제24기 유엔 전문가 교육 결과보고서 - The 24th Training Program on the United Nations and the 2030 Agenda Final Rep

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Table of Contents 24th Training Program on the United Nations and the 2030 Agenda

Program Overview Program Introduction ----------------------------------------------------------------------------

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Program Theme ----------------------------------------------------------------------------------

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Participant List Speakers -------------------------------------------------------------------------------------------

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Youth Representatives --------------------------------------------------------------------------

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SDGs Group Work Team 1 --------------------------------------------------------------------------------------------

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Team 2 --------------------------------------------------------------------------------------------

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Team 3 --------------------------------------------------------------------------------------------

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Team 4 --------------------------------------------------------------------------------------------

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SDGs Individual Research ----------------------------------------------------------------------

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Reflection ---------------------------------------------------------------------------------------------

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PROGRAM OVERVIEW

24th Training Program on the United Nations and the 2030 Agenda

Program Introduction The Training Program on the United Nations and the 2030 Agenda represents a crucial step in engaging and mobilizing youth to participate actively in global governance and international affairs. In today’s interconnected world, the involvement of young people in addressing global challenges is more important than ever. This program, delivered virtually, is designed to immerse participants in the complexities of global issues and the multifaceted strategies employed by the United Nations to tackle them.

Aligned with the UN Youth Strategy, the program underscores the indispensable role that young people play in the realization of the SDGs and the advancement of the United Nations Agenda. Through their engagement, young individuals are empowered to contribute to sustainable development, foster inclusive decision-making, and drive transformative change at local, national, and global levels.

Hosted by Hope to the Future Association, in collaboration with the United Nations Department of Global Communications, this online training program offers high school students an unparalleled opportunity to engage directly with experts and gain a comprehensive understanding of the UN's mission and operations.

Despite the virtual format, the program maintains its commitment to delivering a robust educational experience.

Participants are exposed to a wide array of topics, ranging from peace and security to sustainable development and human rights protection, through a series of expert-led lectures, interactive workshops, and virtual networking sessions.

The program's focus on the Sustainable Development Goals (SDGs) provides participants with a deeper understanding of the UN’s global agenda and the critical importance of youth participation in its implementation. By familiarizing students with the SDGs, the program equips them with the critical thinking, leadership, and communication skills necessary to navigate and influence the future of international relations.

The online format also allows for a diverse group of students from around the world to connect, collaborate, and share perspectives, enriching the overall learning experience.

The 24th iteration of this training program continues to provide an in-depth exploration of the United Nations' efforts to achieve its objectives, particularly in the context of SDG implementation. By offering a global platform for young people to discuss and address these challenges, the program helps cultivate a new generation of leaders who are informed, skilled, and motivated to contribute to a more just, peaceful, and sustainable world.

Through their participation in this online training program, students become part of a global network of changemakers committed to addressing the world’s most pressing challenges. The program not only educates but also inspires action, encouraging participants to apply their newfound knowledge and skills to make meaningful contributions within their communities and beyond. As they prepare to lead in an increasingly complex world, these young individuals are equipped to play a pivotal role in advancing the United Nations Agenda and achieving the SDGs, paving the way for a brighter future for all.

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Photo:Art by © Sadek Ahmed

UN Secretary-General’s Message On the International Human Solidarity Day The world has achieved significant progress in human development over the past two decades. The global poverty rate fell by more than half.

People are living longer and healthier lives, and are better educated.

Despite these and other advances, prosperity has not been shared by all.

Inequalities, extreme poverty, unemployment, social exclusion and environmental degradation continue to be prominent features of societies around the world.

Discrimination and prejudice remain major barriers to building inclusive societies.

Many vulnerable social groups find their situation worsening. The impacts of climate change will fall most heavily on those who did least to cause the problem.

Solidarity is essential to address these gaps in sustainable development.

Leaving no one behind, promoting prosperity and ensuring inclusiveness and equality are core principles of the 2030 Agenda for Sustainable Development, adopted by world leaders in September 2015, and of the Paris Agreement on climate change adopted in December of that same year. As nations strive to uphold their promises and to meet the 17 Sustainable Development Goals (SDGs), mutual support will be crucial.

Global problems require collective solutions.

At a time of divisiveness on many key global issues, from armed conflict to forced migration, people need to turn toward each other in common cause, not away from each other in fear.

On International Human Solidarity Day, let us emphasize the role of human solidarity in building lives of dignity for all on a healthy planet. We must work together to achieve the SDGs and secure the future we want.

- Ban Ki-moon, 20 Dec 2016 -

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Program Theme 01 Sustainable Development Goals

At the heart of the 24th Training Program on the United Nations and the 2030 Agenda lies a resolute focus on the SDGs, an evolutionary framework conceived to transcend the achievements of the Millennium Development Goals (SDGs). These SDGs encompass a sweeping vision, drawing on the triumphs of the past while galvanizing the global community to transcend poverty in all its facets.

The Sustainable Development Goals (SDGs), adopted in 2015 by all United Nations Member States, represent a comprehensive blueprint for achieving a better and more sustainable future for all by 2030. The 17 goals address a broad array of global challenges, including poverty, inequality, climate change, environmental degradation, peace, and justice. The SDGs are unique in that they are universally applicable, meaning they call on all countries, regardless of their income levels, to take action to promote prosperity while protecting the planet. This universal call to action recognizes that achieving these goals is not just the responsibility of governments but requires the active participation of all sectors of society, including the private sector, civil society, and individuals.

One of the defining features of the SDGs is their interconnected nature. Success in one goal often depends on tackling issues more commonly associated with another. For example, ensuring quality education (Goal 4) is closely linked to gender equality (Goal 5) and decent work and economic growth (Goal 8). This interconnectedness reflects the complexity of global challenges and the need for integrated solutions. According to the United Nations Development Programme (UNDP), progress on the SDGs is uneven across regions and countries, with challenges such as climate change and inequality requiring accelerated action. The UN's 2023 SDG Progress Report highlights that while there has been notable progress in some areas, the world is not on track to achieve the goals by 2030, particularly in light of setbacks from global events like the COVID-19 pandemic.

The SDGs also emphasize the principle of "leaving no one behind," which calls for the inclusion of all people, especially the most vulnerable, in development efforts. This principle is central to the SDGs' focus on eradicating poverty (Goal 1) and reducing inequalities (Goal 10). The United Nations has stressed that achieving the SDGs will require addressing the root causes of poverty and inequality, such as discrimination and exclusion, 9

while also empowering marginalized communities to participate in decision-making processes. This inclusive approach is vital for building societies that are resilient and capable of withstanding global shocks.

Climate action (Goal 13) is another critical area where urgent progress is needed. The 2023 Intergovernmental Panel on Climate Change (IPCC) report underlines that climate change is accelerating faster than previously anticipated, with devastating impacts on ecosystems, economies, and communities worldwide. The SDGs call for immediate and ambitious efforts to mitigate climate change and adapt to its effects, including transitioning to renewable energy sources, promoting sustainable agriculture, and enhancing disaster risk reduction. The United Nations Framework Convention on Climate Change (UNFCCC) plays a key role in facilitating international cooperation on climate action, helping countries to implement their commitments under the Paris Agreement.

Although not legally binding, the SDGs entrust governments with the responsibility to establish national frameworks that embody the essence of the 17 Goals. The onus of monitoring and evaluating advancements towards these Goals rests primarily with individual countries, demanding the acquisition of precise, accessible, and timely data. This Agenda is far more than a mere blueprint; it's a clarion call for people, planet, prosperity, peace, and partnership. It's a resolute endeavor to fortify universal peace within the realm of greater freedom.

Akin to this initiative, we recognize that vanquishing poverty, in all its dimensions, is our paramount global challenge, an essential prerequisite for sustainable advancement.

Unified in collaborative partnership, countries and stakeholders alike commit to actualizing this plan. With unyielding determination, we strive to emancipate humanity from the clutches of destitution and to mend and safeguard our ailing planet. To catalyze this transformation, we pledge to adopt audacious steps, pivoting the world towards an enduringly sustainable and resilient trajectory. On this collective odyssey, we affirm that none shall be left behind.

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The 17 SDGs and their 169 corresponding targets stand as a testament to the grandeur and aspiration of this universal Agenda. These Goals are designed not only to build upon the legacy of the MDGs but also to fill the gaps left by them. They are intricately woven, inseparable, and poised to balance the triad of sustainable development: the economic, social, and environmental dimensions.

Crucially, the youth of today stand as the torchbearers of these aspirations. Their energy, creativity, and passion hold the potential to infuse new life into these Goals. As we navigate the intricacies of this Agenda, we must recognize the indispensable role of youth in catalyzing change, igniting innovation, and driving progress. It's their spirit of advocacy, their willingness to question, and their capacity to inspire that will shape the trajectory of these Goals.

02 Youth Engagement and International Solidarity Youth engagement is increasingly recognized as a critical component in the global effort to achieve the SDGs. The United Nations has consistently emphasized that young people are not just beneficiaries of sustainable development but are also essential drivers of change. With more than 1.8 billion people between the ages of 10 and 24, the largest youth population in history, young people have the potential to significantly influence the direction of global development. The UN’s Youth Strategy, "Youth 2030," underscores the importance of harnessing the energy, innovation, and leadership of young people to accelerate progress on the SDGs and build a more inclusive, equitable world.

One of the key aspects of youth engagement is fostering their participation in decision-making processes at all levels. This is particularly important in addressing issues that disproportionately affect young people, such as unemployment, education, and climate change. The United Nations has established various platforms, such as the UN Youth Delegates Programme and the Youth Forum at the Economic and Social Council (ECOSOC), to ensure that young voices are heard in international deliberations and that their perspectives shape global policies.

International solidarity is another crucial element of youth engagement. In today’s interconnected world, the challenges faced by one community or country can quickly become global in scope. The COVID-19 pandemic is a stark reminder of how interconnected our fates are. Young people, with their global awareness and strong sense of social justice, are uniquely positioned to foster international solidarity and cooperation. The United Nations Secretary-General’s "Our Common Agenda" report emphasizes the need for renewed multilateralism and greater solidarity across generations and borders.

Education is a fundamental tool for empowering young people to engage in global issues and foster international solidarity. Participants in the Training Program at the United Nations are expected to develop a deeper understanding of the UN's work, gaining insights into the complexities of international relations and the multifaceted efforts to achieve the SDGs. The expected outcomes for participating youth are multifaceted and transformative. Participants will emerge with enhanced knowledge of the United Nations' operations and its strategies for tackling global challenges through the SDGs. They will develop critical leadership and public speaking skills, broaden their global networks, and gain a heightened sense of responsibility toward promoting international solidarity and justice. Importantly, the program aims to inspire a lifelong commitment to global citizenship, equipping participants with the tools and motivation to take action within their communities and on the global stage to support the UN's mission and advance the global agenda for sustainable development.

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By empowering young people and fostering a sense of global citizenship, the international community can tap into the creativity, passion, and commitment of the next generation to drive sustainable development. The United Nations, through its various programs and initiatives, continues to support and amplify the role of young people in shaping a more just, peaceful, and sustainable world. As young leaders continue to push for change, their engagement in global governance and their commitment to international solidarity will be pivotal in realizing the ambitious vision of the SDGs by 2030.

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PARTICIPANT LIST

24th Training Program on the United Nations and the 2030 Agenda

Speakers

Joon Oh Save the Children

Ken Chamuva Shawa International Labour Organization (ILO)

Nicolas Franke World Meteorological Organization (WMO)

Kadir Jun Ayhan James Madison University

Hyun-Ah Choi Hanns Seidel Foundation

Ana Maria Manero Valles United Nations Department of Global Communications (UNDGC)

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Luis Angel Flores United Nations Human Settlements Programme (UN-Habitat)

Junghyun Kim Food and Agriculture Organization of the United Nations (FAO)

Akniyetti Aliyeva United Nations Economic and Social Commission for Asia and the Pacific (UN ESCAP)

Guido Loforese United Nations Regional Centre for Peace and Disarmament in Asia and the Pacific (UNRCPD)

Sohee Kim United Nations Women

Arnaud Debauge United Nations Development Programme (UNDP) Seoul Policy Centre

Youngjin Lee World Federation of United Nations Associations (WFUNA)

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Rachel Naddeo Tohoku University

Silmara Roman United Nations Visitors Services

Minji Kwag United Nations Development Programme (UNDP) Human Development Report Office

Priscilla Kini Open Dove Children’s Foundation

Halim Jun United Nations Children’s Fund (UNICEF) Office of Innovation

Cyprian Chenani EducateHers Kenya

Hyunseung Yu Korea Trade-Investment Promotion Agency

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Youth Representatives The Youth Representatives in this program are dynamic and passionate students from various schools and institutions worldwide. They bring fresh perspectives, innovative ideas, and a shared commitment to advancing the Sustainable Development Goals.

Chloe Siyu Lee

Cho Ah Kang

Saint Paul Preparatory School

Plymouth International Christian School

Choisung James Park

Daniel Park

North London Collegiate School Jeju

United World College South East Asia (Dover)

David Seung Lee

Doyeon Yeriel Kim

Daewon Foreign Language High School

Northfield Mount Hermon

Edeline Jee

Haru Jang

Seoul Foreign School

International School of Luxembourg

Henry Yoon

Ishrat Mhajabin Islam

Chadwick International

Gyeonggi Suwon International School

Jian Chloe Yoon

Keonwoo Koo

Seoul International School

BC Collegiate

Mackenzie Nari Chung

Minjo Choi

Perkiomen School

Korea International School Jeju

Onjun Kim

Raina Kim

Asia Pacific International School (Seoul)

Ewha Girls' High School

Seoyun Kang

Yuchan Jang

Gimhae Foreign Language High School

Daeil Foreign Language High School

in support of Youth Staff members Jiwon Shin Sungkunkwan University

Geon Yoon Konkuk University

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SDGS GROUP WORK

24th Training Program on the United Nations and the 2030 Agenda

Urbanization in South Asia: Tackling the Rural-Urban Education Disparity Threatening Equal Opportunity and Cultural Diversity

Choisung James Park | North London Collegiate School Jeju Ishrat Mhajabin Islam | Gyeonggi Suwon International School Mackenzie Nari Chung | Perkiomen School Minjo Choi | Korea International School Jeju

Urbanization in South Asia: Tackling the Rural–Urban Education Disparity Threatening Equal Opportunity and Cultural Diversity TABLE OF CONTENTS Background A. Current state of urbanization in South Asia and disparities caused by this phenomenon B. Current state of the education gap between urban and rural areas in South Asia Agenda 1: Causes of the urban-rural education gap A. Urban-centric economic growth B. Lack of infrastructure and resources C. Economic inequality and poverty D. Language and curriculum mismatch E. Cultural and social norms Agenda 2: Impacts of the education gap A. Social and cultural impacts - gender inequality and women’s education B. Social and cultural impacts – Language Loss C. Economic impacts - The poverty trap D. Economic impacts - Centralized development and rural depopulation Agenda 3: Case Studies / Current Initiatives A. Case Study of Kodagu District of India B. Current initiatives Proposed Solutions/Action Plans A. Youth-Led Campaign B. Conditional Cash Transfer Program Conclusion

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Abstract: This research examines how rapid urbanization in South Asia has aggravated the education disparities between urban and rural communities in terms of how it threatens both equal opportunity and cultural diversity.

Investigating regional statistics, policy reports, and case studies of India, Pakistan, Bangladesh, and Nepal, it identifies the structural, economic, and socio-cultural factors contributing to this education gap. Among a wide range of factors, the study focuses on the urban-centric economic growth, shortages in rural infrastructure, poverty trap, and mismatches in the language of instruction. The study further hammers home the far-reaching impacts of the different levels of accessibility to the proper education: gender inequality, rural depopulation, loss of indigenous cultures and languages, and perpetuation of intergenerational poverty. By assessing existing measures and their limitations, the research proposes two feasible solutions, including youth-led awareness campaigns and government-funded conditional cash transfer programs, that can effectively address the gap.

Ultimately, the research underlines that bridging the rural–urban education gap is vital not only for achieving Sustainable Development Goal 4 (Quality Education), but also for cherishing South Asia’s rich cultural heritage and promoting equitable, sustainable growth.

Background A. Current state of urbanization in South Asia and disparities caused by this phenomenon Urbanization in South Asia has increased significantly, with the urban population rising from 16.6% in 1960 to 36.3% in 2023(Macrotrends, 2023). This rapid growth has created severe disparities between urban and rural populations. These disparities include differences in income, infrastructure, and access to digital technology. Rural households typically earn 30-50% less than those of urban areas, and while 70-90% of urban communities have access to clean water and sanitation, only 30-50% of rural areas have the same privilege(US Consensus, 2017). Similarly, about 4550% of the urban population have access to the internet, whereas internet connectivity reaches only 15-20% of rural populations(ITU, 2023). These disparities highlight that the increasing urbanization in South Asia continues to widen the opportunity gap.

B. Current state of the education gap between urban and rural areas in South Asia The education gap between urban and rural areas in South Asia is significant, with rural regions having disadvantages in teacher availability, student performance, and literacy rates. In India, urban schools have a higher teacher-to-student ratio, with urban areas averaging 25.18 and rural areas 19.88(Education for all in India, 2022). The performance of students also shows a difference, with urban students having an average of 25.75 and rural students having a score of 24.03(Jafar, 2024). In Pakistan, urban literacy is 77.3% compared to 54.1% in rural areas(Shabbar, 2024). Rural schools also lag in infrastructure; only 37% have toilets compared to 78% in urban schools(Pramila, 2017). Regarding digital access, only 18% of rural schools are connected to the internet compared to 47.3% of urban schools(Sakshi, 2024). These gaps lead to lower education completion rates, wage inequality, and limited job opportunities, as seen in cases like India’s Kodagu district, where teacher shortages are severe. Governments across the region are implementing initiatives such as India’s Samagra

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Shiksha Abhiyan and Nepal’s Consolidated Equity Strategy to improve infrastructure, training, and equal access, but the disparities in education continue to exist.

Agenda 1: A. Urban-centric economic growth Educational investments are mostly concentrated in urban areas, where modern facilities and qualified teachers are more common. This leads to a “brain drain,” as many skilled educators leave rural schools to seek better pay, job security, and professional support in cities (Khan et al. 745). Because of this uneven distribution, rural schools often struggle with a shortage of well-trained teachers, resulting in lower quality education and less academic support for rural students. For example, in Bangladesh, a study found that over 60% of experienced teachers prefer to work in Dhaka and other cities, leaving rural schools understaffed and poorly equipped (Rahman et al. 2019).

B. Lack of Infrastructure and Resources Rural schools in the region frequently lack electricity, safe classrooms, functioning toilets, libraries, and other facilities. The absence of basic sanitation, infrastructure, particularly for girls, contributes to higher dropout rates once they reach adolescence. Without access to private and hygienic restrooms, many female students choose to stay home during menstruation or drop out of school, permanently. In addition, poorly maintained classrooms, leaking roofs, and overcrowded spaces make the learning environment uncomfortable and unsafe, further reducing attendance rates. Many rural schools also operate without access to libraries and laboratories, to name but a few. This leads to preventing students from developing critical research and practical skills. The situation is worsened by transportation challenges; some students in rural areas walk several kilometers on unpaved roads, a journey that can be unsafe, especially for girls. These conditions create a clear disadvantage for rural learners compared to their urban peers, where schools typically have more robust infrastructure and better educational facilities.

Without targeted investment and equitable funding allocation, the infrastructure gap between rural and urban schools will continue to widen more and more, reinforcing existing educational inequalities.

C. Economic Inequality and Poverty Poverty remains one of the biggest problems with education in rural areas. According to the Bangladesh Bureau of Statistics (BBS), over 20% of Bangladesh’s rural population lives below the poverty line, with limited access to land, healthcare, and educational resources. For many families, the financial burden of schooling conflicts with immediate survival needs, forcing children to work or marry early instead of attending school regularly. The national poverty rates tend to be significantly higher, intensifying the education gap. For example, a report by the Dhaka Tribune highlighted that in many rural communities, families prioritize child labor over schooling because income from children is essential for daily survival, which results in frequent dropout rates and poor academic outcomes.

D. Language and Curriculum Mismatch

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In numerous rural communities, the language spoken at home differs from the national language of instruction.

This mismatch hinders comprehension and engagement, particularly in early schooling. Educational materials and instruction that ignore linguistic diversity leave rural students further marginalized (Rahman et al. 150).

Teaching methods not catering to multiple languages widen the learning gap. This is reflected in youth literacy across South Asian countries. Countries like Bangladesh and India have seen fluctuations with rates around 8090%. Pakistan shows steady improvements but still faces challenges in reaching universal literacy among youth aged 15-24 with the rate around 70%. These disparities highlight the impact of language barriers on educational equity and literacy development.

E. Cultural and Social Norms In rural areas, traditional cultural beliefs and gender roles frequently limit educational opportunities. Girls are often expected to prioritize household chores or marry early, which disrupts their schooling. Additionally, some religious or social customs oppose co-education, and rural schools usually lack separate facilities for boys and girls. This lack of gender-segregated spaces makes it difficult for girls to attend school comfortably and safely, reinforcing unequal access to education. A case study from rural India showed that many girls dropped out after primary school due to early marriage pressures and the absence of separate toilets in schools (UNICEF India, 2020).

Agenda 2: Impacts of the education gap A. Social and cultural impacts - gender inequality and women’s education In rural regions of South Asia, many women and girls still face serious barriers to education. Household labour expectations, early marriage, and the lack of safe transportation or gender-sensitive school facilities create substantial barriers to regular attendance (UNICEF, 2024). Even when schools are available, a lack of female teachers and proper sanitation discourages girls from continuing their studies beyond the primary level.

According to UNICEF, 35% of women in South Asia remain unable to read or write a simple sentence. This exclusion has effects that extend beyond the individual. Educated women are more likely to participate in the formal labour market, invest in the education of their children, and contribute to local governance and decisionmaking. By systematically restricting educational opportunities for rural women, these societies lose a significant share of potential human capital, productivity, and innovation capacity. The resulting gender gap in education deepens inequality and slows economic development (Group, 2024).

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Afghanistan shows an example of gender-based educational exclusion. Following the national ban on girls’ secondary and higher education, UNESCO and AI Jazera(2023) report that about 80% of Afghan girls, which is roughly 2.5 million, are currently out of school. The female literacy rate is 23%, compared to 46% for men. This stark gap is directly linked to the education ban (UNESCO, 2023). With girls prevented from progressing beyond primary education, the majority are unable to develop advanced reading and writing skills, which keeps national literacy rates for women extremely low. The long-term effect is a shrinking skilled workforce and limited economic participation by women. Afghanistan’s case illustrates how restrictive policies can directly suppress literacy and human capital development.

B. Social and cultural impacts – Language Loss Language of instruction plays a pivotal role in education. UNESCO estimates that 40% of the global population, and up to 90% in rural areas, lack access to education in a language they speak fluently. In South Asia, where hundreds of languages are spoken, rural children are often taught in a national or colonial language rather than their mother tongue. This mismatch reduces comprehension, increases dropout rates, and weakens academic performance. Beyond learning outcomes, it accelerates the erosion of minority languages, which leads to the loss of oral traditions, local history, and community identity. Mother tongue-based multilingual education has been shown to improve literacy and engagement while preserving cultural heritage (UNESCO, 2023).

In many indigenous areas of Bangladesh, such as the Chittagong Hill Tracts, children grow up speaking languages like Chakma or Marma. However, most public schools teach only in Bengali. As a result, young students often begin school without understanding the language of instruction, causing confusion and discouragement (Chakma, 2024).

C. Economic impacts - The poverty trap Education is a powerful tool for breaking cycles of poverty, yet in rural South Asia, access remains uneven. Without quality education, children cannot acquire the skills needed for stable and well-paying jobs. UNICEF estimates that each additional year of schooling can raise income by about 10% which creates significant long-term benefits. Educated parents tend to prioritize their children’s schooling, which creates a positive cycle across generations. However, when children drop out early, they end up in low-paying jobs (or no jobs at all), and their future children face the same struggles. Thus, unequal education keeps entire communities stuck in poverty.

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Between 2011 and 2016, Bangladesh experienced simultaneous economic and educational gains (Trines, 2019). World Bank and WES data show GDP per capita rose to about USD 1,402 while tertiary enrolment increased significantly. A better-educated workforce supported industrial growth, attracted investment, and improved competitiveness in the global market. This case shows how strategic investment in education can act as a long-term driver of economic growth.

D. Economic impacts - Centralized development and rural depopulation Urban schools generally have better funding, more qualified teachers, and greater access to technology than rural schools. Rural institutions often struggle with outdated facilities, insufficient resources, and limited connectivity. In Bangladesh, the average secondary school student–teacher ratio is 42:1, compared to the recommended 30:1(Trines, 2019). These disparities drive rural families to migrate to urban centres for better educational opportunities. This migration can lead to overcrowding in city schools while rural schools lose enrollment and funding. Over time, this process can cause rural school closures, weaken local economies, and deepen the education gap.

Data from India Data Insights(2023) shows a widening difference in monthly per capita expenditure (MPCE) between rural and urban households in India. In 2022-23, the average MPCE in urban areas was ₹6,521 compared to ₹3,860 in rural areas, which is roughly 70% higher spending in cities. In 2011 and before that, the gap was much smaller. Over time, cities have become significantly wealthier than villages (IDI, 2024). Higher

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urban spending reflects greater access to private tutoring, better technology, and higher quality schools, while rural families often cannot afford these resources. This widening gap is both a result and a cause of the education gap. Families in cities can continually invest more in their children’s education, while rural households fall further behind, which reinforces long-term inequality.

Agenda 3: Case Studies / Current Initiatives A. In Kodagu district, India, there is a severe shortage of teachers, with only 269 of 412 sanctioned primary school positions filled and just 987 of 14114 high school teaching jobs occupied(Riya, 2025). This shortage highlights the significant challenges that rural schools face in providing quality education.

B. South Asian countries are implementing initiatives to reduce the rural and urban education gap.

India’s Samagra Shiksha Abhiyan focuses on improving infrastructure, ensuring equal access, and training teachers(Government of India, 2018). Pakistan’s National Education Policy and Nepal’s Consolidated Equity Strategy promote inclusivity, closing learning gaps, and advancing gender equality(Ministry of Education, 2014).

Proposed Solutions/Action Plans A. Youth-led Awareness Campaign One possible approach to narrow down the urban-rural education gap involves direct youth participation in advocacy and awareness. Youth-led campaigns can use a digital platform to share interviews from rural students, which highlight their challenges and achievements. By creating content for social media platforms such as Instagram, TikTok, and YouTube, these initiatives can reach large audiences, generate empathy, and attract support from NGOs, donors, and policymakers.

The “Point of View” program in the United Kingdom demonstrated the potential of youth-led media initiatives. Young people helped rural youth create digital content such as podcasts, short films, and creative media on topics such as racism, inequality, and community life. The project reached thousands of viewers, further influenced local policy, and increased funding for their other programs. Adapting similar models in South Asia could amplify rural voices, raise public awareness, and mobilize resources for infrastructure, teacher training, etc. Such a campaign would also encourage cross-regional understanding between rural and urban youth, reducing social divides while addressing educational inequality. (Point of View | Rural Media, 2020) As youth, we hold unique strengths in digital fluency and creativity. Youths can spread stories in ways that connect emotionally with our generation, while also resonating with a wider audience. This means that even without formal authority or large budgets, young people can drive meaningful public opinion and encourage concrete actions from larger operations. By leading these campaigns with youth, it proves that youth, ike us, can play a real role in helping bridge the education gap and protecting rural communities.

B. Conditional Cash Transfer Program The Conditional Cash Transfer Program (CCTP) is an incentive-based program that addresses the limitations of the pre-existing policies, such as the Female Secondary School Stipend Programme (FSSSP) of Bangladesh and Waseela-e-Taleem of Pakistan.

The policy aims to lift the financial burden of rural households enrolling their children in school and increase the rural enrollment rates by providing $10-15 of the monthly subsidies for enrolling their children in school.

The rural households in the bottom 30% of the income bracket would be eligible for the program; to ensure the 26

sustainability of the child enrollment, the subsidies, however, would be provided under the condition that the children maintain the minimum attendance rate of 85%. Moreover, the program will prioritise families that enroll girls aged between 6 and 18 or children in lower secondary grades by providing them with an extra $3 of the subsidies, as the statistics suggest the high dropout rates for these categories of children.

Considering the low usage of internet banking in rural South Asia, the cash would be transferred through two methods: direct benefit transfer and an offline cash disbursement. Meanwhile, the program will be funded through the slight reallocation of the education budget of South Asian countries, whose education budget accounts for a lower proportion of their annual expenditure. According to UNICEF, the South Asian countries, on average, allocated only 3 per cent of their total annual budget for education. (UNICEF, 2022) Therefore, the program could be funded by slightly readjusting the budget to 4-5%, which would be more than enough to fund the program while not hampering the overall economic growth.

Through such measures, the program, in the short term (3-5 years), seeks to increase rural school attendance by 10-15 percent and narrow the rural-urban gap in female secondary enrollment by ⅓. In the long term (10-15 years), the program aims to give a significant boost to rural literacy and school completion rates while opening the door for higher education from underserved rural communities. Moreover, bridging the female enrollment gap in the short term is expected to contribute to higher female workforce participation and therefore reduce the number of long-standing child marriages in rural communities, protecting the reproductive rights and health of young girls.

Due to the lack of administrative influence in the rural areas and high rates of corruption in South Asian countries, the program might be prone to the potential misuse by ‘ghost beneficiaries’ receiving the funds.

Therefore, the CCTP seeks to address such high potential for misuse through the implementation of additional verification steps in claiming the fund. This verification process would be fortified through requiring ID or even biometric ID in claiming the subsidies while digitizing and centralizing the school attendance so that this could be monitored by the Ministry of Education. Hence, such extra verification steps and centralized monitoring of the attendance rates would effectively tackle the long-standing corruption and the potential misuse of the policy.

Ultimately, the CCTP program seeks to achieve four missions: 1) increase the rural school enrollment; 2) lift the financial burden of rural households sending their children to the schools instead of work; 3) reduce the cases of child marriage by empowering girls through education; 4) open the door for the higher education from rural areas.

Conclusion The education gap between rural and urban areas in South Asia creates serious social and economic inequalities, limiting opportunities for millions of children. Rural communities often struggle with the lack of teachers, poor infrastructure, and limited internet access. These disparities lead to lower literacy rates, weaker academic performance, and fewer students completing school compared to urban areas. These challenges keep many families trapped in poverty, reduce women’s participation in the workforce, and threaten cultural diversity.

To address this problem, initiatives such as the conditional cash transfer for rural families or youth-led campaigns can be implemented by the government and the youth population.

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Preserving Intangible Cultural Heritage for Economic Development

Cho Ah Kang | Plymouth International Christian School David Seung Lee | Daewon Foreign Language High School Doyeon Yeriel Kim | Northfield Mount Hermon Edeline Jee | Seoul Foreign School Jian Chloe Yoon | Seoul International School

Preserving Intangible Cultural Heritage for Economic Development TABLE OF CONTENTS Background A. Understanding Intangible Cultural Heritage (ICH) B. Relevance to Sustainable Economic Development in Low-Income Countries Agenda 1: A. Global Challenges and Economic Impacts of ICH Decline Agenda 2: A. SDGs Overview - SDG 8, 10, 11 Agenda 3: A. Case Studies: Nepal and Uganda Proposed Solutions/Action Plans A. Social Media Challenge: #ICHallenge B. Creation of Governmental Policies C. Project HEAR(Honour, Experience, Appreciate, Respect) Conclusion A. Empower women and indigenous communities while preserving cultural identity B. Safeguard Intangible Cultural Heritage (ICH) in low-income countries to promote sustainable economic development C. Contribute to achieving SDGs a. SDG 8 - Decent Work and Economic Growth b. SDG 10 - Reduced Inequalities c. SDG 11 - Sustainable Cities and Communities

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Abstract: The purpose of our research is to explore the critical role that preserving intangible cultural heritage (ICH) plays in supporting sustainable economic growth, particularly in developing countries. Our study investigates the challenges that threaten ICH both globally and in developing nations, while focusing on the rapid decline in traditional practitioners and the socioeconomic factors that accelerate this loss.

Background A. Overview of Intangible Cultural Heritage (ICH) and its role in sustainable economic growth Intangible Cultural Heritage refers to traditions, knowledge, and skills passed down through generations, such as performing arts, traditional craftsmanship, rituals, and oral traditions. Far from being relics of the past, these cultural expressions serve as living, evolving practices that anchor communities in a sense of identity and belonging. They also contribute directly to economic development by generating employment in sectors such as tourism, artisanal production, cultural events, and creative industries. Unlike physical monuments, ICH is embedded in the people and communities who practice it, making it both fragile and vital. When these practices fade, they cannot be replaced. and their loss represents not only a cultural gap but also the disappearance of unique skills, production methods, and value chains that sustain local economies. Many of these traditions are deeply connected to natural resources and sustainable ways of life. Artisans, performers, and traditional knowledge holders often operate with small-scale, environmentally conscious systems that maintain cultural identity while generating economic activity. Without active protection and promotion, these systems risk collapse, erasing both heritage and the livelihoods that depend on it.

B. Relevance to Sustainable Economic Development in Low-Income Countries The economic consequences of neglecting ICH are particularly severe in low-income nations, where cultural industries often serve as both an income source and a social safety net. The decline of traditional crafts and cultural sources and a social safety net. The decline of traditional crafts and cultural performances directly eliminates jobs, pushing skilled workers into informal or exploitative labor markets. This transition undermines long term economic resilience and widens income disparity.

Tourism, a major growth driver for many developing economies, relies heavily on authentic cultural experiences. Without living traditions to showcase, destinations lose their competitive appeal, leading to a reduction in visitor numbers, tourism spending, and foreign exchange earnings. Additionally, cultural economists and UNESCO estimate that the global ICH sector holds over $100bn in untapped economic potential, encompassing opportunities in cultural exports, creative, industries, and sustainable local enterprises, For low income countries, this represents a transformative opportunity to diversify their economies, reduce dependence on volatile sectors, and build community driven growth models. Failing to invest in ICH means forfeiting this potential, weakening both cultural identity and long term economic stability. Furthermore, safeguarding and promoting ICH aligns closely with the goals of sustainable development. Protecting these traditions supports not only economic growth but also social inclusion and environmental sustainability, key pillars of sustainable development. By empowering marginalized communities and maintaining cultural continuity, ICH preservation contributes to building resilient equitable economies that can thrive over the long term. Neglecting ICH means losing this vital link to sustainable development, weakening both cultural identity and economic stability in low income countries.

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Agenda 1: A. Addressing global challenges and economic impacts of ICH decline As mentioned before, the preservation of ICH is particularly urgent in developing countries, where cultural heritage plays a vital role in community identity and local economies. In these nations, ICH is much more than an expression of culture or a need to pass down into other generations; it is a foundation of social cohesion and economic survival. UNESCO highlights that low-income nations are especially susceptible to the decline of ICH, which weakens community ties and hence undermines economic opportunities derived from traditional skills and tourism.

Several factors contribute to ICH neglect in these contexts. One major factor is social and generational shifts, which lead younger generations to disengage from traditional practices as modern values and lifestyles become more dominant due to causes such as globalization. This generational gap in cultural participation threatens the continuity of ICH, as the custodianship of many traditions remains predominantly with older adults who may lack successors to inherit and sustain these practices.

The second factor is institutional and governmental support for ICH preservation. Governmental/ institutional support is often insufficient and altogether absent in many developing countries. Cultural policies, if they exist, frequently prioritize tangible heritage such as monuments or museums, leaving intangible elements underfunded and extremely marginalized. The lack of a robust legal and policy framework undermines efforts to protect and promote ICH at both local and international levels. Additionally, both primary and secondary school systems commonly fail to integrate local cultural heritage into their curriculum, resulting in younger generations receiving limited formal exploration to cultural heritage.

Rapid urbanization and rural-to-urban migration further amplify the disconnect from cultural roots. As socioeconomic pressures compel younger individuals and families to relocate to cities in search of employment or improved living standards, rural communities, which are primary holders and transmitters of ICH, experience population decline and social fragmentation. The migration of youth from villages leaves behind an aging population who have limited capacity or international knowledge to maintain and pass on cultural traditions.

Urban environments often lack the social structures and spaces necessary for practicing/ teaching ICH, which leads to cultural assimilation into dominant urban/ international cultures.

Economic hardship also plays an extremely crucial role in the neglect of ICH. For families facing poverty and insecurity, immediate survival needs such as food, shelter and healthcare take priority over cultural preservation. Traditional crafts and ceremonies often require time and sources that become luxuries for marginalized communities who cannot afford to sustain. Without stable income or financial aid, practitioners may abandon their cultural jobs/ duties for financially sustainable jobs that are less culturally significant. This economic strain not only reduces the number of active practitioners but also limits investment in the infrastructure and institutions needed to support culture.

This neglect is further exacerbated by a statistic from the UNESCO, which states that only 1 in 5 students in surveyed secondary schools from least developed countries could name a single traditional dance or craft from their region. Moreover, the neglect of ICH has significant economic impacts. When ICH is abandoned, local industries based on artisanal skills or cultural knowledge decline, leading to loss of sustainable livelihoods. This trend is reflected in data from the UNCTAD, which shows that craft-based exports in developing countries have dropped over 30% in the past decade, indicating shrinking economic opportunities for heritage-based products.

Cultural tourism also suffers from the decline of ICH, hence straining even more economic development.

Traditional festivals, crafts, and activities are often what attracts tourists seeking authentic cultural experiences.

As these traditions disappear, the very factor that makes different regions disappear, hence resulting in the wanes of tourist interest. Conversely, countries that invest in preserving ICH see significant economic benefits, with UNESCO reporting that cultural and creative industries can contribute up to 10% of GDP in such contexts.

Moreover, according to UNESCO, globally, neglected ICH sectors represent $100 billion+ USD in untapped 40

economic value, hence signifying the huge loss in potential financial gain that rural communities could be having.

B. How ICH can Help ICH plays a crucial role in driving economic development by creating strong market linkages and generating diverse economic outputs. One of the key ways ICH contributes is by connecting local communities to wider markets through tourism, crafts, and creative industries. Cultural tourism, fueled by unique traditions, festivals, and performances, attracts visitors who spend on accommodation, food, transport, and local services, thus injecting vital income into local economies. These cultural market links have tangible economic effects, including the generation of employment opportunities and the expansion of micro, small, and medium-sized enterprises (MSMEs). Through the ability to sustain and foster cultural traditions, communities are able to create new employment opportunities in artisan production, cultural tourism, event promotion, and supportive industries. This livelihood diversification reduces poverty, especially among poor and rural populations, by creating income streams dependent on local resources and culture. In addition, MSME development based on ICH facilitates entrepreneurship and community empowerment, resulting in economic resilience as well as social cohesion.

Agenda 2: A. SDGs Overview a. SDG 8 (Decent Work and Economic Growth) This paper primarily focuses on SDG 8, decent work and economic growth. Within this framework, three specific targets are prioritised: Target 8.3, Target 8.5 and 8.9. Target 8.3 emphasises the promotion of development-oriented policies that foster productive activities, decent job creation, creativity and innovation, with the aim of strengthening economic resilience and competitiveness. Target 8.5 seeks to achieve full and productive employment, ensuring decent work for all women and men, including youth and persons with disabilities, thereby advancing labor market inclusivity and equity. Target 8.9 underscores the importance of devising and implementing policies that promote sustainable tourism, which serves as a driver for job creation, cultural preservation, and the promotion of local products. Together, these targets highlight the interconnection between economic development, inclusivity, and the preservation of cultural identity within the context of sustainable growth. b. SDG 10 (Reduced Inequalities) This paper supports the implementation of SDG 10: Reduced inequalities, with particular emphasis on two specific targets under this goal: target 10.2 and 10.3, which emphasize the promotion of the full inclusion of all people - regardless of age, gender, disability, ethnicity, religion, or status - into social, economic, and political life. Target 10.2 shows the empowerment and promotes the social, economic and political inclusion of all, irrespective of age, disability, or ethnicity. Target 10.3 ensures equal opportunity and reduces inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard. c. SDG 11 (Sustainable Cities and Communities) This paper places its primary emphasis on Sustainable Development Goals (SDGs) 11: Sustainable Cities and Communities. Within this goal, three specific targets are central to the discussion - targets 11.3 and 11.4. Target 11.3 focuses on making cities more inclusive, participatory, and sustainably planned. It emphasizes the need for urban development that is not only environmentally responsive to the needs of all residents - including marginalized groups, participatory urban planning, integrated settlement management and sustainable urbanization. Target 11.4 focuses on enhancing efforts to protect, preserve, and promote cultural and natural heritage as an essential part of sustainable urban and community development. It also calls for increased global, national, and local action to protect both intangible and tangible cultural heritage and the natural heritage that shapes community identities, sports biodiversity, and sustains local economies.

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Agenda 3: A. Case Study 1: Nepal The Indra Jatra Festival in Nepal represents a strategic intersection of intangible cultural heritage preservation and local economic development. Rooted in the historic traditions of Kathmandu, the festival has become a dynamic platform for the promotion of cultural industries, particularly the art markets specialising in Paubha and Thangka paintings.

A deliberate emphasis has been placed on gender inclusion, enabling greater participation of women artists and fostering equitable opportunities within cultural entrepreneurship. Complementary to these efforts, Community Learning Centers (CLCs) have integrated intangible cultural heritage (ICH) into non-formal education programs, expanding the transmission of traditional knowledge beyond formal schooling. These initiatives have been implemented under the UNESCO-funded pilot project “Living Heritage and Sustainable Development,” which seeks to align heritage safeguarding with socio-economic resilience strategies.

The outcomes of this integrated model indicate substantial socio-economic benefits. Program evaluation revealed that 67% of trainees experienced an increase in income following their participation, with women comprising 72% of total and youth under 25 representing 34%. More than fifteen festivals, including Indra Jatra, have received direct support for revitalisation and sustainable event management. These results demonstrate the potential of heritage-based interventions to stimulate inclusive economic growth, reinforce community identity, and create replicable frameworks for similar contexts worldwide.

B. Case Study 2: Uganda Uganda, the safeguarding of intangible cultural heritage has been strategically embedded within vocational training and entrepreneurship development programs to address both cultural preservation and livelihood generation. Traditional crafts, music, and performance arts have been positioned as viable economic assets, targeted initiatives aimed at strengthening their market potential. Women and youth have been prioritised through specialised training that combines cultural production with business management skills, ensuring the long-term sustainability of heritage based enterprises. This approach has been supported by many partnerships with cultural institutions and development agencies, creating an enabling environment for the growth of heritage linked livelihoods and community resilience.

The impacts observed in Uganda further affirm the role of cultural heritage as a driver for sustainable development. Participants have reported increased access to markets for traditional products, enhanced technical competencies, and improved income stability. The integration of entrepreneurial training into heritage safeguarding initiatives has empowered artisans and performers to compete in broader markets while maintaining cultural authenticity. By uniting heritage preservation with economic strategy, Uganda’s model illustrates how culturally rooted practices can serve as both repositories of identity and engines of inclusive, resilient community economies.

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Proposed Solutions/Action Plans Preserving Intangible Cultural Heritage (ICH) in developing nations requires a multi-pronged strategy that addresses awareness, education, economic sustainability, and community empowerment. The following proposed solutions require both youth participation as well as governmental/ institutional assistance, and are designed to simultaneously safeguard cultural heritage while creating new economic opportunities.

A. Engaging youth in ICH preservation through a viral short-form video challenges showcasing traditional attire.

One effective method is engaging youth in ICH preservation through a viral short-form video campaign, such as the #ICHallenge. This initiative includes setting up an online trend on viral platforms such as TikTok and Instagram while individuals showcase their traditional attire, crafts, dances, and music on popular social media platforms. By blending heritage expression with digital creativity, the challenge would make cultural traditions more visible and relevant to younger generations while also sparking international curiosity. The resulting content may even be able to boost tourism by highlighting the diversity and beauty of local customs.

B. Developing government policies that support both ICH and economic growth.

Another critical step could be developing governmental policies that support both ICH and economic growth.

This could involve recognizing cultural practices as valuable national assets, and integrating them into the education curriculum. Governments could create certification schemes for authentic cultural products, or help with establishing funding for heritage-based start-ups. Moreover, creating policies that require secondary/ primary schools to teach students about ICH and different forms of it (ex. minimum of 5 hours of teaching per week) would be beneficial.

C. Project HEAR (Honour, Experience, Appreciate, Respect) Our final solution is project HEAR. It is an initiative that tackles the important job of promoting ICH. What makes it special is that it was designed by both local and international students, creating a great opportunity for cross cultural exchange and youth involvement in preserving traditions. The project uses an approach distributing a tourist booklet in places like airports and restaurants to introduce visitors to local heritage and encourage them to get involved. This helps ensure that future generations will continue to value and protect these traditions. This booklet serves not only to educate visitors about local ICH but also to promote responsible tourism practices by encouraging respectful and meaningful cultural engagement.

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Ⅵ. Conclusion: The safeguarding of ICH directly advances multiple United Nations Sustainable Development Goals (SDGs).

A. SDG 8: Decent Work and Economic Growth Heritage based industries such as craft production, cultural tourism, and traditional performance arts can create stable employment while diversifying national economies. These industries rely on locally available skills and resources, making them resilient to global market volatility.

B. SDG 10: Reduced Inqualities Empowering women and indigenous groups to lead heritage-based enterprises reduces structural barriers, giving marginalized communities greater control over their economic futures and ensuring equitable participation in national growth.

C. SDG 11: Sustainable Cities and Communities Integrating ICH into urban and rural planning fosters places that are both economically vibrant and culturally grounded. Cities can support creative economies that revitalize neighborhoods, while rural areas can strengthen local identity to counteract migration pressures. Ultimately, safeguarding ICH is not merely an act of preservation, it is a forward-looking development strategy that roots progress in cultural identity, ensuring that economic growth, social equity, and community sustainability move forward together.

At the heart of this research initiative is the strengthening of women and indigenous communities, who frequently act as the main caretakers of ICH. These communities possess intergenerational knowledge, practical abilities, and cultural insights, but their economic input is often overlooked or disregarded in conventional development strategies. Genuine empowerment encompasses more than mere symbolic acknowledgment, it necessitates ensuring fair access to education, focused training, and lasting market prospects. For instance, women artisans with entrepreneurial and digital skills can turn traditional crafts into internationally competitive goods while maintaining their authenticity. Similarly, indigenous-led tourism projects can highlight cultural traditions in ways that create revenue, preserve heritage, and promote community control.

This empowerment tackles systemic inequalities and simultaneously converts cultural identity into an economic engine, promoting development that is inclusive and sustainable.

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Works Cited UNESCO. (2003). Convention for the safeguarding of intangible cultural heritage. https://ich.unesco.org/en/convention UNESCO. (2015). Culture for the 2030 Agenda. https://unesdoc.unesco.org/ark:/48223/pf0000235406 UNESCO. (n.d.). Culture in the 2030 Agenda: UNESCO SDG indicators. https://en.unesco.org/themes/culturesustainable-development UNESCO. (n.d.). Intangible cultural heritage portal. https://ich.unesco.org UNESCO. (n.d.). Living heritage and the Sustainable Development Goals: Safeguarding intangible cultural heritage through formal and non-formal education in the Asia and the Pacific region and in Africa [PDF]. https://ich.unesco.org/en/projects/living-heritage-and-the-sustainable-development-goals-safeguarding-intangiblecultural-heritage-through-formal-and-non-formal-education-in-the-asia-and-the-pacific-region-and-in-africa-00476 UNESCO. (n.d.). Frequently asked questions about intangible cultural heritage. https://ich.unesco.org/en/faq01058#:~:text=How%20can%20integrating%20intangible%20cultural,to%20traditional%20craftspeople%20and%20pe rformers UNESCO. (n.d.). Cutting edge: Small island developing states—Cultural diversity as a driver of resilience and adaptation. https://www.unesco.org/en/articles/cutting-edge-small-island-developing-statescultural-diversity-driver-resilience-andadaptation#:~:text=The%20transmission%20of%20intangible%20cultural,proposal%20writing%20for%20cultural%20 projects European Commission. (n.d.). HORIZON-CL2-2025-HERITAGE-02-two-stage: By integrating intangible cultural elements.... CORDIS EU research results. https://cordis.europa.eu/programme/id/HORIZON_HORIZON-CL2-2025-02HERITAGE-02-twostage/de#:~:text=By%20integrating%20intangible%20cultural%20elements,deliverables%20and%20outcomes%2C%20 where%20appropriate Macbeth, J., et al. (2024). Building community resilience through culture: The role of intangible heritage. Economies, 13(1), 13. https://www.mdpi.com/22277099/13/1/13#:~:text=As%20communities%20face%20climate%20variability%2C%20economic%20downturns%2C,al. %2C%202024;%20Macbeth%20et%20al.%2C%202004).%20H1 University of Oulu. (n.d.). Navigating the divide: Can group identity foster resilience in the face of income inequality? https://www.oulu.fi/en/blogs/exploring-resilience/navigating-divide-can-group-identity-foster-resilience-face-incomeinequality#:~:text=It%20suggests%20that%20fostering%20a%20stronger%20sense,even%20in%20the%20face%20of% 20economic%20hardship Campbell, M. (2022). Adaptability and flexibility through change or crisis: Community resilience and cultural identity.

Australasian Journal of Regional Studies, 28(2), 202–218. https://www.tandfonline.com/doi/full/10.1080/08111146.2022.2093182#:~:text=Adaptability%20and%20flexibility%20t hrough%20change%20or%20crisis,a%20sense%20of%20community%20relationships%20and%20identity Sustainability Directory. (n.d.). How does ICH contribute to social justice? https://lifestyle.sustainabilitydirectory.com/question/how-does-ich-contribute-to-socialjustice/#:~:text=Heritage%20as%20a%20Source%20of,can%20bring%20visibility%20and%20validation

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Interreg Central Europe. (n.d.). How ICH refers to the economy. https://programme2014-20.interregcentral.eu/Content.Node/HOW-ICH-REFERS-TO-THEECONOMY-.html#:~:text=It%20leads%20to%20the%20valorization,provide%20a%20revenue%20and%20give UNESCO. (n.d.). Uganda – State party. Intangible Cultural Heritage. https://ich.unesco.org/en/state/uganda-UG Follow Alice. (n.d.). The pearl of Africa: What makes Uganda so special? https://followalice.com/knowledge/the-pearl-ofafrica Uganda Rwanda Gorilla Tours. (n.d.).

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Youth Efforts to Tackle Digital Inequality in the Intelligent Information Society: Protecting the Rights to Education and Labor

Chloe Siyu Lee | Saint Paul Preparatory School Daniel Park | United World College South East Asia (Dover) Seoyun Kang | Gimhae Foreign Language High School Yuchan Jang | Daeil Foreign Language High School

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Adaptive Strategies and Solutions for Sea Level Rise

Haru Jang | International School of Luxembourg Henry Yoon | Chadwick International Keonwoo Koo | BC Collegiate Onjun Kim | Asia Pacific International School (Seoul) Raina Kim | Ewha Girls' High School

Adaptive Strategies and Solutions for Sea Level Rise TABLE OF CONTENTS Background A. Causes of sea level rise B. Effects of sea level rise Agenda 1: A. Case studies of developing nations Agenda 2: A. Case studies of developed nations Agenda 3: Sea Level Rise and its Relationship with the SDGs A. SDG 1: No Poverty B. SDG 9: Industry, Innovation, and Infrastructure C. SDG 11: Sustainable Cities and Communities D. SDG 13: Climate Action E. SDG 15: Life on Land Proposed Solutions/Action Plans A. Solution: Renewable energy and Carbon taxes B. App Design: Combatting climate misinformation C. UN System Organizations D. Adaptive Strategy: Architecture E. Youth Empowerment Conclusion

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Abstract: Sea level rise is caused by global warming, glacial melting, and oceanic thermal expansion. They are continuously posing threats to ecosystems, economies, and human livelihoods worldwide. This research paper examines the cause, impacts, adaptive strategies, possible solutions, and how youth can contribute to sea level rise. Through comparative case studies of developing countries (Bangladesh and Indonesia) and developed countries (Japan and the Netherlands), it is depicted that even though developing countries had a lower contribution to climate change, they tend to have disparities in vulnerability, infrastructure resilience, and resource capacity. This paper further analyzes the sea level rise with United Nations Sustainable Development Goals (SDGs), including SDG 1 (No Poverty), SDG 9 (Industry, Innovation and Infrastructure), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action), and SDG 15 (Life On Land). Proposed solutions include large-scale investment in renewable energy, carbon taxation policies, climate misinformation mitigation through a dedicated app, and innovative architectural designs that are a hybrid elevated-floating housing targeted for developing countries. The design integrates environmental sustainability and affordability.

Emphasizing the importance of youth empowerment, this research paper underscores the effective adaptation to sea level rise with both immediate policy interventions and long-term systemic change.

Background A. Sea level rise a. Sea level rise is the increase of the world’s ocean level. It is becoming a more recognized issue currently for it causes threat towards the infrastructure, the region, and the population. It is caused by multiple reasons including global warming, melting of glaciers, and pollution.

B. Causes a. Melting glaciers and ice caps Glaciers and ice caps melt because of rising global temperatures. When they melt, the water flows through rivers and oceans which adds water to the sea causing the levels to rise. The loss from glaciers have been increasing since the 1980s- it started as losing 6.7 inches, but currently it has lost 33 (850 millimeters) inches for 2010-2018. The amount of sea level rise due to melting was almost two times more than the amount lost because of thermal expansion. (Lindsey, 2023), (NASA, 2025) b. Global warming Thermal expansion happens when the volume of material increases due to the change in temperature. As Earth is getting warmer, the volume of water in the oceans increases which raises the sea level. The warming of Earth is caused primarily because of the greenhouse gases trapped in heat. More than 90 of this heat is absorbed by the oceans, which causes the ocean temperatures to rise. The thermal expansion of the oceans has increased in the 20th century. (NASA, n.d.),(Hall, 2025) c. Pollution 57

Pollution does not directly raise sea levels. However, pollution impacts the heating of earth, acceleration of the ice melt and ocean expansion which causes the sea level rise to occur.

C. Effects a. Geological The sea level rise escalates coastal erosion. The unprecedented rate of glacier ice and snow melt resulting in earthquakes and storms that change geographic landscape as a result. (Copernicus, 2025) b. Medical The saltwater intrusion contaminates fresh water that is the source of water to drink and to use for agricultural purposes. They also increase the transmission of water-borne diseases like cholera and typhoid. (European Climate And Health Observatory, 2025) c. Meteorological The rate of storms, floods, and droughts increase. Combined with rising sea temperatures, new weather patterns damage oceanic ecosystems and human societies.

(NRDC, 2024) d. Economical The large sources of income like agriculture and fishing will be damaged and lost, and the important infrastructures like roads and sewage systems will be destroyed causing an unequal impact on low-income, vulnerable communities. (Alonso, 2022)

Agenda 1: Case Studies (Developing Countries) A. Bangladesh (Brammer, 2014) (IMF, 2019) a. Bangladesh’s contribution to climate change: i.

Low contribution to climate change ii.

Minimal industrialization occurred throughout history iii.

Low green houses have emissions compared to developed countries.

(0.73Metric tons) iv.

Bangladesh’s primary energy source is natural gas, which is less harmful to the environment than fossil fuel. v.

Even though their fossil fuel usage is increasing, it is still far below levels in developed countries. b. High vulnerability to sea level rise: i.

Elevation in the coastal area is just 33 feet above sea level and average of 279 feet above. (Lynn, 2025) ii.

17% of their land is predicted to be submerged by 2050. (IMF, 2019) iii.

The situation is already worsening due to river flooding and high population density in coastal areas. (Brammer, 2014) iv.

Large rivers such as Ganges-Brahmaputra-Meghna delta cause frequent inundation. c. Insufficient adaptive strategies: i.

Insufficient flood-resistant infrastructure. They do not have an organized embankment system. (Brammer, 2014) 58

ii.

Inadequate resources to mitigate the damages from sea level rise (erosion and floods) iii.

Relies on international aids iv.

Focusing more on damage recovery rather than preventing the sea level rise. d. Possible solutions: i.

Creating mangrove forests around coastal areas. This will act as a living shoreline, naturally resisting erosion and floods.

B. Indonesia a. Indonesia’s Contribution to climate change: i.

Low contribution to climate change. ii.

Low per capita emissions throughout history (2.40 metric tons). iii.

Utilizes renewable energy sources such as geothermal and hydro. b. High vulnerability to sea level rise: i.

Indonesia is the world's largest archipelago, with more than 17,000 islands. ii. ⅓ of the capital city, Jakarta, is predicted to be submerged by 2050. (Post, 2021) iii.

Other major cities such as Semarang and Makassar also face severe flood risks due to low elevations and high population density in coastal areas. (NPR, 2022) c. Insufficient adaptive strategies: i.

Sea walls are poorly maintained. ii.

Rapid urbanization in major cities like Jakarta worsened the flood. iii.

Limited planning strategies in coastal regions to prevent sea level rise damages. iv.

Small islands especially lack capacity and funding. This is further constrained by economic inequality. d. Possible solutions: i.

Relocating the capital from Jakarta to Nusantara to reduce immediate risk. ii.

International funding and partnership to overcome this issue.

C. These two case studies of developing countries both have low contribution to climate change with low emissions of carbon dioxide, but they face extreme dangers due to the sea level rise. Their vulnerability emphasizes the urgent need for global cooperation and investment in building resilience to these issues.

Agenda 2: Case Studies (Developed Countries) A. Japan: a.

Japan contribution: i.

The sixth-largest greenhouse gas emitter in the OECD and ranks high worldwide largely due to its industrial and energy sectors(OECD, 2025) ii.

Great economic loss expected(Ibid.) iii.

Sea level rises 27 cm under a low emissions scenario and 56 cm under a high emissions → by 2100(Tamura. M, 2023) b. Highly vulnerable to sea level rise condition i.

A large portion of population, infrastructure, and economic centers lie in coastal areas(Ibid.)

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c. Adaptive strategies

i. ii.

iii.

iv.

v.

Several experiences from natural disasters(OECD environmental, 2025) (1) Typhoons, tsunamis, cyclons, and more Revised Engineering standards: (Tamura. M, 2023) (1) Integrated future climate risks (2) factoring in sea level rise from thermal expansion and ice melt (3) increased tide levels due to intensified typhoons (4) higher wave forces in the design of port and coastal infrastructure Flood risk management(Matsumoto J, 2019) (1) gray infrastructure(seawalls, floodgates, drainage systems) with green infrastructure(rain gardens, detention basins, restored wetlands) (2) detailed flood risk mapping and high-resolution urban modeling (a) identify vulnerable areas (b) optimize flood control investments\ (c) plan evacuation routes.

(3) multi-stakeholder coordination (a) National and local government (b) Private sectors (c) Communities Local government goals and Climate adaptation plans(Japanese Law Translation, 2018) (1) tailored climate adaptation strategies → specific geographic and socioeconomic circumstances (2) Under Climate Change Adaptation Act (3) Multi-level governance allows sharing of resources and expertise between national, prefectural, and municipal levels for efficient adaptation implementation.

Nature based solutions - NbS(Federal Highway Administration, 2020) (1) Restores and Conserves coastal ecosystems that act as natural buffers (a) Reduces wave energy and trapping sediments to prevent erosion (2) Ecosystems → enhance biodiversity, water quality → More benefits than just flood protection

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(3) Integrated with built infrastructure to buttress defense

B. Netherlands a. Medium contribution to Sea level rise i.

Small portion of GHG emissions among the developed countries and globally b. Increase in the average annual rise to 2.9 mm/year i.

More than half of the Netherlands is at sea level. c. History(Rack Y, 2025) i.

The Dutch have been battling the sea for over centuries (1) building dikes and polders (2) Water borders (3) One of the primary Institutions that protect flood ii.

Due to its geography, have been always prepared and experience iii.

Delta works (1) a vast network of storm surge barriers, dams, and movable flood defenses → withstand exceptional storm surges and protect the country d. Adaptive strategies(Orr B, 2007) (Rack Y, 2025) ((Netherland’s flood, 2021) i.

Room for the river (1) Designated spaces for rivers to safely flood (2) Reducing the risk of urban areas falling down ii.

Sophisticated monitoring(Sea Level monitor) (1) Guide annual sand nourishment (2) Adapt coastal defenses (3) Manage uncertainty around accelerating sea level rise iii.

Urban designs (1) Incorporates water plazas, floating architecture, and green infra (a) Nature based solutions connection (i) wide green dike → allows the alignment of flood protection, climate adaptation goals, and collaboration with experts and stakeholders (2) Moveable barriers → Maeslantkering (a) Giant moveable sea gate depending on the water conditions (b) Protects one of Europe’s busiest ports without hindering daily maritime traffic. (c) Movable barriers allow flexible and effective flood defense while supporting economic activity. e. One of the strongest countries when encountering sea level rise(Rack Y, 2025) C. Why comparing Developing countries and Developed countries? a. Under same conditions(Vulnerability), different impacts b. Show awareness for the need of sharing expertise.

Agenda 3: UNSDG A. SDG 1: No Poverty a. Relation with sea level rise: i.

Significantly increases the risk of poverty

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(1) vulnerable or low-income communities where there isn’t sturdy infrastructure to protect the civilians b. Impacts: i.

Loss of housing (1) Coastal erosion and flooding forces displacement among individuals who were living among the region ii.

Loss of livelihood (1) Farmers around the region lose arable land due to saltwater intruding into their crops, thus making their business profitless iii.

Limited access to basic services (1) rise of sea levels lead to the destruction of roads, local clinics and education systems which hinders recovery iv.

Vicious cycle of poverty only intensifies (1) Children are unable to receive proper education during relocation/displacement (2) Most families have to take on debt in order to move/buy new houses or migrate unsafely to survive c. Why does it matter for SDG 1? i.

Sea-level rise turns environmental issues into humanitarian ones (1) not only are the marine life or ecosystem heavily disturbed but the local civilians are also likely to be endangered ii. without robust infrastructures or meticulous strategies, it will push the vulnerable population deeper into poverty (1) creates a severe economic disparity

B. SDG 9: Industry, Innovation, and Infrastructure a. build resilient infrastructure, promote inclusive and sustainable industrialization and foster innovation (UNSDG, n.d.) b. Relation with Sea Level rise(Goyette W, n.d.): i.

Resilient and sustainable infrastructure and innovation are essential to adapt and mitigate the effects of rising seas globally (1) Floods and coastal erosion ii.

Innovation and development foster supporting technology (1) Early-warning systems, climate-adaptive building materials, and alternative technology design (2) threatens coastal infrastructure iii.

Ports, bridges, housing, water sanitation system c. Targets 9.1 and 9.6 are addressed within these relations(UNSDG, n.d.)

C. SDG 11: Sustainable Cities and Communities SDG 11, or Sustainable Cities and Communities, aims for all human settlements to be sustainable, resilient, inclusive, and safe. The UN accomplishes this with use of sustainable urban planning and architecture. However, sea level rise and climate change as a whole has been a large obstacle in our pursuit of not just SDG 11, but all of the Sustainable Development Goals.

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a. Damage to cities i.

Physical damage: destruction of important infrastructure (1) Roads (2) Sewage systems ii.

Economical damage: loss of access to sources of income (1) Agriculture (2) Fishing (3) In direct opposition to Target 11.5, which aims to reduce economic losses caused by natural events b. Second, damage to coastal and inland communities i.

Coastal communities (1) Forced relocation inland ii.

Inland communities (1) Issues caused by forced displacement of inland communities (a) Overcrowding (b) Higher housing prices (c) Unemployment (2) In direct opposition to Target 11.1, which aims to provide affordable and safe housing for everyone SDG 11 cannot be accomplished without mitigating the effects of sea level rise. Fortunately, pursuing SDG 11 in context of rising sea levels progresses other Sustainable Development Goals at the same time. a. Urban planning Sustainable urban planning is an important cornerstone to accomplishing SDG 11. i.

SDG 9: Industry, Innovation, and Infrastructure (1) Innovation of sustainable and resilient urban planning methods (a) Sponge cities (i) Shanghai ii.

SDG 13: Climate Action b. Architecture Sustainable architectural methods are another important method of accomplishing SDG 11. i.

SDG 15: Life on Land ii.

Implementation of nature-based architectural techniques (1) Living shorelines (2) Constructed wetlands

D. SDG 13: Climate action a. “Take urgent action to combat climate change and its impacts” b. Specific target 13.1 - “Strengthen resilience and adaptive capacity to climate related disasters” Focus on stopping sea level rise and create solutions to strengthen the environment that we live in to adapt to rising seas.

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c. Climate change causes the sea level to rise- the melting glaciers and thermal expansion are all due to climate change. The SDG aims to adapt to these changes by reducing carbon emissions to global warming which will slow down ice melt and thermal expansion as well. They are also promoting renewable energy and practicing sustainability. SDG 13 tackles the root cause and helps the environments to adapt to rising seas. Sea level rise is a crucial part of the outcome of climate change.

E. SDG 15: Life On Land a. “Protect and restore terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and stop biodiversity loss.” (Cobucci) b. Specific targets i.

15.2 (1) By 2020, promote the implementation of sustainable management of all types of forests, halt deforestation, restore degraded forests, and increase afforestation and reforestation by x% globally.

(Cobucci) ii.

15.3 (1) By 2020, combat desertification, and restore degraded land and soil, including land affected by desertification, drought and floods, and strive to achieve a land-degradation neutral world. (Cobucci) c. Relationship with sea level rise: i.

Damage caused by sea level rise (1) Agricultural land and coastal areas lost due to sea level loss, leading to ecosystems around the coast and land disrupted.

(2) Loss of habitat for species in coastal forests due to rising sea levels and temperature, making it harder to survive in these environments for various species. ii.

Possible solutions and adaptive strategies to sea level rise (1) Implementing living shorelines in coastal areas, which is composed of plants, rock, and sand. It is eco-friendly and enhances the bond with nature, breaking down the boundaries of city and sea.

(2) Planting mangrove forests to prevent sea level rise. This contributes to environmental sustainability since they are natural barriers against coastal erosion. It protects coastlines from severe weather conditions and an ecosystem is formed within the forests. Furthermore, they mitigate climate change through carbon sequestration.

Proposed Solutions/Action Plans A. Carbon Taxes and Renewable Energy Investment a. Renewable energy is energy that comes from natural sources that are constantly replenished, such as sunlight, wind, and water. Compared with fossil fuels, renewable energy does not run out and is better for our environment(United Nations, n.d.) i.

Examples in real life: (1) Green Hydrogen(Arasu S, 2023) 64

(a) Shift the national energy mix to 50% renewables by 2030, which target reduction of GHG emissions and carbon-free fuels for industries ii.

Sudair Solar Power Plant(Power Technology, 2024) (1) plant supplies enough clean energy to power about 185,000 households b. New Policy: (E. Neumann J, 2000) i.

Implementation of subsidies and Investment for renewable energy project (1) G20 governments provided at least $168B in public financial support for renewable power generation by 2023. However, while subsidies of $620B support fossil fuels, the current subsidies that renewable energy has is only $70B. The current subsidies are insufficient to reduce emissions or to replace fossil fuels with renewable energy (2) Investment: $4-5 trillion/year (a) Cumulative of at least $130 trillion by 2050 ii.

Carbon footprint Limit (1) Climate-safe limit: 2 tonnes carbon footprint each year per person(Wynes S, 2017) (a) Global average carbon footprint by 2050 for the 1.5°C scenario(Ibid.) (i) 1.5°C is the benchmark for limiting the most catastrophic impacts of climate change. Therefore, the scenario is based on the surmise not rising above this optimum temperature. (Xu D & Lin W, 2025) (ii) If exceeding, $200/ton Carbon fine imposed iii.

Carbon Tax(Government Offices of Sweden, n.d.) (IRENA, 2023) (1) Still, 30% of the countries do not have carbon tax (2) $50/ton Carbon (3) Plan to increase it up to $175/ton Carbon by 2050 (4) This Carbon tax model is based on Sweden (a) In this year, the Carbon tax of Sweden is $137/ton Carbon (b) Carbon tax is one of the factors that made Sweden a global leader in reducing carbon emissions. (c) 27% decrease in emissions between 1990 to 2018 (5) Fuel tax (a) Also impose tax on fuels that are negatively affecting the world, increasing the earth temperature. (b) Gasoline: $0.25/L (c) Diesel: $0.3/L iv.

Alternative to net-zero emissions(Smil V, 2024) (1) Not Feasible (a) The transition to alternative energy is not feasible at all. Even the world’s first energy transition which was from biomass to fossil fuels, remains incomplete. Billions still rely on biomass energy for heating or cooking. (b) Transitioning to net-zero emissions means that it would require a massive overhaul of existing infrastructure, development, and technologies, which would cost a myriad of money. This will create massive economic challenges for 65

citizens, as they need to allocate ¼ of their annual incomes to this transition. (c) Decarbonization by 2050 encounters conflict with the political, strategic and economic interests of the world. In countries with coal combustion, like China and India, their emissions are still growing. Most of countries are still dependent on fossil fuels to sustain their lives. (d) Too ambitious without any results to prove it. c. Expected Outcome(IRENA, 2023): i.

40~50% GHG reduction by 2050 (1) The Carbon Tax will be greater than in Sweden (2) Feasible compared to Net-zero emissions, because we will not be reducing 100% of GHG emissions, but aim to achieve the 1.5 °C scenario. ii.

Not lowering the sea level, but could slow down the growth (1) Slow melting of massive glaciers (2) Oceans holding, slowly releasing heat iii.

Renewable energy Investments up to at least $4 trillion/year, exceeding the cumulative of $130 trillion by 2050 (1) if less than $3 trillion/year, there is a risk of missing 1.5 °C and facing more than 0.5m higher sea level rise by 2100. (a) 0.5m higher sea level rise means 24,000 km² of land permanently flooded, and 50 million people displaced. (i) For every centimeter of sea level rise, 1 million need to evacuate or be displaced.

(2) if more than $4 trillion/year, stay within 1.5~1.6 °C and drastically reduce long-term climate damages. d. Possible obstacles: i.

Regressive Impact on lower-income households(Alonso C, 2022) (1) Carbon taxes will increase the cost of fossil fuels, which lower-income households won’t be able to afford.

(2) This is a disproportionate financial burden (3) However, because the tax will start with a small amount, $50/ton carbon, and slowly increase until 2050, they to adapt. ii.

Public Resistance or Political Backlash(Bremer B, 2024) (1) New Carbon taxes will eventually have resistance and political backlash. If it does not show a short-term outcome, there will be opposition.

(2) Inconvenience with carbon will also increase the altercation (3) However, to address this obstacle, there will be a need for the citizens to be more informed of the current status quo. Also, the long-term outcomes will show up as effective. iii.

Financial costs, initial time taken to be established iv.

Administrative & Implementation Challenges in developing countries(Occhiali G, 2024) (1) Developing countries may lack the capacity to do this effectively (2) Carbon tax requires: (a) Monitoring emissions 66

(b) Preventing tax evasion (c) Designing fair exemptions (d) Might be difficult for developing countries (3) However, it may be addressed with the help and sharing of expertise of the developed countries e. Overall, this is the most plausible solution

B. App Design: Combatting climate misinformation a. Background Another contributor to sea level rise and climate change as a whole, is climate misinformation and disinformation. i.

Climate misinformation: false information about climate change, spread without the intention to deceive or harm ii.

Climate disinformation: false information about climate, spread with the intention to mislead (1) Spread by parties who intend to discredit the climate change crisis, such as fossil fuel-based companies As a solution, I have designed an app named Chasing Truth. b. Solution: Chasing Truth i.

Purpose (1) Prevent the spread of climate mis- and disinformation by providing credible and detailed information (2) Promote awareness about climate change and communities affected by it ii.

Contents (1) World and local maps, documenting sea levels in real-time (2) A “textbook” of terms and concepts related to sea level rise, and climate change as a whole (3) Climate-related news (4) Links to ways people of all ages, with an emphasis on youth, can help with combating climate change

C. UN organizations a. UN System The UN System is a harmony of various organizations, funds, programmes, and other entities, all dedicated to accomplishing the goals of the UN. This paper will focus on the goal of helping vulnerable communities survive and thrive in the wake of the effects of sea level rise. b. Organizations and Work on Sea Level Rise i.

UN-HABITAT (1) Living cities (a) OCEANIX Busan (2) City Resilience Profiling Tool ii.

IFAD (1) Support of climate adaptive projects (a) AMD, Vietnam (2) Partnership with the Adaptation Fund 67

iii.

UNDP (1) Tuvalu Coastal Adaptation Project (2) Sea level rise mapping (a) Solomon Islands

D. Architecture

a. Three architectural and design strategies were created to mitigate the impacts of sea level rise: - Preventive design strategies: elevated and floating buildings - Living shoreline: Rocks, eroding shorelines, and living shorelines - Water-resistant materials: sustainable materials that contribute to minimizing the impacts of sea level rise floods (Tang, 2025) i.

Preventive design strategies: (1) Elevation houses (a) Pillars or stilts are used (b) Pillars underwater absorb wave energy (function like a breakwater) (c) Drawbacks: (i) Must be located on a brownfield site within an existing built environment (PA Editorial Team, 2025) (2) Floating houses (a) Does not require land to construct buildings (b) Examples: (i) Waterwoningen (ii) The World Islands (iii) Olson Kundig (iv) Floating Office Rotterdam by Powerhouse Company (c) Constructed with the law of Buoyancy force. (d) Drawbacks: (i) High construction cost required (ii) Appropriate materials are needed. However, they are mostly expensive ii.

Living shorelines: (1) Rocks (a) A design with a large rock barrier placed parallel to shore to dissipate wave energy and erosion protects vegetation. (Long Island Sound Partnership, 2025) (2) Eroding shoreline (habitat loss) (a) Eroding shorelines are unprotected- the water erodes the base of the bank, which results in the weakening and collapsing of the shoreline. The land and habitat will be lost eventually, along with

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the degradation of water quality. The flooding risk also increases due to shoreline collapse. (Delaware, 2024) (3) Living Shoreline (habitat gain) (a) A Living shoreline is an engineered natural system to absorb wave energy and reduce erosion. These materials are placed: - Coir Log: Biodegradable coconut fiber log stabilizes the bank and supports plant growth.

- Oyster Shell Bags: Function as breakwaters (dissipating wave energy) - Oyster Reef: Creates a habitat for various marine life and improves water quality. Waterproof materials (b) This will allow the ecosystem to be formed, the improvement of water quality, reduction of erosion, along with increasing resilience, and it also allows the natural infrastructure to adapt to rising sea levels. (Delaware, 2024)

iii.

Water-resistant materials: (1) Easily replaceable or water-resistant (2) Moisture-resistant drywall, watertight doors, and pressure relief valves for below-grade spaces (buildings can recover quickly from flooding) (3) Reduces long-term damage and maintenance costs (Tang, 2025) (4) Examples: (a) Thermoplastic Polyolefin (TPO) (Marchand) - Reflective surface reduces the heat island effect - Contains a few harmful chemicals (b) EPDM Rubber (Josh) - Long life span, recyclable, no leaching (c) Soy-Based or Bio-Polymer Coatings - Alternative to traditional coatings - Utilizes renewable oils (biodegradable)

E. Product design a. Drawbacks of conventional design methods: i.

Elevated houses 69

b.

c.

d.

e.

f.

(1) Elevated houses have critical flaws when it comes to sea level rise.

(2) The structure may initially resist flooding. However, the foundation is vulnerable to erosion over time due to constant exposure to moisture.

(PA Editorial, 2025) (3) These homes are not constructed to withstand long-term rising sea levels. ii.

Floating houses (1) Floating houses are commonly found in developing countries. It is often viewed as part of boasting about wealth. However, the high construction cost makes them impractical for developing countries.

(2) They are vulnerable to extreme weather conditions or natural disasters, such as strong winds or rough seas.

(3) They have limited connectivity with the land. Riding a boat or water taxi is required in order to access these types of housing. (Jodi, 2024) Researched for environmental and architectural strategies for adapting to sea level rise and decided to come up with an innovative housing solution targeted specifically for developing countries.

Design process: i.

Began this project with a collaborative planning session, discussing how to combine two key architectural methods - floating and elevation - to improve resilience against sea level rise. ii.

Rough design on paper to map out ideas discussed. iii.

Made 3D Models using the software SketchUp to visualize the final concept and details.

Considering the limitations of both elevated and floating houses, the design combines the best features of both. This hybrid model enhances stability and safety, while also being affordable and sustainable.

Materials: i.

Overall, durable and eco-friendly materials are used in the design to ensure long-term resilience. ii.

Tried to minimize the construction cost since it was targeted for developing countries, but still ensured safety and suitability for long-term residence. iii.

Foundation composed of concrete pontoons. It is a buoyant structure made of reinforced concrete, designed to float on water while providing stability and versatility. It does not release harmful substances into the water and even acts as an artificial reef. (Ronáutica Marinas, 2024) iv.

Roof covered with galvanized steel. It is lightweight, rust-resistant, and ideal for long-term residential design. v.

Walls covered with fiber cement board, which has excellent fire-retardancy and waterproofing. It is durable, long-lasting, and made from fly ash.

Utilizing a material made from fly ash helps to reduce air pollution since fly ash is a critical factor when it comes to air pollution. vi.

Solar panels are attached to the roof to save energy during the day. This ensures the house remains energy-efficient and self-sufficient.

Key features: i.

Different levels of elevation bars: (1) It can be lengthened or shortened depending on the coastal landscape.

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(2) In harsh weather conditions, such as strong winds or high waves, the house can secure itself to the shoreline by inserting its elevation bars into the ground, providing stability during storms. ii.

Connectivity: (1) The house includes a boat bollard, allowing it to connect to both the land and other houses.

(2) Since the design is made under the concepts of SDGs, in this product, the need of the community is emphasized, aligning with SDG 27 Partnerships for the goals.

(3) Expected to have a community of interconnected homes, forming a sustainable town-like structure on the water. g. 3D models illustrating the product:

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h. 3D models illustrating the community of interconnected houses:

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i.

Rendered image of the product:

F. Youth Involvement (Solar, 2024) (Kormann, 2018) (Reporter, 2024) a. Why would it involve the youth? i.

Youth are the most affected in the long run(in the near future) and are most likely to bring creativity, relevance, and urgency to climate adaptation efforts b. Current challenges the youth face: i.

In rural areas, they are likely to lack access to climate education or decision-making platforms ii. often face unemployment, making participation or tangible results harder c. So how can we empower the youth as a solution? i.

Education and awareness campaigns/programs (1) inclusion of climate resilience or adaptation (2) Actively support online climate literacy tools t h a t a r e even accessible in coastal or rural areas ii.

Community involvement (1) Fund or host more youth-led local projects related to climate change (2) Implementation of UN programs iii.

Innovation opportunities (1) Promote climate-technology competition/programs among youth to spark innovation d. What should we do for now? i.

Advocate for climate education(oriented on sea-level rise) (1) Propose school group projects or presentations on (a) Agriculture/salt intrusion to crops (b) Flood defenses in areas with fragile infrastructure (c) Climate migration/displacement of population due to rising seas ii.

Start or join a school climate club that has the label under solving rising sea levels (1) Organize or host awareness events within a school community, such as: (a) Mangrove planting (b) Model flood barriers (2) Invite guest speakers to spread awareness (a) Local biologists or climate engineers 73

(i)

iii.

Direct them to explain how cities are preparing for rising seas (3) Join the model UNs to learn more about climate change Spread more awareness (1) Create videos and infographics touching upon rising sea levels and what the landscape would look like in the year 2050 or more (2) Organize local events such as policy debates or allocate resources towards areas combating sea level rise.

Conclusion This paper has explored Sea Level rise and has addressed solutions and adaptive strategies. Sea level rise, mostly driven by global warming, has various impacts such as coastal erosion, economic loss, health risks, and displacement. The comparative case studies of 2 developing and developed countries highlighted that while shared vulnerability, adaptive capacity, and resilience differ greatly. This gave an awareness of the urgency of collective action. The examination of the issue through UN SDG goals demonstrated that it is deeply integrated with it, and that effective adaptation requires both technological advancement and political will. Most importantly, the solutions will be able to tackle the issue environmentally, technically, and architecturally. Youth, the future of the next generation, needs active engagement. The engagement emerges as an essential factor for long-term positive effects of creativity and inclusivity on climate action. Only through collective global action, resource distribution, and sustained involvement can the world hope to build a resilient future.

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INDIVIDUAL RESEARCH

24th Training Program on the United Nations and the 2030 Agenda

Reframing ICH as a Tool for Economic Empowerment Cho Ah Kang, Plymouth International Christian School

TABLE OF CONTENTS

Introduction From Preservation to Economic Empowerment Strengths and Missed Opportunities in Our Project A Call for Paradigm Shift: Integrating ICH into Development Conclusion Introduction Intangible Cultural Heritage (ICH) is frequently viewed through the lens of preservation—a legacy to be safeguarded for future generations. While this perspective is important, it overlooks a critical dimension: ICH as a dynamic, economic resource capable of driving empowerment, particularly for women, youth, and marginalized communities in low-income countries. Culture is not a separate sphere from survival; it is embedded in the ways people live, work, and sustain their communities. When ICH is treated solely as an object of protection, we risk missing its transformative potential to contribute to inclusive and sustainable development.

From Preservation to Economic Empowerment ICH is not only a means of preserving identity but also a powerful mechanism for generating livelihoods and restoring dignity. When young people are trained in traditional skills, or when women convert artisanal crafts into sources of income, cultural heritage becomes a viable solution to poverty—not merely a symbolic one. It revitalizes self-confidence, instills pride in heritage, and opens up tangible pathways for economic selfsufficiency.

Strengths and Missed Opportunities in Our Project As part of our team project, we proposed several innovative strategies: the #ICHallenge social media campaign aimed at youth engagement, Project HEAR which sought to democratize access to cultural tourism, and policy recommendations to integrate ICH into formal education systems. The case studies from Nepal and Uganda further illustrated how grassroots initiatives can simultaneously enhance income generation and cultural resilience.

Despite these strengths, I believe a few important opportunities were overlooked. First, we did not propose a digital learning platform. A mobile application where traditional knowledge holders can share their expertise through instructional videos would make ICH more accessible—especially for urban youth disconnected from their cultural roots. Second, we missed the chance to link ICH more directly to global markets. A certified, fairtrade e-commerce platform dedicated to ICH-based products could provide artisans with sustainable income while preserving authenticity and tradition. Third, we could have further developed the idea of “Cultural Heritage Towns”; integrated ecosystems where tourism, education, and entrepreneurship converge to stimulate rural economies and support local identity.

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A Call for a Paradigm Shift: Integrating ICH into Development Finally, I felt there was not enough critical thinking about why ICH is so often left out of economic plans.

Governments and global institutions still treat it as a symbolic asset, not a functional one. We need to challenge this and advocate for policies that fully integrate ICH into development models; it's not just to protect it on paper.

Conclusion: Beyond Culture, Toward a Foundation for Growth In conclusion, ICH has value beyond culture; it is a foundation for sustainable and inclusive growth. To unlock its full power, we must move beyond preservation and establish real systems—digital, economic, and political; that allow ICH to thrive in modern societies as both a cultural and economic force. By reimagining ICH as a driver of development, we can ensure that culture is not only preserved but also actively powers equitable, inclusive growth.

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A Comparative Study of Indigenous Language Policy Implementation in Japan and South Korea Choisung James Park, North London Collegiate School Jeju

TABLE OF CONTENTS Introduction Historical Context of Marginalization A. Japan: The Ainu B. South Korea: Jejueo Legal and Policy Frameworks: An Examination of Approaches A. Japan: From Cultural Policy to Indigenous Recognition B. South Korea: Absence of Recognition and Policy Silence Legal and Policy Frameworks: Tools and Tactics A. Japan: Cultural Showcases and Symbolic Tools South Korea: Grassroots Resistance and Digital Innovation Comparative Analysis Comparative Evaluation Conclusion

Introduction Over the history of humanities, languages are not just a medium of human interaction; they are an embodiment of collective memory, repositories of cultural knowledge, and pillars of communal identity.

However, the increasing pace of globalisation and urbanisation has pushed thousands of minority and indigenous languages to the brink of extinction in contemporary society, often hastened by state policies that stresses the linguistic homogeneity over pluralism. According to UNESCO, nearly 40% of the world’s estimated 7,000 languages are endangered. (UNESCO, 2024) The erosion of linguistic diversity - particularly languages of minorities going extinct - is not just a loss of simple letters and characters; it is rather a disappearance of cultural heritage, oral traditions, and epistemologies.

In East Asia, national narratives about cultural and ethnic homogeneity have long worked against linguistic minorities. Japan and South Korea each built a modern state around a single standard language: Standard Japanese and Standard Korean. The collateral damage is familiar. Indigenous languages such as Ainu in Japan and Jejueo on Jeju Island were sidelined in schools, offices, even everyday life; sometimes overtly, sometimes by quiet neglect. Japan has since taken steps toward legal recognition of Ainu identity—most visibly the 2019 Ainu Policy Promotion Act—while South Korea continues to label Jejueo a regional dialect, a choice that withholds both status and resources. Nevertheless, both languages remain, by most measures, critically endangered.

This study conducts a comparative approach to policy implementation in Japan and South Korea through the case study of Ainu and Jejueo. It examines how legal frameworks, education systems, and revitalization efforts differ in approach and effectiveness, and how these reflect broader state attitudes toward cultural diversity and indigeneity. Despite some recent progress, both countries reveal the limitations of symbolic recognition without

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structural support, and the challenges of revitalizing languages in societies that have long equated linguistic diversity with backwardness.ssible—there are openings—but it is slow, uneven, and easily reversed.

Historical Context of Marginalization A. Japan — The Ainu The Ainu are an Indigenous people in northern Japan, centered mostly in Hokkaido. The Ainu is an endangered language, standing on its own. After the 1869 colonization of Hokkaido, state policy moved hard toward assimilation and displacement. The 1899 Hokkaido Former Aborigines Protection Act set the tone: it promised “civilization” via agriculture while choking off traditional practices, language included (Heinrich 117).

Schools, worship, everyday talk—Ainu was pushed out. Only Japanese was permitted, and rigorously taught.

Across the twentieth century, national policy kept sanding down Ainu identity in the name of unity. Children were nudged (and often shamed) away from their heritage; by the 1940s–50s, no Ainu child in Japan was growing up with the language at home (Sjöberg 42). The outcome was brutal and quiet: by the 1990s just a few dozen fluent speakers remained, most of them elderly (UNESCO). Recognition finally arrived—parliament acknowledged the Ainu as Indigenous in 2008, followed by the Ainu Policy Promotion Act in 2019—but it came late, thin, after decades of forced assimilation left deep scars (Cultural Survival; Japanese Government).

Real communities, real loss.

B. South Korea — Jejueo Jejueo, the traditional language of Jeju Island, differs sharply from Standard Korean in sound system, grammar, and core vocabulary. Many linguists, including UNESCO, treat it as an independent language; the South Korean government still files it under “dialect” (Jeon 213). Once spoken island-wide, Jejueo met a perfect storm in the twentieth century: political repression, standardized schooling, and mass trauma that, frankly, bent daily life out of shape.

The 1948 Jeju Uprising was the breaking point for many families—tens of thousands killed or persecuted by state forces—and the aftermath brought surveillance and enforced uniformity (Yang 59). In the 1960s, Park Chung-hee’s education reforms sped up Jejueo’s marginalization; students could be punished for using it, since only Seoul-based Standard Korean counted as “proper” communication (Jeon 214). Bit by bit, Jejueo was tagged as rural, backward—something to leave behind.

South Korea has not recognized Jejueo as a language in its own right. A revival movement has taken shape in recent decades (Mun 22), yet without legal status the language stays out of most classrooms; that’s the bottleneck. Today, fluent speakers are largely over 70, while younger generations tend toward passive understanding rather than active use (UNESCO). And that is how a language sounds when it’s pushed to the margins—still heard, but thinner each year.

Legal and Policy Frameworks A. Japan — From Cultural Policy to Indigenous Recognition Japan’s movement toward recognizing the Ainu arrived late—cautious, incremental. For much of the twentieth century, the state treated the Ainu as an assimilated minority rather than an Indigenous people with specific cultural and linguistic rights. The Ainu Culture Promotion Act of 1997 marked the first major legislative response to international and domestic criticism, but its center of gravity was cultural display—music, crafts, festivals—rather than language protection or transmission (Sjöberg 94; Heinrich 127). Valuable, yes, but museum-like.

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A more decisive turn came with the 2019 Ainu Policy Promotion Act, which for the first time in Japanese law recognized the Ainu as Indigenous (Japanese Government). The statute unlocked funding for cultural initiatives and supported institutions such as the Upopoy National Ainu Museum in Hokkaidō. Yet its architecture omitted core language levers: no mandatory Ainu instruction, no curriculum integration, no official bilingual provisions. Scholars have therefore read the law as largely symbolic—tilted toward tourism and regional development more than toward linguistic revitalization (UNESCO; Cultural Survival). Symbolic recognition without operational scaffolding tends to stall.

In practice, the absence of compulsory schooling in Ainu or routine use in public services and media sets a hard ceiling on revival. Without systematic integration into education, broadcasting, and administrative life, policy cannot create the ordinary, everyday conditions under which a language becomes livable again (Heinrich 132).

B. South Korea — Absence of Recognition and Policy Silence South Korea, by contrast, offers no formal legal recognition of Jejueo as a language. The National Institute of the Korean Language continues to classify it as a dialect of Korean (Jeon 215). The classification matters: dialects are ineligible for state revitalization funds, excluded from national curricular standards, and receive no associated language rights under current law. A bureaucratic label with real effects.

Although UNESCO listed Jejueo as “critically endangered” in 2010, there has been no comprehensive state response. No national curriculum includes Jejueo; most public schools in Jeju conduct instruction entirely in Standard Korean. What activity exists comes mainly from local actors—programs at Jeju National University and a handful of NGOs—offering immersion camps, children’s books, and online dictionaries (Yang 65; Mun 24). Useful, certainly, but limited in reach without centralized funding or a legal mandate.

Lack of recognition also hardens stigma. Elder speakers are too often cast as rural or uneducated, pushing younger islanders toward avoidance rather than acquisition (Jeon 218). The result is a mosaic of grassroots projects that struggle to scale. In effect, Jejueo’s future is asked to depend on volunteer energy—precisely where robust institutions would normally stand.

Legal and Policy Frameworks A. Japan — Cultural Showcases and Symbolic Tools In Japan, Ainu-language revitalization has largely traveled under the banner of cultural promotion rather than linguistic integration. After the 2019 Ainu Policy Promotion Act, the government opened the Upopoy National Ainu Museum and Symbolic Space for Ethnic Harmony in Shiraoi, Hokkaidō, envisioned as a national hub for exhibitions, performances, and some language-linked programming (Japanese Government). The criticism is familiar: Upopoy presents a curated, visitor-friendly Ainu culture that looks good in policy reports but does little to expand day-to-day linguistic agency (UNESCO). A museum can celebrate a language; it cannot substitute for where people actually use it.

Digital tools have gained visibility. The AI Pirika project—developed with Hokkaidō University and the Foundation for Ainu Culture—offers chatbot conversation and basic translation support (UNESCO Courier).

Mobile apps and online dictionaries exist as well, most pitched to heritage learners rather than to a shrinking pool of fluent elders. Clever and promising, yes, but still top-down and weakly connected to schooling (Heinrich 145).

On the ground, language classes tend to be volunteer-run and extracurricular. There is no national pipeline to train Ainu teachers, no requirements for primary or secondary curricula, and no routine use of Ainu in public services or broadcasting. Without those structural levers, revitalization remains more symbolic than systemic— more cultural display than language transmission (Sjöberg 108).

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B. South Korea — Grassroots Resistance and Digital Innovation South Korea tells the inverse story: little from the center, much from below. With no formal legal recognition of Jejueo as a language, universities and local educators—especially at Jeju National University—have taken the lead. The Language Research Institute has built immersion programs for children, digitized folktales, and issued bilingual storybooks that present Jejueo as a living medium rather than a provincial relic (Jeon 216). The strategy aims to normalize everyday use first, and then prestige later.

Technology has been a useful ally. Community developers have released dictionary apps and speech-based quizzes for smartphones; YouTube creators post cooking clips and comedy sketches in Jejueo to reach younger audiences on their own terms (Mun 25). It is modest, distributed, and surprisingly sticky.

Yet the ceiling is unmistakable. Jejueo is absent from national curricula; the Ministry of Education has not moved to integrate the language, and few teachers are trained or certified to deliver it (Yang 67). Local governments on Jeju provide some support, but the lack of a centralized policy keeps efforts fragmented and resource-thin.

Stigma compounds the policy gap. Elder speakers are often stereotyped as rural or uneducated, which nudges younger islanders toward passive comprehension and away from active use (Jeon 219). Without shifts in national language ideology and the institutional guarantees that follow, grassroots energy risks being admirable—but isolated.

Comparative Analysis A. Legal Recognition and Policy Framing Japan’s 2019 Ainu Policy Promotion Act is the first statute to name the Ainu as Indigenous under Japanese law—a rhetorical break with the long assimilationist posture and a vehicle for new cultural funding (Japanese Government). Yet the law’s design leaves core linguistic rights off the table: no guarantees for Ainu in public education, broadcasting, or government services (Heinrich 127; Cultural Survival). Recognition matters; rights matter more. In effect, the statute performs acknowledgment without building the legal infrastructure that enables everyday language use.

South Korea takes the opposite tack: by refusing to recognize Jejueo as a separate language, it declines linguistic plurality outright. The National Institute of the Korean Language continues to file Jejueo under “dialect,” a label that forecloses preservation funds and institutional protections (Jeon 215). UNESCO’s “critically endangered” designation in 2010 did not trigger national legal action (UNESCO). This is not just a symbolic omission—the lack of recognition structurally blocks Jejueo from any rights-based framework, whereas Ainu at least benefits from nominal state sponsorship.

B. Educational Integration and Curriculum Inclusion Neither country systematically teaches the endangered language in public schools, but the pathways differ.

In Japan, Ainu instruction flows through heritage programs, community evening classes, and small revival circles—nearly all underfunded and reliant on a shrinking cohort of elder speakers and volunteers (Heinrich 134). There is no national teacher-certification pipeline, and Ainu sits outside the national standards.

In South Korea, Jejueo is absent from the national curriculum as well; however, localized efforts have some traction. Jeju National University’s Language Research Institute has produced immersion programs, bilingual picture books, and elementary materials (Mun 24). These initiatives are limited in reach but notable in authorship: bottom-up and civil-society led, in contrast to Japan’s top-down, often museum-adjacent model.

C. Language Vitality and Sociolinguistic Realities 90

The two cases diverge sharply in vitality. Ainu now counts fewer than ten fluent speakers—mostly elderly— and intergenerational transmission has effectively ceased (UNESCO). Unsurprisingly, many programs target heritage learners: younger Ainu descendants reclaiming the language as identity work more than as an everyday communicative tool (Sjöberg 108).

Jejueo, by contrast, still has several thousand elder speakers. Transmission is eroding fast, but many younger islanders retain passive comprehension or basic conversational ability (Jeon 215). That thin margin matters; if schooling and media exposure scaled up, revival would at least be plausible. Stigma undercuts both cases: in Japan, Ainu identity has often been concealed to avoid discrimination; in South Korea, Jejueo carries associations with rurality and poverty that push youth toward silence (Yang 67).

D. State vs. Civil Society in Revitalization Who leads also differs. In Japan, the center—ministries and affiliated institutions like the Foundation for Ainu Culture and Upopoy—sets the terms. Activities trend toward exhibitions, festivals, and workshops that attract tourists and attention, but only indirectly support language use (UNESCO Courier; Heinrich 145). The risk is museumification: preserving culture as artifact rather than enabling speech as practice.

On Jeju, revitalization is largely community-organized: linguists, local governments, and grassroots groups produce dictionary apps, YouTube content, and immersion camps (Mun 25). Ownership is local and creative, yet without legal backing or curricular adoption these efforts fight uphill—project by project, grant by grant.

E. Symbolism vs. Structure Altogether, Japan offers state-led symbolism without structural commitment; South Korea offers structural neglect tempered by grassroots ingenuity. Neither model guarantees success. Still, South Korea’s locally anchored approach appears more adaptable if paired with national recognition and curricular integration, while Japan’s centralized control over the Ainu narrative risks keeping the language on display rather than in circulation.

Comparative Evaluation A. Symbolic Recognition vs. Structural Empowerment Japan’s 2019 Ainu Policy Promotion Act was historic: it finally named the Ainu as Indigenous after more than a century of legal quiet (Japanese Government). The statute’s center of gravity, however, is cultural display, including museums, signage, awareness work, rather than enforceable linguistic rights. No mandates for Ainu in schools, no national curriculum, no teacher-accreditation pipeline. Heinrich’s verdict—“performance without policy”—captures the gap between ceremony and consequence (Heinrich 132). Put differently, recognition without the tools of everyday use leaves the language on the stage, not in the street.

South Korea presents the mirror image. Jejueo lacks recognition and therefore receives no national support, but that very absence has left room for local actors to shape revival on their own terms. Jeju National University, NGOs, and independent creators have built apps, children’s books, immersion camps (Jeon 216; Mun 25). It’s inventive—and fragile. Both cases point to the same conclusion: symbolism alone, or grassroots energy alone, won’t do. Durable revitalization requires structural embedding across education, media, and public services.

B. Cultural Homogeneity as a Policy Obstacle A shared myth stands in the way. In Japan, the self-image of a tan’itsu minzoku kokka—a singular, ethnically homogeneous nation—has long justified sidelining Ainu, Ryukyuan, and Korean minorities from serious policy

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design (Heinrich 38). The Ainu, labeled “former aborigines,” were expected to assimilate; policy followed that expectation.

In South Korea, linguistic unity hardened into nationalism after Japanese rule and the Korean War. Hangul became a symbol of resistance, and Standard Korean the badge of modern order and patriotism. Within that narrative, regional varieties like Jejueo appeared provincial or, worse, suspect (Yang 65). The logic persists: curricula, national exams, and public broadcasting keep a narrow standard in place, often by default. When pluralism is framed as a threat to cohesion, responsiveness stalls—not for lack of money, but for lack of will to pluralize national identity.

C. Top-Down vs. Bottom-Up Revitalization Models Institutional design matters for what counts as “authentic.” In Japan, revitalization is largely top-down— state-funded, ministry-led, and frequently housed in showcase institutions such as Upopoy. Visibility and resources follow; so does the risk of commodification, where language turns into a tourist encounter rather than a daily practice (UNESCO).

Jejueo’s movement is the reverse: bottom-up, community-owned. Teachers, researchers, and local activists on Jeju craft materials that fit island life—videos, dictionaries, camps—nimble and responsive to local pride.

Flexibility is the upside; precarity is the cost. Without national backing, programs lack curricular legitimacy, stable funding, and clear pathways for long-term transmission in schools.

The lesson is less either/or than both/and. Hybrid models—state capacity paired with community control— are more likely to scale without hollowing out meaning. Too much from above yields spectacle without substance; too much from below, without support, burns out.

Conclusion The cases of Ainu in Japan and Jejueo in South Korea show that language endangerment is not simply a numbers problem. It is produced by histories of exclusion, by national ideologies, and by the reach of the state.

Both countries have built powerful myths of ethnic and linguistic sameness—myths that make it easier to sideline Indigenous languages in law, schooling, and public life. Japan has taken a symbolic step by recognizing the Ainu as Indigenous; South Korea, by contrast, still denies Jejueo the status of a language despite compelling evidence of its distinctiveness and its decline.

The comparison yields a clear lesson: legal recognition without material empowerment does little. Japan’s rhetorical turn has not translated into transmission or speaker vitality. South Korea’s bottom-up energy has produced creativity and community buy-in, yet it remains precarious without institutional scaffolding. In both settings, the absence of national curricular integration, the lack of certified teacher pipelines, and persistent stigma continue to depress prospects for recovery.

Reversing course requires more than performative multiculturalism. It requires confronting the deeper ideology that reads linguistic plurality as a threat to cohesion, and it requires treating endangered languages as rights-bearing systems—vehicles of identity, memory, and knowledge—not as ornamental culture. In practical terms, that means binding commitments: curriculum mandates where appropriate, teacher training and certification, sustained media and public-service provision, and funding models that pair state capacity with community control.

The path is difficult, not closed. It starts with recognition, but also with redistribution—of time in classrooms, of resources, of authority. As the world proceeds through the UNESCO International Decade of Indigenous Languages, Japan and South Korea face a choice: to participate in rebuilding the conditions for linguistic diversity, or to preside—quietly, and perhaps unintentionally—over its loss.

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Works Cited Cambridge University Press. The Cambridge Handbook of Korean Linguistics. Edited by Young‑Key Mun‑Renaud and Juwon Hwang, Cambridge UP, 2022.

Cultural Survival. “Ainu People Reclaim Their Rights.” www.culturalsurvival.org/news/ainu-people-reclaim-their-rights

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2020,

Heinrich, Patrick. The Making of Monolingual Japan: Language Ideology and Japanese Modernity. Multilingual Matters, 2012.

Jeon, Minkyung. “Jejueo Revitalization and the Politics of Language Recognition in South Korea.” Asia‑Pacific Education Researcher, vol. 29, no. 3, 2020, pp. 211–220. https://doi.org/10.1007/s40299-020-00487-w.

Japan. Ainu Policy Promotion Act. Government of Japan, 2019, www.kantei.go.jp/jp/singi/ainusuishin/dai1/siryou2.pdf.

Mazana, Vladislava. “Language Policy and Regional Varieties of the Korean Language: Between National Standardization and Globalization.”

Politeja, vol. 22, no. 1(95), 2025, pp. 271–285. https://doi.org/10.12797/Politeja.22.2025.95.14.

Mun, Sun-Deok [문순덕]. “제주방언의 보전 전략 [A Preserving Strategy of Jeju Dialect].”

Yeongju Eomun [영주어문], vol. 19, 2010, https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?artiId=ART001427560.

pp. 187–207.

Saltzman, Moira. “Jejueo Talking Dictionary: A Collaborative Online Database for Language Revitalization.” Center for Endangered Languages Documentation, 2017. https://altlab.ualberta.ca/wp-content/uploads/2017/03/CEL2_21.pdf.

UNESCO. Atlas of the World’s Languages https://unesdoc.unesco.org/ark:/48223/pf0000190296

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UNESCO. “The Saga of the Ainu Language.” UNESCO Courier, 2021. https://courier.unesco.org/en/articles/saga-ainulanguage.

Yang, Chang-Yong [양창용]. “제주어의 연구 현황과 과제 [Understanding the Status Quo of Jejueo in the Language Community of Jeju].”

Dongseo Inmunhak [동서인문학], no. 51, 2016, pp. 131–159. https://www.kci.go.kr/kciportal/ci/sereArticleSearch/ciSereArtiView.kci?artiId=ART002274672.

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Central Bank Digital Currencies (CBDCs) as a Tool for Financial Inclusion in Low-Development Countries David Seung Lee, Daewon Foreign Language High School TABLE OF CONTENTS Introduction and Research Rationale A. Central Argument B. Why It Matters C. Why CBDC Would Work CBDC Concepts & Mechanism: A. Definition and Features B. Wholesales vs Retail C. Account vs Token-Based Models D. CBDCs vs Crypto CBDCs In The Context of LCDs: A. Financial Inclusion B. Economic Growth Case Studies: A. Bahamas (Sand Dollar) B. Nigeria (eNaira) C. Comparative Lessons Potential Solutions & Policy Recommendations: A. Policy Incentives B. Youth Engagement C. Improvement Pathways Conclusion

Introduction and Research Rationale A. Central Argument Central Bank Digital Currencies (CBDCs) represent one of the most significant financial innovations of the twenty-first century. Unlike cryptocurrencies, which remain volatile and largely outside government control, CBDCs are state-backed, stable, and designed to operate within regulated financial systems. For lowdevelopment countries (LDCs), CBDCs could be transformative. These nations often struggle with weak financial infrastructure, heavy reliance on cash, and large informal economies. CBDCs present an opportunity to directly modernize financial systems without going through the lengthy and costly process of expanding brick-and-mortar banking.

B. Why It Matters In many LDCs, two-thirds of the population remain unbanked or underbanked. This means individuals have no access to credit, savings, or even secure ways to store and transfer money. The lack of financial inclusion

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limits entrepreneurship, weakens household resilience, and prevents governments from efficiently collecting taxes or distributing welfare. Youth, in particular, face exclusion despite often being the most digitally adept generation. They could benefit the most from CBDCs if governments integrate digital currency with job creation and innovation opportunities. Thus, CBDCs are not just a technical upgrade—they could become a lever for social equity.

C. Why CBDCs Could Work CBDCs are uniquely positioned to succeed in LDCs due to the widespread use of mobile devices. Even in countries with weak banking penetration, mobile adoption is relatively high. This makes CBDCs accessible through apps or digital wallets. Moreover, programmable CBDCs could allow governments to deliver subsidies, disaster relief, or social benefits directly to individuals, reducing corruption and leakage of funds. This not only strengthens trust in government systems but also empowers citizens. For young people, CBDCs could act as a gateway to digital entrepreneurship and financial literacy.

CBDC Concepts and Mechanisms A. Definition and Features A Central Bank Digital Currency is a digital version of a country’s sovereign currency, issued and guaranteed by the central bank. Unlike decentralized cryptocurrencies, CBDCs are centralized and carry legal tender status.

They combine the safety of cash with the efficiency of digital transactions, aiming to enhance payment systems, reduce reliance on cash, and provide risk-free digital money to citizens.

B. Wholesale vs Retail CBDCs CBDCs can be broadly divided into wholesale and retail. Wholesale CBDCs are used by banks and financial institutions for settlement and interbank transfers. Retail CBDCs, by contrast, are designed for the general public.

Retail CBDCs are most relevant for LDCs because they address inclusion by allowing unbanked citizens to participate directly in the economy without needing a bank account.

C. Account vs Token-Based Models CBDCs can be structured in two main ways. In an account-based model, users hold accounts directly with the central bank. This model is transparent but may require robust identification infrastructure, which LDCs often lack. The token-based model uses cryptographic validation and peer-to-peer transfer, functioning more like digital cash. Token-based CBDCs may be more practical for countries without strong national ID systems.

D. CBDCs vs Cryptocurrencies It is important to distinguish CBDCs from cryptocurrencies. While both are digital, cryptocurrencies such as Bitcoin are decentralized and often volatile, making them unsuitable as a stable medium of exchange in LDCs. CBDCs, on the other hand, are centralized, backed by governments, and designed to be stable. This distinction is crucial because stability and trust are essential for adoption in fragile economies.

CBDCs in the Context of Low-Development Countries (LDCs) A. Financial Inclusion CBDCs can directly bring millions into the financial system. Mobile-based CBDC wallets could allow rural farmers, small traders, and informal workers to store and transfer money safely. Instead of relying on cash, which is insecure and inefficient, CBDCs would provide access to secure payments and savings tools. This reduces financial vulnerability and helps households build resilience.

B. Economic Growth CBDCs could lower the costs of remittances, which are vital in LDCs. For instance, migrant workers sending money back home often face fees of 7–10 percent. A CBDC could cut this cost dramatically, giving families 95

more disposable income. Additionally, CBDCs can support small businesses by making payments cheaper and more traceable, encouraging investment and innovation.

C. Transparency and Governance A major advantage of CBDCs is that they provide governments with a more transparent system. By distributing subsidies, welfare, or emergency funds directly, governments can reduce corruption and ensure aid reaches those in need. CBDCs can also help formalize informal economies, broadening the tax base and strengthening state capacity.

D. Risks and Challenges Despite these benefits, challenges exist. Many people in LDCs lack reliable internet, smartphones, or even electricity. This digital divide risks leaving some groups behind. There are also privacy concerns, as CBDCs could allow governments to monitor transactions closely. Finally, implementing CBDCs requires significant investment in infrastructure and cybersecurity. Without trust in institutions, adoption could be slow.

Case Studies A. The Bahamas (Sand Dollar) The Bahamas was the first country to launch a retail CBDC, the “Sand Dollar,” in 2020. The project aimed to improve access to financial services across its many remote islands. The Sand Dollar has had success in reducing transaction costs and increasing inclusion. Importantly, the government combined the launch with public education campaigns to build trust and understanding. However, challenges remain in making the system interoperable with existing banking services.

B. Nigeria (eNaira) Nigeria launched the eNaira in 2021, becoming the first African country with a CBDC. Yet adoption has been weak. Citizens remain skeptical of government motives, and many continue to prefer cash or established mobile money services. Limited internet access and poor smartphone penetration further slowed uptake. The eNaira highlights that introducing a CBDC is not enough—trust and strong infrastructure are equally essential.

C. Comparative Lessons The Sand Dollar and eNaira show contrasting paths. The Bahamas built trust and provided education, while Nigeria struggled with skepticism and weak incentives. The lesson is clear: CBDCs require more than technology. They need supportive policies, infrastructure investment, and active community engagement to succeed.

Potential Solutions and Policy Recommendations A. Policy Incentives Governments can offer incentives for CBDC adoption.

For example, subsidies or welfare payments in CBDC form could come with extra benefits, such as small tax breaks or bonuses. This encourages voluntary uptake rather than forcing it. Another approach is to issue CBDC paper vouchers for people without digital access. These can later be converted into digital balances, ensuring no one is excluded.

B. Youth Engagement

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Young people are essential to CBDC adoption.

They are more likely to be digitally literate and eager for innovation. Campaigns such as a “CBDC Challenge” could invite youth to create apps or business models using CBDCs. Social media campaigns could normalize CBDC use among younger generations. However, rural youth must also be reached through offline programs to avoid inequality.

C. Improvement Pathways Every policy comes with limits. Incentives can be expensive, vouchers can lead to fraud, and youth campaigns may not change deeper structural issues. The best path forward is gradual adoption: hybrid systems of digital and paper, trust-building through incentives, and long-term efforts to expand digital infrastructure. This way, CBDCs can grow sustainably.

Conclusion CBDCs are not a cure-all, but they have great potential for transforming financial systems in LDCs. They can increase financial inclusion, reduce remittance costs, and strengthen governance. However, successful implementation depends on more than just technology. Trust, education, and infrastructure are key.

The case studies of the Bahamas and Nigeria show that while CBDCs can succeed in expanding access, they can also fail without public trust and incentives. Governments should focus on inclusive policies, youth engagement, and hybrid solutions to bridge the digital divide.

In the long term, CBDCs can contribute not only to national development goals but also to global priorities such as the Sustainable Development Goals (SDGs). By promoting economic growth, reducing inequality, and supporting responsible financial practices, CBDCs could become a cornerstone of modern development policy.

Works Cited Bank of England. (2024). Bank of England eyes CBDC for banks. Financial News London. Retrieved from https://www.fnlondon.com/articles/bank-of-england-eyes-cbdc-for-banks-5a993b2d Bank for International Settlements. (2021, October). CBDCs: Financial stability implications. BIS Quarterly Review.

Retrieved from https://www.bis.org/publ/qtrpdf/r_qt2110f.htm Brookings Institution. (2022, March 24). The innovator’s dilemma and U.S. adoption of a digital dollar. Retrieved from https://www.brookings.edu/articles/the-innovators-dilemma-and-u-s-adoption-of-a-digital-dollar/ Britannica. (2024). Central bank digital currency (CBDC). In Encyclopedia Britannica. Retrieved from https://www.britannica.com/topic/central-bank-digital-currency Federal Reserve. (2020, November 9). Central bank digital currency: A literature review. Board of Governors of the Federal Reserve System. Retrieved from https://www.federalreserve.gov/econres/notes/feds-notes/central-bank-digitalcurrency-a-literature-review-20201109.html

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International Monetary Fund. (2023, June 19). Central bank digital currencies: A new tool in the financial toolkit.

Retrieved from https://www.imf.org/en/Blogs/Articles/2023/06/19/cbdcs-a-new-tool-in-the-financial-toolkit Investopedia. (2024). Understanding central bank digital currencies (CBDCs): A comprehensive guide. Retrieved from https://www.investopedia.com/terms/c/central-bank-digital-currency-cbdc.asp Kansas City Federal Reserve. (2024, April 10). Observations from the retail CBDCs of the Caribbean. Retrieved from https://www.kansascityfed.org/research/payments-system-research-briefings/observations-from-the-retail-cbdcs-of-thecaribbean/ Reuters. (2022, October 10). Nigeria’s eNaira struggles to gain traction a year after launch. Retrieved from https://www.reuters.com/world/africa/nigerias-enaira-struggles-gain-traction-year-after-launch-2022-10-10/ TechXplore. (2025, May 15). Political motives behind global adoption of central bank digital currency revealed in new study. Retrieved from https://techxplore.com/news/2025-05-political-global-central-bank-digital.html The Central Bank of The Bahamas. (2020). Project Sand Dollar: Bahamas payments system modernization initiative.

Retrieved from https://www.sanddollar.bs Time. (2021, September 24). The U.S. is losing the global race to decide the future of money—and it could doom the almighty dollar. Retrieved from https://time.com/6099105/us-china-digital-currency-central-bank/

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The influence of Carbon taxes on households’ energy expenditures across different income groups in Europe Haru Jang, International School of Luxembourg TABLE OF CONTENTS Abstract Background A. Carbon Tax B. Difference in income groups Agenda 1: Impact on low-income households Agenda 2: Impact on middle and high-income households A. Middle-income households B. High-income households Agenda 3: Policy responses and mitigation measures Proposed Solutions/Action Plans A. Targeted Subsidies for Energy Efficiency Conclusion

Abstract This research examines the influence of carbon taxes on household energy expenditures across different income groups in Europe. Carbon Tax is one of the most efficient ways to reduce GHG emissions, yet its effects are unequitably distributed. Low income households face the heaviest relative burden, with energy costs representing a larger share of their income, creating risks of energy poverty. Middle income households receive moderate effects, mainly through transport fuels, while high-income groups bear higher absolute costs but adapt the fastest. The study highlights the need for complementary policies such as targeted subsidies and redistribution schemes to ensure an inclusive green transition.

Background A. Carbon Tax

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Reference: Our world in data (2025)

a. Government-imposed fee on carbon emissions generated by fossil fuels (C2ES, 2024) i.

Coal, oil, Natural gas b. Main Goal: reduce GHG emissions that contribute → climate change → Social and environmental costs of carbon pollution → Increase price as well (Ibid.) c. Adopt cleaner tech and alternative energy sources to avoid pay tax → high emission activities → Decrease and make it less attractive (Ibid.) d. Carbon taxes calculated based on CO2 emission/ton(Lautier V, 2024) i.

Ex) 1,000 tons of CO2 → $50 per ton → $50,000 ii.

Companies and individuals to reduce carbon emissions iii.

Invest use more renewable energy e. Government use of carbon taxes (Omolere M, 2024) i.

Finance green project ii.

Tech innovation iii.

Redistribute to households which have impact on living f. Most straightforward and efficient economic instruments for addressing climate change → Already implemented in many countries i.

46 countries g. Difference between cap-and-trade(Cheung J, 2024) (C2ES, 2009) i.

Leading approaches for pricing carbon for GHG emissions → Differences are fundamentally shown ii.

Carbon tax (1) The government sets fixed price for each ton carbon (2) Companies pay tax according to how much they pollute (3) Emission is certain → overall quantity determined how firms and consumers respond(demand) (4) Simpler administration (5) Coverage → Broader (6) Adjustment to the economy: government action required iii.

Cap–and–trade

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iv.

(1) Absolute limit(cap) on total emissions and permits or allowances for emissions (2) Firms hold permits for each ton → can be traded (3) Price depend(fluctuate) on supply and demand (4) Complex administration (5) Targets large emitters (6) Adjustment to the economy: Self-adjusts with the market Carbon taxes – fixed price → more effective for climate change

B. Difference in income groups a. Main difference: the level of total income earned by all members living in the household → quantitative thresholds (Velasquez V, 2025) i.

HOUSEHOLD INCOME BRACKETS → low income, middle income, high income ii.

Benchmarks: median household income b. Primary standard, Income thresholds → Numerical cut-off points based on household income i.

Ex) US: three person household → cost of living (1) low income households have income → <$56,600 (2) Middle income household: $56,600~$169,800 (3) High income households >$169.800 c. Median household income i.

Median of high and low income → minimize outlier effects d. Other standard i.

National statistical agencies → factors like wealth, employment status, relation composition, income is central standard e. The research paper will be based on Primary standard, income thresholds based on Europe (OECD, 2025) i.

Median disposable household income: $30,600 annually ii. low income: <60% of median iii.

Middle income: 60%~180% of median iv.

High income >180% of median v.

Usually use median income for primary benchmark

Agenda 1: Impact on low income households Carbon taxes significantly affect household energy expenditures in low income households in Europe, primarily by increasing costs for heating and fuels. The impact varies by country, but several clear patterns have emerged with recent EU policy changes:

A. Cost increasing a. The upcoming EU ETS2 carbon tax is estimated to raise annual energy costs for Households by: i. €250~400, with heating oil prices rising by 21%, natural gas by 16%, and petrol and diesel by 10~11%. b. Low income households are expected to be most affected because energy costs represent a larger share of their income. (Belga News Agency, 2025)

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B. Disproportionate Burden a. Energy budget would increase by 1.3% of income for low income households i.

0.5% for high income households ii.

The wealthy spend more absolute money, but the portion is much higher for low income households. (Ibid.)

C. Policies increasing carbon prices can push families into energy poverty a. Unless offset by social support schemes or targeted compensation b. Shrewd risk for people relying on fossil fuels for home heating and single parent households

D. EU plans → Social Climate Fund → redistributes revenues from carbon pricing to support vulnerable groups and help households invest in energy efficient upgrades a. The effectiveness of these programs depend on the boundaries and how fast the implementation works

E. Initial price raises may decline over time as investments in renewable energy and energy efficient technologies low ongoing energy costs. a. Immediate increases → Effect to low income households are the most significant and due to economic restrictions, they will not be able to adapt as fast as the other income groups to the carbon tax. (Catsaros O, 2025)

F. Social policy interventions and support funds are critical for preventing energy poverty and ensuring a fair transition. (Delgado-Tellez M et al, n.d.)

Agenda 2: Impact on middle and high-income households A. Middle-income households: a. Noticeable increase in their energy related expenditures due to carbon taxes, specifically through transport fuel prices, but smaller share of their income compared to low-income households. They remain an important demographic in carbon pricing policy discussions due to their significant energy consumption patterns and role in the transition to green b. Middle-income households face moderate increases in energy costs i.

0.2~0.6% added to total consumption expenditure on fuels (Jüngling E, 2025) c. Higher ownership and usage of personal vehicles with internal combustion engines compared to low income households i.

May experience larger absolute cost increases from carbon taxes on transport fuels. (Ibid.) d. Higher heating bills and fuel prices → proportionally affects middle income households but with a lesser strain on their overall budgets than low income groups.(Immervoll H, 2025) e. EU social policies aim to mitigate the impacts of these increased costs (1) Middle income households often receive less targeted support than vulnerable groups (Ibid.)

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f.

Don't significantly hurt the middle class but do raise awareness about the economic and environmental benefits of transitioning to cleaner energy and transport options.(Brzezinski M & Kaczan M, 2025)

B. High Income Households a. b. c. d. e.

Carbon tax represent 5% of high-income households' disposable income Lower in relative burden on low income households Absolute spending is much higher (S.M, 2024) Typically consume more energy overall Frequent car use, larger homes with higher heating and cooling, and more flights or travel → Higher total carbon emissions. f. Small income share → but high absolute (Labrousse C & Perdereau Y, 2024) g. Policies that provide tax-free allowances or targeted rate differentiation can alleviate some inequality impacts without reducing revenues or the climate signal. h. Redistribution schemes such as lump sum cash(large amounts of money paid all at once) transfers funded by carbon tax revenues can offset the regressive effects.(S.M, 2024) i. The overall impact on high income households encourages greener consumption and investments in energy efficiency, but these households have more flexibility and resources to adapt to the carbon price signals. (Brand C, 2023)

Agenda 3: Policy responses and mitigation measures A. Recycle carbon tax revenues back to the population a. This can take the form of lump sum cash transfers or direct payments aimed especially at low income households. b. 7% of total carbon tax revenue for compensation can support the disproportionate burden on the poorest 40% of households and make the carbon tax progressive (JPI Climate, 2021)

B. The SCF(Social Climate Fund) is designed to provide financial support to vulnerable households to cover increased energy costs and to fund investments in energy efficiency improvements. a. Help prevent energy poverty triggered by higher carbon prices b. Promotes equitable access to clean energy technologies. (Brand C, 2023)

C. Many European countries use carbon pricing revenues to subsidization a. b. c. d.

Energy efficient home retrofits Adoption of renewable heating solutions Electric vehicle purchases Reduce energy consumption and costs over the long term for all income groups, with strong benefits for low and middle income households (International Carbon Action Partnership, 2005)

D. As Carbon tax revenues increase, some may lower other taxes a. stimulate economic growth and help offset any negative income effects from higher energy prices

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b. This approach helps reduce the overall economic impact on households while encouraging greener consumption. (Chateau J, 2023)

E. Certain essential energy uses or vulnerable regions may receive temporary relief or exemptions to soften impacts and allow time for adjustment. (JPI Climate, 2021) Proposed Solutions/Action Plans A. Targeted Subsidies for Energy Efficiency a. Aim to reduce household energy consumption → promoting investments in energy efficient technologies and energy efficient appliances. i.

Renewable energy ii.

Heat pumps iii. improved insulation iv.

Directly reduce the amount of carbon emissions taxed and the overall energy bills for households. b. Targeted primarily at low and middle income households i.

Supported through grants, low interest loans, and tax rebates to afford upfront costs for energy improvements. (EHPA, n.d.) c. These subsidies help mitigate the increase in energy expenditures from carbon taxes.

Energy efficiency upgrades lead to sustained energy savings and reduced vulnerability to future carbon price raises. (Explanatory Memorandum to COM 2025) d. Subsidized Tech i.

A key focus is on subsidizing residential heat pumps to replace fossil fuelbased heating systems, significantly lowering carbon emissions from household energy use. ii.

The REPowerEU plan prioritizes these subsidies to accelerate the clean heating transition and reduce fossil fuel dependency. (EHPA, n.d.) e. Besides reducing energy expenses, targeted subsidies contribute to job creation in certain energy industries, improve public health, and enhance energy security by cutting fossil fuel imports. (Banica R & Prigent O, 2022) f. Targeted energy efficiency subsidies in Europe → important buffer against the rising energy costs induced by carbon taxes

Conclusion The implementation of carbon taxes in Europe highlights both the potential and the challenges of driving into the green transition. While carbon pricing is one of the most efficient mechanisms to reduce greenhouse gas emissions, its distributional impacts are inequitable across income groups. Low income households have disproportional burdens, as energy expenditures represent a larger fraction of their household budgets, pushing some into energy poverty without policy support. Middle income households face moderate but noteworthy cost increases, particularly through transport fuel, while high-income households carry the largest absolute expenses but are least constrained due to higher financial flexibility and adaptability.

Complementary policies are essential in order to ensure both environmental effectiveness and social fairness.

Tax revenue recycling through instruments like the EU SCF, targeted subsidies for energy efficiency, and incentive schemes for renewable energy adoption provide crucial buffers against higher living costs. Such mechanisms not only mitigate regressive impacts but also promote long term structural changes in energy consumption. The success of carbon taxes depends on balancing climate goals with social equity. When 104

combined with redistribution measures, carbon taxation can accelerate decarbonization, protect vulnerable households, and foster an inclusive green transition across Europe.

Works Cited Bănica, R., & Prigent, O. (2022). Review No 01/2022: Energy taxation, carbon pricing and energy subsidies. Review No 01/2022: Energy taxation, carbon pricing and energy subsidies. https://www.eca.europa.eu/lists/ecadocuments/rw22_01/rw_energy_taxation_en.pdf Belga news agency. (2025, July 8). EU carbon tax to cost households between 250 and 400 euros per year. Belga News Agency. https://www.belganewsagency.eu/eu-carbon-tax-to-cost-households-between-250-and-400-eur os-per-year Brand, C. (2023). The macroeconomic implications of the transition to a low-carbon economy.

European central bank. https://www.ecb.europa.eu/press/economic-bulletin/articles/2023/html/ecb.ebart202305_01~a 6ff071a65.en.html Brzezinski, M., & Kaczan, M. (2025, July). Carbon taxes in Europe do not hurt the poor: Evidence from existing taxation schemes. Science Direct. https://www.sciencedirect.com/science/article/abs/pii/S0921800925000680 C2ES. (2009, March). Cap and Trade vs. Taxes. C2ES. https://www.c2es.org/document/cap-and-trade-vs-taxes/ C2ES. (2024, May). Carbon Tax Basics - Center for Climate and Energy SolutionsCenter for Climate and Energy Solutions.

C2ES. https://www.c2es.org/content/carbon-tax-basics/ Catsaros, O. (2025, March 6). Europe's New Emissions Trading System Expected to Have World's Highest Carbon Price in 2030 at €149, BloombergNEF Forecast Reveals. BloombergNEF. https://about.bnef.com/insights/commodities/europesnew-emissions-trading-system-expected -to-have-worlds-highest-carbon-price-in-2030-at-e149-bloombergnef-forecast-reveals/ Chateau, J. (2023, November 13).

Economic effects of the EU’s ‘Fit for 55’ climate mitigationpolicies: A computable general equilibrium analysis.

OECD. https://www.oecd.org/content/dam/oecd/en/publications/reports/2023/11/economic-effects-of-the-eu-s-fit-for-55-climatemitigation-policies-a-computable-general-equilibrium-analysis_e9 3f33d9/f1a8cfa2-en.pdf Cheung, J. (2022, March 11). Explainer: Cap and Trade vs Carbon Tax. Earth.org. https://earth.org/cap-and-trade-vscarbon-tax/ Delgado-Téllez, M., Quintana, J., & Santabárbara, D. (n.d.). Working Paper Series - Carbon pricing, border adjustment and renewable energy investment: a network approach.

European Central Bank. https://www.ecb.europa.eu/pub/pdf/scpwps/ecb.wp3020~126f5a9a5a.en.pdf EHPA. (n.d.). Subsidies for residential heat pumps in Europe. European Heat Pump Association. https://www.ehpa.org/wpcontent/uploads/2023/03/EHPA_Subsidies-for-residential-heat-pum ps-in-Europe_FINAL_April-2023.pdf Explanatory Memorandum to COM(2025)17 - 2024 Report on Energy subsidies in the EU. (2025, January 28). EU Monitor. https://www.eumonitor.eu/9353000/1/j4nvhdfdk3hydzq_j9vvik7m1c3gyxp/vmkfk2wjeqzh?ut m

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Immervoll, H. (2025, May). Understanding Distributional Impacts of Carbon Pricing – Insights from Comparative Analysis.

IZA institute of Labor Economics. https://docs.iza.org/dp17898.pdf International Carbon Action Partnership. (2005). EU Emissions Trading System (EU ETS) | International Carbon Action Partnership. International Carbon Action Partnership (ICAP). https://icapcarbonaction.com/en/ets/eu-emissions-tradingsystem-eu-ets JPI climate. (2021, December 17). Distributional effects and acceptability of carbon taxes in the EU – CHIPS policy brief No 1 published. JPI climate. https://jpi-climate.eu/news/distributional-effects-and-acceptability-of-carbon-taxes-in-the-eu-c hips-policy-brief-no-1published/ Jüngling, E. (2025, April 3). Making the best of the new EU Social Climate Fund. Bruegel. https://www.bruegel.org/policybrief/making-best-new-eu-social-climate-fund Labrousse, C., & Perdereau, Y. (2024, August). Geography versus Income: The Heterogeneous Effects of Carbon Taxation. parisschoolofeconomics. https://www.parisschoolofeconomics.eu/app/uploads/2024/07/Geography-versus-Income-The-Heterogeneous-Effects-ofCarbon-Taxation.pdf Lautier, V. (2024, October 14). Carbon Tax: Understanding Its Impact and How It Works. homaio. https://www.homaio.com/post/carbon-tax OECD. (2025, July 3). OECD Economic Surveys: European Union and Euro Area 2025: Basic statistics of the European Union, 2024. OECD. https://www.oecd.org/en/publications/oecd-economic-surveys-european-union-and-euro-area2025_5ec8dcc2-en/fullreport/basic-statistics-of-the-european-union-2024_3e3c0872.html Omolere, M. (2024, January 9). Carbon Tax: Definition, Pros and Cons, and Implementation.

Earth.Org.https://earth.org/explainer-what-is-a-carbon-tax-pros-and-cons-and-implementation-around-th e-world/ S, M. (2024). Carbon taxes on consumption: distributional implications for a just transition in the EU. European Comission. https://publications.jrc.ec.europa.eu/repository/bitstream/JRC138420/JRC138420_01.pdf Velasquez, V. (2025, May 22). Household Income: What It Is and How to Calculate It. Investopedia. https://www.investopedia.com/terms/h/household_income.asp

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The Role of Youth in Combating Sea-Level Rise Henry Yoon, Chadwick International TABLE OF CONTENTS Introduction Sea-Level Rise and Poverty The Role of Youth in Climate Action A. Innovation and Technology B. Education and Awareness C. Advocacy and Global Cooperation D. Case Example: The Philippines Policy Recommendations Conclusion

Introduction Sea-level rise represents one of the most urgent global challenges of our century. It is not only an environmental threat but also a socio-economic issue. A few coastal areas and small island states face the danger of going completely under water, while millions of people living in coastal slums risk losing their homes and most importantly, their safety. For communities already struggling with poverty, sea-level rise can act as a devastating force, worsening inequality and making the achievement of Sustainable Development Goal 1 (No Poverty) increasingly difficult.

Even in the face of these challenges, young people stand out as a powerful group. Youth are not only the most affected by long-term climate consequences but also bring creativity, urgency, and new perspectives to adaptation and resilience methods.

Sea-Level Rise and Poverty First and foremost, sea-level rise has disproportionate effects on the poor. Wealthier communities may adapt by building infrastructure or moving to other regions, but vulnerable populations lack the resources to respond effectively. In many coastal regions, fishing and farming livelihoods are threatened by saltwater intrusion and flooding. Additionally, living in fragile houses becomes insecure, and displacement forces families into poverty.

The Role of Youth in Climate Action Therefore, youth empowerment provides a powerful solution to these intertwined challenges. Young people are not only future leaders but also present individuals with the energy and imagination to propose innovative solutions. Their role can be understood in three main parts:

A. Innovation and Technology Many youth-led initiatives use low-cost, community-based technology to address local issues. For example, student groups in Bangladesh have experimented with floating gardens that provide food security in flood-prone areas. These exemplary initiatives show how young minds can adapt science to real-world contexts.

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B. Education and Awareness Next, the youth play a crucial role in raising awareness within their communities. Through peer-to-peer learning, school projects, and digital campaigns, they spread knowledge about climate adaptation and sustainable practices. This strengthens community resilience and encourages inclusive participation in decisionmaking.

C. Advocacy and Global Cooperation Lastly, youth movements like “Fridays for Future” demonstrate how young people can influence public policy and international negotiations. By communicating and connecting with others across borders, young leaders can show the voices of vulnerable communities, making sure that sea-level rise and poverty remain at the center of global development discussions.

D. Case Example: The Philippines The Philippines, one of the countries most vulnerable to sea-level rise, has seen a surge in youth climate leadership. After Typhoon Haiyan in 2013, many young activists created grassroots organizations to support disaster preparedness and environmental education for fellow students and locals. Their efforts not only improved local adaptation strategies but also highlighted how youth-oriented advocacy can influence government priorities. This case showcases that young people, when empowered, can serve as both the supporters of their communities and catalysts for broader change.

Policy Recommendations To fully unlock youth potential in combating sea-level rise and poverty, three policies are essential: - Institutional Support: Governments and NGOs should create formal platforms for youth participation in climate decision-making.

- Funding Access: More local youth climate funds can empower local projects that address both environmental and social needs.

- Education Reform: Climate education should be integrated into school curricula, not only to teach science but also to train students in leadership, problem-solving, and resilience.

Conclusion Sea-level rise is not merely an environmental issue; it is an existential threat to the world’s poorest communities. Achieving SDG 1 requires urgent adaptation strategies that address both climate and poverty.

Youth have already shown their capacity to innovate, educate, and advocate in the face of these challenges.

Empowering them further is not an option but it is a necessity. If the global community truly hopes to build a future free from poverty, it must recognize young people as the main actors in the fight against sea-level rise.

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Women in Education and the Poverty Trap in Bangladesh and India Ishrat Mhajabin Islam, Gyeonggi Suwon International School TABLE OF CONTENTS Abstract Background A. Understanding the poverty trap B. How education breaks the cycle C. Importance of Educating girls and women Agendas A. Global commitments (SDG 1, SDG 4, SDG 5) B. Bangladesh’s national initiatives C. India’s National Initiatives Case Studies A. Bangladesh: Empowering Girls through Education B. India: Education as a Pathway out of Poverty Proposed Solutions/Action Plans A. Youth-led Education Support B. Youth Advocacy and Social Change Conclusion

Abstract The purpose of this research is to investigate how women’s education can play a pivotal role in breaking the poverty trap in South Asia, with a focus on Bangladesh and India as case studies. This research explores the concept of poverty traps, the specific barriers that limit girls’ and women’s access to education, and the ways in which education enables economic empowerment, social transformation, and intergenerational progress.

Drawing on data from different sources, the study highlights the relationship between female education and outcomes such as reduced child marriage, improved maternal health, and increased labor force participation.

The research also analyzes the success of national initiatives like Bangladesh’s Female Secondary School Stipend Program and India’s Kanyashree Prakalpa scheme. By linking these findings to Sustainable Development Goal 1 (No Poverty), Goal 4 (Quality Education), and Goal 5 (Gender Equality) and their subSDGs, the study argues that women’s education is not only a matter of rights but also a high-return investment for sustainable development. Ultimately, the research concludes that achieving gender equality in education is essential to breaking cycles of poverty and meeting the 2030 Agenda.

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Photo source: UNICEF

Background A. Understanding the poverty trap A poverty trap is a cycle where families remain poor across generations because the conditions of poverty prevent them from finding ways out. For example, low income often forces parents to withdraw their children from school so that they can work, which reduces the children’s chances of finding better jobs in the future.

This lack of education, in turn, limits income, health, and opportunities, locking the next generation into poverty.

In South Asia, millions of families experience this cycle, especially in rural areas where access to education and resources is limited. Without education, these families often rely on informal or low-wage labor, leaving them highly vulnerable to economic shocks. Breaking such cycles requires targeted interventions that give children, and especially girls, the chance to stay in school and develop skills that can help them secure better futures.

B. How education breaks the cycle Education is widely recognized as one of the most effective tools for reducing poverty. It provides individuals with knowledge and skills that open doors to jobs, higher earnings, and better living conditions. For families, education means more stability, healthier children, and a greater chance to plan for the future. UNESCO estimates that if every child in low-income countries acquired basic reading skills, more than 170 million people could escape extreme poverty. Even at the primary level, education gives young people the ability to read, calculate, and access information that improves their daily lives. In South Asia, programs that expand school enrollment have shown that educated youth are more likely to move into formal employment and less likely to repeat the hardships faced by their parents. For women in particular, education not only improves their personal opportunities but also has a multiplier effect: it benefits their families, strengthens communities, and contributes to long-term economic growth.

C. Importance of Educating girls and women

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Educating girls is especially important because it changes both personal and community outcomes. UNICEF reports that each additional year of schooling for girls increases their future wages by up to 10 percent. In Bangladesh, initiatives such as stipends for girls in secondary school have raised enrollment and delayed child marriage. In India, states with higher female literacy rates show lower child mortality and stronger economic performance. When women are educated, they are more likely to send their own children to school, breaking the cycle of disadvantage for the next generation. Beyond economic benefits, education gives women greater confidence and a stronger voice in household and community decisions. Despite progress, barriers remain in rural and low-income areas, where girls are still at risk of dropping out due to household work, early marriage, or lack of safe school facilities. Addressing these barriers is crucial for ensuring that women can reach their full potential and help their families escape poverty.

Agendas A. Global commitments (SDG 1, SDG 4, SDG 5) The Sustainable Development Goals (SDGs) adopted in 2015 highlight women’s education as central to achieving sustainable development. SDG 4 emphasizes universal access to free, quality primary and secondary education (Target 4.1) and eliminating gender disparities (Target 4.5). SDG 5 focuses on ending discrimination against women and girls (Target 5.1), while SDG 1 aims to eradicate poverty in all its forms, including halving the proportion of people living in poverty (Target 1.2) and ensuring equal access to resources and services (Target 1.4). These targets are deeply interconnected. Research shows that each additional year of schooling for girls increases their earning potential, reduces the likelihood of child marriage, and improves health outcomes. Furthermore, when women control financial resources, households benefit through better nutrition, healthcare, and education for children. Educating girls thus becomes both a human rights imperative and an economic strategy, positioning them as agents of change who can lift their families and communities out of poverty while contributing directly to the fulfillment of SDGs 1, 4, and 5.

B. Bangladesh’s national initiatives Bangladesh has integrated the SDGs into its national development strategy and launched numerous initiatives to tackle poverty, improve education, and advance gender equality. As a result, Bangladesh achieved remarkable poverty reduction in recent years: the extreme poverty rate fell from 12.9% in 2016 to just 5.6% by 2022.

Government-led social safety nets (cash transfers, food programs) and microfinance innovations have empowered poor households, while rural development and job creation (e.g. in the garment sector) provided new economic opportunities, especially for women. In education, Bangladesh made dramatic strides in girls’ schooling. In 1970, girls were only 17% of secondary students, but by 2000, they made up more than half. This transformation was driven by policies like free tuition and stipend programs for female students, recruitment of female teachers, and community education campaigns.

The Female Secondary School Stipend Program, launched in 1994, significantly increased girls’ secondary 111

enrollment in rural areas. Notably, greater female education in Bangladesh has led to social gains such as contributing to later marriages and lower fertility rates, complementing efforts against child marriage. Today, Bangladesh is often cited as a girls’ education success story. The government, with support from partners, is also investing in women’s skills and higher education to translate educational gains into better jobs. By prioritizing education and empowerment, Bangladesh continues to make progress toward the intertwined goals of ending poverty (SDG 1), achieving education for all (SDG 4), and gender equality (SDG 5).

C. India’s National Initiatives India has launched multiple initiatives to close gender gaps in education and combat poverty. The Right to Education Act (2009) guarantees free and compulsory primary schooling for all children aged 6 to 14. Programs like Sarva Shiksha Abhiyan and Samagra Shiksha have expanded infrastructure and teacher recruitment, which raised enrollment to nearly universal levels at primary school. To address gender inequality, India introduced targeted schemes. The Beti Bachao, Beti Padhao campaign, launched in 2015, promotes awareness of girls’ rights and encourages families to educate daughters. Data from the Ministry of Education show that girls’ secondary school enrollment rose from about 75 percent in 2014–15 to 78 percent by 2023. India also operates residential schools under the Kasturba Gandhi Balika Vidyalaya program, which provides safe environments for girls from marginalized groups. Additionally, the Mid-Day Meal Scheme improves attendance by ensuring students receive daily nutrition. These measures have led to steady improvements in female literacy, which reached about 70 percent in 2022. Challenges remain, particularly in rural and disadvantaged states, but India’s combination of legal guarantees, incentives, and awareness campaigns shows how national policy can expand opportunities for women and help reduce poverty.

Case Studies A. Bangladesh: Education

Empowering

Girls

through

Bangladesh has made significant progress in reducing gender gaps in schooling through targeted policies and NGO involvement. A landmark initiative was the Female Secondary School Stipend Program, which offered financial support to rural families if daughters remained unmarried and attended school. According to the World Bank, this program sharply increased secondary enrollment and delayed early marriage, creating long-term benefits in fertility reduction and women’s employment. NGOs such as BRAC also operate non-formal primary schools for disadvantaged children, with two-thirds of students being girls. BRAC’s model has helped over 12 million children, many from rural areas, re-enter the formal system. Evidence shows that women who completed secondary school through such programs had healthier children and greater earning potential. A UNICEF study found that educated Bangladeshi women are more likely to immunize their children and invest in their schooling. Despite remaining barriers like child marriage and poverty, Bangladesh’s case demonstrates how a mix of government stipends, NGO-run schools, and community engagement can transform girls’ educational access and break the cycle of poverty across generations.

B. India: Education as a Pathway out of Poverty India’s experience highlights how education directly reduces poverty and empowers women. One of the strongest examples is the Mid-Day Meal Scheme, the world’s largest school feeding program, which provides free lunches to more than 100 million children. Research shows this policy improved both school attendance

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and learning outcomes, especially for girls from poor families. Another important initiative is the Kasturba Gandhi Balika Vidyalaya, residential schools for girls from disadvantaged backgrounds, which offer a safe environment and significantly reduce dropouts.

In states such as Rajasthan, NGO partnerships like Educate Girls work with local volunteers to re-enroll out-of-school girls and improve literacy levels. By 2022, Educate Girls had enrolled over one million girls. These programs demonstrate that access to school meals, safety, and community outreach are critical to keeping girls in education. Educated women in India are shown to earn higher wages and delay marriage, leading to healthier families. While inequalities persist between urban and rural areas, India’s case confirms that when education is combined with support services, it becomes a clear pathway out of poverty for millions of women.

Proposed Solutions/Action Plans A. Youth-led Education Support Youth can play a vital role in closing education gaps through direct support. Peer-to-peer mentoring allows older students to tutor girls in rural or marginalized communities, giving them academic help and role models.

In Bangladesh, youth clubs supported by NGOs such as Speak Up for the Poor organize study circles that have achieved school retention rates above 90 percent for girls at risk of child marriage. In India, youth-run mobile libraries and digital learning projects bring resources to villages where schools are under-equipped. For example, college volunteers in Uttar Pradesh created a mobile library van that visits remote areas weekly, improving reading habits and boosting attendance. Technology also provides new opportunities, such as young people can create YouTube lessons or WhatsApp study groups in local languages, making education more accessible. These efforts show how motivated youth can complement formal schooling, especially where resources are lacking.

By dedicating time to tutoring, organizing community learning spaces, or producing digital content, youth can directly empower girls to succeed academically and stay in school.

B. Youth Advocacy and Social Change Beyond tutoring, young people can influence social attitudes that keep girls out of school. Awareness campaigns led by youth on social media or through community plays highlight the benefits of girls’ education and the harms of early marriage. In India, the government-supported “Selfie with Daughter” campaign went viral, encouraging families to celebrate daughters’ schooling and shifting perceptions in patriarchal areas. Youth also act as role models. Educated young women returning to their villages inspire parents to keep daughters in school, while young men speaking against dowry and child marriage challenge stereotypes. In Bangladesh, youth groups have successfully intervened to stop underage marriages, persuading parents by stressing the longterm economic benefits of education. Collaboration with NGOs and government programs further strengthens impact. For example, youth activists in India worked with NGOs to support the Kanya Shiksha Pravesh Utsav, which re-enrolled over 100,000. These examples prove that when youth use their voice and creativity, they can help reshape norms and ensure policies for girls’ education are implemented effectively.

Conclusion The experiences of Bangladesh and India show that educating girls is one of the strongest strategies for breaking the poverty trap. Government stipend programs, school meals, and residential schools have improved access, while NGO and community initiatives provide local solutions. Key findings reveal that girls’ education leads to delayed marriage, healthier families, and higher incomes, creating ripple effects that uplift communities.

Yet challenges remain, including persistent cultural norms, poverty, and unequal access in rural areas. Looking

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toward 2030, achieving SDGs on poverty, education, and gender equality requires scaling effective programs, investing in quality schooling, and empowering communities. Youth have a unique role in this journey. By mentoring peers, leading awareness campaigns, and partnering with NGOs, they add energy and innovation to the fight for equality. Every additional girl in school brings us closer to a future with less poverty and more opportunity. When girls are educated, entire societies move forward.

Works Cited Agarwal, S. (2007, July 29). Mobile library leaves trail of bookworms | Latest News India - Hindustan Times. Hindustan Times. https://www.hindustantimes.com/india/mobile-library-leaves-trail-of-bookworms/storygdiPD1rl5I1PwmRvF4336K.html Bangladesh - BGD. (n.d.). Sdgpush-Insights.undp.org. https://sdgpush-insights.undp.org/reports/bgd Bank, A. D. (2022, October 26). Female Secondary School Stipend Program in Bangladesh. Asian Development Bank. https://www.adb.org/news/videos/female-secondary-school-stipend-program-bangladesh Chandra, A. (2025, May 26). Communist-led Kerala is eradicating extreme poverty Peoples Dispatch. Peoples Dispatch. https://peoplesdispatch.org/2025/05/26/communist-led-kerala-is-eradicating-extreme-poverty/ Cook, J. (2020). Educational Disparities Among Girls in India. Ballard Brief. https://ballardbrief.byu.edu/issuebriefs/educational-disparities-among-girls-in-india Durano, M. F. (2023, March 8). Women Empowerment Across All SDGs | Carlos Hilado Memorial State University. Carlos Hilado Memorial State University. https://chmsu.edu.ph/women-empowerment-across-all-sdgs/ Empowering Girls in Rural Bangladesh | IPA. (2015). Poverty-Action.org. https://poverty-action.org/study/empoweringgirls-rural-bangladesh Empowering Girls in Rural Bangladesh | The Abdul Latif Jameel Poverty Action Lab. (2017). The Abdul Latif Jameel Poverty Action Lab (J-PAL). https://www.povertyactionlab.org/evaluation/financial-incentives-and-adolescentempowerment-program-reduce-child-marriage-rural?lang=fr Empowering India’s Daughters. (2025). Pib.gov.in. https://www.pib.gov.in/PressReleasePage.aspx?PRID=2094929 Fulford, S. (2014).

Returns to Education https://doi.org/10.1016/j.worlddev.2014.02.005

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434–450.

Hahn, Y., Islam, A., Nuzhat, K., Smyth, R., & Yang, H.-S. (2018). Education, Marriage, and Fertility: Long-Term Evidence from a Female Stipend Program in Bangladesh. Economic Development and Cultural Change, 66(2), 383–415. https://doi.org/10.1086/694930 https://www.facebook.com/worldecomag. (2022, May 4). Women & Education and Economic Growth | World Economic Magazine. World Economic Magazine. https://worldecomag.com/women-education-and-economic-growth/ IFLA Library Map of the World. (2017). Ifla.org. https://librarymap.ifla.org/stories/India/MOBILE-LIBRARYINCREASES-RURAL-STUDENTS%E2%80%99-ENGAGEMENT-BY-PROVIDING-ACCESS-TO-TECHNOLOGY-ANDLEARNING-RESOURCES/142

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Improving Girls’ Education and Status in India with Beti Bachao, Beti Padhao (Save Daughters, Educate Daughters). (n.d.). Brookings. https://www.brookings.edu/articles/improving-girls-education-and-status-in-india-with-beti-bachaobeti-padhao-save-daughters-educate-daughters/ Junjunia, Z. (2023, October 16). The transformative power of education in the fight against poverty. UNDP. https://www.undp.org/blog/transformative-power-education-fight-against-poverty Kanyashree Prakalpa: Building a Brighter Future for Every Girl in West Bengal. (2024). Unicef.org. https://www.unicef.org/india/stories/kanyashree-prakalpa-building-brighter-future-every-girl-west-bengal-0 Kasturba Gandhi Balika Vidyalaya (KGBV): History, Aims & More | UPSC Notes. (2024). Testbook. https://testbook.com/ias-preparation/kasturba-gandhi-balika-vidyalaya-upsc Kraay, A., & Mckenzie, D. (2014).

Do Poverty https://documents1.worldbank.org/curated/en/915281468330944384/pdf/WPS6835.pdf

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Layton, L. A., Oni Lusk-Stover, Inoue, K., & Shobhana Sosale. (2021, July 14). How is Bangladesh closing the education gender gap? World Economic Forum. https://www.weforum.org/stories/2021/07/bangladesh-girls-education-womenwork-world-bank/ McVeigh, K. (2021, June 14). UK aid cuts to Bangladesh NGO a “gut punch”, says charity head. The Guardian; The Guardian. https://www.theguardian.com/global-development/2021/jun/14/uk-aid-cuts-to-bangladesh-ngo-a-gut-punchsays-charity-head Midday meals in India improve children’s learning outcomes. (2020). VoxDev. https://voxdev.org/topic/education/middaymeals-india-improve-childrens-learning-outcomes Selfie with Daughter | Sunil Jaglan. (n.d.). Selfiewithdaughter.org. https://selfiewithdaughter.org/ Speak. (2019). Speak Up for the Poor. Speak up for the Poor. https://www.speakupforthepoor.org/ Speak Up for the Poor - Together Women Rise. (2021, January https://togetherwomenrise.org/programfactsheets/speak-up-for-the-poor/

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The Global Goals. (2025). Goal 4: Quality education. The Global Goals. https://globalgoals.org/goals/4-qualityeducation/ The Tribune. (2019). The Tribune. https://www.tribuneindia.com/news/archive/nation/india-pulled-271m-out-of-povertyduring-2006-16-un-801279/ The World Bank. (2018). Missed Opportunities: The High Cost of Not Educating Girls. World Bank. https://www.worldbank.org/en/topic/education/publication/missed-opportunities-the-high-cost-of-not-educating-girls UNESCO. (2023). World Poverty Could Be Cut in Half If All Adults Completed Secondary Education. Unesco.org. https://www.unesco.org/gem-report/en/articles/world-poverty-could-be-cut-half-if-all-adults-completed-secondaryeducation UNFPA. (2018). Child marriage. Unfpa.org. https://www.unfpa.org/child-marriage World Bank Group. (2022). Girls’ Education. World Bank. https://www.worldbank.org/en/topic/girlseducation Yuki. (2023, October 21). Kerala’s Revolutionary Approach to Poverty Alleviation - The Borgen Project. The Borgen Project. https://borgenproject.org/keralas-revolutionary-approach/

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Echoes of Identity: The Hmong Diaspora in Laos Jian Chloe Yoon, Seoul International School TABLE OF CONTENTS Introduction Historical Background Statelessness and Legal Invisibility Cultural Identity and Diaspora Transnationalism Advocacy and Hope Conclusion

Introduction During the Vietnam War, the Hmong people were recruited by the Central Intelligence Agency (CIA) in what later became known as the “Secret War.” They fought as “forgotten allies,” conducting missions that were never publicly acknowledged and paying a heavy price for their loyalty. When the war ended in 1975, they faced persecution, exile, and erasure, becoming one of the most marginalized stateless groups in Southeast Asia.

The Hmong are an ethnic group with their own language and cultural practices, historically migrating through regions of China before settling in the highlands of Laos. Their story is marked by resilience under extreme political pressure and by the continued search for recognition. This paper argues that the Hmong diaspora in Laos represents both a legacy of geopolitical betrayal and a testament to cultural endurance, as the community negotiates between invisibility, transnational belonging, and the revival of identity.

Historical Background The Secret War in Laos unfolded in parallel with the Vietnam War. The CIA trained and armed Hmong fighters to disrupt North Vietnamese supply lines and to protect American interests. Thousands of Hmong soldiers fought with remarkable sacrifice, yet after the American withdrawal in 1975, they were left vulnerable.

The Pathet Lao regime targeted Hmong veterans and their families, branding them as traitors.

This betrayal triggered a mass exodus. Tens of thousands fled to refugee camps in Thailand, where conditions were harsh and prolonged. From there, resettlement programs dispersed Hmong families to the United States, France, and other host nations. As Mai Vang observes, these forced movements created a “refugee epistemology,” a knowledge shaped by secrecy, fugitivity, and survival, that continues to inform how Hmong people remember and narrate their history (Vang 2020).

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Statelessness and Legal Invisibility For those who remained in Laos, statelessness became a defining condition. Many Hmong lacked legal citizenship, restricting access to basic rights such as education, healthcare, and the ability to travel freely. In exile, especially in Thai refugee camps, this invisibility perpetuated cycles of dependence and uncertainty.

Humanitarian organizations such as the United Nations High Commissioner for Refugees (UNHCR) attempted to mediate resettlement and legal recognition. Yet gaps remained, leaving Hmong families caught between temporary refugee status and the impossibility of return. Chia Youyee Xiong describes this as a “cycle of violence” where economic decisions, family strategies, and cross-border survival tactics continually reshaped Hmong identities (Xiong 2019).

Cultural Identity and Diaspora Despite displacement, Hmong communities preserved cultural distinctiveness. Traditional language, embroidered clothing, and shamanic religious practices acted as anchors of identity. Rituals involving ancestral spirits, for instance, reinforced a sense of continuity even in exile.

In recent decades, diaspora youth have turned to digital platforms to revive and reinterpret their heritage.

YouTube channels featuring Hmong music, podcasts about oral traditions, and online archives of embroidery patterns circulate globally, connecting young Hmong with traditions their parents carried across borders. As Shelley Lee notes, this search for an “ethnic homeland” reflects both nostalgia and innovation, as diasporic communities construct belonging across digital and geographic divides (Lee 2009).

Transnationalism The Hmong diaspora today is less confined by state borders than ever before. Even when denied formal citizenship, Hmong families maintain strong transnational ties. In Laos, Thailand, and the United States, kinship networks sustain flows of remittances, cultural practices, and political advocacy.

This has created what Lee Pao Xiong calls a condition of being “stateless but globally connected.”

Remittances not only support survival in Laos but also reinforce identity politics, enabling diasporic communities to assert their place in global conversations about indigeneity and minority rights. As Louisa Lee’s thesis on diaspora and the nation-state shows, Hmong identity has increasingly been negotiated in the transnational arena, where belonging is asserted through networks rather than through states (Lee 2015).

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Advocacy groups and NGOs now play a central role in supporting Hmong communities. Initiatives to document oral histories, expand access to education, and promote cultural recognition seek to break the cycle of invisibility. Younger Hmong activists are pushing for international recognition of their people as an indigenous group deserving protection and inclusion.

Comparisons can be drawn to other stateless populations, such as the Rohingya, who also face displacement, persecution, and denial of citizenship. Yet the Hmong case illustrates how diaspora networks can create resilience through culture and transnational solidarity. As Nadia Makhdum emphasizes in her study of Southeast Asian forced migration, identity politics are no longer bound by borders but are shaped by shared advocacy across diasporas (Makhdum 2025).

Conclusion The story of the Hmong diaspora in Laos is one of profound trauma and enduring resilience. From their betrayal in the aftermath of the Secret War to their continued statelessness, Hmong communities have navigated invisibility with remarkable creativity and persistence. At the same time, digital movements, transnational ties, and youth-led advocacy point toward a hopeful future where cultural recognition and justice are possible.

To echo the resilience of this community is to call for recognition and inclusion. The Hmong deserve more than a history of being “forgotten allies”; they deserve acknowledgment as active agents of cultural survival and as participants in shaping their future. Their story is not only about exile, but about the persistence of identity across borders and generations.

Works Cited Lee, Shelley. Searching for the Hmong People's Ethnic Homeland. 2009.

Lee, Sylvia. Between the Diaspora and the Nation-State. 2015.

Makhdum, Nadia. Identity Politics and Forced Migration in Southeast Asia. Springer, 2025.

Vang, Mai. History on the Run: Secrecy, Fugitivity, and Hmong Refugee Epistemologies. 2020.

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Bioluminescence and Biomimicry:

Crafting a Sustainable World for the Blind Keonwoo Koo, BC Collegiate TABLE OF CONTENTS Introduction The Global Challenge The Architectural Response UN-Habitat’s Role A. Case Study 1: Rotterdam Climate Proof B. Case Study 2: African Eco-Housing Pilot C. Synthesis Introduction to the Product Design A. Limitations of Conventional Strategies B. Materials and Energy Systems C. Adaptive Elevation System D. Connectivity Conclusion

Introduction Architecture is more than just designing the physical structures; it is a method people convey their ideas, express society values, and build resilience to crisis as a community. In the twenty-first century, as growing cities face climate change, rapid urbanization, and growing inequality, architecture is a necessary instrument for resilience and social justice. Still, the potential of architecture to address these issues is emerging and being recognized by large supranational organizations.

The United Nations Human Settlements Programme (UN-Habitat), established in 1978, is the central agency for sustainable urban development within the UN subunits. The agency’s mission is to “promote socially and environmentally sustainable towns and cities” (SDG 9) and ensure adequate shelters for all. The priority goals are including housing rights, developing sustainable infrastructure, and enhancing climate resilience (United Nations).

This paper asserts that architecture, aligning with UN-Habitat’s works, can mitigate one of the most severe global issues: climate change. By analyzing architectural approaches alongside UN-Habitat’s projects, this study demonstrates how design can transcend aesthetics and become a method of survival, justice, and sustainability.

The Global Challenge

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Climate change is the greatest threat of the twenty-first century. Cities are responsible for nearly 70% of global CO2 emissions and yet they are the greatest victims of climate change (World Bank, 2022). Rising sea levels are affecting the coastal habitations, extreme urban heat island phenomenon, and unpredictable precipitation patterns intensifying flooding and droughts (UNEP, 2024). Architecture, one of the key solutions for human habitation and infrastructure can function to adapt to and mitigate these problems.

(Lindsey, 2024)

The Architectural Response Architectural design for climate change resilience moves beyond stylistics concerns to embrace adaptive, ecological, and low-carbon strategies. Some key approaches include:

-

-

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Passive Design: Using the building's form, orientation, and materials to minimize energy consumption for heating, cooling, and lighting, relying on natural elements instead of mechanical systems. (AIA, 2021) Green and Blue Infrastructure (GBI): combines natural and engineered systems to create a network that enhances urban environments by integrating green spaces (parks, trees, gardens) and blue spaces (water bodies, sustainable drainage systems). (A&DS, 2024) Renewable Integration: Incorporation of renewable energy systems, like solar panels and wind turbines, into the design and operation of buildings and infrastructure.

Resilient Materials: The selection and use of building materials that enhance a structure's ability to withstand and recover from disruptions, including natural disasters, climate change impacts, and other unforeseen events. For example, low-carbon concrete, bamboo, or recycled composites are commonly used to mitigate climate change actions.

These strategies further develop architecture as an ecological system, blurring the boundaries between built and natural environments.

UN-Habitat’s Role UN-Habitat operationalizes climate-responsive architecture through initiatives like the CIties and CLimate Change Initiative (CCCI), launched in 2008. THe CCCI helps cities integrate climate adaptation into planning and ensign, emphasizing low-income and vulnerable communities. UN-Habitat also contributes to the New UrbanAgend (2016), which underscores compact, organized, and resource-efficient cities as a key factor to climate resilience. By aligning architectural practices with these frameworks, designers can ensure that projects are both innovative and adaptive to climate change.

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A. Case Study 1: Rotterdam Climate Proof Rotterdam, one of Europe’s most climate-vulnerable cities, has pioneered architectural and urban solutions for sea level rise. Projects such as Waterplein Benthemplein, a water square that doubles public space during dry periods and a flood basin during heavy rains, exemplifies multifunctional designs (PPS, 2019). Floating pavilions and flood-resilient housing further demonstrate how architecture can integrate adaptability into everyday life. Since the Netherlands is one of the developed countries, they did not have restrictions on infrastructure and economical aspects when making these innovative models. However, developing countries face various challenges when trying to adopt these ideas.

B. Case Study 2: African Eco-Housing Pilot In Mozambique, recurrent cyclones and flooding cause annual displacement of thousands of people. UNHabitat, in partnership with local governments, has supported the development of cyclone-resilient housing using locally available materials (António, 2024). Elevated foundations, sloped roofs, and modular layouts, reducing the damage while remaining affordable. These housing prototypes not only protect communities but also demonstrate how adaptive designs can respect cultural traditions and resource constraints (UN-Habitat, 2020).

C. Synthesis The above cases highlight the dual role of architecture: as a cutting-edge technology urban laboratory of climate adaptation in Rotterdam and as a low budget, community based model for resilience. Both emphasize how architecture, with the partnership with UN-Habitat, can be expanded, adaptable, and equitable - meeting local needs while contributing to global climate goals. On the other hand, these two cases illustrated the difference in adaptive ability according to their economic status. This inequality should be narrowed down with the local government’s cooperation with the United Nations, aligning with the 17 Sustainable Development Goals (SDGs). (UN)

Introduction to the Product Design In response to the escalating threats of sea level rise, particularly in developing countries, this project proposes an innovative housing solution that integrates both environmental and architectural strategies for climate adaptation. The design seeks to address the dual challenge of rising seas and sustainable construction by employing environmentally friendly materials that minimize ecological harm during the building process.

A. Limitations of Conventional Strategies Elevated houses are commonly used in flood-prone regions, yet they remain vulnerable to foundation erosion caused by prolonged exposure. Over time, such erosion undermines structural stability, making elevated housing inadequate as a long-term resilience to sea level rise. (FEMA) On the other hand, floating houses, which are more prevalent in developed countries, tend to be luxury and high construction cost for developing countries. Additionally, floating structures are often vulnerable to extreme weather conditions such as strong winds and turbulent water. Moreover, they lack connectivity to the land, relying on boats or water taxis for access. (EEA 2012)

B. Materials and Energy Systems The construction, overall, utilized durable and eco-friendly materials. The roof is covered with galvanized steel, chosen for its lightweight, rust-resistant properties and long-term durability (BBR). The walls are composed of fiber cement board, which has great fire-retardancy and are waterproof. It offers resilience and reduces air pollution through utilizing the material composed with recycled fly ash (JP, 2024). The structural frames are made with aluminium, a material widely used in modular floating homes due to its strength and resistance to corrosion. (ADB, 2024)

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To enhance self-sufficiency, the design integrates solar panels on the roof, enabling the generation of renewable energy and reducing dependency on external energy systems. This ensures the house remains energyefficient and resilient in extreme conditions.

C. Adaptive Elevation System The most distinctive feature of this design is its adaptive elevation mechanism. Inspired by the extendable functionality of a cutter knife, the elevation bars can be lengthened or shortened to accommodate adverse shoreline conditions. During extreme weather conditions, these bars can be anchored into the ground to enhance stability and reduce the risk of displacement caused by strong winds or rough seas.

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D. Connectivity The housing unit is further designed to foster community resilience. Each block includes a boat bollard, allowing them to facilitate connection to both the shoreline and adjacent housing units. With implemented at scale, this feature allows for the development of interconnected communities that resemble water-based towns.

Such connectivity not only enhances social cohesion but also ensures collective safety in the face of environmental hazards. Since this project aligns with UN SDGs, this connectivity emphasizes the SDG 17, partnerships for the goals, forming partnerships between people on the sea.

Conclusion Architecture, when aligned with the projects done by the UN-Habitat, serves as more than the design of physical structures. It is a decisive instrument for resilience, justice, and sustainability in an era of accelerating damage of climate change. As demonstrated in the global case studies such as Rotterdam’s advanced water management systems and Mozambique’s cyclone-resilient housing, architecture has the capacity to adapt to various conditions with different economic status, cultural values, and environmental vulnerability. Furthermore, these case studies reveal the persistent inequities between developed and developing countries with their capacity to implement climate-adaptive designs.

The hybrid housing model presented in this study offers one potential method to narrow this gap. By considering the advantages of both floating and elevated structures; employing durable and eco-friendly materials; and ensuring energy self-sufficient with the utilization of solar panels, the design raises resilience to the vulnerabilities of coastal communities in developing countries. Its adaptive elevation system and emphasis on community connectivity further demonstrate how architecture can promote not only environmental resilience but also social cohesion.

In the future, partnerships between architects, local governments, and supranational organizations such as UN-Habitat will be a great option in the development of these innovations. Climate change is a global crisis, majorly caused by developed countries, but damaging the developing countries the most.

However, its solutions must be both locally grounded and globally shared.

Ultimately, building resilience to sea level rise is not merely about safety infrastructure. It is safeguarding human dignity, ensuring equity, and creating sustainable communities for future generations.

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Works Cited AIA. “Passive Design.” AIA California, 28 Apr. 2021, aiacalifornia.org/news/things-you-can-do-right-now-passivedesign/.

A&DS. “What is a blue-green infrastructure?” A&DS Blog, Architecture & Design Scotland, 27 Feb. 2024. ads.org.uk/blog/what-blue-green-infrastructure.

PPS. “Waterplein Benthemplein … climate-smart urban design.” Project for Public Spaces, 22 Apr. 2019. https://www.pps.org/places/waterplein-benthemplein António, Casimiro, Brian App, and Maria Olanda Bata. "Climate-resilient Housing in Mozambique’s Coastal Cities."

Urbanet, 2 Jan. 2024. https://www.urbanet.info/climate-resilient-housing-mozambiques-coastal-cities/ UN-Habitat. “Focus on Mozambique.” UN-Habitat, Sept. 2020. https://unhabitat.org/focus-on-mozambique-a-decade-of-experimenting-disaster-risk-reduction-st rategies World Bank. “Cutting Global Carbon Emissions: Where Do Cities Stand?” World Bank, 5 Jan. 2022. https://blogs.worldbank.org/en/sustainablecities/cutting-global-carbon-emissions-where-do-citiesstand#:~:text=Cities%20account%20for%20over%2070,constructed%20with%20carbon%2Dint ensive%20materials.

United Nations Environment Programme. “Cities and Climate Change.” United Nations Environment Programme, 2 Oct. 2024. https://www.unep.org/explore-topics/resource-efficiency/what-we-do/cities-and-climate-change FEMA. “Elevating Your House. U.S.” Federal Emergency Management Agency, Chapter 5, pp. 5–6. https://www.fema.gov/sites/default/files/documents/fema_elevating-your-house-chapter-5.pdf EEA. “Floating and Amphibious Housing – Climate-ADAPT.” European Environment Agency, 2012. https://climate-adapt.eea.europa.eu/en/metadata/adaptation-options/floating-and-amphibious-hou sing United Nations. “Human Settlements.” United Nations, https://www.un.org/en/global-issues/human-settlements UN. “Partnerships for the Goals. Global Goals.” United Nations, https://globalgoals.org/goals/17-partnerships-for-thegoals/ Accessed 17 Aug. 2025.

BBR. "What Are the Best Corrosion-Resistant Metal Roof Materials?" BB bbroofingsolutions.com/what-are-the-best-corrosion-resistant-metal-roof-materials/. Accessed 17 Aug. 2025.

Roofing

Solutions,

JP. "A Comprehensive Guide to Fiber Cement Boards vs. Magnesium Oxide Boards." MagMatrix Boards, 10 Dec. 2024, https://www.magmatrixboards.com/post/a-comprehensive-guide-to-fiber-cement-boards-vs-mag nesium-oxide-boards.

Accessed 17 Aug. 2025.

ADB. "Aluminum Floating Docks: Dock Options for Your Waterfront." AccuDock Blog, 5 Dec. 2024, www.accudock.com/blog/aluminum-floating-docks-best-options/. Accessed 17 Aug. 2025.

Lindsey, Rebecca. “Climate Change: Atmospheric Carbon Dioxide.” NOAA Climate.gov, 9 Apr. 2024, www.climate.gov/news-features/understanding-climate/climate-change-atmospheric-carbon-diox ide. Accessed 17 Aug. 2025.

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REFLECTION

24th Training Program on the United Nations and the 2030 Agenda

Reflection on HTF UN and SDGs Program Doyeon Yeriel Kim, Northfield Mount Hermon TABLE OF CONTENTS Introduction Case Study: Nepal Case Study: Uganda Personal Reflection Conclusion Introduction Participating in the program that brought together lectures from individuals working with the United Nations and its affiliated organizations was a deeply transformative experience for me. The program not only expanded my understanding of the United Nations’ broad mission but also gave me an opportunity to look more closely at the intersection of economics, culture, and sustainable development. Before attending, I had understood the UN mostly as a peacekeeping and humanitarian organization. However, through these lectures, I came to see how central economic policies, development programs, and cultural initiatives are to achieving the Sustainable Development Goals. In particular, I found myself drawn to the economic aspects of cultural preservation. My group’s research project focused on how intangible cultural heritage (ICH) in Nepal and Uganda has been harnessed not only as a way to safeguard tradition, but also as a driver of local and national economic growth.

This dual role of a heritage, protecting identity while also creating livelihoods, reflects the essence of what the UN seeks to achieve: sustainable development that balances social, cultural, and economic dimensions.

Case Study: Nepal Our research on Nepal revealed how intangible cultural heritage has been central to both preserving identity and promoting economic resilience. One powerful example is the Indra Jatra Festival, a traditional Newar celebration that draws thousands of domestic and international visitors. By linking the festival with local art markets, such as Paubha and Thangka paintings, the community has created a space where cultural heritage directly supports livelihoods.

Data from UNESCO-supported programs showed measurable impact. 67% of trainees involved in cultural enterprises reported increased income, and a significant majority of participants were women and youth. This demonstrates how ICH initiatives not only contribute to economic growth but also tackle issues of gender inequality and youth unemployment.

Reflecting on this, I realized how economics can be far more than abstract models and numbers. In Nepal, economics became about whether a young woman could support her family by painting traditional art, or whether a festival could revive local businesses in a post-earthquake context. These examples brought the subject to life for me in a way that classroom theory often cannot.

Case Study: Uganda Uganda provided another perspective on the relationship between ICH and economic development. In this case, the focus was on community-based initiatives that integrate cultural practices into tourism and local 126

enterprises. Traditional music, dance, and storytelling have become part of eco-tourism projects, attracting visitors while also generating income for rural communities.

One initiative involved training young people in traditional performing arts while also equipping them with entrepreneurial skills. This dual approach ensured that cultural practices were not lost but instead became sustainable sources of income. In addition, women’s cooperatives involved in traditional crafts gained greater access to markets, contributing both to household incomes and national economic diversification.

From an economic standpoint, Uganda’s case illustrated how ICH can reduce dependency on external aid and build resilience in local economies. For me, it highlighted how economics must be redefined in broader terms: not only as trade or investment flows, but also as the capacity of a community to sustain itself through its heritage and knowledge.

Personal Reflection Through this program and my group’s research, I began to view economics not just as a technical subject, but as something profoundly human. The numbers and indicators matter, but behind every statistic lies a community, a tradition, and a livelihood. The stories of Nepal and Uganda showed me that intangible cultural heritage can function as a form of “living capital.” When supported by the right policies and investments, heritage generates income, strengthens identity, and empowers marginalized groups.

The lectures made me reflect on the role of international organizations like the UN. Rather than imposing one-size-fits-all economic models, the UN has increasingly supported local initiatives that value cultural diversity. This approach is not only respectful but also more effective, since it builds on the strengths and creativity of the people themselves.

Personally, I left the program with a deeper appreciation of how economics connects to culture. I also felt inspired to think about how I might contribute in the future, whether through research, policy, or on-the-ground projects, to bridging the gap between economic development and cultural preservation.

Conclusion This program provided me with invaluable insights into the role of the UN and its partners in fostering sustainable development. By hearing directly from experts and then applying those ideas to real-world case studies, I gained a clearer understanding of how intangible cultural heritage contributes to economic resilience in countries like Nepal and Uganda.

Ultimately, I came to see that economics is not just about wealth creation; it is about enabling people to live with dignity, preserve their identity, and thrive in a rapidly changing world. The UN’s approach, and the examples of Nepal and Uganda, demonstrated that culture is not only worth preserving for its own sake, but also for its potential to transform economies and societies.

This reflection has motivated me to continue exploring how cultural and economic policies can work hand in hand, ensuring that development is not only sustainable, but also inclusive and meaningful.

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Reflection Minjo Choi, Korea International School Jeju What I Learned The 24th Training Program at the United Nations helped me understand the organization and its work in ways I had not experienced before. I had always thought of the UN mainly as a peacekeeping body, but throughout the program I realized that its responsibilities are far broader. The UN is deeply involved in development, sustainability, and human rights, and these areas are connected in ways I had not considered.

The sessions on the Sustainable Development Goals showed me how the goals fit together. Hunger, for example, is not just about food shortages, but also about education, stable governments, and economic opportunities. Climate action is tied not only to the environment but also to health and security. These discussions helped me see that progress cannot be made in isolation; each goal depends on the success of others.

Learning from experts at UNICEF, UN Women, and Save the Children made these topics feel less abstract.

Instead of only reading about numbers, I listened to stories about communities that face daily struggles with inequality or lack of access to basic needs. These stories reminded me that behind every goal there are people whose lives are directly affected.

One of the most memorable parts of the program was the climate change simulation. I had to play the role of a delegate negotiating with others, and I quickly realized how difficult it is for countries to agree. Each group wanted different outcomes, and the debates often stalled. Although it was sometimes frustrating, it gave me a better sense of the challenges that diplomats deal with and how important compromise is in international discussions.

How I Felt During the Program At the beginning, I felt nervous. Many of the other students came from well-known schools, and I was not sure if I would be able to contribute at the same level. I was hesitant to speak up in group discussions and worried that my ideas would not stand out.

As our group project developed, those feelings began to change. Working on the theme of education showed me that collaboration is less about competition and more about combining different perspectives. Each member had a different focus. Some looked at policy, others at technology, but when we brought these ideas together, the final project became stronger. By the time we presented, I felt proud of what we had created, and the process helped me gain more confidence in speaking and sharing my thoughts.

Listening to the guest speakers also affected me personally. I remember one speaker emphasizing that gender equality should not be seen as only a women’s issue, but as a matter of fairness for everyone. That idea stayed with me and made me think about how I approach these problems myself. Another meaningful part of the program was simply being surrounded by other students who cared about the same issues. Even though the problems we discussed were serious, seeing how committed my peers were made me feel optimistic. Instead of feeling discouraged, I ended the sessions feeling motivated to do more.

How This Experience Will Influence Me Going Forward Looking back, I can see how this program will affect my future goals. I have always been interested in economics and business, but before this program I mostly thought of those areas in terms of careers or personal interests. Through the lectures and projects, I realized that economics can also be used to address issues like 128

poverty, sustainability, and inequality. Ideas such as sustainable finance or impact investment are examples of how economic tools can directly support global development.

Hearing about alumni who went on to study at major universities and later worked in international organizations also encouraged me. Their examples made me think about how I could build on this experience in the years ahead. It showed me that programs like this are not just short-term opportunities, but important steps toward larger goals.

The most important change is how I now see my role. Even though I am still a student, I no longer feel as though global issues are too distant for me to engage with. I may not be involved in drafting policies, but I can contribute through research, volunteering, or smaller initiatives in my own community. The program reminded me that responsibility does not belong only to world leaders, but also to ordinary people who are willing to take action.

The UN Training Program helped me learn more about global institutions, practice collaboration through projects, and think more seriously about the role I can play in the future. It gave me a clearer sense of direction and reminded me that even though the challenges are complicated, progress is possible when people work together.

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A Dream for Tomorrow Seoyun Kang, Gimhae Foreign Language High School The five days of the Hope to the Future program were not easy. Starting early in the morning, the lectures were scheduled until late at night. After the lecture were the group projects. Interacting with my teammates was one of the greatest challenges to me, and the Zoom meeting itself made the communication harder than it already was. Everything was new. Every day there was something new that I had to deal with – conducting a project in a language that was never my mother tongue, being bold enough to ask a question in front of peers whom I had never met before, gathering myself together whenever I wanted to give up on my team’s project. Yet, ironically, these very struggles made those five days among the most unforgettable of my life.

Why are my friends not interested in taking youth actions? Ever since I decided to be a journalist, this has been a question that has been lingering on my mind. The 21st century is the most unprecedentedly prosperous era in the history of mankind. However, we can find somebody complaining about our lives nowadays every day, everywhere. Despite the substantial richness, our world often feels duller and more fragmented than ever.

COVID-19 struck the globe, and we were separated from each other for years. Since 2022, the media have been reporting on the war between countries. We were left in our own worlds, disconnected. We saw people dying, saw them being tortured, starved to death, and killed in the most inhumane ways that we learned to be “forbidden by consultations” in the textbooks. The world kept working on it’s own bizarre ways. Tomorrow started feeling like an uninvited guest. What our world gave us during the past few years was something worse than a pandemic and inflation. What we were left with was apathy, the apathy that takes the hope for the future away from us.

Youth don’t talk about politics anymore. Global issues are not the kind of thing that you can discuss with your friends. And without reasons, the job of a journalist, which has always been my dream, started to feel pointless and plain.

I joined this program hoping to break free from that lethargy. I wanted to find out the reason why people are not interested in Global issues, and I wanted to find out the way to make the world engaged. I wanted to face my own hesitation. In my vague thoughts, the Hope to the future program appeared, in my mind, like a magical cure-all. I felt like hearing about new things from the broader world might guide me to a better place – anywhere other than where I felt stuck.

It did not take me long to realize how naive this idea was. Before this program, I did not know how UN operated. I also had no idea how nations cooperate and negotiate with each other. I thought of it simply as a conference where officials sat around presenting papers detached from real-world problems. But I learned that the UN is built on a far more intricate mechanism, one supported by countless institutions and NGOs that actively work toward the Sustainable Development Goals. The most surprising discovery was how deeply passionate every speaker was about their work. They were not merely presenting theories, but they were sharing their life stories and inner drives. They were committed to their projects, proud of their missions, and truly invested in building global partnerships. This changed my long-held belief that peace and progress were impossible as long as people pursued their own self-interest.

The lecture on gender inclusion in education was the most inspiring to me. Hearing the story of the girls who decided to go back to school after being encouraged by their women mentors in Kenya, I realized that meaningful change can begin with something as simple as personal support. Slowly, but steadily, a single human connection could actually spark a change that was once thought impossible.

I know many young people who, like me, struggle to find meaning in their repetitive, seemingly pointless days. I understand their hesitation, their reluctance to step forward, because I have felt it too. The idea of being involved in “world peace” sounds like a daydream, and it might even seem embarrassing. You suffer from your own problems. The problems that seem big enough to make the world seem like a meaningless place. These problems will be forgotten once we grow up, and will be left incomprehensible again. We will be adults. And there will be new youths. Eventually, lots of us will forget that we were once one of them. Maybe the generation 130

gap will remain as a problem that cannot be solved forever, because every adult grow up to forget that they too were once a child. But I realized that the generation gap does not have to be an obstacle. I want the youth to realize that we do not need to wait until we are older or more established to act. Even small gestures, no matter how trivial they may seem to others, can carry weight.

In the end, my dream did not change. The program did not alter my road map entirely after all. Instead, it gave me clearer goals. I still want to be a journalist. Not simply to report stories, but to inspire people to become the good they long to be. No matter how cynical the world may seem, I believe every person harbors a quiet desire to be recognized as kind. My role, I realized, is to help bring that desire to light.

As the story of the girls from Kenya tells us, the driving force that made girls choose to stand up for themselves was the interactions with those who had already made it before them. Lighting up someone’s heart is a kind of thing that AI would not be able to replace, no matter how evolved it would be in the future. And I want the youth to know that this can be our very own jobs, and we are already capable enough to make this happen. Some parts of the things that we are taking as granted in our daily lives, such as education and a wide choice range of occupations, can be something that some of people in our world have never even imagined about. I want the half of the world to realize that we ourselves can be someone’s inspiration. We can be the inspiration someone else needs, not someday in the future, but now.

My new goal is to be a bridge between those who need a mentor who can bring them courage, and those who actually can be the one. My dreams may shift again, and I might feel lost again – but now I know where I want to devote my youth for sure.

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Reflection Yuchan Jang, Daeil Foreign Language High School My academic interests lie at the intersection of Folklore & Mythology and Government, where the stories that shape civilizations meet the policies that guide them. Folklore and myths are not merely ancient tales. They are repositories of cultural values, collective memory, and societal norms that influence governance. This connection became vivid to me during my participation in the 24th UN Expert Training Program, where I engaged in simulations and policy discussions on global challenges. In these sessions, I witnessed how cultural narratives, often rooted in national myths or shared historical memory, can influence diplomatic stances, negotiation strategies, and the framing of international agreements. By studying both political theory and the symbolic frameworks embedded in folklore, I aim to explore how cultural identity shapes decision-making at the highest levels. Through this dual focus, I hope to develop a culturally informed approach to policy-making that respects tradition while addressing contemporary global challenges.

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Hope to the Future Association Status

NGO Representative at the United Nations Department of Global Communications (UNDGC)

Program

International understanding education programs and sustainable sponsorship programs offering various global citizenship-learning curriculum

Website

www.hopetofuture.org

Email

webmaster@hopetofuture.org

Contact

+82-2-6952-1616

Hope to the Future Association (HFA) is a non-profit organization registered under the Ministry of Foreign Affairs of the Republic of Korea. Since 2014, HFA has been associated with the United Nations Department of Global Communications (UN DGC) as a Civil Society Organization, and in 2018, it registered as an official member of United Nations Academic Impact (UNAI) Korea, expanding its scope as an educational institution.

HFA's mission is to foster global competence and raise awareness about the importance of global citizenship education and international development among domestic and international youth. HFA provides guidance and academic inspiration with a global focus, empowering young people to become active global citizens who can positively impact their communities and the world.

To achieve its mission, HFA offers International Understanding Education Programs and Sustainable Sponsorship Programs. These programs provide a platform for youth to discuss and explore international issues, including the United Nations and its agenda regarding the Sustainable Development Goals (SDGs). HFA believes that advocating for the United Nations and its agenda as a common goal is essential for creating a sustainable and peaceful world.

Overall, HFA strives to inspire and empower the global youth to become leaders and advocates for positive change through global citizenship education and a focus on international development.

01. Training Program at the United Nations - Conducts youth-focused training sessions at the UN Headquarters in Geneva and New York Features insightful lectures by senior UN officials and international experts - Enhances participants' understanding of the Sustainable Development Goals (SDGs) and key global issues within the UN's purview.

- Facilitates discussions with the UN Ambassador from the Republic of Korea.

02. International Model United Nations - 'Yale MUN & Yale MUN Korea' - Established a formal partnership with the Yale MUN Secretariat in February 2018 to organize YMUN Korea - Provides MUN training sessions led by UN Ambassadors and global experts, focusing on enhancing public speaking and diplomacy skills among youth ambassadors/delegates

03. Global Youth Forum on the United Nations - A four-day program designed to deepen participants' understanding of the UN and international organizations - Concentrates on the theme of 'Sustainable Development Goals and Peace’ 04. Global Leadership English Challenge - An English speaking and essay competition running since 2012 - Centered around the United Nations’ Sustainable Development Goals (SDGs) 05. UN SDG Book Club Korea - Launched in 2020 as the first UN-affiliated book club in Korea, initiated through a proposal from UN Publications - Engages members with books recommended by the UN and features lectures by experts in literature and Sustainable Development Goals 06. Youth Solidarity Magazine 'Global Citizen' - Includes interviews with former ambassadors, professionals from international organizations, and ESG entrepreneurs - Features articles and content created by youth journalists 07. Donation Campaign for Children in Africa - 'Container of Hope' - Sends a 40ft container filled with translated English books, shoes, and school supplies to developing countries in Africa - Supplies and donations are collected through campaigns led by student volunteers

Cooperation / Sponsorship Organization Group Programmes Unit, Visitors Services, United Nations Department of Global Communications With kind cooperation and support and support of the DGC Group Programmes Unit, HFA is able to organize a diversified and a high-quality UN Training curriculum the Korean Youth every year. The Visitor Centre provides UN Expert briefings and guided tours to visitors from around the world.

Ritsumeikan Asia Pacific University Under the principles of 'Freedom, Peace and Humanity,' 'International Mutual Understanding,' and the 'Future Shape of the Asia Pacific Region,' APU was established on April 1, 2000 with the aid of Oita Prefectur, Beppu City and more. APU's philosophy is to create a university campus that produces graduates with the skills they need to contribute to international society based on the fundamental principles of the campus. APU has been one of the biggest sponsors of Hope to the Future Association since 2013.

ⓒ HOPE TO THE FUTURE ASSOCIATION 2025. All Rights Reserved.

All photographs and textual content, including essays, featured in this report are the property of Hope to the Future Association, unless specified otherwise. Certain images and statistical data incorporated within student essays are credited to their respective sources, as noted within the document. While some materials may lack explicit references, their use is intended solely for educational and informational purposes. Unauthorized reproduction, distribution, or commercial exploitation of any content from this report without express permission from Hope to the Future Association is strictly prohibited.

Publish Date

September 1, 2025

Publisher

Hope to the Future Association

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4F., Dana Bldg., Bongeunsa-ro 176, Gangnam-gu, Seoul, Republic of Korea, 06125

Phone

+82-2-6952-1616

Fax

+82-2-538-5928

Email

www.hopetofuture.org