INDEX

DIRECTOR'S LETTER....................................................................................... 2
DEPUTY DIRECTOR'S LETTER ....................................................................... 3
MODERATOR'S LETTER .................................................................................. 4
COMMITTEE BACKGROUND ........................................................................... 5
STATEMENT OF THE PROBLEM..................................................................... 7
COMMITTEE POSITIONS ................................................................................. 8
KEY WORDS ................................................................................................... 13
QUESTIONS A RESOLUTION MUST ANSWER............................................. 14
POSITION PAPER DETAILS ........................................................................... 15
FINAL REMARKS……………………………………………………………………17
REFERENCES................................................................................................. 18

1
DIRECTOR’S LETTER
Esteemed delegates,

Welcome to all of you to the magnificent UNESCO

committee, it is such an honor to be your director in the
fifth edition of COAR MUN. Please permit me to present
myself, my name is Adriana Salazar and I am presently
a COAR Lambayeque student. To give you a better
understanding of my profile, I have participated in both
foreign and national experiences that boosted my
interest in not only international relations but also global
well-being, which is why MUN is so crucial for me as an
individual. I am eagerly anticipating the commencement
of this event with the aim of developing all the skills that
diplomats carry.

You can be safe with me as your director. I had the pleasure to take part in
previous MUN editions, the 4th Edition of COAR MUN, the most important one
where I was also a member of the Chair as a Deputy Director. This path was
mainly constructed by the fact that I was given the Best Delegate award at my
first participation, which is why I am constantly learning about the model with
every experience that I have the privilege to be involved in.

In my viewpoint, MUN is not just about winning prizes but also about winning an
experience that could change your perspective about the world itself, when you
are a delegate you are not just a natural person, you are the country itself, and
you represent its culture, its believes, its relationships and this is a primary part
of the opportunity that this model gives you. I truly deem that you can enjoy it as
long as you engage with the whole process and the bond-establishing among the
people that you get to know along the way.

I presume that I speak for all the members of the Chair when I declare that we
are pretty grateful to host this year the UNESCO’s committee at COAR MUN, and
even more with the responsibility to bring attention to this topic. We also seek the
use of this experience as a new way of sharing what you have learned with your
classmates back in school. If you have any doubts or problems, we encourage
you to contact us to help you out with the process. We exhort you to enjoy this
process by preparing for it.

Just be yourself but better!

Adriana Salazar

DIRECTOR

2
DEPUTY DIRECTOR’S LETTER

Dear delegates,

I warmly welcome you all to the committee of the

United Nations Educational, Scientific and Cultural
Organization (UNESCO). My name is Alexandra Diaz
Zegarra and I have the honor of serving as Deputy
Director of this MUN session, I am currently a stu dent
at Coar Lambayeque and I am very grateful in joining
you in the discussion on crucial global issues related
to Inclusive and Quality Education: Challenges and
Opportunities.

Talking a little more about myself, I am very passionate about music, Korean
culture and everything related to Asia and that is why my interest in international
issues and the possible solutions we can devise to address them has always
been a driving force in my academic and extracurricular activities. I believe that
through thoughtful dialogue and collaboration, we can make significant progress
toward solving the complex challenges facing our world today.

Talking a little about my experience at the Model United Nations so far I have
participated frequently. Those experiences taught me that success at MUN does
not depend solely on experience but on the dedication and effort one puts into
preparation and participation. On the other hand, talking about the topic that will
be the focus of the discussion, I believe that inclusive and quality education is
essential for sustainable development and global well-being. Despite significant
challenges, there are numerous opportunities to improve both access to and
quality of education. Close collaboration between Governments, international
organizations, local communities and the private sector is therefore important. In
parallel, in addressing this issue, we are working directly with UNESCO's goals
of promoting equitable and high-quality education for all.I encourage you to
explore these connections during your discussions and to develop proposals that
can effectively advance these goals, especially for underdeveloped and
developing countries. If you have any doubt, please feel free to contact me
through my telephone number +51 926967912 or my email
71188704@lambayeque.coar.edu.pe I am confident in your ability to address
these challenges with creativity and determination. Good luck to all of you, and
may this MUN session be an enriching and transformative experience.

Lots of success and self-confidence,

Alexandra Diaz

DEPUTY DIRECTOR

3
MODERATOR´S LETTER

Welcome delegates,

I'm very grateful to have the opportunity to address

you as members of the UNESCO committee. I am
Luna, a high schooler from COAR Lambayeque, and
I'm pretty excited to start our debate, where we will
discuss a crucial issue that the whole world is facing.
To talk a little about myself, I have had the honor of
participating in many debates. I'm passionate about
global problems and finding solutions, I love math and
English, and I am very extroverted and talkative.

From my point of view as a Munner, these forums

enable me to articulate my knowledge and global vision by sharing opinions with
different delegates. Enhancing your English skills while making solutions as a
United Nations delegate is very exciting. As we delve into our discussions, let us
remember that MUN transcends awards. It’s an opportunity to broaden your
understanding, develop critical thinking and creativity, face and reflect about
global issues. Representing a country involves advocating for its unique culture,
values, and viewpoints, which enriches the entire experience

Our focus in this UNESCO committee will be on the challenges and opportunities
related to inclusive and quality education. We aim to find strategies that can
improve educational experiences for students worldwide, ensuring a brighter and
more equitable future.

I look forward to our collaborative efforts and the insights each of you will bring to
the table. The Chair and I are here to support you, so feel free to reach out with
any questions or concerns. If you have any questions about this forum, please
feel free to contact me through my phone number 975049769 or my email
address 72334451@lambayeque.coar.edu.pe. I trust your talent to face
the debate in the best way and build an unforgettable experience for all.

Best wishes to all!

Luna Guevara

MODERATOR

4
COMMITTEE BACKGROUND

UNESCO, formally known as the United Nations Educational, Scientific and

Cultural Organization, was officially established in November 16th of 1945 as a
direct successor to the International Committee on Intellectual Cooperation, a
body of the League of Nations, in the aftermath of two world wars out of a simple
but firm conviction: political and economic arrangements between states are not
enough to build lasting peace.Its establishment, alongside similar institutions,
was born out of a collective commitment to prevent the recurrence of global
conflicts and humanitarian catastrophes on the scale of the devastating Second
World War. The constitution of UNESCO, adopted during its formation, outlines
the organization's fundamental objectives, its governing structure, and the
framework for its operations.
UNESCO is also an active participant in the 2030 Agenda for Sustainable
Development, which includes 17 Sustainable Development Goals (SDGs)
aimed at addressing global problems such as poverty, climate change and
inequalities. UNESCO is involved in the implementation of this agenda, focusing
on key areas such as education, science and culture. Its work includes
promoting quality education, fostering scientific cooperation and protecting
cultural heritage, although it faces significant challenges such as a lack of
adequate funding and the need for coordination with other agencies and
governments.
UNESCO works to create conditions conducive to dialogue between
civilizations, cultures and peoples based on respect for common values. It has
many objectives like: promoting education for everyone, mobilizing scientific
knowledge and science-related policies for sustainable development,
addressing emerging ethical and social issues, promoting cultural diversity,
intercultural dialogue and a culture of peace and building inclusive knowledge
societies using information and communication.
Throughout its history, UNESCO has played a pivotal role in promoting
education, science, culture, and communication as essential pillars for global
progress. It has worked tirelessly to foster international cooperation and
understanding, striving to create a world where the horrors of large-scale
conflicts are never repeated, and where the principles of peace, development,
and human rights prevail.
The United Nations Sustainable Development Goals (SDGs) address various
areas of development, including education. UNESCO, as an education-
specialized agency, in SDG 04 seeks to promote quality education as a
fundamental and essential right for sustainable human development. This
includes ensuring that everyone has access to inclusive, equitable and quality

5
education by promoting lifelong learning opportunities. In addition, SDG 05,
promotes gender equality, SDG 10 seeks to reduce inequalities, SDG 16 seeks
peace, justice and strong institutions to develop them and SDG 17, which uses
partnerships with governments, promotes international cooperation in support
of sustainable education and integral human development. The main priorities
of UNESCO are the achievement of the Sustainable Development Goals and
the improvement of people’s well-being.

6
STATEMENT OF THE PROBLEM

According to UNICEF, “Inclusive education is part of the comprehensive

response to an emergency and aims to ensure that all children and adolescents
have equitable and continuous access to learning in all contexts.”
Inclusive education is an education model that aims to meet the needs of all
boys and girls, young people, and adults, especially those at risk of social
exclusion. According to UNESCO, over 258 million children and youth are out
of school, with many belonging to marginalized and minority groups. This
approach goes beyond addressing the needs of individuals with disabilities and
includes all students, regardless of race, social status, culture, or religion. By
promoting an education system that acknowledges and values diversity, it seeks
to ensure that every student has equal learning opportunities, thereby fostering
a more equitable society.
In this sense, UNESCO understands that in inclusive education, students with
special needs must have access to regular education schools, where they must
be accommodated with pedagogical strategies focused on the students, in a
way that responds to their needs. Likewise, all children and adolescents have
the right to quality education in environments that promote the development of
their full potential.
UNICEF’s words contemplate that the data of out-of-school children commonly
fail to reflect the most vulnerable populations, such as children and adolescents
with disabilities and those belonging to indigenous or Afro-descendant peoples.
According to UNESCO, nearly 40% of children do not have access to education
in a language they understand, and children with disabilities continue to be
disproportionally excluded from school. Three quarters of all primary-age
children (9 million) who may never set foot in school are girls and before the
Covid-19 pandemic, 20 percent of children and young people faced exclusion
from education daily.
Achieving enough inclusion in all types of educational systems is critical
because of its transformative effects on the other SDGs. Sustainable
development hinges on every child receiving a quality education. When children
are offered the tools to develop to their full potential, they become productive
adults ready to give back to their communities and break the cycle of poverty.
Education enables upward socioeconomic mobility.

7
COMMITTEE POSITIONS

Causes
● Political
In the political context, the promotion of inclusive and quality education
stands as a strategic and ethical priority, which not only implies ensuring
that all individuals have equitable access to educational opportunities, but
also effectively addressing the political barriers that They perpetuate
exclusion and inequality. All of this starts from the development of public
policies that promote equal access to the implementation of structural
reforms to improve the quality of education; In this sense, each policy
decision directly influences the ability of government systems to offer
equitable opportunities to all students. For this reason, some of the causes
of concern for the issue are the following:
Conflicts and Wars: Armed conflicts in the world play a worrying role in
the level of education that people receive, since, as a result of armed
battles, many are the affected areas, as educational infrastructures are
seriously violated. In short, schools can be destroyed, teachers displaced
or killed, and children and young people are forced to drop out of school,
creating a generation with limited access to education. Some examples
are:
1. Syria:
Impact: The civil war in Syria, which began in 2011, has caused
massive destruction of educational infrastructure. Many schools
have been bombed or used as shelters or military barracks.
Result: Millions of children have been left without access to
education. According to UNICEF, more than 2.4 million Syrian
children are out of school, and those who are able to attend often
face overcrowded classes and a lack of basic educational
resources.
2. Afghanistan:
Impact: Decades of conflict in Afghanistan have left the education
system in ruins. Schools have been destroyed or closed due to
insecurity, and teachers are often targets of violence.
Result: Nearly half of school-age children in Afghanistan are
reported to be out of school. Girls, in particular, face greater barriers
due to insecurity and restrictions imposed by extremist groups such
as the Taliban.
3. Ukraine:
Impact: Since the start of the conflict in 2014, schools in Ukraine
have been directly affected by shelling and military violence. Many

8
 educational institutions have been damaged or destroyed in areas
such as Donetsk and Luhansk.
Result: According to reports from the Ministry of Education and
Science of Ukraine, more than 2,000 schools have been damaged
since the escalation of the conflict in 2022. This has left thousands
of children without access to a safe and adequate education,
severely disrupting their educational and emotional development.
4. Russia:
Impact: While the conflict is primarily focused on Ukraine, there
have also been educational repercussions in Russia.
Result: At the educational level in Russia, the conflict has
influenced changes in the school curriculum and the spread of an
official narrative that supports military intervention in Ukraine
Corruption: in government systems has diverted funds intended for
education, leaving schools without the resources they need to operate
effectively. In this sense, the embezzlement of funds and the lack of
transparency in educational management prevent resources from
reaching where they are most needed. Some concrete examples of this
are the following:
1. Brazil: Operation Lava Jato
In Brazil, the corruption scandal known as "Operation Lava Jato"
revealed how public funds intended for different sectors, including
education, were diverted. Construction companies were found to be
bribing politicians and officials to obtain inflated contracts, seriously
affecting public investment in educational infrastructure and other
basic services.
2. Nigeria: Corruption in government has led to the misappropriation
of education funds, especially affecting rural and disadvantaged areas.
Ineffective Education Policies: In most of the educational policies that
developing countries design, they are not being implemented effectively,
which leads to uneven results. That is why the lack of adequate training
for teachers, outdated curricula and inefficient evaluation systems are
challenges for the search for quality education.
● Economic
Inclusive and quality education is a fundamental objective for sustainable
development and social equity. However, its implementation faces a series
of economic challenges that may limit its scope and effectiveness. The
economic causes of these challenges are diverse and complex, ranging
from insufficient financial resources to inefficiency in their allocation. In this
context, it is crucial to consider some of the following challenges:
Lack of safe and accessible schools: The state of access roads to
schools, buildings and other facilities often violates key dimensions of the
right to education, e.g. the condition of good quality electric lighting or

9
 abundant daylight without glare, shelter from the heat of the sun, windows
large enough for ventilation and the road to get to school.
Lack of teachers: According to Unesco(2016) “The World needs almost
69 million new teachers to meet the 2030 Education goals”
Lack of investment in the educational system: According to
Unesco(2022) Today, we invest about 5 billion dollars in education in the
world. That's about 6% of global GDP. However, although the majority of
children live in low- and lower-middle-income countries, the majority of
global educational investment is concentrated in high-income countries.
According to Garnier
Latin America spends public spending on education that on
average represents 4% of GDP. This is slightly lower than what
OECD countries invest, which is around 4.9% of GDP. Of course,
the averages hide serious regional inequalities because while a first
group of countries invest 6% of GDP in education, another group
reaches 5% and a third group is barely around 4% of GDP.
Investing the same proportion of GDP does not imply, however,
investing the same per person of school age. Here the differences
are abysmal: OECD countries invest almost six times more per
student than Latin American and Caribbean countries – and, again,
the differences within the region are also enormous.

● Social
Educational quality is a fundamental pillar for the development of societies
and the promotion of individual and collective well-being. However, in
many parts of the world, the quality of education is significantly
compromised by various social causes. These causes, deeply rooted in
the structure and dynamics of communities, thus create barriers that
hinder equitable and equal access to quality education. In this context, it
is crucial to consider some of the following causes:
Discrimination against students: discrimination is a mechanism of
exclusion in education based on gender, location, wealth, disability,
ethnicity, language, migration, sexual orientation, incarceration, religion
and other beliefs and attitudes that limit the ability to provide equal
education for all.
Parental support: The family plays a crucial role in students' educational
success. Lack of support, resources or knowledge about the importance
of education can negatively impact educational equity.
Poverty: It’s one of the main barriers to accessing quality education. Low-
income families often can't afford the costs associated with education,
such as uniforms, books, and transportation. For example, in Honduras,
more than 60% of the population lives below the poverty line. This directly
impacts children's ability to attend school, as many families are unable to
afford additional education-related expenses. In addition, children often

10
 have to work to help their families, which limits their time and energy to
attend classes. Likewise, according to UNICEF, "Afghanistan (46%),
Sudan(45%), Niger (38%) and Nigeria (34%) are also among the 10
countries with the highest rates of out-of-school in primary education,
which clearly demonstrates that humanitarian emergencies and protracted
crises are forcing children to drop out of school".

Consequences
● Political
Education is essential for building an informed citizenry capable of
participating effectively in democratic processes. Without access to quality
education, individuals may lack the skills necessary to engage in
governance, such as critical thinking, literacy, and civic participation. This
can weaken democratic institutions and governance structures, hindering
effective decision-making and accountability.Inclusive and quality
education plays a crucial role in fostering social cohesion and political
stability. When large segments of the population are denied access to
education, particularly marginalized groups such as ethnic minorities or
rural communities, it can lead to feelings of disenfranchisement and
exclusion. This exclusion may manifest in social unrest, protests, or even
conflict, as groups seek to assert their rights and demand representation
● Economic
The lack of inclusive and quality education is having a negative impact on
the world by generating economic, social and political crises within
countries. As UNICEF points out, the African continent is being severely
affected by this problem, mainly in countries such as Burkina Faso,
Cameroon, Chad, Mali, the Central African Republic, Niger, Nigeria and
the Democratic Republic of the Congo.
A clear example is the Democratic Republic of the Congo, which is one of
the countries with the greatest educational inequality. Research conducted
by the World Bank revealed that "The quality of education is extremely
poor: an estimated 97 percent of 10-year-olds in the Democratic Republic
of the Congo are in learning poverty, meaning that they cannot read or
understand simple texts." This is clear evidence that the lack of
educational opportunities is having a major impact on countries, especially
underdeveloped ones.
On the other hand, Latin America faces a situation similar to that of Africa.
Rafael de Hoyos, chief economist at the World Bank specializing in
education, pointed out that "The learning crisis is leading to widening
social gaps, a central concern in a region like Latin America where the
differences between rich and poor are among the largest in the world."
This not only signifies inequality between social classes but is also
exacerbated by disparities in educational opportunities and persistent
societal exclusion.

11
 Without access to quality education, individuals struggle to acquire the
skills necessary for gainful employment. This results in higher
unemployment rates, especially among young people. Unemployment not
only affects individuals and families but also places a strain on national
economies, as governments need to spend more on social welfare
programs.
Societies that fail to harness the talents of all their members are at a
competitive disadvantage. Lack of diversity and inclusion in the workplace
and business spheres restrict innovation and the ability to adapt to global
changes, ultimately affecting long-term economic growth and general well-
being.
● Social
Inclusive and quality education plays a crucial role in fostering social
cohesion and political stability. When large segments of the population are
denied access to education, particularly marginalized groups such as
ethnic minorities or rural communities, it can lead to feelings of
disenfranchisement and exclusion. This exclusion may manifest in social
unrest, protests, or even conflict, as groups seek to assert their rights and
demand representation.
Also, education is essential for building an informed citizenry capable of
participating effectively in democratic processes. Without access to quality
education, individuals may lack the skills necessary to engage in
governance, such as critical thinking, literacy, and civic participation. This
can weaken democratic institutions and governance structures, hindering
effective decision-making and accountability.

In general, this issue is worsening society, as exclusion and discrimination

have profound repercussions both at an individual and collective level.
Social exclusion not only limits equitable access to educational and
employment opportunities but also negatively impacts social cohesion and
the country's economic development. When individuals are excluded or
discriminated against, they are deprived of the opportunity to fully
contribute to society. This results in the loss of invaluable human potential:
untapped skills and wasted creative talent. Educationally, exclusion leads
to reduced school participation and lower academic success rates.
Affected individuals face additional barriers to achieving their full potential,
perpetuating cycles of inequality and social marginalization

12
KEY WORDS:
● Inclusive education: Education model addressing needs of all, especially
marginalized groups.
● Access to education: Ensuring education for all children, particularly
those out of school.
● Education policies: Public policies promoting equal access to education
and structural reforms for quality.
● Corruption: Misappropriation of education funds, impacting educational
resources and infrastructure.
● Economic challenges: Financial constraints affecting inclusive and
quality education.
● Social barriers: Discrimination, lack of parental support, and poverty
impacting education access and quality.
● Quality education: Essential for sustainable development, social equity,
and economic growth.
● Political stability: Education's role in fostering democratic processes and
social cohesion.
● Humanitarian emergencies: Crises forcing children to drop out of school.
● Learning crisis: Widening social gaps and educational inequality,
especially in regions like Africa and Latin America.

13
QARMAS

● How can the international community provide technical assistance

for implementing policies and programs for intercultural and inclusive
education?
● What can UNESCO do to guarantee equal access to quality education?
● What is the role of the international community in providing a sustainable
inclusive educational model?
● How can developing countries participate effectively in building quality and
inclusive education, considering the differences in technological
resources and capabilities?
● Why does exclusion in education still persist?
● How is the problem affecting the development of our society?

14
POSITION PAPER DETAILS

A Position Paper is a policy statement document in which delegates analyze and

present their country’s view on the issue being discussed, also focusing on past
national and international actions in order to propose innovative and viable
solutions. It must include:
- A heading with the title "Position Paper"
- Your country's official name
- Your committee's full name
- The discussion topic (as stated in your background guide)
- Your personal name.
- The name of your delegation.
Also, your paper should be divided into three sections, each in a separate
paragraph, as follows:
● Your first paragraph should include a brief introduction to the topic, always
connecting it to your country. Try to include data, catchy phrases, and statistics
that may apply. Remember to explain your country's situation and policy (past
efforts it carried out to address the matter, as well as current ones). Always take
into consideration that you should be focusing on answering the question, "Why
is the issue relevant to my country?".
● Your second paragraph should include a brief summary of past UN actions
(documents, programs, protocols, campaigns, among others) related to the issue
being discussed, always expressing the opinion of your country concerning the
measures you are mentioning. Try to focus on which specific actions have had
an impact on your country,as well as the ones that failed, and explain how you
believe that these measures can be expanded or improved for them to work
properly again in an international manner.
● Your third paragraph should focus on proposing solutions that your nation
would like the UN to consider, always respecting your country's policy and
considering the QARMAs at hand. Be creative and propose original and viable
ideas that will help other delegates and your dais to remember your contribution
to the debate. These must differentiate from the initiatives that already exist, or
improve those that have failed in the past instead. Lastly, do not forget to write a
strong closing sentence.
A bibliography quoted in APA 7 th edition is mandatory for all position papers.
This document will be sent until November 10th and must be submitted to
unesco.coarmun2024@gmail.com, any position papers submitted beyond the
date proposed will not be accepted unless a valid reason is provided to the chair.
The format must be as follows:
Paper size: Letter
Margins: 1 inch

15
Font name: Times New Roman
Font size: 11
Spacing between lines: Single
Maximum of pages: 1 (sources must cited in a separate one)

16
FINAL REMARKS
Education is not only a fundamental right, but also the pillar on which fairer and
more equitable societies are built. It may sound repetitive, but it is an undeniable
truth: inclusive and quality education is the key to overcoming many of the
contemporary challenges we face as humanity. The UNESCO committee, with
an unwavering commitment to education, provides us with a unique platform to
address the challenges and opportunities in this area.

As members of this committee, we have the opportunity to explore, discuss, and

propose solutions that not only reflect our current reality, but also project a future
where every individual has access to quality education, regardless of their
background, gender, abilities, or socioeconomic status. To be honest, we look
forward to the active and enthusiastic participation of all committee members,
regardless of whether this is their first time being part of a discussion of this
caliber or whether they are already very experienced; they only need the will to
participate, courage, gain from learning, meet people, share and grow together.

At some point, all of us who are part of the committee of this edition were in his
place, before assuming the responsibility of coordinating this committee. That is
why it is important that you inform yourselves about the diverse realities faced by
education systems around the world and to maintain a respectful, empathetic and
diplomatic approach to the countless perspectives that will emerge during the
sessions. In this sense, it is crucial that you have the necessary time to delve into
the topic and play the best version of yourself. be creative, innovative and bold in
their proposals.

It is important that you are aware that we are here to support you every step of
this journey. Let us guide you as we explore, debate, and imagine a world where
every person has the opportunity to learn and thrive. ALL CHALLENGES ARE
CRUCIAL IN OUR LIVES, DARE, AND ACHIEVE SUCCESS.

17
REFERENCES
United Nations Educational, Scientific and Cultural Organization. (2020).
Global Education Monitoring Report 2020: Inclusion and education.
https://unesdoc.unesco.org/in/documentViewer.xhtml?v=2.1.196&i
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98b3-
0d768a5ceea7%3F_%3D373718eng.pdf&locale=es&multi=true&a
rk=/ark:/48223/pf0000373718/PDF/373718eng.pdf#p173

United Nations Educational, Scientific and Cultural Organization. (May

2nd, 2024). What you need to know about how UNESCO advances
education and gender equality. https://www.unesco.org/en/gender-
equality/education/need-know

United Nations Educational, Scientific and Cultural Organization. (n/d).

Building Peace through Education, Science and Culture,
communication and information.
https://www.unesco.org/en/node/24

UNESCO. Humanity in the making: overview of the intellectual history of

UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000142076

UNESCO Peru. (2022). UNESCO in the 2030 Agenda: The importance of

Culture and Heritage for the fulfillment of the Sustainable
Development Goals. In UNESCO Chair. Lima Office.
https://catedraunesco.usmp.edu.pe/wp-
content/uploads/2018/11/unesco-agenda.pdf

Celebrating inclusion in education: 30th Anniversary of the Salamanca

Declaration. (2024, May 21). UNESCO.
https://www.unesco.org/es/articles/celebrando-la-inclusion-en-la-
educacion-30o-aniversario-de-la-declaracion-de-salamanca

UNESCO (2023, september). 250 million children out of school: What we

need to know about recent UNESCO data on education.
https://www.unesco.org/es/articles/250-millones-de-ninos-sin-
escolarizar-lo-que-debemos-saber-acerca-de-los-datos-recientes-
de-la

UNESCO (2024, June 20). Convention against Discrimination in

Education. Legal Affairs. Recover from
https://www.unesco.org/en/legal-affairs/convention-against-
discrimination-education

UNICEF. (2019, August). La infancia en peligro: Educación amenazada

en África Occidental y Central. https://www.unicef.org/es/la-
infancia-en-peligro/educacion-amenazada-africa-occidental-central

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World Bank. (2018, February). Central America discusses educational
quality. World Bank. https://www.worldbank.org/en/news/press-
release/2018/02/01/central-america-discusses-educational-quality

World Bank. (2024, April 08). Democratic Republic of Congo overview.

https://www.worldbank.org/en/country/drc/overview

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