Too often, Model UN delegates respond to the conundrum of improving the literacy and numeracy of global citizens by building more schools and hiring more teachers. Once the keys are handed over to local governments, global organizations often do not provide more support than donating learning materials, food/water, and helping establish a curriculum. Within a decade utilities will likely begin failing, building structures will become unsafe, and school staff will come and go. Little thought is put into how schools will upscale and upgrade with growing technology and population requirements: computers are useless without outlets; a school designed for fifty students cannot support five hundred; a classroom cannot function without a qualified teacher.
The massive expansion of education systems across the globe has finally caught up with nations, both high and low income. How will we fill the growing 5.2 million teacher shortage? Who will teach organizations and governments to build schools correctly the first time? How does one maintain a school properly and efficiently? Delegates of the MSUMUN XXII SDG-4 committee must answer these questions to make up for the infrastructural debt left behind and explore sustainable solutions to ensure current school systems will stand the test of time.
The massive expansion of education systems across the globe has finally caught up with nations, both high and low income. How will we fill the growing 5.2 million teacher shortage? Who will teach organizations and governments to build schools correctly the first time? How does one maintain a school properly and efficiently? Delegates of the MSUMUN XXII SDG-4 committee must answer these questions to make up for the infrastructural debt left behind and explore sustainable solutions to ensure current school systems will stand the test of time.
Ryan Longo
Chair
