At today’s UNICEF assembly, the discussion of access to education in rural India covered new fronts, primarily addressing the lack of incentive for children to attend school along with the other pressing topics of language representation and poverty were among the concerns of the debate. During the discussion, delegates expressed concern about the lack of education in a child’s own language throughout rural India, as well as teachers that discriminate against caste and class. Students that feel unsafe or disrespected in school are less likely to attend. Poverty is also a strong deterrent against education in rural communities. Parents, primarily concerned with economic factors, see more benefit sending children to work that school. The first moderated caucus made it pressingly clear that aside from addressing physical barriers, incentives for education must be provided.
In a moderated caucus discussing languages in schools, the feasibility of a dual language program was agreed upon by the delegates. The delegate of Cuba stated, “simple implementation of language classes [in a child’s own language] throughout a child’s education would be the easiest and most effective way to ensure a lack of cultural discrimination.” The Unrepresented Nations and Peoples Organization agrees, reinforcing that drawing teachers from the rural populations themselves to ensure language representation, prevent bias, and increase the incentive for children to want to go to school. It also creates a long-term solution as opposed to temporary volunteerism, mentioned by the delegate of Norway. also, addressed by the committee were concerns that education solely in one’s native language would prevent later economic opportunities in urban areas. To address these concerns, the UNPO would like to recommend not only a native language program, but also an integrative curriculum that is split between the principal languages of India and native tongue. Rural teachers could be instructed in one additional language, perhaps by an NGO or a government programme. This potential for social mobility would be an additional incentive for parents to move their children from the workforce to school.
Finally, the language debate shifted focus to another incentive-related issue. Rural poverty prevents families from sending their children to school because their primary concern is economic gain. During an unmoderated caucus, the UNPO discussed school food programs, supported by government or NGOs, that could provide incentive for families. If these programs provided adequate nutrition, they could be a viable solution for families in poverty to balance need for education and economic necessities. The UNPO would also like to re-entertain the ideas of educating the families about the benefits of education, including social mobility. The delegate from Portugal suggested a monthly meeting among families and educational professionals to reinforce the value of education, which we believe could be a promising solution to create a trend of social mobility within villages that have been traditionally marginalized and unrepresented in Indian society.
Access to education for rural peoples in India is an urgent situation that requires an acute, multi-dimensional solution. Reshaping the incentives of these minority families, most of which are oppressed by poverty and discrimination, is a critical priority for the Unrepresented Nations and People’s Organization in collaboration with UNICEF. Ultimately, the global solution we seek is the ability for all citizens, rural and urban, to be adequately prepared for entry into the workforce and to create thriving, healthy communities. If the incentives are not increased for children to attend school, the people of India will not be able to take full advantage of their right to education, no matter how many schools are in place.
In a moderated caucus discussing languages in schools, the feasibility of a dual language program was agreed upon by the delegates. The delegate of Cuba stated, “simple implementation of language classes [in a child’s own language] throughout a child’s education would be the easiest and most effective way to ensure a lack of cultural discrimination.” The Unrepresented Nations and Peoples Organization agrees, reinforcing that drawing teachers from the rural populations themselves to ensure language representation, prevent bias, and increase the incentive for children to want to go to school. It also creates a long-term solution as opposed to temporary volunteerism, mentioned by the delegate of Norway. also, addressed by the committee were concerns that education solely in one’s native language would prevent later economic opportunities in urban areas. To address these concerns, the UNPO would like to recommend not only a native language program, but also an integrative curriculum that is split between the principal languages of India and native tongue. Rural teachers could be instructed in one additional language, perhaps by an NGO or a government programme. This potential for social mobility would be an additional incentive for parents to move their children from the workforce to school.
Finally, the language debate shifted focus to another incentive-related issue. Rural poverty prevents families from sending their children to school because their primary concern is economic gain. During an unmoderated caucus, the UNPO discussed school food programs, supported by government or NGOs, that could provide incentive for families. If these programs provided adequate nutrition, they could be a viable solution for families in poverty to balance need for education and economic necessities. The UNPO would also like to re-entertain the ideas of educating the families about the benefits of education, including social mobility. The delegate from Portugal suggested a monthly meeting among families and educational professionals to reinforce the value of education, which we believe could be a promising solution to create a trend of social mobility within villages that have been traditionally marginalized and unrepresented in Indian society.
Access to education for rural peoples in India is an urgent situation that requires an acute, multi-dimensional solution. Reshaping the incentives of these minority families, most of which are oppressed by poverty and discrimination, is a critical priority for the Unrepresented Nations and People’s Organization in collaboration with UNICEF. Ultimately, the global solution we seek is the ability for all citizens, rural and urban, to be adequately prepared for entry into the workforce and to create thriving, healthy communities. If the incentives are not increased for children to attend school, the people of India will not be able to take full advantage of their right to education, no matter how many schools are in place.