150 Moreover, the pressing questions about what constitutes self-
determination will require the collective efforts of Member States and the UN to be resolved, especially since the
peoples of several SIDS may not possess the time to deliberate on the issue.151 While it is not clear when SIDS may
face complete inundation from sea level rise, a 2007 report by the International Fund for Agricultural Development
(IFAD) lists various issues SIDS will face, including loss of ecosystem and soil fertility.152 Additionally, to cope
with rising sea levels, some SIDS have begun considering buying land from other Member States for their people to
be able to relocate to, should conditions worsen.153 However, this situation will require SIDS, the UN, and the
international community to develop new frameworks and guidelines for preserving the right to self-determination.154
Despite this, many SIDS have begun to look at adaptation measures and ways to improve their resilience to the
137 Ibid.
138 Ibid.
139 Ibid.
140 Ibid.
141 Ibid.
142 UNPO, Separatist Movements – Should Nations Have a Right to Self-Determination?, 2008.
143 Dersso, International law and the self-determination of South Sudan, 2012.
144 UN OHCHR, Press briefing note on Indonesia/Death penalty and climate change and human rights, 2016.
145 Ibid.
146 Ibid.
147 Ibid.
148 Wilcox, Climate Change Inundation, Self-Determination, and Atoll Island States, 2016.
149 UN OHCHR, Press briefing note on Indonesia/Death penalty and climate change and human rights, 2016.
150 UNFCCC, Paris Agreement, 2015.
151 Morris, What Happens When Your Country Drowns?, Mother Jones, 2009.
152 IFAD, Climate Change Impacts – Pacific Islands.
153
Morris, What Happens When Your Country Drowns?, Mother Jones, 2009.
154 Kelman &West, Climate Change and Small Island Developing States: A Critical Review, Ecological and Environmental
Anthropology, 2009.
17
effects of climate change, viewing migration only as a last resort.155 Cognizant of several of these challenges, the
General Assembly has made efforts to assist SIDS for several years, including through the Mauritius Strategy for the
Further Implementation for the Programme of Action for the Sustainable Development of SIDS (2005).156 The
resolution adopted by the General Assembly in 2012, “Follow up to and implementation of the Mauritius Strategy,”
reaffirms the commitment by the UN and the international community to assist SIDS in overcoming challenges to
sustainable development, which requires safeguarding the right to self-determination.157 These efforts highlight the
approach that the UN has taken to address the implications of climate change on human rights, including the right to
self-determination.158
Conclusion
While the outcomes for many groups seeking their self-determination are mixed, the right to self-determination is
nevertheless recognized under international law for all peoples.159 The Declaration on Granting Independence to
Colonial Countries and Peoples has made clear that all peoples have a right to pursue their political, social,
economic, and cultural development.160 As such, organizations like the UNPO recognize the right to self-
determination as a process, rather than as a right to some specific outcome such as full independence.161 Self-
determination can take several forms, ranging from cultural autonomy to political autonomy, and sometimes
independence.162 Even though the exercise of the right to self-determination has been complex and difficult for the
peoples in Abkhazia, South Sudan, Tibet, and many others, the General Assembly and the UN remain committed to
ensuring the peaceful implementation of the right to self-determination. In the future, as reported by the Secretary-
General in his 2017 report on the “Right of peoples to self-determination,” greater efforts by Member States and the
UN will be required to address the challenges of the right to self-determination.163
Further Research
In preparing for this topic, delegates should contemplate how the General Assembly Third Committee can address
the challenges posed by the ambiguity of the right to self-determination. Additionally, delegates should think about
how this right can be expressed in a way that enhances or provides for the enjoyment of fundamental human rights.
Delegates should consider: What groups of peoples should have their claim to self-determination recognized and
why? Can a framework or criteria be developed that can fairly determine the legitimate claim of a group of people
seeking their right to self-determination? How can violence and armed conflict be prevented or minimized for
groups expressing their right to self-determination? How can the right to self-determination be implemented so that
it allows peoples to fulfill their human rights, but also maintains the territorial integrity of Member States? What can
SIDS do to safeguard their right to self-determination? Would purchases of land by SIDS in other Member States
guarantee that the relocated peoples would be able to govern themselves? Could relocated peoples still claim fishing
or other rights in their former territorial waters? What should the UN do to safeguard the right to self-determination
for peoples that are left stateless as a result of climate change?
Dersso, S. (2012). International law and the self-determination of South Sudan. Institute for Security Studies Paper,
No. 231. Retrieved 28 August from: https://www.files.ethz.ch/isn/141398/Paper231.pdf
This article provides a comprehensive account of the South Sudanese people’s struggle for their
right to self-determination. Not only does it document the basis for South Sudan’s exercise of their
155 Hingley, ‘Climate Refugees’: An Oceanic Perspective, Asia and the Pacific Policy Studies, 2017.
156 UN General Assembly, Sixty-seventh session, Follow up to and implementation of the Mauritius Strategy for the Further
Implementation of the Programme of Action for the Sustainable Development of Small Island Developing States
(A/RES/67/207), 2012.
157 Ibid.
158 UN OHCHR, Human Rights and Climate Change, 2017.
1961.
161
UNPO, Self-determination and Conflict Transition, 2002.
162 Ibid.
163 UN General Assembly, Report of the Secretary-General on the Right of Peoples to self-determination (A/71/326), 2016.
18
right, it also analyzes the wider implications of the situation in South Sudan. Ultimately, it argues
that South Sudan presents a case where decades of violence and violations of human rights
warranted the African Union’s suspension of the principle of non-intervention in one of its
member’s internal affairs. This was justified in order to uphold the right to self-determination of
the South Sudanese people. Delegates will find this document particularly useful in understanding
how the case of South Sudan has changed the way the international community views the right to
self-determination, and how it can be applied to groups of people suffering from serious violations
of their human rights.
Herzer, E. (2007, June 28). The Right to Self-Determination – The Legal Cornerstone to Tibet. Retrieved 28 August
2017 from: http://www.unpo.org/article/6904
Discussing the legal position of Tibet, and that it has a right to self-determination as a formerly
independent state, the author of this article provides several important points when analyzing the
case study. Looking at two aspects of the right to self-determination, the article argues that Tibet
possesses both a right to its territorial integrity as a former sovereign state, but also a claim to
self-determination granted to its people by various international human rights instruments.
Delegates will find the example of Tibet useful to better understand self-determination. For cases
like that of Tibet, which have been brought before the International Court of Justice, delegates
will need to understand the political ramifications of recognizing cases of self-determination,
which include geopolitical constraints between and among Member States, and the dilemma of
promoting self-determination at the expense of preserving territorial integrity.
Kelman, I., & J. West. (2009). Climate Change and Small Island Developing States: A Critical Review. Ecological
and Environmental Anthropology, 5 (1). Retrieved 28 August 2017 from:
http://www.ilankelman.org/articles1/eea2009.pdf
This article provides delegates with several points to consider in regards to SIDS and the threats
the effects of climate change will pose to their survival. One such point is that the habitability of
SIDS is threatened by more than seawater intrusion, for example through coral bleaching, which
would threaten fish populations and thus the SIDS’ source of sustenance. It also documents the
actions by SIDS or the resources available to them to develop adaptation and mitigation plans.
Lastly, the article provides a complete overview of the situation of SIDS and what steps they can
take to prevent threats to their right to self-determination.
Morris, R. (2009, December). What Happens When Your Country Drowns?. Mother Jones. Retrieved 28 August
2017 from: http://www.motherjones.com/environment/2009/11/tuvalu-climate-refugees/
In a piece from Mother Jones, an American news magazine, the author elucidates the situation
several low-lying Pacific Island States are experiencing due to the effects of climate change and
sea-level rise. The article chronicles a Tuvaluan community who relocated to New Zealand due to
the rise in sea levels. Tuvalu, one of the island states that is in peril of vanishing by the next
century, has made plans to buy land in another Member State, and this article highlights the
ramifications of that action. Additionally, it discusses the impact refugees, resulting from the
effects of climate change, will have on Member States in the future, and how some Member States
affected by sea level rise are preparing for the future effects of climate change.
Starovoitova, G. (1997). Sovereignty after Empire: Self-Determination Movements in the Former Soviet Union.
Peaceworks, No. 19. Retrieved 29 August 2017 from: https://www.usip.org/sites/default/files/pwks19.pdf
The author of this article provides a thorough account of the claims of self-determination by
former Soviet Republics, and the resulting situation of each case: Abkhazia, South Ossetia, and
Nagorno-Karabakh. The article details the cases of armed conflict in the various territories, and
how conflict has shaped the situation of each nation’s struggle for self-determination. Delegates
will find it helpful to review the claims made by each group, and how their historical pursuit of
self-determination remains unresolved in the present.
United Nations, General Assembly, Fifteenth session. (1961). Declaration on the Granting of Independence to
Colonial Countries and Peoples (A/RES/1514 (XV)). Retrieved 20 July 2017 from:
http://undocs.org/A/RES/1514(XV)
19
The Declaration on the Granting of Independence to Colonial Countries and Peoples is one of the
primary documents that outlines the right to self-determination and serves as a basis for
understanding the concept of the right as a whole. Delegates should examine the document
thoroughly to understand how the right applies to countries and peoples that were colonized.
Clause 3 states that the inadequacy of political, economic, social or educational preparedness
should never be a pretext for delaying the exercise of the right to self-determination. Additionally,
the document states that attempts at the partial or complete disruption of national unity or
territorial integrity are incompatible with the Charter of the United Nations.
United Nations, General Assembly, Seventy-first session. (2016). Report of the Secretary-General on the Right of
Peoples to self-determination (A/71/326). Retrieved 20 July 2017 from: http://undocs.org/A/71/326
The Secretary-General summarizes the main developments relating to the right to self-
determination in this 2016 report. It addresses the situation of Western Sahara, Palestine, and
non-self-governing territories, among others. The report also addresses the rights of indigenous
peoples to free, prior and informed consent about the exploitation of resources on their land by
their host state. Additionally, the reports states that the host state must consult with indigenous
peoples about the disposal of hazardous substances on their land. Delegates will find this source
helpful as they formulate solutions to address the right to self-determination.
Unrepresented Nations and Peoples Organization. (1993). Self-Determination in Relations to Individual Human
Rights, Democracy, and the Protection of the Environment. Retrieved 28 August 2017 from:
http://unpo.org/downloads/Self-determination%20conference%201993.pdf
At UNPO’s conference held in The Hague, Netherlands in 1993, the objectives of the session
included clarifying the meaning of self-determination, providing a space for those claiming the
right to self-determination to voice their perspective, and considering strategies for the peaceful
implementation of the right to self-determination. Several important topics that delegates will find
critical to the discussion on the right to self-determination include: the affirmation that indigenous
peoples have a right to the management of the natural environment in the territory they inhabit;
that the principle of territorial integrity of Member States should not be an impediment to the
implementation of self-determination; and the proposal by the Prince of Liechtenstein of a
peaceful process for implementing the right to self-determination.
Unrepresented Nations and Peoples Organization. (1996). The Question of Self-Determination: The Cases of East
Timor, Tibet, and Western Sahara. Retrieved 28 August 2017 from:
http://unpo.org/downloads/Selfdetermination%20Conference1996.pdf
This document summarizes the discussions at UNPO’ conference in Geneva, Switzerland, held
concurrently with the 52nd session of the United Nations Commission on Human Rights. It was
convened at the initiative of the leaders of Tibet, East Timor and Western Sahara, to discuss their
exercise of the right to self-determination, the challenges they face to attain this right, and what
actions the United Nations could take in response. This document also outlines the development of
the right to self-determination under international law, which forms the basis for the claims of
self-determination for Tibet, East Timor, and Western Sahara. One important point that delegates
will find helpful to understanding the right to self-determination, is that many peoples seeking self-
determination agree that the right to self-determination does not necessarily lead to political
independence. The conference participants believed that it should be an option available to the
peoples who are claiming their right to self-determination, and that the implementation of the
right to self-determination should lead to an outcome that is the result of a clear, free, and well-
informed choice through a democratic process.
Wilcox, S. (2016). Climate Change Inundation, Self-Determination, and Atoll Island States. Human Rights
Quarterly, 38 (4): 22-1037. Retrieved 20 July 2017 from: https://muse.jhu.edu/article/636568
This article discusses recent developments in the right to self-determination as it relates to climate
change. What will be most useful for delegates is the article’s clarity in describing how climate
change affects the right of self-determination for many SIDS, especially through inundation from
rising sea levels. Additionally, it describes the application of self-determination by the United
Nations and international law, and the challenges that this categorization poses to the rights of
20
SIDS. Lastly, the article outlines several options that SIDS are considering in regards to their
right to self-determination, if their territory is destroyed by climate change inundation.
Bibliography
Charter of the United Nations. (1945). Retrieved 20 July 2017 from:
http://www.un.org/en/documents/charter/index.shtml
Dersso, S. (2012). International law and the self-determination of South Sudan. Institute for Security Studies Paper,
No. 231. Retrieved 28 August from: https://www.files.ethz.ch/isn/141398/Paper231.pdf
Herzer, E. (2007). The Right to Self-Determination – The Legal Cornerstone to Tibet. Retrieved 28 August 2017
from: http://www.unpo.org/article/6904
Hingley, R. (2017). ‘Climate Refugees’: An Oceanic Perspective. Asia and the Pacific Policy Studies, 4 (1): 158-
165. Retrieved 28 August 2017 from: http://onlinelibrary.wiley.com/doi/10.1002/app5.163/full
International Fund for Agricultural Development. (2007). Climate Change Impacts – Pacific Islands [Report].
Retrieved 28 September 2017 from: https://www.ifad.org/documents/10180/9054c140-a03c-4c6e-ae9e-
ab9d7972dd19
Kelman, I. & J. West. (2009). Climate Change and Small Island Developing States: A Critical Review. Ecological
and Environmental Anthropology, 5 (1). Retrieved 28 August 2017 from:
http://www.ilankelman.org/articles1/eea2009.pdf
Morris, R. (2009, December). What Happens When Your Country Drowns?. Mother Jones. Retrieved 28 August
2017 from: http://www.motherjones.com/environment/2009/11/tuvalu-climate-refugees/
Office of the United Nations High Commissioner for Human Rights. (2016). Press briefing note on Indonesia/Death
penalty and climate change and human rights. Retrieved 28 August 2017 from:
http://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=15654&LangID=E
Office of the United Nations High Commissioner for Human Rights. (2016). Urgent measures needed to deter
mercenaries and foreign fighters and prevent further violence in CAR. Retrieved 28 August 2017 from:
http://www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=20701&LangID=E
Office of the United Nations High Commissioner for Human Rights. (2017). Human Rights and Climate Change
[Website]. Retrieved 28 September 2017 from:
http://www.ohchr.org/EN/Issues/HRAndClimateChange/Pages/HRClimateChangeIndex.aspx
Office of the United Nations High Commissioner for Human Rights. (2017). List of Human Rights Issues [Website].
Retrieved 28 September 2017 from: http://www.ohchr.org/EN/Issues/Pages/ListOfIssues.aspx
Office of the United Nations High Commissioner for Human Rights. (2017). Who We Are [Website]. Retrieved 28
September 2017 from: http://www.ohchr.org/EN/AboutUs/Pages/WhoWeAre.aspx
Starovoitova, G. (1997). Sovereignty after Empire: Self-Determination Movements in the Former Soviet Union.
Peaceworks, No. 19. Retrieved 29 August 2017 from: https://www.usip.org/sites/default/files/pwks19.pdf
United Nations, Department of Public Information. (2017). Non-Self-Governing Territories [Website]. Retrieved 20
July 2017 from: http://www.un.org/en/decolonization/nonselfgovterritories.shtml
United Nations, Department of Public Information. (2017, May 16). Secretary-General Confirms His Commitment
to Decolonization Agenda in Message for Opening of Caribbean Regional Seminar (GA/COL/3307) [Meetings
Coverage]. Retrieved 28 September 2017 from: https://www.un.org/press/en/2017/gacol3307.doc.htm
21
United Nations, Department of Public Information. (2017, June 19). Special Committee Approves Text Calling on
United States to Expedite Puerto Rico’s Self-Determination Process, Welcomes Release of Long-Timer
Independence Activist (GA/COL/3312) [Meetings Coverage]. Retrieved 28 September 2017 from:
https://www.un.org/press/en/2017/gacol3312.doc.htm
United Nations Educational, Scientific and Cultural Organization. (1989). International Meeting of Experts on
further study of the concept of the rights of peoples [Report]. Retrieved 28 August 2017 from:
http://unesdoc.unesco.org/images/0008/000851/085152eo.pdf
United Nations Framework Convention on Climate Change, Twenty-first session. (2015). Paris Agreement.
Retrieved 28 August 2017 from:
http://unfccc.int/files/essential_background/convention/application/pdf/english_paris_agreement.pdf
United Nations, General Assembly, Fourteenth session. (1960). Question of Tibet (S/RES/1353) [Resolution].
Adopted on the report of the Sixth Committee (A/55/610). Retrieved 20 July 2017 from:
http://undocs.org/A/RES/55/153
United Nations, General Assembly, Fifteenth session. (1961). Declaration on the Granting of Independence to
Colonial Countries and Peoples (A/RES/1514 (XV)). Retrieved 20 July 2017 from:
http://undocs.org/A/RES/1514(XV)
United Nations, General Assembly, Twenty-first session. (1966). International Covenant on Economic, Social, and
Cultural Rights, International Covenant on Civil and Political Rights and Optional Protocol to the International
Covenant on Civil and Political Rights (A/RES/2200 (XXI)). Adopted on the report of the Third Committee.
Retrieved 28 August 2017 from: http://undocs.org/A/RES/2200(XXI)
United Nations, General Assembly, Twenty-fifth session. (1970). Declaration on the Principles of International
Law Concerning Friendly Relations and Co-operation among States in Accordance with the Charter of the United
Nations (A/RES/25/2625 (XXV)). Adopted on the report of the Sixth Committee. Retrieved 28 August 2017 from:
http://undocs.org/A/RES/2625(XXV)
United Nations, General Assembly, Fifty-fifth session. (2000). Nationality of Natural Persons in Relation to the
Succession of States (A/RES/55/153) [Resolution]. Retrieved 20 July 2017 from: http://undocs.org/A/RES/55/153
United Nations, General Assembly, Sixty-first session. (2007). United Nations Declaration on the Rights of
Indigenous Peoples (A/RES/61/295). Adopted without reference to a Main Committee (A/61/L.67 and Add.1).
Retrieved 20 July 2017 from: http://undocs.org/A/RES/61/295
United Nations, General Assembly, Sixty-seventh session. (2012). Follow up to and implementation of the
Mauritius Strategy for the Further Implementation of the Programme of Action for the Sustainable Development of
Small Island Developing States (A/RES/67/207) [Resolution]. Adopted on the report of the Second Committee
(A/67/437/Add.2). Retrieved 28 August 2017 from: http://www.undocs.org/A/RES/67/207
Sustainable Development (A/RES/70/1). Retrieved 28 August 2017 from: http://undocs.org/A/RES/70/1
United Nations, General Assembly, Seventy-first session. (2016). Report of the Secretary-General on the Right of
Peoples to self-determination (A/71/326). Retrieved 20 July 2017 from: http://undocs.org/A/71/326
United Nations, General Assembly, Seventy-first session. (2017). Status of internally displaced persons and
refugees from Abkhazia, Georgia, and the Tskhinvali region/South Ossetia, Georgia (A/RES/71/290) [Resolution].
Adopted without reference to a Main Committee (A/71/L.71). Retrieved 28 September 2017 from:
22
United Nations, General Assembly, Seventy-first session. (2017). The right of the Palestinian people to self-
determination (A/RES/71/184) [Resolution]. Adopted on the report of the Third Committee (A/71/483). Retrieved 20
July 2017 from: http://www.undocs.org/A/RES/71/184
United Nations, General Assembly, Seventy-first session. (2017). Universal realization of the right of peoples to
self-determination (A/RES/71/183) [Resolution]. Adopted on the report of the Third Committee (A/71/483).
Retrieved 20 July 2017 from: http://www.undocs.org/A/RES/71/183
United Nations, General Assembly, Seventy-first session. (2017). Use of mercenaries as a means of violating human
rights and impeding the exercise of the right of peoples to self-determination (A/RES/71/182) [Resolution]. Adopted
on the report of the Third Committee (A/71/483). Retrieved 20 July 2017 from:
http://www.undocs.org/A/RES/71/182
United Nations, Human Rights Council, Twenty-fourth special session. (2015). Report of the Human Rights Council
(A/71/53). Retrieved 28 September 2017 from: http://undocs.org/A/71/53
United Nations, Human Rights Council. (2017). About the United Nations Human Rights Council [Website].
Retrieved 28 September 2017 from: http://www.ohchr.org/EN/HRBodies/HRC/Pages/AboutCouncil.aspx
United Nations, Special Committee on Decolonization. (n.d.). Committee of 24 (Special Committee on

Decolonization) [Website]. Retrieved 28 September 2017 from:
http://www.un.org/en/decolonization/specialcommittee.shtml
United Nations, Trusteeship Council. (2016). Trusteeship Council [Website]. Retrieved 28 August 2017 from:
http://www.un.org/en/sections/about-un/trusteeship-council/index.html
Unrepresented Nations and Peoples Organization. (1993). Self-Determination in Relations to Individual Human
Rights, Democracy, and the Protection of the Environment [Website]. Retrieved 28 August 2017 from:
http://unpo.org/downloads/Self-determination%20conference%201993.pdf
Unrepresented Nations and Peoples Organization. (1996). The Question of Self-Determination: The Cases of East
Timor, Tibet, and Western Sahara [Website]. Retrieved 28 August 2017 from:
http://unpo.org/downloads/Selfdetermination%20Conference1996.pdf
Unrepresented Nations and Peoples Organization. (2002). Self-determination and Conflict Transition [Website].
Retrieved 28 August 2017 from: http://unpo.org/content/view/87/83/
Unrepresented Nations and Peoples Organization. (2006). Self-Determination [Website]. Retrieved 20 July 2017
from: http://www.unpo.org/article/4957
Unrepresented Nations and Peoples Organization. (2008). Separatist Movements – Should Nations Have a Right to
Self-Determination? [Website]. Retrieved 28 August 2017 from: http://unpo.org/content/view/8023/236/
Unrepresented Nations and Peoples Organization. (2016). About [Website]. Retrieved 28 August 2017 from:
http://unpo.org/section/2
Wilcox, S. (2016). Climate Change Inundation, Self-Determination, and Atoll Island States. Human Rights
Quarterly, 38 (4): 22-1037.
23
II. The Elimination of All Forms of Religious Intolerance
“By acting together to end discrimination, we can lift humanity as a whole. As societies become multi-ethnic, multi-
religious and multi-cultural, we will need greater political, cultural and economic investments in inclusivity and
cohesion in line with the Sustainable Development Goals. We can build communities that recognize that diversity is
not a source of weakness, it is a source of strength and richness. Let us stand up against intolerance and eliminate
discrimination.”164
Introduction
According to a study conducted in 2010, across the world, more than eight in ten persons reported religious
affiliation.165 Religious intolerance and social hostilities are on the rise, particularly against religious minorities.166
For instance, in recent months, many Rohingya Muslims from Myanmar have been subjected to violence and ethnic
cleansing, and have been forced to flee to neighboring Bangladesh in the hundreds of thousands.167 The number of
countries with incidents of religious intolerance towards minorities increased from 24% to 47% from 2007 to 2012,
while those with instances of terrorist activities related to religious intolerance have suffered a sharp increase since
2007.168 Additionally, the number of governments that have exerted force against different religious groups has also
increased, from 31% in 2007 to 48% in 2012.169 Many issues remain in mainstreaming the right to freedom of
religion or belief.170 There is a general lack of empirical data and understanding that the right to religion or belief is
intertwined with other human rights issues, including linguistic and religious minority, and refugee issues.171
The protection of religious freedom enshrined in the Universal Declaration of Human Rights (UDHR) (1948), is of
priority for the vast majority of all persons.172 The United Nations (UN) General Assembly Declaration on the
Elimination of All Forms of Intolerance and of Discrimination Based on Religion or Belief (1981) defines religious
intolerance as “any distinction, exclusion, restriction or preference based on religion or belief and having as its
purpose or as its effect nullification or impairment of the recognition, enjoyment of exercise of human rights and
fundamental freedoms on an equal basis.”173 Religious discrimination has been interpreted as “an affront to human
dignity and a disavowal of the principles of the Charter of the United Nations… as an obstacle to friendly and
peaceful relations between nations.”174
Both intra- and inter-faith religious conflicts pose a threat to peace.175 Intra-faith tolerance is characterized as
cooperation and amicable relations between different denominations of a religion, while inter-faith tolerance focuses
on the relationship between different religions.176 Growing religious intolerance and mistrust of multiculturalism,
along with the increased trend in the securitization of human rights (limiting human rights in the name of state
164 UN Secretary-General, Remarks at the Commemoration of the International Day for the Elimination of Racial
Discrimination: Racial Profiling and Incitement to Hatred, including in the context of migration, 2017.
165 Pew Research Center, The Global Religious Landscape: A Report on the Size and Distribution of the World’s Major Religious
Groups as of 2010, 2012, p. 10.

166 Pew Research Center, Religious Hostilities Reach Six-Year High, 2014, p. 10.
167 UN General Assembly, Address by H. E. Sheikh Hasina Hon'ble Prime Minister Government of the People's Republic of
Bangladesh, 2017.
168 Pew Research Center, Religious Hostilities Reach Six-Year High, 2014, pp. 10-13.
169 Ibid., p. 14.
170 UN General Assembly, Elimination of all forms of religious intolerance (A/71/269), 2016.
171 Ibid., 2016.
172 UN General Assembly, Universal Declaration of Human Rights (A/RES/217 A (III)), 1948.
173 UN General Assembly, Declaration on the Elimination of All Forms of Intolerance and of Discrimination Based on Religion
or Belief (A/RES/36/55), 1981.

174 Ibid.
175
UNESCO, Dialogue among Civilizations: Regional Summit on Inter-religious and Inter-ethnic Dialogue, 2004, p. 6.
176 UN HRC, Report of the Special Rapporteur on freedom of religion or belief, Heiner Bielefeldt: Addendum
(A/HRC/25/58/Add.1), 2013, p. 15.
24
security), pose serious threats to the international system.177 Promoting religious tolerance, understanding, and
peace, are important methods of eliminating all forms of religious intolerance and fostering sustainable peace.178
The UDHR protects persons from discrimination on the grounds of religion, acknowledges individuals of age should
be allowed to marry regardless of religion or creed, and endorses the right to education that promotes harmony.179
Article 18 enshrines the right of an individual to freedom of expression or belief, their right to change their beliefs,
and “to manifest his religion or belief in teaching, practice, worship and observance.”180 Following the UDHR, the
International Covenant on Civil and Political Rights (ICCPR), adopted by the General Assembly in 1966, states that
Member States party to the covenant undertake the duty to respect and protect the rights of their citizens, without
distinguishing on the basis of religion.181 The ICCPR enshrines the “right to freedom of thought, conscience, and
religion,” including the right to choose and convert to a religion, children’s religious rights, religious rights of
parents, and freedom from coercion that would affect an individual’s right to freedom of religion.182
On 25 November 1981, the UN General Assembly adopted the Declaration on the Elimination of All Forms of
Intolerance and of Discrimination Based on Religion or Belief, which established a human rights framework for
addressing the freedom of religion.183 The declaration expanded on the ICCPR and reassured the right to freedom of
religion or belief by calling upon Member States to rescind discriminatory legislation in order to protect the freedom
of religion and belief.184 The General Assembly also adopted the Declaration on the Rights of Persons Belonging to
National or Ethnic, Religious and Linguistic Minorities in 1992, which focuses on protecting the rights of
minorities, advocating that this protection be rooted in national legislation of Member States.185 More recently,
General Assembly resolutions 71/195 and 71/196, both adopted on 19 December 2016, address intolerance related to
religion and freedom of religion or belief, which are inextricably linked to one another.186 General Assembly
resolution 71/195 on “Combating intolerance, negative stereotyping, stigmatization, discrimination, incitement to
violence and violence against persons, based on religion or belief,” notes the recent increase in hate crimes
motivated by religious intolerance, and encourages constructive conversation and interfaith dialogue as a strong
proactive measure to eliminate the root causes of religious intolerance.187 Connected to eliminating religious
intolerance is the right to freedom of religion or belief, addressed in General Assembly resolution 71/196, which
strongly condemns all acts of terrorism and violence, discrimination and intolerance, and instances where state laws
do not protect the freedom of religion.188 Moreover, the Rome Statute of the International Criminal Court (1988)
acknowledges that attacks directed towards religious buildings constitute a war crime.189
The 2030 Agenda for Sustainable Development (2015) provides a roadmap for the international community to
develop and enhance human rights, ensure greater and equal access to basic services, and build capacity for the
development of inclusive societies.190 While none of the Sustainable Development Goals (SDGs) explicitly address
177 UN General Assembly, Report of the Special Rapporteur on freedom of religion and belief (A/HRC/34/50), 2017, p. 12.
178 UN General Assembly, Promotion of interreligious and intercultural dialogue, understanding and cooperation for peace
(A/RES/71/249), 2016.
179 UN General Assembly, Universal Declaration of Human Rights (A/RES/217 A (III)), 1948.
180 Ibid.
181 UN General Assembly, International Covenant on Civil and Political Rights (A/RES/2200 (XXI)), 1966.
182 Ibid.
183 UN General Assembly, Declaration on the Elimination of All Forms of Intolerance and of Discrimination Based on Religion
or Belief (A/RES/36/55), 1981.

184 Ibid.
185 UN General Assembly, Declaration on the Rights of Persons Belonging to National or Ethnic, Religious and Linguistic
Minorities (A/RES/47/135), 1992.

186 UN General Assembly, Combating intolerance, negative stereotyping, stigmatization, discrimination, incitement to violence
and violence against persons, based on religion or belief (A/RES/71/195), 2016; UN General Assembly, Freedom of
religion or belief (A/RES/71/196), 2016.
187 Ibid.
188 UN General Assembly, Freedom of religion or belief (A/RES/71/196), 2016.
189
UN Diplomatic Conference of Plenipotentiaries on the Establishment of an ICC, Rome Statute of the International Criminal
Court, 1998.
190 UN General Assembly, Transforming our world: the 2030 Agenda for Sustainable Development (A/RES/70/1), 2015.
25
religious intolerance, some of their targets note that progress should be made to advance the right to freedom of
religion, such as the targets in SDGs 4, 10, 16, and 17.191 These goals, aimed at promoting inclusive education,
social cohesion and inclusivity; reducing discriminatory laws and protecting fundamental freedoms, and enhancing
state policy capacity by increasing access to high quality data, all play a role in eliminating all forms of religious
intolerance.192
From 28-29 March 2017, the Office of the UN High Commissioner for Human Rights (OHCHR) held an expert
workshop on “Faith for Rights” (F4R), which resulted in the Beirut Declaration, outlining five principles for
advancing human rights and the right to freedom of religion or belief.193 The principles aim to translate international
dialogue to local settings in order to combat religious intolerance, avoid the manipulation of faith, and promote F4R
partnerships.194 The Beirut Declaration recognizes the importance of religious institutions in protecting human
dignity and human rights.195 It also references the 2012 Rabat Plan of Action on the prohibition of advocacy of
national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence, which focuses
on the role of political and religious leaders in denouncing intolerance and violence.196 The Rabat Plan of Action
provides a concrete set of recommendations that cover legislative approaches to combat incitement to
“discrimination, hostility, or violence.”197 Likewise, UN Human Rights Council (HRC) resolution 16/18 of 12 April
2011 titled “Combating intolerance, negative stereotyping and stigmatization of, and discrimination, incitement to
violence and violence against, persons based on religion or belief” established the Istanbul Process, which allowed
the international system to address religious intolerance through positive policy measures rather than the previous
“defamation of religion” approach to eliminating blasphemy laws.198 Blasphemy laws indicate religious intolerance
in a state’s judiciary system and can be described as “the act of insulting or showing contempt or lack of reverence
for God.”199
The Special Rapporteur on freedom of religion or belief is mandated to help protect the right to freedom of religion
or belief at the national, regional, and international level, to identify all obstacles to the freedom of religion or belief,
to review instances where Member States do not uphold the Declaration on the Elimination of All Forms of
Intolerance and of Discrimination Based on Religion or Belief, and to inform the UN of all abuses of the freedom of
religion or belief from a gender perspective.200 The Special Rapporteur’s recent report on the implementation plan
for the Istanbul Process notes that many violations of the right to religion or belief are carried out by non-state
actors, by terrorist organizations, and by those inspired to commit acts of hatred and religious intolerance.201
In 2017, the UN Educational, Scientific and Cultural Organization (UNESCO) published the guide Making textbook
content inclusive: A focus on religion, gender, and culture, which contains a special section on religion.202 The guide
acknowledges that education and textbooks can assist in promoting dialogue between faiths, contributing to a
learning environment that fosters inclusivity.203 UNESCO has worked on improving textbook content since 1945,
and has seen significant development since then.204 The UN Inter-Agency Task Force on Engaging Faith-Based
191 Ibid.
192 Ibid.
193 UN OHCHR, The Beirut Declaration and its 18 commitments on Faith for Rights: Report and outlook, 2017.
194 Ibid., pp. 7-8.
195 Ibid., p. 10.
196 UN HRC, Annual report of the United Nations High Commissioner for Human Rights (A/HRC/22/17/Add.4), 2013.
197 Ibid., p. 6.
198 UN HRC, Combating intolerance, negative stereotyping and stigmatization of, and discrimination, incitement to violence and
violence against, persons based on religion or belief (A/HRC/RES/16/18), 2011; Article 19, UN HRC Res 16/18:
Consolidating Consensus Through Implementation, 2016, pp. 3-4.
199 UN General Assembly, Elimination of all forms of religious intolerance (A/71/269), 2016, pp. 13-14; United States
Commission on International Religious Freedom, Respecting Rights? Measuring the World’s Blasphemy Laws, 2017, p.
1.
200 UN OHCHR, Special Rapporteur on freedom of religion or belief: Introduction, 2017.
201 UN HRC, Report of the Special Rapporteur on freedom of religion and belief (A/HRC/34/50), 2017.
202
UNESCO, Making textbook content inclusive: A focus on religion, gender, and culture, 2017.
203 Ibid.
204 Ibid., pp. 7-8.
26
Actors for Sustainable Development works with faith-based organizations (FBOs) and different UN organizations to
advance development and human rights.205 Additionally, the UN Population Fund (UNFPA) published a report titled
Realizing the Faith Dividend: Religion, Gender, Peace and Security in Agenda 2030, which links the importance of
FBOs within sustainable development, as actors that contribute to social and economic development.206 The UN
Office on Genocide Prevention and the Responsibility to Protect, which reports directly to the UN Secretary-General
in an advisory capacity, has recently published the Plan of Action for Religious Leaders and Actors to Prevent
Incitement to Violence that could lead to Atrocity Crimes, a document that is the result of two years of engagement
with religious groups.207 The document addresses the critical role religious leaders play in curbing the incitement to
violence through hateful speech and provides a blueprint for building inclusive societies.208 Similarly, the UN
Alliance of Civilizations (UNAOC) brings together faith leaders for interreligious and intercultural dialogue, and
maintains that respecting diversity is essential to building peace.209
Non-governmental organizations (NGOs) and FBOs have a substantial role to play in promoting the right to freedom
of religion or belief, as they are uniquely positioned within society to build networks of trust and promote
intercultural dialogue.210 The International Partnership on Religion and Sustainable Development (PaRD),
established in 2016, unites NGOs, governmental organizations, FBOs, voluntary organizations, as well as secular
and non-secular actors, to further SDGs 3, 5, and 16 on health, gender equality, and peace and strong institutions.211
On a regional level, the Organization for Security and Co-operation in Europe (OSCE) has issued guidelines for
reviewing legislation to protect the freedom of religion or belief as a measure to reduce religious intolerance.212 In
2015, the European Commission held a forum on “Tolerance and respect: preventing and combating anti-Semitic
and anti-Muslim hatred in Europe.”213 The outcomes of the forum comprised a variety of policy suggestions from
participants, including a call for national action plans, increased public awareness, education on human rights and
religious diversity, and quality disaggregated data on religion and discrimination on the basis of religion.214
Furthermore, the Organisation of Islamic Cooperation (OIC) has issued a Programme of Action until 2025 focusing
on promoting intercultural dialogue and tolerance in an effort to eliminate discrimination against and
misconceptions about Muslims.215
State-Induced Religious Intolerance
The Special Rapporteur on freedom of religion or belief has noted a “global pushback on human rights,” some of it
at the state level, which has only deepened the chasm of realizing the right to freedom of religion or belief.216 For
instance, in 2017, Russia’s Supreme Court banned Jehovah’s Witnesses from their country as an attempt to ban
extremist religions.217 In China, some religions are considered a threat to the state, and there is an increasing number
205 UN Inter-Agency Task Force on Engaging Faith-Based Actors for Sustainable Development, Engaging Religion and Faith-
Based Actors in 2016, 2016.
206 UNFPA, Engaging Religion and Faith-Based Actors in 2016, 2016; UNFPA, Realizing the Faith Dividend: Religion, Gender,
Peace and Security in Agenda 2030, 2016.

207 UN Office on Genocide Prevention and the Responsibility to Protect, Plan of Action for Religious Leaders and Actors to
Prevent Incitement to Violence that could lead to Atrocity Crimes, 2017.

208 Ibid.
209 UNAOC, Who We Are: About Us; UNAOC, The Role of Religious Leaders in Peacebuilding in the Middle East, 2017.
210 UN HRC, Report of the Special Rapporteur on freedom of religion and belief (A/HRC/34/50), 2017, p. 20.
211 International Partnership on Religion and Sustainable Development, About: Mission Statement; International Partnership on
Religion and Sustainable Development, How PaRD Works.

212 OSCE, Guidelines for Review of Legislation Pertaining to Religion or Belief, 2004.
213 European Commission, “Tolerance and respect: preventing and combating antisemitic and anti-Muslim hatred in Europe”,
2015.
214 Ibid.
215 OIC, The OIC – 2025: Programme of Action, 2016; OIC, History, 2017.
216
UN HRC, Report of the Special Rapporteur on freedom of religion and belief (A/HRC/34/50), 2017.
217 United States Commission on International Religious Freedom, 2017 Annual Report: Key findings & Recommendations, 2017,
p. 1.
27
of regulations placing restrictions on religions.218 Comparing these examples of religious intolerance at the state
level reveals a host of causes for religious intolerance.219
Understanding the root causes of religious intolerance is paramount to creating better policy to eliminate it.220 Root
causes for religious intolerance by governments can be summarized into different categories: intolerance on the
basis of religious interpretation; using religion (or secularism) to distinguish national heritage or privilege certain
religions; the exercise of control of public and private life; government failure; and an imbalance of power.221
Members of religious minorities are more vulnerable than religious majorities, as they may lack representation or
protection and access to decision makers, and may experience discriminatory government policies.222 The most
pervasive form of state-induced religious intolerance is harassment and hostility of government employees towards
certain religious minorities.223 These include overly burdensome government processes such as requiring special
permits for establishing places of worship, or requiring registration or legal authority for religious communities in
order for them to operate.224 Additionally, blasphemy laws, which exist in over 70 countries, serve to penalize the
expression of religion or belief when considered blasphemous in nature.225 Many blasphemy laws contradict
international law regarding freedom of religion, belief, or expression, and have been deemed by the Special
Rapporteur on the right to freedom of religion or belief to be unlawful and unjustifiable in the context of human
rights, particularly the right to freedom of religion or belief.226
The securitization of human rights is an ongoing problem for maintaining religious freedom, as it undermines certain
human rights, particularly the right to freedom of religion or belief, through state laws.227 Some states make
declarations that rights must be limited in the name of security, when, in reality, the limitation of those rights does
not lessen a security risk, or when the relationship between restricting rights and security is weak or unfounded.228
General, vague statements made by governments about the restriction of religious freedom in the name of security or
order may be in some cases a cover for wanting to halt religious criticism, to maintain control over public and
private life, or to discriminate against minority groups.229
Judiciaries and legislative frameworks within Member States play an important role in the realization of the right to
freedom of religion or belief.230 Defense of secularism in human rights cases has become ubiquitous in countries that
have secular laws.231 While the right to freedom of religion or belief is codified in international and human rights
laws, the expression of such beliefs is often subject to limitations at the national level.232 For instance, in the case of
Leyla Şahin v. Turkey, the European Court of Human Rights ruled that a university in Istanbul had the right to ban
headscarves from campus to protect individuals from attacks from extremist groups trying to undo Turkey’s laws
protecting secularism.233 In the case of Lautsi and Others v. Italy, crucifixes were allowed in classrooms in Italy by
the European Court of Human Rights, while the House of Lords in the United Kingdom in Begum v. Headteacher
came to the conclusion in 2006 that it was permissible to ban young women from wearing headscarves in a
218 Ibid., p. 12.

220 Ibid., p. 19.
221 Ibid., pp. 9-13.
222 UN HRC, Report of the Special Rapporteur on freedom of religion and belief (A/HRC/34/50), 2017; UN General Assembly,
Elimination of all forms of religious intolerance (A/71/269), 2016.

224 Ibid.
225 United States Commission on International Religious Freedom, Respecting Rights? Measuring the World’s Blasphemy Laws,
2017, p. 3.
226 Ibid.; UN HRC, Report of the Special Rapporteur on freedom of religion and belief (A/HRC/34/50), 2017, pp. 12-13.
228 Ibid.
229 UN General Assembly, Elimination of all forms of religious intolerance (A/71/269), 2016, pp. 9-13.
230 UN General Assembly, Report of the Special Rapporteur on freedom of religion and belief (A/HRC/34/50), 2017, p. 8.
231 Bennoune, Secularism and Human Rights: A Contextual Analysis of Headscarves, Religious Expression, and Women’s
Equality Under International Law, 2007, p. 373.

232 Ibid., p. 370.
233 Ibid., pp. 370-371.
28
predominantly Muslim school, to ensure that the girls who did not wear headscarves were not threatened.234 In
France, a country-wide ban on veils has been upheld in human rights courts, in order to promote France’s religious
neutrality.235 The cumulative impact of these cases may have serious effects for religious minorities and societies,
where principles of secularism may be implemented differently in each secular country.236 In these cases and others,
an analysis of the reasons for bans on religious symbols, national law, gender equality, security, human rights law,
and other factors may be considered before a decision is made by a court.237
One of the biggest issues facing the international community is a general lack of quality data on religious intolerance
that could be used to establish better policies in the future.238 The OHCHR published a guide in 2012 to help
measure human rights indicators to assist the international community, NGOs, and Member States so that data can
be disaggregated and used to develop better policy to address human rights issues.239 This includes the
disaggregation of data by religion, supporting SDG 17 and policy capacity for governments. 240
The Role of Non-State Actors
Some of the most brutal acts of religious intolerance are carried out by non-state actors.241 For instance, some
officials of UN Member States have determined that the Islamic State of Iraq and the Levant (ISIL) has committed
acts of violent extremism in the name of religion, ultimately constituting genocide.242 According to the Special
Rapporteur on freedom of religion or belief, militant and terrorist organizations that commit atrocities in the name of
religion thrive due to many of the same root causes as government-induced religious intolerance: a general lack of
governance and mechanism to enforce laws prohibiting religious intolerance, segregated and splintered societies,
systemic discrimination, and corruption.243
An issue that the international community has failed to address is the role of non-state actors in the wider issue of
protecting and promoting human rights.244 Even though non-state actors may perpetrate acts of violence or religious
intolerance, it is nonetheless the responsibility of the state to protect and uphold human rights.245 Societal contexts in
different parts of the world may not be accommodating to religious diversity or multiplicity of religious
interpretation, and governments may explicitly or implicitly endorse marginalization and social ostracism, or other
acts of intolerance.246 In some countries, vigilante groups may patrol their neighborhoods at night to ensure
compliance with religious norms.247 Non-state actors that engage in acts of religious intolerance may be endorsed,
ignored by states, or states may have failed or may lack capacity to address non-state actors effectively.248
The Role of the International Community in Promoting Religious Tolerance

NGOs, FBOs, and broader religious communities have a role to play in promoting religious tolerance and
eliminating intolerance, based on their unique position in society to work with communities and people from a place
234 European Court of Human Rights Press Unit, Factsheet – Religious symbols and clothing, 2017, p. 1; Bennoune, Secularism
and Human Rights: A Contextual Analysis of Headscarves, Religious Expression, and Women’s Equality Under
International Law, 2007, p. 371.
235 European Court of Human Rights, S.A.S. v. France, Application no. 43835/11, 2014.
236 European Court of Human Rights Press Unit, Factsheet – Religious symbols and clothing, 2017.
237 Ibid.
238 UN General Assembly, Elimination of all forms of religious intolerance (A/71/269), 2016, p. 20; UNFPA, Engaging Religion
and Faith-Based Actors in 2016, 2016.

239 UN OHCHR, Human Rights Indicators: A Guide to Measurement and Implementation, 2012.
240 Ibid.
241 UN General Assembly, Elimination of all forms of religious intolerance (A/71/269), 2016, p. 20.
242 United States Commission on International Religious Freedom, 2017 Annual Report: Key findings & Recommendations, 2017,
p. 1.
243 UN General Assembly, Elimination of all forms of religious intolerance (A/71/269), 2016, pp. 17-18.
244 UN HRC, Report of the Special Rapporteur on freedom of religion or belief (A/HRC/28/66), 2014, p. 13.
246
Ibid.
247 Ibid.; UNFPA, Engaging Religion and Faith-Based Actors in 2016, 2016.
29
of trust. 249 The Women’s Task Force of the Parliament of the World’s Religions helps to support women’s
leadership in faith movements, and ensures women’s voices are heard in discussions relating to the promotion of
human rights, including the right to freedom of religion or belief.250 The UN has launched the “United Nations Free
& Equal Campaign,” which seeks to celebrate love and diversity, and which is supported by religious leaders around
the world.251 This campaign helps contest messages of intolerance on the basis of religion or belief.252 In 2016, the
Special Rapporteur, in conjunction with the organization Muslims for Progressive Values, organized and facilitated
a conference on the right to freedom of religion or belief and sexuality.253 The conference explored the
intersectionality of diversity characteristics and attempted to maintain a holistic view of human rights and human
dignity.254 The conference also explored the idea that religion is not static and unchanging, and that diverse
populations must be respectfully brought into discussions on promoting the rights of lesbian, gay, bisexual,
transgender, and intersex persons.255 Muslims for Progressive Values calls on the international Muslim community
to engage in critical conversations about their religion, the acceptance of diversity, and respect for universal human
rights.256 If FBOs and religious institutions advocated for peace, acceptance of diversity, and human rights, this
would have a significant impact on religious tolerance around the world.257
Conclusion
There is a high interest from the international community and broader UN system to work alongside FBOs and
NGOs to promote the freedom of religion or belief, human rights, and the SDGs in order to eliminate religious
intolerance.258 While there is some information on the root causes of religious intolerance, and the mechanisms
available to further understand religious intolerance around the world, it is impossible to capture every example of
religious intolerance.259 Nevertheless, the international system has an opportunity to dedicate its efforts in a high-
level strategy to address religious intolerance.260 Addressing religious intolerance is a primary concern for the new
Special Rapporteur on freedom of religion or belief, as is operationalizing the implementation of positive policy
measures, the Rabat Plan of Action, and HRC resolution 16/18.261
Further Research
Moving forward with their research, delegates should consider question such as: How can the international
community reinvigorate the implementation of the Rabat Plan of Action and HRC resolution 16/18? How can the
UN leverage existing partnerships and networks to advance the SDGs and the right to freedom of religion or belief?
What are the important intersections in human rights that are not properly addressed in legal and judiciary systems?
How can measurements and data collection on religious intolerance be improved in order to support better policy
development and implementation? How to best mainstream the right to freedom of religion and belief? How might
the international community support education for all human rights?
249 UN HRC, Report of the Special Rapporteur on freedom of religion and belief (A/HRC/34/50), 2017, p. 20; UNFPA, Engaging
Religion and Faith-Based Actors in 2016, 2016.
250 Parliament of the World’s Religions, What is the Parliament’s Women’s Task Force?; United States Commission on
International Religious Freedoms, Women and Religious Freedom: Synergies and Opportunities, 2017.
251 UN Free & Equal Campaign, About UN Free & Equal, 2017.
252 Ibid.
253 Sonneveld, Conference Summary: Freedom of Religion and Belief and Sexuality, 2016.
254 Ibid.
255 Ibid., pp. 7-9.
256 Muslims for Progressive Values, About MPV: Collective Identity, 2017.
257 UNFPA, Engaging Religion and Faith-Based Actors in 2016, 2016; Pew Research Center, The Global Religious Landscape:
A Report on the Size and Distribution of the World’s Major Religious Groups as of 2010, 2012, p. 10.
258 UNFPA, Realizing the Faith Dividend: Religion, Gender, Peace and Security in Agenda 2030, 2016; International Partnership
on Religion and Sustainable Development, About: Mission Statement; UN Inter-Agency Task Force on Engaging Faith-
Based Actors for Sustainable Development, Engaging Religion and Faith-Based Actors in 2016, 2016.
259
UN General Assembly, Elimination of all forms of religious intolerance (A/71/269), 2016.
260 Ibid., pp. 21-22.
30
Article 19. (2016). UN HRC Res 16/18: Consolidating Consensus Through Implementation. Retrieved 19 September
2017 from: https://www.article19.org/data/files/medialibrary/38262/16_18_briefing_EN--online-version-
(hyperlinked)-.pdf
Article 19 is a registered charity and advocacy organization that works with organizations like the
UN, OSCE, Amnesty International, and governments around the world to promote the freedom of
expression. This briefing provides an in-depth analysis and explanation of HRC resolution 16/18
and its importance, as well as the key components for implementing the Rabat Plan of Action.
Delegates will find this source useful when looking for recommendations for further action to
reducing religious intolerance, and for furthering their understanding of the Rabat Plan of Action.
This source also explains why limiting expression of opinions and beliefs should only be kept as a
last resort for governments when limiting the right to freedom of religion or belief.
Office of the United Nations High Commissioner for Human Rights. (2017). The Beirut Declaration and its 18
commitments on Faith for Rights: Report and outlook. Retrieved 14 July 2017 from:
http://www.ohchr.org/Documents/Press/Faith4Rights.pdf
In March 2017, the UN High Commissioner for Human Rights hosted cross-disciplinary and
interfaith meetings on the relationship between the development of human rights and religion.
During the Beirut meeting, the participants expanded on the Rabat Plan of Action and created the
Beirut Declaration, along with 18 commitments to peace, harmony, and the development and
advancement of human rights. This outcome document will help delegates understand the most
current discussions related to human dignity, universal human rights, and religion. This source
outlines the philosophy that the protection of human dignity is enshrined in religious beliefs, and
acknowledges the importance of international human rights instruments to that end.
United Nations, General Assembly, Thirty-sixth session. (1981). Declaration on the Elimination of All Forms of
Intolerance and of Discrimination Based on Religion or Belief (A/RES/36/55). Adopted on the report of the Third
Committee (A/37/590). Retrieved 14 July 2017 from: http://undocs.org/A/RES/36/55
In 1981, the UN General Assembly adopted the Declaration on the Elimination of All Forms of
Intolerance and of Discrimination Based on Religion or Belief. The declaration clarifies the scope
of rights related to religion and belief, and provides context for all subsequent resolutions on the
freedom of religion or belief. Delegates will find this source useful as it is essential for
understanding the responsibilities of the international community to protect the right to freedom of
religion or belief, and to reduce discrimination on the basis of religion or belief.
Delegates will find the 2030 Agenda for Sustainable Development an excellent place to begin
research on how human rights and sustainable development are complementary. Delegates will
find SDGs 4, 10, 16, and 17 of particular interest for promoting the right to freedom of religion or
belief. The SDGs provide a roadmap for sustainable development and set specific targets to be
reached by 2030. Promoting the right to the freedom of religion or belief and eliminating all forms
of religious intolerance will be essential for the realization of the SDGs.
United Nations, General Assembly, Seventy-first session. (2016). Elimination of all forms of religious intolerance:
Interim report of the Special Rapporteur on freedom of religion or belief (A/71/269). Retrieved 16 July 2017 from:
http://undocs.org/A/71/269
This 2016 report by the Special Rapporteur on freedom of religion or belief to the General
Assembly outlines the importance of a universal approach to freedom of religion or belief. The
report emphasizes inclusivity, the complex nature of the right to freedom of religion or belief, and
the importance of equality. The report provides important context for the root causes of religious
intolerance, as well as injustices and violations of the right to religion or belief. Delegates will
find the discussion of state- and non-state-induced religious intolerance helpful in their research
and in categorizing types of religious intolerance.
31
United Nations, Human Rights Council. (2013). Annual report of the United Nations High Commissioner for
Human Rights: Addendum (A/HRC/22/17/Add.4). Retrieved 19 July 2017 from:
http://undocs.org/A/HRC/22/17/Add.4
The addendum to the report of the UN High Commissioner for Human Rights contains an
overview of the concrete actions established through the Rabat Plan of Action. Delegates will find
this report useful, as the Rabat Plan of Action is cited often as part of a solution for eliminating
religious intolerance due to its universality and clear plan for implementation at the state level.
The report presents a succinct summary of OHCHR’s regional expert workshop meetings,
exploring legal and legislative barriers that enforce religious hatred, and the culmination of those
findings. It also provides a legal and legislative background for supporting religious freedom that
is essential in the prohibition of incitement to national, racial, or religious hatred.
United Nations, Human Rights Council. (2017). Report of the Special Rapporteur on freedom of religion and belief
(A/HRC/34/50). Retrieved 14 July 2017 from: http://undocs.org/A/HRC/34/50
This report by the Special Rapporteur on freedom of religion or belief provides an overview of the
new mandate holder’s approach to his position as the Special Rapporteur on freedom of religion
or belief. The report focuses on modern challenges related to implementing the right to freedom of
religion or belief. The Special Rapporteur proposes an agenda for implementing this right, as well
as a comprehensive framework for how the Special Rapporteur interacts with other components of
the UN system. Focusing on addressing common and damaging misconceptions about the right to
freedom of religion or belief, and proposing solutions and future work methods, this report will
provide a guide for navigating the current state of the right to the freedom of religion or belief.
United Nations Population Fund. (2016). Engaging Religion and Faith-Based Actors in 2016: Report of the United
Nations Inter-Agency Task Force on Engaging Faith-Based Actors for Sustainable Development. Retrieved 28
August 2017 from: http://www.partner-religion-
development.org/fileadmin/Dateien/Resources/Knowledge_Center/Annual_Report_IATF_on_Religion_and_Develo
pment_2016.pdf
Delegates will find this source useful when beginning their research, as it provides critical
information on how UN bodies interact with FBOs to promote sustainable development, tolerance,
and intercultural dialogue. The Inter-Agency Task Force on Engaging Faith-Based Organizations
for Sustainable Development represents an innovative UN body that is attempting to leverage non-
state actors in order to pursue an agenda that promotes sustainability as well as human rights.
This report compiles information about the involvement of UN bodies with FBOs, and provides
references for exploring the international framework for religion, peace, and sustainable
development.
United States Commission on International Religious Freedoms. (2017). 2017 Annual Report: Key findings &
Recommendations. Retrieved 28 August 2017 from:
http://www.uscirf.gov/sites/default/files/KeyFindingsRecommendations.2017AnnualReport.pdf
This report by the United States Commission on International Religious Freedoms contains a
broad overview of countries that have restrictions on the freedom of religion or belief, and
catalogs countries according to their level of religious intolerance. Delegates will find this source
to be useful when researching countries that struggle to promote the right to freedom of religion
or belief. This report shows the evolution over time of Member States that have been placed on
Tier 1 – the states with the most instances of intolerance – as states of particular concern.
United States Commission on International Religious Freedoms. (2017). Respecting Rights? Measuring the World’s
Blasphemy Laws. Retrieved 28 August 2017 from:
http://www.uscirf.gov/sites/default/files/Blasphemy%20Laws%20Report.pdf
Delegates will find that this report contains definitions for and information on Member States that
have blasphemy laws. This source also cites specific blasphemy laws. The Special Rapporteur on
freedom of religion or belief believes blasphemy laws to be restrictive and antithetical to universal
human rights. By understanding blasphemy laws, delegates can assess whether the Member State
they are representing has legislation that is restrictive of the freedom of religion or belief.
Important sections for review are Part IV and the Annex, which detail the findings of the report.
32
Bibliography
Article 19. (2016). UN HRC Res 16/18: Consolidating Consensus Through Implementation. Retrieved 19 September
2017 from: https://www.article19.org/data/files/medialibrary/38262/16_18_briefing_EN--online-version-
(hyperlinked)-.pdf
Bennoune, K. (2007). Secularism and Human Rights: A Contextual Analysis of Headscarves, Religious Expression,
and Women’s Equality Under International Law. Columbia Journal of Transnational Law, 45 (2): 367-426.
Retrieved 28 August 2017 from:
https://poseidon01.ssrn.com/delivery.php?ID=30503108302908712509808509802906410903407100001002705411
106800510210409900210901210209901105811106205109811902510500409811104703707401800611700708802
507603107900004908209910307101707509008703107400107509103100711303007700300710708911600609800
8064&EXT=pdf
European Commission. (2015). “Tolerance and respect: preventing and combating anti-Semitic and anti-Muslim
hatred in Europe". Annual Colloquium on Fundamental Rights: Public Consultation summary report. Retrieved 17
September 2017 from: http://ec.europa.eu/justice/events/colloquium-fundamental-rights-
2015/files/colloquium_public_consultation_summary_web.pdf
European Court of Human Rights. (2014). S.A.S. v. France, Application no. 43835/11. Retrieved 22 October 2017
from: http://www.hrc.ugent.be/wp-content/uploads/2015/11/SAS.pdf
European Court of Human Rights. (2017). Factsheet – Religious symbols and clothing. Retrieved 28 August 2017
from: http://www.echr.coe.int/Documents/FS_Religious_Symbols_ENG.pdf
International Partnership on Religion and Sustainable Development. (n.d.). About: Mission Statement [Website].
Retrieved 28 August 2017 from: http://www.partner-religion-development.org/about/mission-statement/
International Partnership on Religion and Sustainable Development. (n.d.). How PaRD Works. Retrieved 17
September 2017 from: http://www.partner-religion-
development.org/fileadmin/Dateien/About/2_How_PaRD_works_28032017.pdf
Muslims for Progressive Values. (2017). About MPV: Collective Identity [Website]. Retrieved 14 July 2017 from:
http://www.mpvusa.org/mpv-principles/
Office of the United Nations High Commissioner for Human Rights. (2012). Human Rights Indicators: A Guide to
Measurement and Implementation [Report]. Retrieved 21 August 2017 from:
http://www.ohchr.org/Documents/Publications/Human_rights_indicators_en.pdf
Office of the United Nations High Commissioner for Human Rights. (2017). Special Rapporteur on freedom of
religion or belief: Introduction [Website]. Retrieved 14 July 2017 from:
http://www.ohchr.org/EN/Issues/FreedomReligion/Pages/FreedomReligionIndex.aspx
Office of the United Nations High Commissioner for Human Rights. (2017). The Beirut Declaration and its 18
commitments on Faith for Rights: Report and outlook. Retrieved 14 July 2017 from:
http://www.ohchr.org/Documents/Press/Faith4Rights.pdf
Organization for Security and Co-Operation in Europe, Office for Democratic Institutions and Human Rights.
(2004). Guidelines for Review of Legislation Pertaining to Religion or Belief. Retrieved 19 July 2017
from: http://www.osce.org/odihr/13993?download=true
Organisation of Islamic Cooperation. (2016). The OIC – 2025: Programme of Action. Retrieved 18 September 2017
from: http://www.oic-oci.org/docdown/?docID=16&refID=5
Organisation of Islamic Cooperation. (2017). History [Website]. Retrieved 18 September 2017 from:
http://www.oic-oci.org/page/?p_id=52&p_ref=26&lan=en
33
Parliament of the World’s Religions. (n.d.). What is the Parliament’s Women’s Task Force? [Website]. Retrieved 19
July 2017 from: https://parliamentofreligions.org/parliament/womens-task-force/parliaments-womens-task-force
Parliament of the World’s Religions. (2017). About Us. [Website]. Retrieved 19 August 2017 from:
https://parliamentofreligions.org/about/mission
Pew Research Center. (2012). The Global Religious Landscape: A Report on the Size and Distribution of the
World’s Major Religious Groups as of 2010. Retrieved 20 August 2017 from:
http://www.pewforum.org/files/2014/01/global-religion-full.pdf
Pew Research Center. (2014). Religious Hostilities Reach Six-Year High. Retrieved 20 August 2017 from:
http://www.pewforum.org/files/2014/01/RestrictionsV-full-report.pdf
Sonneveld, S. (2016). Conference Summary: Freedom of Religion and Belief and Sexuality. The United Nations
Special Rapporteur on Freedom of Religion or Belief & Muslims for Progressive Values. Retrieved 26 August 2017
from: http://www.ohchr.org/Documents/Issues/Religion/FORBAndSexualitySummary.pdf
United Nations Alliance of Civilizations. (n.d.). Who We Are: About Us [Website]. Retrieved 22 October 2017 from:
https://www.unaoc.org/who-we-are/
United Nations Alliance of Civilizations. (2017). “The Role of Religious Leaders in Peacebuilding in the Middle
East” [Agenda]. Retrieved 28 August 2017 from: https://www.unaoc.org/wp-content/uploads/170717-NY-Role-of-
Religious-Leaders-Programme-17_July-2017_FINAL.pdf
United Nations, Diplomatic Conference of Plenipotentiaries on the Establishment of an International Criminal

Court. (1998). Rome Statute of the International Criminal Court. Retrieved 4 October 2017 from:
http://undocs.org/a/conf.183/9
United Nations Educational, Scientific and Cultural Organization. (2006). Dialogue among Civilizations: Regional
Summit on Inter-religious and Inter-ethnic Dialogue [Report]. Retrieved 17 September 2017
from: http://unesdoc.unesco.org/images/0014/001465/146594e.pdf
United Nations Educational, Scientific and Cultural Organization. (2017). Making textbook content inclusive: A
focus on religion, gender, and culture [Report]. Retrieved 26 August 2017
from: http://unesdoc.unesco.org/images/0024/002473/247337e.pdf
United Nations Free & Equal. (2017). About UN Free & Equal [Website]. Retrieved 17 July 2017 from:
https://www.unfe.org/about/
(III)). Retrieved 19 July 2017 from: http://www.un.org/en/documents/udhr/
United Nations, General Assembly, Twenty-first session. (1966). International Covenant on Civil and Political
Rights (A/RES/2200 (XXI)). Retrieved 22 October 2017 from: http://undocs.org/A/RES/2200(XXI)
United Nations, General Assembly, Thirty-sixth session. (1981). Declaration on the Elimination of All Forms of
Intolerance and of Discrimination Based on Religion or Belief (A/RES/36/55). Adopted on the report of the Third
Committee (A/37/590). Retrieved 14 July 2017 from: http://undocs.org/A/RES/36/55
United Nations, General Assembly, Forty-seventh session. (1993). Declaration on the Rights of Persons Belonging
to National or Ethnic, Religious and Linguistic Minorities (A/RES/47/135). Adopted on the report of the Third
Committee (A/47/678/Add.2). Retrieved 16 July 2017 from: http://undocs.org/A/RES/47/135
34
United Nations, General Assembly, Seventy-first session. (2016). Combating intolerance, negative stereotyping,
stigmatization, discrimination, incitement to violence and violence against persons, based on religion or belief
(A/RES/71/195) [Resolution]. Adopted on the report of the Third Committee (A/71/484/Add.2). Retrieved 28
August 2017 from: http://undocs.org/A/RES/71/195
United Nations, General Assembly, Seventy-first session. (2016). Elimination of all forms of religious intolerance
(A/71/269) [Report]. Retrieved 22 October 2017 from: http://undocs.org/A/71/269
United Nations, General Assembly, Seventy-first session. (2016). Freedom of religion or belief (A/RES/71/196)
[Resolution]. Adopted on the report of the Third Committee (A/71/484/Add.2). Retrieved 28 August 2017 from:
United Nations, General Assembly, Seventy-first session. (2016). Promotion of interreligious and intercultural
dialogue, understanding and cooperation for peace (A/RES/71/249) [Resolution]. Retrieved 17 September 2017
from: http://undocs.org/A/RES/71/249
United Nations, General Assembly. (2017, September 21). Address by H. E. Sheikh Hasina Hon'ble Prime Minister
Government of the People's Republic of Bangladesh [Speech]. Retrieved 24 September 2017 from:
https://gadebate.un.org/sites/default/files/gastatements/72/bd_en.pdf
United Nations, Human Right Council. (2011). Combating intolerance, negative stereotyping and stigmatization of,
and discrimination, incitement to violence and violence against, persons based on religion or belief
(A/HRC/RES/16/18) [Resolution]. Retrieved 19 September 2017 from: https://undocs.org/A/HRC/RES/16/18
United Nations, Human Rights Council. (2013). Annual report of the United Nations High Commissioner for
Human Rights (A/HRC/22/17/Add.4). Retrieved 22 October 2017 from: http://undocs.org/A/HRC/22/17/Add.4
United Nations, Human Rights Council (2013). Report of the Special Rapporteur on freedom of religion or belief,
Heiner Bielefeldt: Addendum (A/HRC/25/58/Add.1). Retrieved 17 September from:
http://undocs.org/A/HRC/25/58/Add.1
United Nations, Human Rights Council. (2014). Report of the Special Rapporteur on freedom of religion or belief
(A/HRC/28/66). Retrieved 18 October 2017 from: https://undocs.org/A/HRC/28/66
United Nations, Human Rights Council. (2017). Report of the Special Rapporteur on freedom of religion and
Belief (A/HRC/34/50). Retrieved 22 October 2017 from: http://undocs.org/A/HRC/34/50
United Nations, Office of the Secretary-General. (2017, March 21). Remarks at the Commemoration of the
International Day for the Elimination of Racial Discrimination: Racial Profiling and Incitement to Hatred,
including in the context of migration [Statement]. Retrieved 21 August 2017 from:
https://www.un.org/sg/en/content/sg/speeches/2017-03-21/secretary-generals-elimination-racial-discrimination-
remarks
United Nations Population Fund. (2016). Engaging Religion and Faith-Based Actors in 2016: Annual Report of the
United Nations Inter-Agency Task Force on Engaging Faith-Based Actors for Sustainable Development. Retrieved
28 August 2017 from:
http://www.partner-religion-
development.org/fileadmin/Dateien/Resources/Knowledge_Center/Annual_Report_IATF_on_Religion_and_Develo
pment_2016.pdf
United Nations Population Fund. (2016). Realizing the Faith Dividend: Religion, Gender, Peace and Security in
Agenda 2030 [Report]. Retrieved 28 August 2017 from: http://www.partner-religion-
development.org/fileadmin/Dateien/Resources/Knowledge_Center/50426_UNFPA_Donor-UN-FBO-
Consultations_Web.pdf
35
United States Commission on International Religious Freedoms. (2017). Respecting Rights? Measuring the World’s
Blasphemy Laws. Retrieved 28 August 2017 from:
http://www.uscirf.gov/sites/default/files/Blasphemy%20Laws%20Report.pdf
United States Commission on International Religious Freedoms. (2017). 2017 Annual Report: Key findings &
Recommendations. Retrieved 28 August 2017 from:
http://www.uscirf.gov/sites/default/files/KeyFindingsRecommendations.2017AnnualReport.pdf
United States Commission on International Religious Freedoms. (2017). Women and Religious Freedom: Synergies
and Opportunities. Retrieved 28 August 2017 from:
http://www.uscirf.gov/sites/default/files/WomenandReligiousFreedom.pdf
36
III. Ensuring Equitable Access to Education
“Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every
family.”262
Introduction
Education is a basic human right and is foundational in fostering peace, eliminating poverty, and stimulating
economic development.263 The right to education, incorporated in the Universal Declaration of Human Rights
(UDHR) (1948), is acknowledged globally as pivotal in the advancement of economic growth and development, and
inciting societal progress.264 Education provides tools that enable economically and socially disadvantaged
populations to rise out of poverty and engage fully in society.265 Despite significant progress in global education,
much work remains to be done, as millions of children and adults live without access to equitable educational
opportunities.266 The most progress has been achieved in primary education, which is typically defined as education
“for children between the ages of about five and eleven.”267 Currently, 91% of children in developing countries are
registered for primary education, yet 121 million children remain out of primary and lower secondary school
altogether.268 Notably, of those children not enrolled in school, more than 50% live in sub-Saharan Africa, and
equally as many in conflict-impacted areas.269
Gender equality in education is another area requiring further effort.270 While equality in primary education access
between girls and boys globally has been achieved, equitable access at all levels of education has not been
realized.271 Gender inequality in education weakens society by denying women the opportunity to develop skills and
participate in the labor market.272 Moreover, 100 million children globally are deficient in basic literacy, with more
than 60% of them being women.273 Furthermore, denying equal access to education threatens the success of the
Sustainable Development Goals (SDGs).274 The right to education is a primary principle underpinning the 2030
Agenda and SDG 4, which aims to “ensure inclusive and quality education for all and promote lifelong learning.”275
The premise of SDG 4 is that ensuring a quality education is foundational to improving livelihoods and overall
sustainable development in societies.276 More broadly, education is critical to not only the success of SDG 4, but will
also facilitate the achievement of many other SDGs by reducing poverty, building vocational skills, and eliminating
the gender gap, thus providing equal opportunities for all.277
Since the inception of the United Nations (UN), the international community has prioritized education.278 According
to Article 26 of the UDHR, all individuals have the right to education.279 Following the adoption of the UDHR, the
UN Educational, Scientific and Cultural Organization (UNESCO) established the Convention against
Discrimination in Education (1960) followed several years later by the Recommendation Concerning the Condition
262 UN DPI, If Information and Knowledge are Central to Democracy, they are Conditions for Development, 1997.
263 UNESCO, Education for the 21st Century.
264 UNICEF, Education, 2017; UNICEF, A Human Rights-Based Approach to Education for All, 2007, pp. 114-116.
265 UNICEF, A Human Rights-Based Approach to Education for All, 2007, pp. xi-xii.
266 UN DESA, Goal 4: Ensure inclusive and quality education for all and promote lifelong learning, 2017.
267 UNESCO, International Standard Classification of Education, 2011, pp. 30-33.
268 UN DESA, Goal 4: Ensure inclusive and quality education for all and promote lifelong learning, 2017; Global Partnership for
Education, Out-of-school Children, 2017.

270 Ibid.
271 Ibid.
272 UNGEI, Gender Analysis in Education: A Conceptual Overview, 2012, pp. 3-5.
274 Ibid.
275 Ibid.; UN World Education Forum, Incheon Declaration – Education 2030: Towards inclusive and equitable quality
education and lifelong learning for all, 2015, pp.7-11.

277
Ibid.
278 UNICEF, Education, 2017; UNICEF, A Human Rights-Based Approach to Education, 2007, pp. 1-5.
279 UN General Assembly, Universal Declaration of Human Rights (A/RES/217A (III)), 1948.
37
of Teachers (1966).280 Respectively, these efforts sought to combat discrimination of all kinds in schools and to
provide basic recommendations concerning the training of educational professionals.281 As a landmark year, 1966
saw the creation of several other foundational documents framing global education policy, including the
International Convention on the Elimination of All Forms of Racial Discrimination (1966).282 Through this
convention, in Article 5 and Article 7, UNESCO promotes equitable education regardless of race or color for all
people.283 Likewise, the International Covenant on Economic, Social and Cultural Rights (1966) outlines the right to
education in articles 13 and 14.284 Most importantly, however, the covenant solidifies free primary education as well
as equitable access to higher education as an absolute right for all persons.285 Seeking to expand upon the
Convention against Discrimination in Education, the Convention on the Elimination of All Forms of Discrimination
against Women (1979) highlights the importance of providing equitable opportunities for women, including in
education.286 Furthermore, beyond stating the right to education for every child, Article 28 of the Convention on the
Rights of the Child (1989) discusses the need to provide alternative forms of secondary education, such as general
and vocational education.287 Additionally, this document outlines educational attendance requirements and efforts to
reduce dropout rates. 288 Finally, the Convention on the Rights of Persons with Disabilities (2006) expands the
existing international framework on education by paying particular attention to equal access for individuals with
disabilities.289
At the international level, the UN took a major step to advance education in 2000 when it adopted the Millennium
Development Goals, whereby Member States agreed to achieve global access to “free, quality, and compulsory
primary education” by 2015.290 In 2015, the international community furthered its commitment to that ideal by
adopting the 2030 Agenda for Sustainable Development, encompassing 17 SDGs.291 Ensuing equitable access to
education is related to the achievement of all the SDGs.292 For instance, if all children achieved basic literacy, over
100 million people could be lifted out of poverty, which advances global progress in achieving SDG 1 (eradicating
poverty).293 Moreover, educating mothers leads to improved nutrition and thus the achievement of SDG 2, which
aims to end hunger, and SDG3, which focuses on health.294 SDG 4, the primary goal focusing on education, has
several targets, including one that emphasizes the importance of equal access to quality vocational and technical
training for men and women.295 Another target aims to ensure that literacy and numeracy for all is achieved.296 The
Education 2030 Agenda was born out of collaboration among Member States and is led by UNESCO.297 The
Incheon Declaration (2015), adopted in the World Education Forum in Incheon, South Korea, was one of the
outcomes of this agenda.298 The Incheon Declaration was a commitment from the global education community
affirming the importance of education as an impetus to development.299
On a regional basis, many initiatives furthering global education are undertaken. For example, the African Charter
on the Rights and Welfare of the Child (ACRWC) (1990) discourages any Member States of the African Union
280 UNESCO, Convention against Discrimination in Education, 1960; UNESCO, Recommendation Concerning the Status of
Teachers, 1966.
281 Ibid.
282 UN General Assembly, International Convention on the Elimination of All Forms of Racial Discrimination (A/RES/2106
(XX)), 1965.
283 Ibid.
284 UN General Assembly, International Covenant on Economic, Social and Cultural Rights (A/RES/2200 (XXI)), 1966.
285 Ibid.
286 UN General Assembly, Convention on the Elimination of All Forms of Discrimination against Women (A/RES/34/180), 1979.
287 UN General Assembly, Convention on the Rights of the Child (A/RES/44/25), 1989.
288 Ibid.
289 UN General Assembly, Convention on the Rights of Persons with Disabilities (A/RES/61/106), 2006.
290 UNESCO, World Education Forum Final Report, 2000, p. 19.
291 UN DPI, The Sustainable Development Agenda, 2017.
292 Global Partnership for Education, 17 ways education influences the sustainable development goals, 2015.
293 Ibid.
294 Ibid.
296 Ibid.
297
UNESCO, Leading Education 2030.
298 Ibid.
299 Ibid.
38
(AU) from practicing any custom or tradition that does not align with the educational rights outlined in the ACRWC,
including child marriage, recruiting children into armed conflict, and religious practices that interfere with
educational access.300 Another regional effort is the Declaration of Scarborough and Commitments to Action (2005),
adopted as a result of a meeting of the Organization of American States (OAS) to discuss how the region could
provide quality, inclusive education.301 Likewise, the Europe 2020 strategy of the European Union (2010) notes
education’s transformative impact on society.302 In this strategy, education is described as a lifelong process and as a
means to holistically improve Europe’s innovative capabilities.303 While there is a vast framework of international
legislation and regional efforts promoting global quality education, implementing these ideals and achieving
equitable educational objectives is a more difficult challenge.304
UNESCO is the primary organization responsible for global collaboration on education, culture, science, and
communication.305 Working diligently to strengthen relationships between Member States, UNESCO strives to
ensure that every individual is able to access quality education.306 A primary view of UNESCO is that education
transforms lives, minimizes poverty, and provides opportunities for all.307 UNESCO is charged with leading the
Global Education 2030 Agenda, as established in SDG 4.308 Likewise, UNESCO also leads important education
programs, including the Global Database on the Right to Education, which provides country-level data regarding
access to education.309 The data is divided into five categories: treaty ratification, monitoring education rights,
constitutional rights to education, legislation, and policy.310 This data is vital for researchers and policymakers in the
advancement of the global education agenda, and to monitor progress cross-nationally.311
Likewise, the UN Children’s Fund (UNICEF) advocates for advancing the global education agenda and the rights of
children globally.312 Operating in 143 countries, UNICEF works tirelessly to increase equal and affordable
education, to strengthen existing education programs, and to promote innovation in the classroom through technical
assistance and financial support.313 UNICEF collaborates with governments at all levels to expand global early
learning education services.314 Moreover, UNICEF utilizes Multiple Indicator Cluster Surveys (MICS) to gather data
on children’s lingual, numerical, physical, psychological, and cognitive development.315 MICS were developed in
response to the World Summit for Children in an effort to measure global progress in education.316 This data
comprises a country’s Early Childhood Development Index and is made accessible to governments to provide a
basis for policy recommendations and educational reform when necessary.317
Beyond UNESCO and UNICEF, The UN Special Rapporteur on the Right to Education is appointed by the Human
Rights Council (HRC) to monitor the right to education globally.318 In 1998, the Commission on Human Rights, the
precursor to the HRC, outlined the mandate of the Special Rapporteur in its resolution 1998/33 on the realization of
all rights contained in the UDHR and the International Covenant on Economic, Social and Cultural Rights.319 The
300 OAU, African Charter on the Rights and Welfare of the Child, 1990.
301 OAS, Declaration of Scarborough and Commitments to Action, 2005.
302 European Commission, Europe 2020 strategy.
303 Ibid.
304 UNESCO, Leading Education 2030.
305 UNESCO, About Us, 2017.
306 Ibid.
307 Ibid.
308 Ibid.
309 UNESCO, Global Database on the Right to education, 2017.
310 Ibid.
311 Ibid.
312 UNICEF, Education – Early Learning, 2017.
313 Ibid.
314 Ibid.
315 Ibid.
316 UNICEF, Multiple Indicator Cluster Survey (MICS), 2014.
317
UN OHCHR, Special Rapporteur on the right to education, 2017.
318 Ibid.
319 Ibid.
39
Special Rapporteur on the Right to Education participates in country visits, investigates alleged violations of the
right to education, leads intergovernmental dialogues, and submits annual reports to the HRC and General Assembly
on relevant developments concerning education.320
Various other UN entities collaborate in, and advance equitable access to education, including the UN Development
Programme (UNDP) and the UN High Commissioner for Refugees (UNHCR).321 These organizations cooperate in
order to advance projects that are mutually beneficial to meet global educational goals.322 Likewise, not-for-profit
organizations such as the Global Partnership for Education, World Education, and The Bill and Melinda Gates
Foundation impact global education policies.323 Through specialization, non-governmental organizations (NGOs)
can operate with more flexibility than Member States or local governments.324 NGOs possess a targeted focus,
allowing them to impact specific populations more efficiently.325 Collectively, NGOs, intergovernmental
organizations, and other international actors, all play a vital role in ensuring that global access to quality education
becomes a reality.326
Education Accessibility for Refugees and Internally Displaced Persons
Among other factors, war, violence, economic strife, and political turmoil are creating unprecedented levels of
international displacement.327 Worldwide, 65.6 million individuals have been forcibly displaced due to
discrimination, war, violence, and human rights violations.328 Of those displaced, 22.5 million are refugees, and
among them, over 50% are under 18 years old.329 Ensuring access to education for refugees is essential to UNHCR’s
mandate.330 Without access to early childhood and primary education, the foundation for future success is
compromised.331 Moreover, educational institutions should be a place where students feel protected and safe.332
Refugees and displaced populations often flee from turmoil and instability, thus, feeling protected and safe is
imperative for their educational success.333 Schools also play an important role in recognizing at-risk children and
can be a resource for ensuring that children receive access to necessary support services.334
Refugees have an increased risk of being denied educational opportunities; in fact, only 50% of the refugee
population has access to primary education, while the global average is 90%.335 As of 2016, six million refugee
adolescents and children of school age fell under the mandate of UNHCR.336 However, only 2.3 million of those six
million adolescents and children were enrolled in school.337 Accordingly, UNHCR collaborates with host
governments to increase refugee access to quality, accredited education within existing national educational
systems.338 One of the largest obstacles preventing further progress in this area is the steep increase in refugees and
internally displaced persons since 2011.339 In fact, in 2014 alone, the number of school-aged refugees increased by
320 Ibid.
321 UNDP, Quality Education, 2017; UNHCR, Education, 2017; Global Partnership for Education, About Us, 2017; World
Education, About Us, 2017; The Bill and Melinda Gates Foundation, What We Do, 2017.
322 Ibid.
323 Ibid.
324 UNESCO, Right to Education.
325 Ibid.
326 Ibid.
327 UNHCR, Figures at a Glance, 2017.
328 Ibid.; UNHCR, World at War, 2014, pp. 2-5.
329 UNHCR, Figures at a Glance, 2017.
330 UNHCR, Missing Out: Refugee Education in Crisis, 2016, p. 4.
331 Ibid., pp. 2-5.
332 Ibid.
333 Ibid., pp. 5-6.
334 Ibid., p. 10.
335 Ibid., p. 8.
336 Ibid., p. 3.
337
Ibid., pp. 3-8
338 Ibid., pp. 2-7.
339 Ibid., p. 8.
40
30%.340 An increase at this rate requires a minimum of 12,000 supplemental classrooms and 20,000 new teachers
annually.341
To address these needs, various global programs have been implemented to ensure education access for refugees and
internally displaced persons.342 The UNHCR Educate a Child (EAC) program targets out-of-school refugee children
and focuses on improving educational quality, accessibility, and retention of students.343 Through this initiative,
UNHCR encourages educational innovation, the construction of educational infrastructure, and teacher training.344
Since 2012, EAC has resulted in 400,000 out-of-school children in 12 countries enrolling in school.345 Despite this
success, further progress is needed, as refugees fall behind their peers educationally and economically.346 For
instance, in Chad, Kenya, Malaysia, and Pakistan, the percentage of refugee children enrolled in primary education
is 50% less than their host country peers.347
The effect of conflict on education is stark.348 In 2009, 94% of Syrian children were enrolled in primary or
secondary education.349 By 2016, following five years of civil war, that number decreased to 60%, leaving over 2
million school-aged children without any access to educational opportunities.350 In surrounding countries, nearly 5
million Syrian refugees are registered with UNHCR, 35% of whom are of school age.351 Collectively, between the
refugees located in Turkey, Lebanon, and Jordan, nearly 900,000 Syrian refugee children are out of school.352
Education for Women and Girls
Realizing gender equality and empowering women and girls is recognized in SDG 5 and is integral to the 2030
Agenda.353 Expanding access to education for women and girls goes far beyond enrollment in the classroom.354 It
includes ensuring that girls feel safe while attending school, and that they complete all levels of education, enabling
them to integrate successfully into the labor market.355 Educating girls is a vital component in development, as
women with higher levels of education lead more stable and healthier lives.356 Educated women earn higher annual
incomes and marry later.357 Moreover, they tend to have less children, and provide better healthcare and education
for their children, if they decide to become mothers.358 Collectively, these factors build stronger communities and
households, and have the potential to improve the economic stability of a country.359
Despite these benefits, as of 2017, over 130 million girls are not enrolled in school.360 Likewise, 15 million girls of
primary-school age, 50% of which reside in sub-Saharan Africa, will never attend school.361 The primary
determinant for whether a girl can access education is poverty.362 For example, in Niger only four percent of
impoverished young women in the North West zone are literate, in contrast to 99% of wealthy young women in the
340 Ibid.
341 Ibid.
342 Ibid., pp. 6-10.
343 Ibid., p.10.
344 Ibid.
345 Ibid.
346 Ibid., p.11.
347 Ibid.
348 Ibid.
349 Ibid.
350 Ibid.
351 Ibid.
352 Ibid.
353 UNDP, Sustainable Development Goals- Goal 4: Quality Education, 2017.
354 The World Bank, Girls Education, 2017.
355 Ibid.
356 Ibid.
357 Ibid.
358 Ibid.
359 Ibid.
360
Ibid.
361 Ibid.
362 Ibid.
41
South East region of the country.363 Consistently, rurally located individuals facing social and economic
disadvantage, such as a low household income, are identified as the most deprived populations in terms of
education.364
Further exacerbating these challenges is the changing nature of the global economy, which necessitates increasingly
more specialized laborers with science, technology, engineering, and mathematics (STEM) backgrounds.365
Although men far outnumber women in STEM fields, recent efforts by the UN and partner NGOs are working to
bridge this gap.366 In 2015, the UN Entity for Gender Equality and the Empowerment of Women (UN-Women)
partnered with Moldovan universities and information technology (IT) companies to launch GirlsGoIT.367 Each year,
up to 65 young girls are afforded the opportunity to attend the week-long program where STEM industries like
robotics, web development, 3D printing, and coding are presented.368 Through hands-on learning and day trips to
Moldovan IT companies, participants gain firsthand experience and develop marketable skills in high-demand
STEM industries.369 Similarly, in 2016, UN-Women partnered with The Mozilla Foundation to create Mozilla Clubs
in Kenya and South Africa.370 This pilot program offers young women the opportunity to develop web literacy skills,
including web navigation, web development, coding, and more.371 The ultimate goal of both GirlsGoIT and the
Mozilla Clubs is to ensure young women and girls are not left behind during the “fourth industrial revolution,”
which is defined as the current industrial revolution marked by technological advancements and digitalization.372 By
initiating programs to develop IT skills, raising awareness of opportunities in STEM fields, and developing
educational opportunities for women now, women will be able to reap the benefits of the forthcoming economic
revolution.373
Conclusion
Since 2000, the international community has made substantial progress in achieving universal primary education.374
Educational enrollment rates across developing regions have increased, and the gender gap has been reduced.375
Moreover, literacy has improved substantially, and the number of children out of school has decreased by 50%.376
While these are all significant achievements, progress is more difficult to realize among vulnerable populations,
including women, children, refugees, and internally displaced persons.377 Often, vulnerable populations
disproportionately lack access to education, leading to negative lifelong implications.378 Inclusive and quality
education plays an important role in sustainable development, and thus must be prioritized globally for further
progress to be achieved.379 Efforts to not only provide basic primary and secondary education, but also opportunities
to prepare women for future economic opportunities, are needed now more than ever.380 In doing so, the
international community will greatly increase its ability to accomplish the SDG 4 and live up to the principles
established in the UDHR.381
363 Ibid.
364 Ibid.
365 UN-Women, No Hidden Figures: success stories can help girls’ STEM careers, 2017.
366 Ibid.
367 United Nations in Moldova, Sixty-five girls across Moldova acquired technology skills at GirlsGoIT summer camp, 2017.
368 Ibid.
369 Ibid.
370 UN-Women, Empowering Women and Girls through Web Literacy, 2016.
371 Ibid.
373 Ibid.
375 Ibid.
376 Ibid.
377 Ibid.
378 Ibid.
379
UNESCO, Literacy and Education for Sustainable Development and Women’s Empowerment, 2014, pp. 7-10.
42
Further Research
As delegates continue their research on this issue, they should consider the following questions: How can the
international community coordinate more effectively to meet the educational needs of displaced persons? How can
Member States ensure that the education of internally displaced persons and refugees are not disrupted permanently?
Likewise, how can access to education be extended to those living in conflict areas? How can global action on these
issues by UN agencies, other international bodies, and NGOs be better aligned? How can global educational policies
be improved? What can be done to bridge the gap between educational opportunities for urban and rural
populations? For women and girls, what efforts can be undertaken to ensure equal access to educational
opportunities? Specifically, how can STEM fields achieve gender parity?
Office of the United Nations High Commissioner for Human Rights. (n.d.). Special Rapporteur on the right to
education [Website]. Retrieved 20 July 2017 from:
http://www.ohchr.org/EN/Issues/Education/SREducation/Pages/SREducationIndex.aspx
The Special Rapporteur on the right to education monitors global education progress. This
website discusses the history of the Special Rapporteur on the right to education and defines the
human right to education. The source also highlights the legal obligations of Member States and
their respective governments with regards to the provision of education. It is an important source
for delegates as it provides a historical perspective on the mandate of the Special Rapporteur, and
outlines the actions needed to fulfill this mandate.
United Nations, Committee on Economic, Social and Cultural Rights. (1999). General Comment No.13. Retrieved 4
September 2017 from:
http://www.ohchr.org/EN/Issues/Education/Training/Compilation/Pages/d)GeneralCommentNo13Therighttoeducati
on(article13)(1999).aspx.
General Comment No. 13 outlines Member State commitments in relation to realizing the right to
education. The source discusses Article 13 of the International Covenant on Economic, Social and
Cultural Rights at the granular level, and provides a clear and concise breakdown of the rights set
forth within it. As the most comprehensive resource pertaining to global education in human
rights law, this explanation on the International Covenant on Economic, Social and Cultural
Rights is undoubtedly useful to delegates. The source also articulates Member State expectations
related to global education. Specifically, the mandate established affordable, available, and
acceptable education for all. It is important for delegates as it provides a background on Member
State expectations related to global education.
United Nations Educational, Scientific and Cultural Organization. (2014). Literacy and Education for Sustainable
Development and Women’s Empowerment [Report]. Retrieved 20 July 2017 from:
http://unesdoc.unesco.org/images/0023/002301/230162e.pdf
The Literacy and Education for Sustainable Development and Women’s Empowerment report
focuses on uplifting women. It draws attention to the fact that women account for two-thirds of the
world’s non-literate population, and emphasizes the importance of women’s literacy in achieving
sustainable development. Particularly notable is the emphasis on the profound impact that
empowering women can have on a community. Women’s literacy is correlated with increased
social and economic benefits. For instance, literate women in Pakistan earn 95% more income
than non-literate women on an annual basis. This report is important for delegates as it identifies
obstacles to access to education, and reviews existing literacy programs and lessons learned from
them.
United Nations Educational, Scientific and Cultural Organization, World Education Forum. (2015). Incheon
Declaration – Education 2030: Towards inclusive and equitable quality education and lifelong learning for all
[Report]. Retrieved 20 July 2017 from: http://uis.unesco.org/sites/default/files/documents/education-2030-incheon-
framework-for-action-implementation-of-sdg4-2016-en_2.pdf
This report is useful for delegates as it provides a granular breakdown of Sustainable
Development Goal 4, “ensuring inclusive and equitable quality education and promoting lifelong
learning opportunities for all.” This document is divided into three sections: section one provides
43
a comprehensive overview of SDG 4; section two discusses the nuances of the goal, its respective
targets, and implementation plan; finally, section three proposes a path forward to coordinate
global education efforts, monitoring, and follow up. This resource is foundational for delegates in
understanding and framing policy on access to education. In addition, delegates are provided with
a summary of the Incheon Declaration and the international community’s recognition of
education as essential to development.
United Nations Educational, Scientific and Cultural Organization. (2017). Education [Website]. Retrieved 18 July
2017 from: http://www.unesco.org/new/en/education/networks/global-networks/aspnet/about-us/history/
This resource provides a historical analysis of past UN activities related to education. It also
draws attention to ongoing UNESCO ground-level partnerships with schools through the
UNESCO Associate School Project Network (ASPnet), which began as a pilot program for 33
schools in 15 Member States. Particularly notable is that this resource has links to supplemental
education projects, including country profiles, school profiles, and global evaluations on
achieving the right to education. This website is important for delegates, as it provides global data
on education and country-specific profiles that will be useful for their research.
United Nations, General Assembly, Twenty-first session. (1966). International Covenant on Economic, Social and
Cultural Rights (A/RES/2200 (XXI)). Adopted on the report of the Third Committee (A/6546). Retrieved 4
September 2017 from: http://undocs.org/A/RES/2200(XXI)
The International Covenant on Economic, Social and Cultural Rights is foundational in
international human rights law. Particularly, Article 13 and Article 14 outline education as a
human right. This document frames global education policy and is therefore vital for delegates to
review during their research. Importantly, this resource will aid delegates in understanding the
nuances of the right to education, which include mandatory and free primary education for all,
and widely available secondary and higher educational opportunities. Likewise, it will also help
delegates identify policy concerns facing education, such as gender, economic, and geographic
inequality.
United Nations, Girls Education Initiative. (2017). About Us [Website]. Retrieved 4 September 2017 from:
http://www.ungei.org/whatisungei/index.html
The Girls Education Initiative is a valuable asset to delegates interested in gaining an
understanding of the UN’s past, current, and future actions concerning the expansion of primary
educational opportunities for girls. Particularly useful, the website includes an “information by
country” section that details current and past efforts to improve access to education in specific
Member States within three regions: Africa, Asia, and Oceania. Delegates will also find links to a
number of reports detailing the initiative’s policy priorities, recommended strategies to
accomplish these, and studies to further the international community’s understanding of the
importance of achieving gender equality in education.
United Nations High Commissioner for Refugees. (2011). Ensuring Access to Education: Operational Guidance on
Refugee Protection and Solutions in Urban Areas [Report]. Retrieved 4 September 2017 from:
http://www.un.am/up/library/Ensuring%20Access%20Education_eng.pdf
The Operational Guidance on Refugee Protection and Solutions in Urban Areas focuses on access
to education in urban areas for refugees. Urban areas often host higher volumes of refugees, and
ensuring access to education in these areas is particularly important, but also challenging. With
increasing numbers of refugees in certain regions of the world, access to education for both local
and refugee children is imperative. Education enables vulnerable populations to develop critical
life skills, leading people to become more independent and employable. This report is important
for delegates, as it provides background information on access to education for vulnerable
populations. In addition, this source provides insight into the nuances of urban education, while
also identifying broad best practices that can be implemented cross-nationally.
United Nations High Commissioner for Refugees. (2016). Missing Out: Refugee Education in Crisis [Report].
Retrieved 4 September 2017 from: http://www.unhcr.org/57d9d01d0
The number of refugees worldwide continues to grow in response to violence, natural disasters,
and conflict. Delegates interested in the impact of displacement on children’s educational
44
obtainment will find this UNHCR report especially enlightening. The report details the current
status of educational opportunities for refugee children and succinctly summarizes the core
arguments for expanding these opportunities further. Delegates are presented with multiple case
studies illustrating individual refugees’ journeys, and the importance of education in each of their
lives. Following each case study, the report provides recommendations for increasing educational
access to refugees, including scholarship financing, e-learning, and accelerated education
programs. Finally, roadblocks to these policy recommendations are explored, as well as other
areas for improvement.
United Nations High Commissioner for Refugees. (2017). Education [Website]. Retrieved 4 September 2017 from:
http://www.unhcr.org/en-us/education.html
The education section of the UNHCR website is a useful starting point for delegates getting
acquainted with the topic, as it provides a broad overview of the global status of education.
Additionally, this resource provides links to current UNHCR initiatives and programs related to
education. This resource also contains recent stories, multimedia resources, and information on
current events, such as the 2012-2016 Education Strategy, which provide comprehensive
background information that will be useful for delegates when writing position papers. Notably,
delegates will find the sections education in emergencies, sustainable development, and refugee
education in crisis useful when conducting their research.
Bibliography
Bill and Melinda Gates Foundation. (2017). What We Do [Website]. Retrieved 20 July 2017 from:
https://www.gatesfoundation.org/What-We-Do
European Commission. (n.d.). Europe 2020 strategy [Website]. Retrieved 20 July 2017 from:
https://ec.europa.eu/info/business-economy-euro/economic-and-fiscal-policy-coordination/eu-economic-
governance-monitoring-prevention-correction/european-semester/framework/europe-2020-strategy_en
Global Partnership for Education. (2015). 17 ways education influences the sustainable development goals
[Website]. Retrieved 20 July 2017 from: http://www.globalpartnership.org/multimedia/infographic/17-ways-
education-influences-sustainable-development-goals
Global Partnership for Education. (2017). About Us [Website]. Retrieved 20 July 2017 from:
http://www.globalpartnership.org/about-us
Global Partnership for Education. (2017). Out-of-school Children [Website]. Retrieved 20 July 2017 from:
http://www.globalpartnership.org/focus-areas/out-of-school-children
Office of the United Nations High Commissioner for Human Rights. (2017). Special Rapporteur on the right to
education [Website]. Retrieved 20 July 2017 from:
http://www.ohchr.org/EN/Issues/Education/SREducation/Pages/SREducationIndex.aspx
Organization of African Unity. (1990). African Charter on the Rights and Welfare of the Child. Retrieved 3
September 2017 from: http://www.achpr.org/files/instruments/child/achpr_instr_charterchild_eng.pdf
Organization of American States. (2005). Declaration of Scarborough and Commitments to Action. Retrieved 3
September 2017 from:
https://web.oas.org/childhood/EN/Lists/Recursos%20%20Politicas%20OEA/Attachments/3/DECLARATION_OF_
SCARBOROUGH_AND_COMMITMENTS_TO_ACTION.pdf
United Nations Children’s Fund. (n.d.). Education [Website]. Retrieved 17 July 2017 from:
https://www.unicef.org/education/
45
United Nations Children’s Fund. (2007). A Human Rights-Based Approach to Education for All [Report]. Retrieved
3 September 2017 from:
https://www.unicef.org/publications/files/A_Human_Rights_Based_Approach_to_Education_for_All.pdf
United Nations Children’s Fund. (2014). Multiple Indicator Cluster Survey (MICS) [Website]. Retrieved 22 October
2017 from: https://www.unicef.org/statistics/index_24302.html
United Nations Children’s Fund. (2017). Education – Early Learning [Website]. Retrieved 17 July 2017 from:
https://www.unicef.org/education/bege_61657.html
United Nations, Department of Economic and Social Affairs. (2017). Sustainable Development Goal 4: Ensure
inclusive and quality education for all and promote lifelong learning [Website]. Retrieved 2 September 2017 from:
https://sustainabledevelopment.un.org/sdg4
United Nations, Department of Public Information. (1997, June 23). ‘If Information and Knowledge are Central to
Democracy, they are Conditions for Development’, says Secretary-General (SG/SM/6268) [Press Release].
Retrieved 19 July 2017 from: http://www.un.org/press/en/1997/19970623.sgsm6268.html
United Nations, Department of Public Information. (2017). The Sustainable Development Agenda [Website].
Retrieved 3 September 2017 from: http://www.un.org/sustainabledevelopment/development-agenda/
United Nations Development Programme. (2017). Goal 4: Quality Education [Website]. Retrieved 3 September
2017 from: http://www.undp.org/content/undp/en/home/sustainable-development-goals/goal-4-quality-
education.html
United Nations Educational, Scientific and Cultural Organization. (n.d.). Education for the 21st Century [Website].
Retrieved 27 August 2017 from: http://en.unesco.org/themes/education-21st-century
United Nations Educational, Scientific and Cultural Organization. (n.d.). Leading Education 2030 [Website].
Retrieved 18 July 2017 from: https://en.unesco.org/education2030-sdg4
United Nations Educational, Scientific and Cultural Organization. (n.d.). Right to Education [Website]. Retrieved 18
July 2017 from: http://en.unesco.org/themes/right-to-education
United Nations Educational, Scientific and Cultural Organization. (1960). Convention against Discrimination in
Education. Retrieved 27 August 2017 from: http://www.unesco.org/education/pdf/DISCRI_E.PDF
United Nations Educational, Scientific and Cultural Organization. (1966). Recommendation concerning the Status of
Teachers [Report]. Retrieved 27 August 2017 from: http://www.unesco.org/education/pdf/TEACHE_E.PDF
United Nations Educational, Scientific and Cultural Organization. (2000). World Education Forum Final Report.
Retrieved 27 August 2017 from: http://unesdoc.unesco.org/images/0012/001211/121117e.pdf
United Nations Educational, Scientific and Cultural Organization. (2011). International Standard Classification of
Education [Report]. Retrieved 20 July 2017 from: http://uis.unesco.org/sites/default/files/documents/international-
standard-classification-of-education-isced-2011-en.pdf
United Nations Educational, Scientific and Cultural Organization. (2014). Literacy and Education for Sustainable
Development and Women’s Empowerment [Report]. Retrieved 20 July 2017 from:
http://unesdoc.unesco.org/images/0023/002301/230162e.pdf
United Nations Educational, Scientific and Cultural Organization. (2017). About Us [Website]. Retrieved 27 August
2017 from: http://www.unesco.org/new/en/unesco/about-us/
46
United Nations Entity for Gender Equality and the Empowerment of Women. (2016, June 2). Empowering Women
and Girls through Web Literacy [News Article]. Retrieved 9 October 2017 from:
http://africa.unwomen.org/en/news-and-events/stories/2016/05/empowering-women-and-girls-through-web-literacy
United Nations Entity for Gender Equality and the Empowerment of Women. (2017, February 9). No hidden
figures: success stories can help girls’ STEM careers [News Article]. Retrieved 9 October 2017 from:
http://www.unwomen.org/en/news/stories/2017/2/op-ed-ed-phumzile-women-and-girls-in-science
(III)). Retrieved 2 September 2017 from: http://www.un.org/en/documents/udhr/
United Nations, General Assembly, Twentieth session. (1965). International Convention on the Elimination of All
Forms of Racial Discrimination (A/RES/2106 (XX)). Adopted on the report of the Third Committee (A/6181 and
A/L.479). Retrieved 2 September 2017 from: http://undocs.org/A/RES/2106(XX)
United Nations, General Assembly, Twenty-first session. (1966). International Covenant on Economic, Social and
Cultural Rights (A/RES/2200 (XXI)). Adopted on the report of the Third Committee (A/6546). Retrieved 3
September 2017 from: http://undocs.org/A/RES/2200(XXI)
United Nations, General Assembly, Thirty-fourth session. (1979). Convention on the Elimination of All Forms of
Discrimination against Women (A/RES/34/180). Adopted on the report of the Third Committee (A/34/830).
Retrieved 3 September 2017 from: http://undocs.org/A/RES/34/180
United Nations, General Assembly, Forty-fourth session. (1989). Convention on the Rights of the Child
(A/RES/44/25). Adopted on the report of the Third Committee (A/45/753). Retrieved 3 September 2017 from:
United Nations, General Assembly, Sixty-first session. (2006). Convention on the Rights of Persons with
Disabilities (A/RES/61/106). Retrieved 4 September 2017 from: http://undocs.org/A/RES/61/106
United Nations Girls Education Initiative. (2012). Gender Analysis in Education: A Conceptual Overview. Retrieved
3 September 2017 from: http://www.ungei.org/files/genderanalysisineducation.pdf
United Nations High Commissioner for Refugees. (2014). World at War [Report]. Retrieved 4 September 2017
http://www.unhcr.org/556725e69.pdf
United Nations High Commissioner for Refugees. (2017). Education [Website]. Retrieved 4 September 2017 from:
http://www.unhcr.org/en-us/education.html
United Nations High Commissioner for Refugees. (2017). Figures at a Glance [Website]. Retrieved 4 September
2017 from: http://www.unhcr.org/en-us/figures-at-a-glance.html
United Nations High Commissioner for Refugees. (2017). Missing Out: Refugee education in crisis [Report].
Retrieved 4 September 2017 from: http://www.unhcr.org/57d9d01d0
United Nations, World Education Forum. (2015). Incheon Declaration – Education 2030: Towards inclusive and
equitable quality education and lifelong learning for all [Report]. Retrieved 20 July 2017 from:
http://unesdoc.unesco.org/images/0023/002338/233813M.pdf
World Bank. (2017). Girls’ Education [Website]. Retrieved 9 October 2017 from:
http://www.worldbank.org/en/topic/girlseducation
World Education. (2017). About Us [Website]. Retrieved 9 October 2017 from:

http://www.worlded.org/WEIInternet/aboutus/index.cfm
47

Nmun - Ny: National Model United Nations

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Nmun - Ny: National Model United Nations

Загружено:

Авторское право:

Доступные форматы

NMUN•NY NEW YORK CITY, NY, USA

18 - 22 March (Conf. A) / 25 - 29 March (Conf. B)

GENERAL ASSEMBLY THIRD COMMITTEE

NATIONAL MODEL UNITED NATIONS

1. The Right of Peoples to Self-Determination

NMUN is a Non-Governmental Organization associated with the UN Department of Public Information,

United Nations System at NMUN•NY........................................................................................................................ 2

Committee Overview ................................................................................................................................................... 4

I. The Right of Peoples to Self-Determination......................................................................................................... 12

II. The Elimination of All Forms of Religious Intolerance .................................................................................... 24

III. Ensuring Equitable Access to Education .......................................................................................................... 37

Governance, Structure, and Membership

1 Charter of the United Nations, 1945, Art. 55-60.

Mandate, Functions, and Powers

16 Ibid., pp. 15, 18.

Nations, 1945, Art. 10-17.

Declaration of Human Rights (A/RES/217 A (III)), 1948.

Recent Sessions and Current Priorities

to the United Nations General Assembly, 2011, p. 65.

World Conferences on Women, 2017.

Identity Animate Voting (GA/11879), 2016.

Self-Determination, Enhanced Cooperation (GA/SHC/4188), 2016.

Consensus Action (GA/11809), 2016.

President Warns Pyongyang (GA/11947), 2017.

58 UNPO, Self-Determination, 2017.

International and Regional Framework

88 UN Trusteeship Council, Trusteeship Council, 2016.

Welcomes Release of Long-Timer Independence Activist, 2017.

Regional Seminar, 2017.

Violence, Armed Conflict, and Self-Determination

The Situation in the former Soviet Republics

Self-Determination as a Right to Independence

region/South Ossetia, Georgia (A/RES/71/290), 2017.

Climate Change and the Right to Self-Determination

United Nations, Special Committee on Decolonization. (n.d.). Committee of 24 (Special Committee on

Groups as of 2010, 2012, p. 10.

or Belief (A/RES/36/55), 1981.

(A/HRC/25/58/Add.1), 2013, p. 15.

International and Regional Framework

or Belief (A/RES/36/55), 1981.

Minorities (A/RES/47/135), 1992.

Role of the International System

State-Induced Religious Intolerance

Peace and Security in Agenda 2030, 2016.

Prevent Incitement to Violence that could lead to Atrocity Crimes, 2017.

Religion and Sustainable Development, How PaRD Works.

218 Ibid., p. 12.

Elimination of all forms of religious intolerance (A/71/269), 2016.

Equality Under International Law, 2007, p. 373.

The Role of Non-State Actors

The Role of the International Community in Promoting Religious Tolerance

and Faith-Based Actors in 2016, 2016.

United Nations, Diplomatic Conference of Plenipotentiaries on the Establishment of an International Criminal

International and Regional Framework

Education, Out-of-school Children, 2017.

education and lifelong learning for all, 2015, pp.7-11.

Role of the International System

Education Accessibility for Refugees and Internally Displaced Persons

Education for Women and Girls

World Education. (2017). About Us [Website]. Retrieved 9 October 2017 from:

Вам также может понравиться