The central
idea of all Model United Nations Projects is that
teams of students are allocated a country other
than their own for the duration of the project.
Student delegates must research their allocated
country in detail and prepare a draft UN-style
resolution on an issue of international importance,
before ‘representing’ their country
in a series of grand debates in a simulated UN
assembly. Part of the rationale is to give students
insight into often-complex UN procedures; a major
objective, however, is to ensure that students
are given an opportunity to reflect on some of
the major problems which face the world at any
given time.
The first ever Model
United Nations Conference was held in Geneva,
at the Palais des Nations, in 1953. The brain-child
of Bob Leach and a number of other teachers at
The International School of Geneva, it was called
The Students’ United Nations and aimed to
ensure that the potential leaders of tomorrow
did not make the same mistakes as their predecessors.
The Students’ United Nations ran successfully
for 40 years, before being revamped into the Students’
League of Nations, now in its twelfth year. This
remains the only Model United Nations conference
to take place within the UN itself in Geneva and
we are honoured that our efforts in creating the
Oman Model United Nations Project have been rewarded
with a long-standing invitation for Sultan’s
School students to attend this highly prestigious
and selective conference.
About fifteen years
later, a similar Model United Nations project
was started in the USA which led ultimately to
the creation of what is now known as THIMUN –
The Hague International Model United Nations.
The aims of THIMUN are somewhat different; whereas
the Geneva model is based around the creation
of a Model United Nations General Assembly, the
THIMUN model seeks to additionally create a number
of different UN commissions such as the Commission
for the Environment, The Economic and Social Committee
(ECOSOC) and the International Court of Justice
(ICJ). The various different forums make this
a much more complex model of conference to organize,
and THIMUN style conferences often involve a much
larger number of students than the Geneva model,
although the basic principles are the same.
Here in Oman,
we have sought to take what is best from both
models of conference. See About The Oman MUN for
further details.
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The Oman Model
United Nations Project was inaugurated at The
Sultan’s School in September 2004, and ten
other local schools from the Oman capital area
quickly made the decision to join the project.
The first project culminated with the First Oman
Model United Nations General Assembly on 17th
February 2005.
The decision was
made to keep the format simple for the first year,
as the vast majority of participating students
were new to MUN. Hence, we followed the Geneva
model of conference, which is less complex and
easier to control than the THIMUN model (see About
MUN).
Our major objective,
however, was always to create a major international
conference that would attract leading MUN players
from the Gulf Region and beyond. For year two,
therefore, the decision was made to develop the
format in a number of important respects and rather
than jumping straight for the THIMUN model, we
decided to look at the relative strengths and
weaknesses of both models of conference.
One of the great
strengths of the selective Geneva model is that
students are always very well prepared on the
specific resolutions for debate because these
have been notified to them in advance, but one
of its few disadvantages is that only a relatively
small number of delegates have the opportunity
of debating their own draft resolution at the
conference – most must speak on someone
else’s resolution. To address this concern,
we made the decision to include two UN Commissions,
the Commission for the Environment and the Economic
and Social Committee (ECOSOC), allowing students
themselves to select the resolutions which are
carried forward to these commissions and ensuring
that a greater number of resolutions make it to
the conference. To balance this spontaneity, however,
two resolutions will be fast-tracked to The General
Assembly, ensuring that delegates have a significant
period of time to prepare themselves for these
two debates.
Additionally, we
were keen to retain the selective nature of the
Geneva model and avoid becoming too large and
unwieldy, as students sometimes travel a long
way to be present at an MUN, only to find that
they are denied the opportunity to speak in The
General Assembly through sheer pressure of numbers.
Also, there is sometimes a danger with larger
conferences that the real debate gets lost amidst
the attempt to simulate official UN procedure.
We therefore decided against introducing more
than just the two commissions in the first instance,
and sacrificed a degree of authenticity by allowing
all delegations to sit on both commissions.
Finally, we
have introduced a number of innovations of our
own, such as the online pre-conference merging
of resolutions, whereby delegations are able to
co-sponsor the resolutions of those with similar
concerns in advance of the conference. Again,
if this is not wholly authentic in terms of official
UN procedure, we do not apologise: our prime objective
is, and always will be, to maximise the educational
impact of the debates themselves.
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