Difference between revisions of "Reformed Literacy Initiative"

Revision as of 21:14, 13 April 2005

History of the Resolution

The "Reformed Literacy Initiative" served as both a principle victory for the compassionate-social policy in the UN and an experiment on resolution proposing for its author nation, Powerhungry Chipmunks, according to the Powerhungry Chipmunks UN representative Samuel Palleel.

The resolution is reported to be following in the footsteps of the previous UN resolutions (Free Education, and UN Educational Committee) in defining as within the UN mandate public production of education. Palleel states "this [resolution] identifies literacy as a priority for UN member nations. Enacting law to preserve literacy as important in the state-provided education guaranteed in previous legislation." The resolution author nation also identifies this as a crucial step in his own growth toward maturity as a proposal writer. "It isn't the under-powered, toothless wonder the Nucla' Terra' Act was," Palleel cites.

Also of note within the resolution text is the final clause which states that member nations had a right to vary slightly from the exact measures defined previous. "I don't want the UN to be elitist" Representative Palleel stated, "I wanted nations to feel I recognized that each of them has unique needs and situations. No proposal writer can expect to cover all the individual circumstances of over 20,000 nations, without giving Some leeway." Palleel also admitted more political reasons for the final addition, "Strategically, you have to cater to the 'national sovereignty' crowd if you want your proposal to pass by any sort of sustainable margin in the UN."

Gaining the General Assembly's vote on the resolution wasn't the only obstacle to passage that Powerhungry Chipmunks tested out a unique way of hurdling over. Powerhungry Chipmunks reports that it drafted the text and concocted his telegram strategy entirely outside of the typical procedure, submission to the UN forum. "We used a few ideas I'd had for a while about groups and groupings of active delegates, combined those with the example of Haui Bei in using the regional listings, and mixed it all together with increased fervor, multiplied quantity of telegrams: Bon Apetito!" Palleel made only passive references in the UN forum to the resolution until late into it's period of being voted on by the general assembly. This too, Palleel attributes as a "maturation and cultivation" of the Powerhungry Chipmunks UN proposal writing style and in its tactics for pushing legislation through the often resilient delegateship.

As for his country's future as a UN resolution proposer, Palleel remarks, "You'll just have to wait and see".

Text of the Resolution

The United Nations

RECALLS “UN Educational Committee” implemented April 9th, 2004 and “Free Education” implemented August 9th, 2003;

NOTES the paramount importance of literacy and communication skills for nations’ citizens in learning improving and bettering their lives;

IDENTIFIES member nations as responsible for the literacy and education of their respective citizens;

DECLARES, as a right for all, the opportunity to learn how to read and write in the official language(s) of a nation and extend this right to all citizens with in member nations;

ENACTS the following to ensure this right be maintained:

1. Literacy, and the attainment thereof, is established as the critical priority in the secular education granted by member nations, in accordance with “free education”, to its citizens;

2. Member nations are to take measures to increase both the skills of teachers of young children and the profitability of careers in teaching: such has tax cuts for educators, grants for teaching organizations, and loans to aspiring or studying teachers;

3. Children with a deficiency in literacy of any kind have at their disposal increased efforts and attention (with respect to a non-deficient child) of well-trained educators, proportional to the severity of the deficiency;

4. Education in literacy and in the norms of communication (an expanding vocabulary, syntax, writing conventions) of the official language(s) shall begin with the earliest stage of secular schooling granted by a member nation possible, and shall continue to be a substantial factor in students’ education throughout their education;

5. Adults who lack the ability to read and write (or are verifiably deficient at reading and writing) are given the opportunity to become literate (or more “adequately” literate) without fee or stipulation;

ENCOURAGES member nations to enact progressive reforms in their respective education systems, beyond the measures above, to enhance the general quality of education and the number of students who are successfully taught to read and write in the official language(s) of that member nation;

ENOURAGES EQUALLY non-governmental groups who, through charitable funds and donations and local literacy initiatives, also work to spread literacy amongst nations around the world;

SUPPORTS, through the good faith of member nations, the aspirations of member nations to increase literacy, and RESPECTS the right of nations to adapt small portions or this legislation to more appropriately apply to their individual literacy situations.

Votes For: 11,585

Votes Against: 3,294

Implemented: Tue Nov 2 2004

Additional Materials

• United Nations
• Passed UN Resolutions