IBRD BACKGROUND GUIDE - IMUNA
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IBRD BACKGROUND GUIDE
Email: info@imuna.org
Phone: +1 (212) 652-9992
Web: www.nhsmun.nyc
Secretary-General Dear Delegates,
Ankita Bhat
Hello! I am excited to welcome all of you to the International Bank for Reconstruction and
Director-General
Development (IBRD) at NHSMUN 2022! My name is Trisha Gupta, and I can’t wait to serve as
Kathy Li
your Session I Director in March. This is my second year on NHSMUN staff. Last year, I served as
Chiefs of Staff an Assistant Director in the Commission on Population and Development at NHSMUN. Although
Jon Basile I never attended NHSMUN while I was in high school, I did have a wonderful time attending
Abolee Raut regional conferences in my hometown of Houston, Texas! Experiencing Model UN both as a
Conference Services delegate and in the dais has truly opened my eyes to so many unique perspectives and pieces of
Hugo Bordas information as well as allowed me to develop skills such as leadership and public speaking. I hope
Sofía Fuentes that your time at this year’s conference will have the same effect on you!
Delegate Experience
To introduce myself a little more, I am currently a junior (though I constantly introduce myself
Akanksha Sancheti
Beatriz Circelli as a sophomore) at Rice University studying Economics and Social Policy Analysis with minors in
Environmental Studies and Legal Studies. I am on the pre-law track now, but I plan to work for
Global Partnerships
two years before entering into more school! I hope to work in either the public policy or consulting
Katherine Alcantara
fields, which hopefully looks like either working at an advocacy organization, a nonprofit, the public
Clare Steiner
sector, or a consulting firm. When I finally (and hopefully) enter law school, I have specific interests
Under-Secretaries- in environmental law or international law. In the extracurricular sphere, I am the President of Rice
General
University’s ACLU chapter and serve as the Chief of Staff of our Student Association. I was
James Caracciolo
Ana Margarita Gil elected to be the Secretary of our South Asian Society. I love to bake cookies, cakes, or any dessert
Ming-May Hu and cook Indian and Italian recipes during my free time. However, my absolute favorite way to
Brandon Huetter spend time has to be sleeping, playing, and watching TV with my little tuxedo cat named Dolly.
Juliette Kimmins She’s a quarantine kitty that I rescued, and she’s the absolute sweetest and cutest!
Caleb Kuberiet
Victor Miranda To close out this letter, I want to introduce the amazing topics that my incredible co-director,
Anikait Panikker Rebecca, and I have chosen for our committee: Improving Quality and Accessibility of Education
Frances Seabrook for Girls in Morocco and Skills Development Training for Low-Wage Workers in Malaysia. The
Sharon Tang IBRD is a unique committee with which to examine these specific issues, and we highly recommend
Kylie Watanabe looking over the structure and purpose of the IBRD and the previous loans and future goals of the
Sophia Zhukovsky IBRD and the World Bank. Furthermore, we hope you fully utilize the following background guides
as a fundamental introduction to the topics at hand. This knowledge will help make you a prepared
delegate! Don’t forget to supplement these guides with personal research into the topics and the
countries, and don’t hesitate to use us as a resource throughout your conference preparation. We
are ready and excited to provide answers to questions, general comments, or responses to concerns
regarding your research.
I look forward to working with you all at NHSMUN 2022!
Best,
Trisha Gupta
trisha.gupta@imuna.org
IBRD, Session I
Email: info@imuna.org
Phone: +1 (212) 652-9992
Web: www.nhsmun.nyc
Secretary-General Dear Delegates,
Ankita Bhat
Hello, and welcome to the International Bank for Reconstruction and Development (IBRD) at
Director-General
NHSMUN 2022! My name is Rebecca Herrera, and I am excited to be serving as your Session II
Kathy Li
for the second time. This is my third year on NHSMUN staff, previously working as the assistant
Chiefs of Staff director of the Council of the European Union and as an IBRD director! I attended NHSMUN
Jon Basile twice as a delegate in high school but have not gotten too involved with MUN in college outside of
Abolee Raut NHSMUN. My experience as a delegate brought me some of my best high school memories, and I
Conference Services hope that your time at this conference will offer you that same opportunity!
Hugo Bordas
Sofía Fuentes To share more about myself, I am currently a senior at the University of Michigan studying
Economics and International Studies with a concentration in Political Economy & Development.
Delegate Experience
While I’ve considered law school or graduate school as options, I intend on entering the workforce
Akanksha Sancheti
Beatriz Circelli after graduation. In what you may ask, for now, I’m not too sure, so if you’re really interested,
ask me again at the conference in spring! However, beyond academics, I am the president of my
Global Partnerships
multicultural Greek council sorority, president of a Latine arts and media collective on campus, and
Katherine Alcantara
the upper-education coordinator for a tutoring/mentorship program, PALMA. This past school
Clare Steiner
year, I partook in an entrepreneurial challenge program, OptiMize, at my school and was one of the
Under-Secretaries- grant recipients for our Ojeada Magazine project! During my free time, I love to paint, swim, watch
General
sports, spend too much time on TikTok, and go on spontaneous adventures with friends (trip to
James Caracciolo
Ana Margarita Gil Ohio for some pasta, anyone?). My favorite activity by far has to be spending time with my bundle
Ming-May Hu of chaos, also known as my dog, Otis. We think he is a two-year-old mix of greyhound, pointer, pit,
Brandon Huetter and a dash of some other large breed we can’t quite figure out, but he is most certainly an energetic
Juliette Kimmins and friendly king.
Caleb Kuberiet
Victor Miranda This year my co-director, Trisha, and I have put together a riveting background guide on two very
Anikait Panikker different but equally exciting topics: Improving Quality and Accessibility of Education for Girls
Frances Seabrook in Morocco. & Skills Development Training for Low-Wage Workers in Malaysia. When preparing
Sharon Tang for committee, I highly recommend that delegates take some time to acquaint themselves with the
Kylie Watanabe purpose of the IBRD and its structure. Beyond this, you should utilize these background guides as
Sophia Zhukovsky a foundation for further research on your country’s policy and perspectives on these issues. We are
always here as a resource for you throughout your conference preparation, so don’t hesitate to reach
out if you have any questions, comments, or concerns regarding your research! We are more than
happy to help steer you in the right direction or clarify something within the background guides
for you.
I look forward to working with you all at NHSMUN 2022!
Best,
Rebecca Herrera
rebecca.herrera@imuna.org
IBRD, Session II
IBRD 4| Table of Contents Table of Contents A Note on the NHSMUN Difference 5 A Note on Research and Preparation 7 Committee History 8 Simulation10 Access to Education for Girls in Morocco 13 Loan Request 14 Strategic Focus 15 Feasibility 25 Bloc Analysis 31 Committee Mission 33 Skills Development Training for Low-Wage Workers in Malaysia 34 Loan Request 35 Strategic Focus 37 Feasibility 50 Bloc Analysis 53 Committee Mission 56 Research and Preparation Questions 57 Important Documents 59 Works Cited 60
IBRD
A Note on the NHSMUN Difference |5
A Note on the NHSMUN Difference
Esteemed Faculty and Delegates,
Welcome to NHSMUN 2022! My name is Kathy Li, and I am this year’s Director-General. Thank you for choosing to attend
NHSMUN, the world’s largest and most diverse Model United Nations conference for secondary school students. We are thrilled
to welcome you to New York City in March!
As a space for collaboration, consensus, and compromise, NHSMUN strives to transform today’s brightest thinkers into
tomorrow’s leaders. Our organization provides a uniquely tailored experience for all in attendance through innovative and
accessible programming. We believe that an emphasis on education through simulation is paramount to the Model UN experience,
and this idea permeates throughout NHSMUN.
Realism and accuracy: Although a perfect simulation of the UN is never possible, we believe that one of the core educational
responsibilities of MUN conferences is to educate students about how the UN System works. Each NHSMUN committee is
a simulation of a real deliberative body so that delegates can research what their country has said in the committee. Our topics
are chosen from the issues currently on the agenda of each committee (except historical committees, which take topics from the
appropriate time period). This creates incredible opportunities for our delegates to conduct first-hand research by reading the
actual statements their country has made and the resolutions they have supported. We also strive to invite real UN, NGO, and
field experts into each committee through our committee speakers program. Furthermore, our staff arranges meetings between
students and the actual UN Permanent Mission of the country they represent. No other conference goes so far to immerse
students into the UN System so deeply.
Educational emphasis, even for awards: At the heart of NHSMUN lie education and compromise. As such, when NHSMUN
does distribute awards, we de-emphasize their importance compared to the educational value of Model UN as an activity.
NHSMUN seeks to reward students who excel in the arts of compromise and diplomacy. More importantly, we seek to develop
an environment where delegates can employ their critical thought processes and share ideas with their counterparts from around
the world. Part of what makes NHSMUN so special is its diverse delegate base. Given our delegates’ plurality of perspectives
and experiences, we center our programming around the values of diplomacy and teamwork. In particular, our daises look for
and promote constructive leadership that strives towards consensus, as real delegates do in the United Nations.
Debate founded on knowledge: With knowledgeable staff members and delegates from over 70 countries, NHSMUN can
facilitate an enriching experience reliant on substantively rigorous debate. To ensure this high quality of debate, our staff members
produce extremely detailed and comprehensive topic guides (like the one below) to prepare delegates for the complexities and
nuances inherent in each global issue. This process takes over six months, during which the Directors who lead our committees
develop their topics with the valuable input of expert contributors. Because these topics are always changing and evolving,
NHSMUN also produces update papers intended to bridge the gap of time between when the background guides are published
and when committee starts in March. As such, this guide is designed to be a launching point from which delegates should delve
further into their topics. The detailed knowledge that our Directors provide in this background guide through diligent research
aims to spur critical thought within delegates at NHSMUN.
Extremely engaged staff: At NHSMUN, our staffers care deeply about delegates’ experiences and what they take away from
their time at NHSMUN. Before the conference, our Directors and Assistant Directors are trained rigorously through copious
hours of workshops and exercises to provide the best conference experience possible. At the conference, delegates will have the
opportunity to meet their dais members before the first committee session, where they may engage one-on-one to discuss their
IBRD 6| A Note on the NHSMUN Difference committees and topics. Our Directors and Assistant Directors are trained and empowered to be experts on their topics, and they are eager to share their knowledge with delegates. Our Directors and Assistant Directors read every position paper submitted to NHSMUN and provide thoughtful insight on those submitted by the feedback deadline. Our staff aims not only to tailor the committee experience to delegates’ reflections and research but also to facilitate an environment where all delegates’ thoughts can be heard. Empowering participation: The UN relies on the voices of all of its Member States to create resolutions most likely to make a meaningful impact on the world. That is our philosophy at NHSMUN as well. We believe that to properly delve into an issue and produce fruitful debate, it is crucial to focus the entire energy and attention of the room on the topic at hand. Our Rules of Procedure and our staff focus on empowering every voice in the committee, regardless of each delegate’s country assignment or skill level. Additionally, unlike many other conferences, we also emphasize delegate participation after the conference. MUN delegates are well-researched and aware of the UN’s priorities, and they can serve as the vanguard for action on the Sustainable Development Goals (SDGs). Therefore, we are proud to connect students with other action-oriented organizations to encourage further work on the topics. Focused committee time: We feel strongly that interpersonal connections during debate are critical to producing superior committee experiences and allow for the free flow of ideas. Ensuring policies based on equality and inclusion is one way in which NHSMUN guarantees that every delegate has an equal opportunity to succeed in committee. In order to allow communication and collaboration to be maximized during committee, we have a very dedicated team who work throughout the conference to type, format, and print draft resolutions and working papers. As always, we welcome any questions or concerns about the substantive program at NHSMUN 2022 and would be happy to discuss NHSMUN pedagogy with faculty or delegates. Delegates, it is our sincerest hope that your time at NHSMUN will be thought-provoking and stimulating. NHSMUN is an incredible time to learn, grow, and embrace new opportunities. We look forward to seeing you work both as students and global citizens at the conference. Best, Kathy Li Director-General
IBRD
A Note on Research and Preparation |7
A Note on Research and Preparation
Delegate research and preparation is a critical element of attending NHSMUN and enjoying the debate experience. We have
provided this Background Guide to introduce the topics that will be discussed in your committee. We encourage and expect each
of you to critically explore the selected topics and be able to identify and analyze their intricacies upon arrival to NHSMUN in
March.
The task of preparing for the conference can be challenging, but to assist delegates, we have updated our Beginner Delegate
Guide and Advanced Delegate Guide. In particular, these guides contain more detailed instructions on how to prepare a
position paper and excellent sources that delegates can use for research. Use these resources to your advantage. They can help
transform a sometimes overwhelming task into what it should be: an engaging, interesting, and rewarding experience.
To accurately represent a country, delegates must be able to articulate its policies. Accordingly, NHSMUN requires each delegation
(the one or two delegates representing a country in a committee) to write a position paper for each topic on the committee’s
agenda. In delegations with two students, we strongly encourage each student to research each topic to ensure that they are
prepared to debate no matter which topic is selected first. More information about how to write and format position papers can
be found in the NHSMUN Research Guide. To summarize, position papers should be structured into three sections:
I: Topic Background – This section should describe the history of the topic as it would be described by the delegate’s
country. Delegates do not need to give an exhaustive account of the topic, but rather focus on the details that are most
important to the delegation’s policy and proposed solutions.
II: Country Policy – This section should discuss the delegation’s policy regarding the topic. Each paper should state the
policy in plain terms and include the relevant statements, statistics, and research that support the effectiveness of the policy.
Comparisons with other global issues are also appropriate here.
III. Proposed Solutions – This section should detail the delegation’s proposed solutions to address the topic. Descriptions
of each solution should be thorough. Each idea should clearly connect to the specific problem it aims to solve and identify
potential obstacles to implementation and how they can be avoided. The solution should be a natural extension of the
country’s policy.
Each topic’s position paper should be no more than 10 pages long double-spaced with standard margins and font size. We
recommend 3–5 pages per topic as a suitable length. The paper must be written from the perspective of the your assigned
country should articulate the policies you will espouse at the conference.
Each delegation is responsible for sending a copy of its papers to their committee Directors via myDais on or before March
4, 2022. If a delegate wishes to receive detailed feedback from the committee’s dais, a position must be submitted on or before
February 18, 2022. The papers received by this earlier deadline will be reviewed by the dais of each committee and returned
prior to your arrival at the conference.
Complete instructions for how to submit position papers will be sent to faculty advisers via email. If delegations are unable to
submit their position papers on time, please contact us at info@imuna.org.
Delegations that do not submit position papers to directors will be ineligible for awards.
IBRD 8| Committee History Committee History The International Bank for Reconstruction and Development (IBRD) was founded in 1944 as a product of the Bretton-Woods Conference to help fund reconstruction in Europe following the Second World War.1 In 1960, the IBRD merged with the International Finance Corporation (IFC) and International Development Association (IDA) to create what is now known as the World Bank.2 Functioning as a global development cooperative, the IBRD is unique due to its role as an arm of the World Bank.3 With 189 current member states, the IBRD primarily focuses on economic action, offering market-rate loans to middle- income countries (MICs) and other financial products and advice. The IBRD conducts analysis and distribution of loan funds while monitoring the use of the funds. The IBRD is governed by the Articles of Agreement, which serve as its all-encompassing charter. This document outlines the membership, allocation, loan operations, bank management, and all other provisions of the bank and serves as the final authority on all actions considered by the institution.4 The IBRD was initially focused on both public infrastructure and private financing. However, the development of the International Finance Corporation (IFC) in 1956 allowed the IBRD to shift its mandate to focus on providing financial services and loans to the public sector of MICs. Some of these included loans to China, India, Egypt, Morocco, and Turkey.5 To determine what states are eligible for loans, the IBRD categorizes nations by Gross National Income (GNI) per capita, with the current threshold between IRA and IBRD being USD 1205. In the 2020 fiscal year, the IBRD committed over USD 5.6 billion towards assisting MICs, making up nearly half of the total USD 11.7 billion allocated by the World Bank as a whole.6 However, this does not mean that the World Bank is without fault. Mainly, the core issue with the IBRD is that the power to provide loans rests with the countries who make the largest financial contributions to the bank, meaning that developed member-states such as the United States can dictate the extent of loans provided to developing countries. Furthermore, in many cases, such as the 1973 Stand-By Agreement (SBA) between Zambia and the World Bank, loans do little to provide meaningful impact due to a lack of responsible governance and mismanagement of funds by the national authority.7 While the IBRD carefully evaluates all states before issuing loans and issues conditions on loans to ensure implementation, it is still important to note that providing a loan is not a guarantee of economic improvement. Over the last 60 years, the IBRD has established a triple-A credit rating which allows the IBRD to borrow easily and, in turn, lend to MICs with lower interest rates.8 Credit ratings are issued by rating agencies such as Standard and Poor’s (S&P) and Fitch Ratings based on creditworthiness and the likelihood of repaying investors, with the triple-A rating being the highest and most distinguishing. Having such a high rating increases investor confidence in the IBRD and means that investors will be more likely to loan out money at lower rates due to the overall trustworthiness of the institution. In the 2019-2020 FY alone, the IBRD was responsible for USD 28 billion of net loan commitments.9 The IBRD does not cater to any specific type of project, providing loans for climate change resilience, workforce development, and even disease management. Recent loans provided by the IBRD include developing sustainable mining programs in Ghana, improving public infrastructure in Panama, and financing renewable 1 “International Bank for Reconstruction and Development,” World Bank, accessed September 19, 2021, https://www.worldbank.org/en/ who-we-are/ibrd. 2 “About IFC.” ifc.org. Accessed September 19, 2021. https://www.ifc.org/wps/wcm/connect/corp_ext_content/ifc_external_corporate_ site/about+ifc_new. 3 “World Bank,” Encyclopædia Britannica, accessed September 19, 2021, https://www.britannica.com/topic/World-Bank. 4 “IBRD Articles of Agreement,” World Bank, accessed September 19, 2021, https://www.worldbank.org/en/about/articles-of-agreement/ ibrd-articles-of-agreement. 5 United States Department of State. Proceedings and Documents of the United Nations Monetary and Financial Conference. Washington: United States Government Printing Office, 1948, https://fraser.stlouisfed.org/title/proceedings-documents-united-nations-monetary-financial- conference-bretton-woods-new-hampshire-july-1-22-1944-430/volume-i-7570. 6 World Bank, Annual Report 2020, 2020, https://www.worldbank.org/en/about/annual-report. 7 Dumitrache Andrei, “The Successes and Failures of the World Bank on Global Poverty,” E, May 19, 2011, https://www.e-ir. info/2011/05/18/the-successes-and-failures-of-the-world-bank-on-global-poverty/. 8 World Bank, “International Bank for Reconstruction and Development.” 9 World Bank, “Annual Report 2020.”
IBRD
Committee History |9
hydroelectric energy projects in Indonesia, among many other endeavors.10
The committee is operated through the board of governors who seek to find the best financial and developmental decisions. The
board of governors is formed by one elected Governor and one Alternate Governor appointed by each member country of the
IBRD. Its primary responsibility is to debate, draft, and vote on loan proposals made to the bank.11
10 “IBRD Statement of Loans - Latest Available Snapshot,” World Bank, last modified August 25, 2021, https://finances.worldbank.org/
Loans-and-Credits/IBRD-Statement-of-Loans-Latest-Available-Snapshot/sfv5-tf7p.
11 “Boards of Governors,” World Bank, accessed September 19, 2021, https://www.worldbank.org/en/about/leadership/governors.
IBRD 10|S imulation Simulation The International Bank for Reconstruction and Development (IBRD) is an international financial organization and economic development cooperative. An organization of the World Bank Group, the IBRD is not a United Nations body, but rather a global cooperative of 189 countries whose stake in the organization is a function of countries’ capital subscriptions, or financial commitments to the IBRD. Since voting powers are proportional to capital shares, delegates will all exercise equal representation and standing in committee discussions but will need to plan strategically to secure enough votes from key stakeholder countries to pass loan proposals. Loan proposals are one the most significant differences in the IBRD’s format in comparison to standard committees, as they are the final documents delegates will produce during the conference, rather than resolutions. Delegates will be acting as their respective country’s governor of the IBRD’s Board of Governors, which collectively has control over all bank operations, including the power to propose, develop, and approve loan agreements. Substantively, the IBRD exists to support the World Bank’s mission of ending extreme poverty and promoting inclusive, sustainable prosperity worldwide. To achieve these goals, the IBRD utilizes financial contributions from its member states to finance development projects worldwide on a country-by-country basis. The bank’s most common methods are providing development-based loans and advisory services specifically to middle-income and creditworthy low-income countries. Another World Bank Group organization, the International Development Association, works specifically with lower-income countries. In this committee simulation, delegates will receive a loan request from the country in question with a general development strategy and a general range of requested financing. As the board of governors, delegates will review the loan request, discuss its strengths and weaknesses in the context of their knowledge and country policies, and agree upon a final loan proposal that meets the requesting country’s development objectives and credibly guarantees full and timely repayment to the bank; this is accomplished through targeted investments, prioritizing returns on investments, and the attachment of conditions to the loan. States requesting loans will not be present in committee, however, the dais will periodically communicate information on behalf of the requesting country. It is important for delegates to remember that the IBRD is simultaneously a financial and development organization—its mandate of poverty reduction and its operations as a bank cannot be disentangled. It is the role of delegates to identify and support the most promising development opportunities in the respective country they are considering and to take all necessary steps to ensure successful implementation and repayment of the loan. Since the IBRD grants loans at its own discretion, delegates have the ability to attach the conditions to loans, ranging from specific uses of subsets of financing to general requirements to accompany approval of the loan. The IBRD committee is an economic simulation, where delegates are called on to make the greatest impact with limited resources. The challenge for delegates is not to eliminate poverty in the requesting country—rather the committee calls for delegates to convincingly demonstrate the economic feasibility of their loan proposals and assure the committee that their strategy ensures full and proper repayment of the loan. Committee Procedures The following section will detail the differences between committee procedures in the IBRD and standard procedures in other NHSMUN committees. Setting the Agenda The process of setting the agenda will be the same as in other committees and will be subject to a simple majority vote. However,
IBRD
Simulation |11
the agenda item that the committee is debating at any given time will dictate what types of loan proposals will be considered by
the committee at any time. All loan proposals submitted to the dais must be related to the topic being considered.
Voting Procedure
On all procedural votes including points, motions, etc. standard NHSMUN procedure of one country, one vote, will continue
to apply. When voting procedure begins, each proposed amendment to the loan proposals will be voted on individually in the
order in which it was submitted. Only final, substantive voting on loan proposals will operate differently, based on each country’s
financial shares in the IBRD. After the votes are counted, the number of shares that correspond to each voting option will
determine the voting outcome. The strategy of winning votes from countries with the largest voting shares is a key component
of the IBRD committee simulation that delegates are encouraged to prioritize seriously.
Components of a Loan Proposal
I. Executive Summary:
II. Total Amount of Loan
III. Proposed Project and Details
A. Disbursement Period 1, Amount of funding, in USD:
1. Sub-initiative: Amount of funding, in USD,
a. Strategic Focus and Implementation
b. Return on Investment Projections
c. Conditionality: Exceptions, notions, etc.
2. Sub-initiative: Amount of funding, in USD,
a. Strategic Focus and Implementation
b. Return on Investment Projections
c. Conditionality: Exceptions, notions, etc.
B. Disbursement Period 2, Amount of funding, in USD:
1. Sub-initiatives, as before
IV. Disbursement Schedule
Allocations Dollar amount allocated (in USD)
1) Disbursement Period 1
2) Disbursement Period 2
3) Disbursement Period 3
4) Disbursement Period 4IBRD
12|S imulation
5) Front-end fee
6) Total amount
V. Repayment Schedule
A. Maturation Period (in years)
B. Grace Period (in years)
C. Interest Rate (in percent)
VI. General Conditions
A. Condition 1
B. Condition 2 (and so on…)
The executive summary should provide a brief context for the country, its development challenges, and the strategy of the loan
proposal’s sub-initiatives. It should highlight the specific areas where investment is likely to create the greatest impact and bring
the highest financial returns to the target country. Additionally, the section should generally overview the feasibility of the loan
proposal, objectively evaluate the country’s ability to repay its loan within the given period and identify what specific channels the
country can look to for the necessary revenue. Vague statements that promise loan repayments are insufficient in this section, for
example, “Burkina Faso is certain that Iraq it will be able to repay this loan,” does not affirm the project’s credibility. Statements
about the country’s history of loan repayment or default and other reliable information will bolster the integrity of the proposal.
The “proposed project and details” section should be the longest section by far, separated by disbursement periods as determined
by the committee. Times between disbursement periods can range from months to years and are useful instruments when one
portion of the loan proposal builds on another. The strategic focus and implementation section should describe the specific
actions the bank and country will take to carry out an investment, and what steps the two will take to ensure the successful
operation of the investment. The “return on investment projections” section should specifically detail how the amount of
funding requested will benefit the country or sector, and how exactly those benefits can be translated into returns that the country
can easily repay to the bank within the maturation period. Finally, the “conditionality” section is where delegates will specify how
exactly the funding must be used, and if the receiving country must take specific actions or meet specific benchmarks in order
to receive the funding. The purpose of these conditions is typically to ensure effective implementation and credible repayment
of the loan.
The total amount of funding should include a total sum of the funds listed in the “proposed project and details section,” which
is closely tied to the repayment schedule. This section will detail the logistical information of the loan itself, specifically the
maturation period, grace period, and interest rate. The maturation period is the total time in which the loan must be repaid. The
grace period is the amount of time the borrowing country can delay repayment if necessary. Finally, the interest rate is the annual
continuously compounded rate of interest accrued by the borrowing country.IBRD
NHSMUN 2022
Topic A:
Access to Education for Girls in Morocco
Photo Credit: USAID MoroccoTopic A: Access to Education for Girls in Morocco
14|L oan Request
Loan Request
Morocco is seeking a loan to strengthen its national education system and make it more accessible
for girls across the country. Throughout Morocco’s post-independence history, the government
has acknowledged that education and gender equality are keys to fostering sustainable long-term
development. Despite their successes, the country still requires further investment and support to
provide adequate education to all Moroccans. The Kingdom of Morocco is requesting an extensive
loan of USD 350–800 million from the International Bank for Reconstruction and Development
(IBRD) to promote gender equality in education, strengthen the effectiveness of the education
system, and make education more accessible to all Moroccans, with an emphasis on rural girls. This
loan request should not be taken as a final solution for the committee but rather as a base for
delegates to examine and use as a guiding source throughout the debate. Delegates are encouraged to
expand upon, specify, and highlight initiatives and sub-initiatives that support the needs of Morocco,
as outlined below, through collaboration, debate, and creativity. Within the loan proposal, Morocco
is asking for a few aspects to be considered:
I. Approximate Total Request: USD 350–800 million
II. Improving School Quality and Efficiency (USD 150–300 million)
A. Sub-initiatives aimed at improving teacher recruitment, support, and overall quality.
B. Sub-initiatives that will support the multilingual nature of Moroccan society and the overall education system. The
following should be emphasized within the loan:
1. The need for transitional support between secondary and tertiary education as tertiary institutions teach
solely in French.
2. Acknowledgment of the regional linguistic diversity of the country and their individual needs.
C. Sub-initiatives directed towards investing in class materials and curriculum development to increase years of learn-
ing and secondary education retention, including but not limited to promoting access to vocational education and
training options.
D. Sub-initiatives that will help education administrators and officials maximize the efficiency of the overall organiza-
tional structure of the education system.
III. Promoting Gender Equality in Education in Morocco (USD 100–250 million)
A. Sub-initiatives that encourage the enrollment of girls in preschool and pre-primary school programs and high
school, with an emphasis on the need for increased enrollment from rural areas.
B. Sub-initiatives aimed towards helping non-secondary school-aged adult women
1. Attain literacy and numeracy.
2. Enter the formal workforce.
C. Sub-initiatives that highlight the need for curriculum materials and school staff to promote gender equality in andTopic A: Access to Education for Girls in Morocco
Strategic Focus |15
outside the classroom.
IV. Increasing school and education accessibility overall (USD 100–250 million)
A. Sub-initiatives directed towards infrastructural development to alleviate physical barriers to attaining education.
Specifically, the loan should emphasize:
1. A need for reliable all-weather roads in rural areas.
2. A need for connectivity for students, especially for the potential of continued online learning.
B. Sub-initiatives providing support for identifying and encouraging the return of out-of-school students to classes
Strategic Focus girls. The country has already received numerous forms of
investment from other development banks and organizations,
Behind every strong economy is a workforce of educated
including the World Bank. However, these investments do not
individuals. Article 26 of the Universal Declaration of Human
center on the particular needs of women and girls to improve
Rights states that everyone is entitled to a quality education
their educational opportunities. Educational benchmarks
that is free and compulsory at the elementary level.1 The
remain low, and performances on international exams remain
quality of education is based on the students’ ability to attain
below average. Additionally, the hardships children face when
the basic levels of literacy and mathematics. Quality education
trying to obtain their education disproportionately affect
enables students to reach these standards and prepare them
for adult life in society and the workplace.2 Article 26 goes young girls’ retention rates and their ability to advance in their
on to describe this idea as an education that is “directed to schooling. These barriers can range from societal and cultural
the full development of the human personality and to the influences to infrastructural inhibitors like poor roads or lack
strengthening of respect for human rights and fundamental of internet. In addition to the lack of gender parity seen
freedoms. It shall promote understanding, tolerance and country-wide, there are clear disparities between resources
friendship among all countries, racial or religious groups, and accessibility of education in rural and urban Morocco.
and shall further the activities of the United Nations for the Even when children can access education, it is often subpar
maintenance of peace.”3 Measurements of education quality and does not adequately prepare them for higher education or
are impacted by many factors—such as accessibility, safety, the workforce. These missteps are some of the root causes of
culture, resources, and policy—that, directly and indirectly, Morocco’s slow economic growth and overall development.
affect the ease at which a student can acquire the knowledge Morocco is seeking a loan to better support its population,
and skills developed within a classroom.4 An underperforming such as the COVID-19 pandemic, continue to negatively
educational system can hinder individuals’ ability to obtain impact society, especially the economy.
adequate employment and, ultimately, limits economic growth
and development. As a result, investments must be made Education in Morocco
worldwide to allocate the proper resources to ensure that
When Morocco gained its independence in 1956, the country
barriers to quality education are diminished.
faced many developmental issues, ensuring that educational
Morocco has made significant strides towards improving its reform was a priority. Before independence, the way the
education system and furthering its support for women and Moroccan government and French officials present under
1 “Universal Declaration of Human Rights,” United Nations, accessed June 28, 2021. https://www.un.org/en/about-us/universal-declaration-of-human-
rights.
2 “Quality of Education,” UNICEF, accessed June 28, 2021. https://www.unicef.org/rosa/what-we-do/quality-education.
3 United Nations, “Universal Declaration of Human Rights.”
4 UNICEF, “Quality of Education”Topic A: Access to Education for Girls in Morocco
16|S trategic Focus
the Protectorate (the agreement that kept Morocco under as these subunits are still figuring out how to best serve their
French rule) handled schooling resulted in most Moroccans regions.
not obtaining an education.5 In 1950, under the French
Early in Morocco’s post-independence era, the government
Protectorate, 94 percent of European children attended
attempted to universalize its educational system by building
school while only 6 percent of Moroccan children did.6
schools, libraries, and youth-centered infrastructure like
Post-independence, Morocco was faced with the challenge
clubs and workshops. Still, by 1963, disagreements over what
of reconfiguring its workforce and institutions while also
a universal education system and curriculum should look
combatting a 96 percent illiteracy rate.7 Of the 2 million
children in the country during that time, only a mere 10 like became a prevalent inhibitor of further development.15
percent were enrolled in schools.8 As a result, the government One of these disagreements stems from Morocco’s lack of
began developing a new education system. By 1957, Morocco’s a universal first—or even second—language. The country’s
newly established Royal Commission for Education Reform unique history and geographic location have left it with
released its first reform initiative, which placed accessibility at Mediterranean, Arab, African, Jewish, and Indigenous Berber
the forefront.9 The early efforts of the Moroccan government influences, including the Berber, Arabic, and French languages.
should be commended, as it put the people first and rebuilt its
16
Specifically, Moroccan Arabic has strong Spanish and French
country quickly compared to other newly independent states influence, and there are cities with populations that also speak
at the time. In addition, education for all children between French, Spanish, and even English in recent years. At the same
the ages of 6–13 became compulsory in 1963.10 Moroccan time that Morocco was forming its own system of education,
education is headed by the Ministry of National Education many newly independent neighboring countries, such as
(MNE) and the Ministry of Higher Education and Vocational Algeria, were pursuing Arabization policies.17 Arabization is
Training (MHEVT), and the curriculum is divided into four the process by which Arabic is incorporated into a country’s
levels: pre-school, primary school, secondary school, and education, government, and entertainment systems to replace
tertiary school (also referred to as university level).11 However, a formerly dominant language.18 The Moroccan government
while 1956–1977 was focused on educational reform, the was, and continues to be, unable to settle on a primary
government leadership was unstable and saw twenty different language of instruction, which makes education inaccessible
education ministers.12 By the 1990s, the MNE began to to those who do not speak the language chosen by the school
decentralize its responsibilities to smaller, newly created or region. Berber was seldom discussed as a strong contender
regional units.13 This was done to give the regional offices despite the large portion of the population that speaks it as
more power to determine and respond to the needs of schools their primary language; the debate was often between French
in their particular regions.14 This process is continuing today and Arabic.19 Currently, at the tertiary level of Moroccan
5 Adrienne Tyrey, DIVIDE AND SCHOOL: BERBER EDUCATION IN MOROCCO UNDER THE FRENCH PROTECTORATE (East Lansing:
Michigan State University Department of History, 2018), https://d.lib.msu.edu/etd/19384/datastream/OBJ/View/.
6 Istiqlal Party of Morocco, Morocco Under the Protectorate: Forty Years of French Administration (New York: Moroccan Office of Information and Documentation,
1953), 52.
7 Youssef El Kaidi, “Educational Reforms in Morocco: A Chronology of Failures,” Inside Arabia, November 2, 2018, https://insidearabia.com/educational-
reforms-morocco-failures/.
8 Istiqlal Party of Morocco, “Educational Reforms in Morocco.”
9 Istiqlal Party of Morocco, “Educational Reforms in Morocco.”
10 United States Agency for International Development, Strengthening Education in the Muslim World Country Profiles and Analysis (Washington D.C.: Bureau for
Policy and Program Coordination, April 2004), https://pdf.usaid.gov/pdf_docs/PNACW877.pdf.
11 “Morocco Education System,” Scholaro Pro, accessed June 28, 2021. https://www.scholaro.com/pro/Countries/Morocco/Education-System.
12 Vicente Llorent-Bedmar, Educational Reforms in Morocco: Evolution and Current Status, International Education Studies 7, no. 12 (November 2014),
https://files.eric.ed.gov/fulltext/EJ1071171.pdf.
13 United States Agency for International Development, Strengthening Education in the Muslim World.
14 United States Agency for International Development, Strengthening Education in the Muslim World.
15 Youssef Sourgo, “The Arabization Process in Morocco: A Linguistic Policy Torn between Dissimilar Interests,” Morocco World News, September 15, 2015,
https://www.moroccoworldnews.com/2013/09/104928/the-arabization-process-in-morocco-a-linguistic-policy-torn-between-dissimilar-interests.
16 “Morocco | History, Map, Flag, Capital, & Facts,” Britannica, accessed June 28, 2021, https://www.britannica.com/place/Morocco.
17 Britannica, “Morocco | History.”
18 “Arabization,” Britannica, accessed July 6, 2021, https://www.britannica.com/topic/Arabization.
19 Britannica, “Morocco | History.”Topic A: Access to Education for Girls in Morocco
Strategic Focus |17
education, many institutions switch to French as their primary enrolled in school grew from 85.75 percent in 2004 to 93.49
language of instruction.20 percent in 2011, the country’s overall rankings in the Trends in
Mathematics and Science Study (TMSS) and the Progress In
Morocco’s last three monarchs have all included immense
Reading and Literacy Study (PIRLS) were disappointingly low.
education reform on their domestic agendas.21 In the recent 28
The TMSS and PIRLS are two international assessments of
decade, King Mohammed VI has not only emphasized the
educational achievement run by the International Association
need for quality education and increased accessibility within
for the Evaluation of Educational Achievement.29 Each
Morocco but has also openly criticized the current state of
assessment follows the same results categorization with four
education and identified where it can be improved, in his benchmarks. The lowest represents a level with “minimal
opinion.22 King Mohammed VI has been the reigning monarch knowledge in reading and math.” Higher benchmark ratings
of Morocco since he took the throne in 1999.23 He is known indicate higher student knowledge.30 In math and literacy,
for being more progressive than his father (his predecessor) Morocco scored an average of 335 and 310, respectively. This
and for his successes in strengthening foreign relations, places the country below the lowest benchmark, at last in
restructuring the constitution in response to the 2011 Arab literacy and second to last in mathematics, falling well below
Spring uprisings, and rolling out domestic reform.24 Despite the international average of 500 for each assessment.31
these successes, the country’s leader still acknowledges that
its education system is still falling short of its potential. King Mohammed’s 2016 sentiments make it clear that the
Although enrollment has increased in recent decades, dropout government needs to prioritize education quality, not simply
and illiteracy rates remain high due to vast inequality, language quantity (general enrollment statistics). The country’s reform
barriers, and rising poverty levels.25 plan, the Strategic Vision 2015–2030, was released in 2015 and
outlined its goals to increase accessibility and better overall
At the beginning of King Mohammed’s reign in 1999, quality through three pillars: equity and equal opportunities,
The United Nations Educational, Scientific and Cultural quality education for all, and social and individual progress.32
Organization (UNESCO) placed Morocco on the list of Some more specific objectives outlined in the plan are
countries that were furthest from the goals of UNESCO’s strengthening road networks, building schools, expanding
movement Education For All.26 The country’s low rankings teacher training, and reducing dropout rates. Education quality
led to the implementation of the National Charter for issues have led families who can afford it to send their children
Education and Training in 1999. This charter set guidelines to private schools where they are better prepared and more
for reform to achieve its four major goals: reduce the illiteracy likely to attend secondary and tertiary educational institutions.
rate, improve the quality of education, combat inequalities The number of Moroccans opting for the expensive private
due to economic level and gender, and further develop private school alternative is growing, and without further assistance,
education.27 While the percent of primary-school-age children this increase will contribute to educational inequality over
20 Ahmed Eljechtimi, “Morocco Looks to French as Language of Economic Success,” Reuters, February 18, 2019, accessed June 28, 2021. https://www.
reuters.com/article/us-morocco-education/morocco-looks-to-french-as-language-of-economic-success-idUSKCN1Q70YF.
21 Llorent-Bedmar, “Educational Reforms in Morocco: Evolution and Current Status,” 95-105.
22 “His Majesty King Mohammed VI, on Opening up Economic and Educational Opportunities: Viewpoint,” Oxford Business Group, October 27, 2016,
https://oxfordbusinessgroup.com/viewpoint/facing-forward-his-majesty-king-mohammed-vi-opening-economic-and-educational-opportunities.
23 Yasmina Abouzzohour, Progress and Missed Opportunities: Morocco Enters Its Third Decade Under King Mohammed VI (Washington D.C.: Brookings Institution,
2020), https://www.brookings.edu/research/progress-and-missed-opportunities-morocco-enters-its-third-decade-under-king-mohammed-vi/.
24 Abouzzohour, Progress and Missed Opportunities.
25 Abouzzohour, Progress and Missed Opportunities.
26 Aomar Ibourk, Learning Achievement in Morocco: a Status Assessment (Rabat: OCP Policy Center, 2016), https://www.policycenter.ma/sites/default/files/
OCPPC-PB1614vEn_0.pdf.
27 Llorent-Bedmar, “Educational Reforms in Morocco: Evolution and Current Status,” 95-105.
28 “Morocco MA: Adjusted Net Enrollment Rate: Primary: % of Primary School Age Children,” CEIC Data, 2016, https://www.ceicdata.com/en/
morocco/education-statistics/ma-adjusted-net-enrollment-rate-primary--of-primary-school-age-children.
29 Llorent-Bedmar, “Educational Reforms in Morocco: Evolution and Current Status,” 95-105.
30 Llorent-Bedmar, “Educational Reforms in Morocco: Evolution and Current Status,” 95-105.
31 Llorent-Bedmar, “Educational Reforms in Morocco: Evolution and Current Status,” 95-105.
32 Oxford Business Group, “Morocco Focuses on Broadening Access to Education,” October 27, 2016, https://oxfordbusinessgroup.com/overview/
wider-reach-sector-strategy-focuses-broadening-access-expanding-role-private-sector-and-vocational.Topic A: Access to Education for Girls in Morocco
18|S trategic Focus
Women near Kasbah Ramparts in Rabat, Morocco
time.33 Morocco has shown its commitment to improving its Despite recent strides toward gender equality, women still face
education standards and the overall system, but it still falls harsh inequalities in some of the most progressive countries
short of international standards and goals despite its many in the world. Women worldwide face inequalities, including
successes on paper. required participation in informal labor and gender-based
violence that can be seen everywhere from conflict zones
Status of Women and Girls to highly developed urban centers.35 Ensuring equal access
Despite the efforts mentioned above, the Moroccan to education for women provides long-term benefits for
government has continued to struggle to find sustainable development beyond educational benchmarks and also acts
solutions to bridging the gender gap in education. For centuries, as a catalyst for social, political, and economic inclusion and
women have fought for equal rights, and gender equality has empowerment.36 In a world often dictated by the economic
been recognized as an increasingly urgent global issue. The might of states, the IBRD and member states alike must work
United Nations defines gender equality as not only providing towards equal representation and participation of women in
women with the power to act independently and allowing public life to achieve true gender equality. Quality education
women to access the greatest range of economic benefits in for all is the first step to developing a confident and capable
their communities and their countries, including education. 34
population that drives economic growth.
33 Oxford Business Group, “Morocco Focuses on Broadening Access.”
34 United Nations, “Gender Equality | United Nations,” accessed June 28, 2021. https://www.un.org/en/global-issues/gender-equality.
35 United Nations, “Gender Equality.”
36 Moha Ennaji, “Morocco’s Experience with Gender Gap Reduction in Education,” Gender and Women’s Studies 2, no. 1 (December 2018): 1-18, DOI:
10.31532/GendWomensStud.2.1.005.Topic A: Access to Education for Girls in Morocco
Strategic Focus |19
Morocco continues to rank 137 out of 149 countries in gender its Strategic Vision 2015–2030 that emphasizes these issues.
equality, even though the government has taken significant By 2016, the total percentage of women enrolled in age-
action in the last twenty years.37 Women and girls face unique appropriate schooling was 94 percent for primary and 53.6
challenges that their male counterparts often fail to address percent for secondary school, which is much lower than their
when developing gender equality initiatives and policies. male counterparts who were enrolled at 94 percent and 75
Beyond passing legislation that grants rights to all despite percent, respectively.42 In 2017, the overall illiteracy rate in
gender, enforcing said laws is another issue many countries the country was 36.5 percent, where 25.3 percent of males
face, including Morocco. For instance, primary education (for and 47.6 percent of females could not satisfactorily read and
children ages 7–13) has been mandatory in Morocco since write.43 These statistics show that despite increased enrollment
it gained independence. Still, authorities have struggled to in primary education, fewer young women continue their
ensure that it is followed, especially in rural areas. In 2011, the studies in secondary school and beyond.
Moroccan government held a referendum on constitutional
Part of the cultural barriers faced by women is the perception
reforms in response to widespread protests calling for
of the “ideal woman” who cares for the family and household
democratic updates to the constitution.38 Among these
once married.44 Traditionally, women are expected to learn
changes were a redistribution of some political powers from
to care for family and the household rather than attain basic,
monarch to parliament and the inclusion of the “Honor for
let alone higher, education. It is believed that social factors
Moroccan Women” article that explicitly grants equal rights to
have played a significant role in these figures, as girls are more
women. Despite these outward-facing efforts, many women
likely than boys to drop out of school before completing their
still question how effectively this declaration is upheld or how
curriculum. While the Moroccan government and its people
preexisting codes and laws will be abolished. Specifically, the
have largely advocated for and worked on education reform
inheritance laws of Moroccan family codes, which states that
with a stress on the enrollment of women, traditions still
male relatives receive double the inheritance of their female
maintain a strong foothold in society. An anthropology study
relatives, were still upheld as of 2021. Women must maneuver
conducted in 2015 utilized survey data collected in Morocco
around the law to ensure that the family money and property
to examine the relationship between education and women’s
at least remain within the immediate family.39 In many cases,
empowerment. The study found social pressure to avoid being
families register their properties and accounts in the name of
“too educated.” A woman’s desire to pursue higher education
their daughters to ensure any inheritance remains within the
or live a career-focused lifestyle after the wedding is an
immediate family.40
obstacle during marriage negotiations. Additionally, the report
Until the most recent decade, the gender aspect of Morocco’s illustrated examples showing that should a woman choose to
educational and economic shortcomings has been a secondary be married, she also risks losing her employment as employers
priority behind other quantitative educational variables have replaced female employees with the expectation that they
like overall enrollment.41 To mitigate the inequality and would be staying home from there on out. This corroborates
disproportionate access to education, the country developed World Bank findings that a single woman in urban areas is
37 USAID, “Closing Morocco’s Gender Gap | Fact Sheet | Morocco,” last modified December 21, 2020, https://www.usaid.gov/morocco/fact-sheets/
closing-moroccos-gender-gap.
38 USAID, “Closing Morocco’s Gender Gap.”
39 Aida Alami, “Gender Inequality in Morocco Continues, Despite Amendments to Family Law,” The New York Times, March 16, 2014, https://www.nytimes.
com/2014/03/17/world/africa/gender-inequality-in-morocco-continues-despite-amendments-to-family-law.html.; Maro Youssef, Meriem Aissa, and Suzie
Abdou, “Women’s rights have improved in North Africa, but the struggle continues,” Open Democracy, January 25, 2021, https://www.opendemocracy.net/
en/north-africa-west-asia/womens-rights-have-improved-in-north-africa-but-the-struggle-continues/.
40 Alami, “Gender Inequality in Morocco Continues.”
41 Ennaji, “Morocco’s Experience with Gender Gap Reduction in Education.”
42 CEIC Data, “Morocco MA: Secondary Education: Pupils: % Female,” last modified 2012, https://www.ceicdata.com/en/morocco/education-
statistics?page=2.
43 Ennaji, “Morocco’s Experience with Gender Gap Reduction in Education.”
44 Katja Žvan Elliott, “(Dis)Empowering Education: The Case Of Morocco,” Urban Anthropology and Studies of Cultural Systems and World Economic Development
44, no. ½ (Spring-Summer 2015): 1-42, https://www.jstor.org/stable/24643135.You can also read
