KING’S COLLEGE INDIA MODEL UNITED NATIONS 2023
CHAPTER V
BACKGROUND GUIDE
KCI Model United Nations (2024-25)
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For the delegates of
UNODC
United Nations Office of Drugs and
Crime
KCIMUN’24
Letter from the Secretary-General
Dear Delegates,
It is my utmost pleasure to welcome you all to the King's College Model United Nations
2024. As the Secretary-General, I am both honoured and excited to witness the
engagement and discussions that will unfold in the coming days. Your participation in
this conference signifies your commitment to diplomacy, international relations, and the
pursuit of solutions for some of the most pressing challenges facing our world today.
Model United Nations is not just a platform for debate and dialogue, but a journey of
learning, cooperation, and empathy. It provides an opportunity to walk in global leaders'
shoes, understand the complexities of policy-making, and appreciate the diversity of
perspectives that shape our world.
This year, the committees will address topics of great significance, ranging from global
security threats to economic disparities and humanitarian crises. I encourage each of you
to embrace the spirit of inquiry and collaboration as you engage with these multifaceted
issues. As you prepare for the sessions ahead, remember that the essence of diplomacy is
rooted in respect, patience, and the willingness to listen. Engage with your fellow
delegates constructively, challenge ideas thoughtfully, and above all, be open to learning
from each other.
On behalf of the Secretariat and the organising team, I wish you the very best for an
intellectually stimulating and fulfilling experience at the conference. May your
contributions help shape productive dialogue and lasting solutions for a better world.
I look forward to seeing you in action and witnessing the resolutions that will emerge
from this gathering of bright and passionate individuals.
Best regards,
Ambika Dangi
Secretary-General,
King's College Model United Nations 2024
KCIMUN’24
Letter from the Deputy Secretary-General
Dear Esteemed Delegates,
It is with great pleasure and anticipation that I welcome you to the 2024 edition of the
King’s College India Model United Nations (KCIMUN). As the Deputy Secretary
General, it is my honour to support this event, which promises to be a platform where the
sharp minds of tomorrow converge to engage in diplomacy, debate, and the pursuit of
global solutions.
At KCIMUN, we strive to foster an environment that encourages rigorous intellectual
discourse, collaboration, and innovation. In the face of the world’s most pressing
challenges, the committees you will participate in offer a unique opportunity to hone
your skills in negotiation, critical thinking, and public speaking. Your role as a delegate
is pivotal, as your ideas and resolutions have the potential to inspire real-world impact.
This year, our theme centres around "Think Wise, Planetize!", reflecting our
commitment to addressing racism, discrimination, the Russia-Ukraine Conflict, the
Israel-Palestine Conflict, human rights violations, SDGs, and many more. The
background guides you hold are crafted to provide a comprehensive understanding of the
topics, offering you a foundation upon which to build your research and strategies.
I encourage you to immerse yourselves fully in the debates, to challenge yourselves and
others, and to embrace the spirit of diplomacy that MUN fosters. Remember, success in
MUN is not solely defined by the awards you may receive, but by the knowledge you
gain, the perspectives you broaden, and the connections you forge.
As you prepare for the conference, keep in mind the importance of respectful dialogue
and the value of diverse viewpoints. These qualities are at the heart of what makes MUN
such a transformative experience.
I look forward to seeing the innovative and impactful resolutions that emerge from your
committees and to witnessing the passion and dedication you bring to the table.
Wishing you all the best in your preparation and participation at KCIMUN 2024.
Yours sincerely,
Utkarsh Goel
Deputy Secretary General
King's College Model United Nations 2024
KCIMUN’24
Letter from the Executive Board
Dear Delegates,
We are delighted to welcome you all to the United Nations Office on Drugs and Crime
(UNODC) at KCIMUN’24! As the Director of UNODC for this year’s conference, I am
excited to collaborate with each of you as you assume the vital role of representing your
nations within one of the world’s most credible establishments.
Our committee is not just a place for debate; it is a dynamic community built on
collaboration, empathy, and mutual respect, which form the foundation for meaningful
discussions and impactful resolutions. We look forward to getting to know each of you
individually and believe that, together, we can cultivate an atmosphere where everyone
feels inspired to contribute and drive positive change.
To help you prepare for the critical discussions ahead, we have provided a
comprehensive guide that we encourage you to review thoroughly. The mission of the
UNODC—to address crime, corruption, and drugs while promoting justice and building
peaceful, sustainable societies—is a responsibility we all share. This guide is designed
to equip you with the tools and insights needed to grasp the complexities of the issues
we’ll be tackling and to represent your country’s position with both clarity and
conviction.
We strongly encourage you to approach your research with both curiosity and
thoroughness given the intricate nature of crime, drug control, and justice concerns in
2024. Comprehending all aspects of our issues and the standpoints of your individual
nations will be essential to our joint attainment. We’re always available to assist you, so
please reach out anytime—whether before, during, or after the conference—if you have
questions, need clarification, or want to brainstorm and exchange ideas.
We hope this conference will be a memorable and enriching learning experience for all of
us. Let’s work together to maximise our time, ask meaningful questions, and support one
another in our shared mission to advance justice and global peace.
Warm regards,
Parav Deswal
Director of UNODC
King's College Model United Nations 2024
KCIMUN’24
Introduction to the United Nations Office of Drugs and Crime
The United Nations Office on Drugs and Crime (UNODC) is a global leader in
the fight against illicit drugs and international crime, in addition to being
responsible for implementing the United Nations lead programme on terrorism.
The UNODC committee seeks to enhance global efforts to combat drug-related
crimes, illicit drug manufacturing, trafficking, and use, as well as to raise public
awareness of the dangers of drug use. UNODC also works to improve crime
prevention and assist criminal justice reform in order to defend the rule of law,
maintain stable and functional criminal justice systems, and combat the
growing threats of transnational organised crime and corruption.
UNODC was founded in 1997 and currently employs about 500 people
worldwide. It has twenty field offices, a liaison office in Brussels, and its
headquarters are in Vienna. With 20 field offices, UNODC works in more than
150 nations. UNODC field staff directly collaborate with governments and
non-governmental organisations to design and carry out drug control and crime
prevention initiatives that are customised to each nation's unique requirements.
(The United Nations Office on Drugs and Crime (UNODC), n.d.)
The Agenda
Addressing the Impact of Drug Use on Education and Cultural
Heritage
The impact of drug use on education and cultural heritage is a pressing issue
that requires urgent attention from the international community. Drug abuse not
only harms individuals and their families, but it also has far-reaching
consequences for society as a whole, particularly in the areas of education and
cultural preservation.
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Drug use among students can have severe consequences for their academic
performance and overall well-being. Substance abuse can lead to:
● Decreased academic achievement and lower grades
● Higher rates of absenteeism and dropout
● Increased risk of mental health issues, such as depression and anxiety
● Impaired cognitive function and decision-making abilities
These factors can have long-lasting effects on a student's educational attainment
and future prospects. Addressing drug use in schools is crucial for ensuring that
all students have access to quality education and can reach their full potential.
Drug production and trafficking can also have devastating effects on cultural
heritage sites and practices. In some regions, drug cartels have targeted and
destroyed important archaeological sites and artefacts to assert their control
over the area. Drug-related violence and instability can also make it difficult for
communities to maintain and pass on their cultural traditions to future
generations. Moreover, the illicit drug trade often thrives in areas with weak
governance and limited economic opportunities. This can lead to the
exploitation of indigenous communities and the erosion of traditional ways of
life.
As delegates of the UNODC, your task is to dive into the complex relationship
between drug use, education, and cultural heritage. You will explore strategies
and ways to mitigate these impacts, focusing on prevention, rehabilitation, and
the protection of cultural heritage. The outcomes of the committee sessions will
be critical in shaping policies that not only address the immediate concerns but
also foster long-term resistance in communities affected by drug use.
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Country Backgrounds
Presented further is some research that will help give you a foundation into the
ongoing issues related to the agenda in various countries that are often
mentioned when talking about the problem at hand. This information is by no
means exhaustive and it is recommended to research each country yourself to
provide yourself with a better understanding and information specific to your
use case.
The United States of America
In the U.S., drug education has been a significant component of school
curricula since the 1980s, particularly following the "War on Drugs." The
establishment of the Office of Safe and Drug-Free Schools in 2002 underscored
the government's commitment to addressing drug and alcohol use among
students through education. Schools are mandated to implement programs that
educate students on the dangers of substance use, often partnering with local
law enforcement and organisations like Drug Abuse Resistance Education
(DARE) and Students Against Destructive Decisions (SADD) to enhance these
efforts. (Stamm et al., 2016)
Despite these initiatives, many policies remain punitive and exclusionary, often
leading to disciplinary actions that can adversely affect students' educational
experiences. Research indicates that such zero-tolerance policies can exacerbate
issues by removing students from supportive educational environments, thereby
increasing the likelihood of further at-risk behaviours (Welsh, 2019). This
highlights a critical tension between the intended educational outcomes of drug
policies and their real-world implications.
Culturally, the relationship between drug use and societal norms is complex.
Drug cultures often arise in response to social and economic factors,
influencing how substances are perceived and used within various communities.
For instance, the normalisation of alcohol and drug use on college campuses
has become a significant aspect of student life, with many students engaging in
binge drinking and using illicit drugs as part of their social experience. This
cultural acceptance can undermine educational objectives and contribute to
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negative academic outcomes, such as lower GPAs and higher dropout rates.
(Welsh, 2019)
People’s Republic of China
Historically, drug use has deep roots in China, with opium consumption noted
among early Chinese immigrants to the United States in the 1800s. However, in
contemporary society, illicit drug use is viewed as non-conforming to family
and group values, which are central to Chinese culture. While marijuana is
believed to have originated in China over 4,000 years ago, it was initially used
for its fibre rather than its psychoactive effects (Abott & Chase, 2008).
Traditional Chinese culture emphasises distinct gender roles, where males are
expected to be independent and emotionally detached, while females should be
dependent and obedient to their families. Drug use is seen as a violation of
these norms, and individuals with higher collectivistic tendencies may avoid
heroin use to preserve family honour and avoid bringing shame to their
families.
Drug use can have significant negative impacts on education in China. For
instance, in 2018, the Chongqing Municipality announced that any
administrative or criminal offence related to drug use disqualifies individuals
from admission to colleges and universities (Lin et al., 2022). Additionally, the
2020 national Regulations on Admission to General Colleges and Universities
stipulate that candidates with a record of drug-related penalties or disciplinary
measures must provide full information, which could adversely affect their
eligibility to take the college entrance exam.
Mexico
Research indicates that drug use is prevalent among Mexican youth,
particularly those who are not enrolled in secondary education. Rates of
substance use, especially alcohol and tobacco, are higher among adolescents
from higher socioeconomic backgrounds and those with family or friends who
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use drugs. A substantial number of adolescents report easy access to illicit
drugs, which is positively associated with their substance use behaviours.
(Kulis, 2008)
The cultural context in Mexico also plays a crucial role in shaping attitudes
towards drug use. While there is a lower social tolerance for illicit drug use
compared to the United States, alcohol is often viewed more acceptably within
Mexican culture (Kulis, 2008). This cultural acceptance can contribute to higher
rates of alcohol consumption among youth, despite a general negative
perception of drug use among peers.
Indigenous youth, in particular, face additional challenges. They often
experience marginalisation, low income, and limited access to education and
public services, which can exacerbate the risks of substance use initiation
(Vázquez, n.d.). The intersection of cultural heritage and socioeconomic factors
suggests that indigenous youth may be at a heightened risk for substance use
due to these systemic issues.
Brazil
A significant percentage of Brazilian adolescents engage in alcohol and drug
use, with a recent study indicating that 55.5% of adolescents aged 13 to 15
reported alcohol consumption and 9.0% had used illicit drugs at least once
(Gusmoes et al., 2022). This early onset of substance use can lead to academic
difficulties, increased dropout rates, and long-term educational setbacks.
Another study, which was published last year, indicates that cultural models
influence perceptions of substance misuse (Henderson et al., 2023), particularly
among young adults and those in treatment. The normalisation of certain
substances, such as alcohol and marijuana, can diminish the perceived risks
associated with their use, further complicating educational efforts aimed at
prevention.
Programs like the Programa Educacional de Resistência às Drogas e à
Violência (PROERD) have been implemented in schools to combat drug use.
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However, evaluations suggest that these programs have not consistently
achieved their intended outcomes and may even have adverse effects, such as
increasing the likelihood of future tobacco use among students. This highlights
the need for culturally adapted and evidence-based prevention strategies
(Gusmoes et al., 2022).
Myanmar
Myanmar has become a major producer of drugs, particularly
methamphetamines and opium, exacerbated by the recent political turmoil
following the military coup in February 2021. This situation has led to
increased drug production and trafficking, particularly in regions like Rakhine
and Shan States, which are pivotal in the drug trade due to their geographical
and socio-political contexts.
The rise in drug use among youth is particularly alarming, with reports
indicating that students as young as 14 are increasingly using drugs like yaba
(methamphetamine) to enhance their study capabilities. While initially
perceived as a means to stay awake and improve academic performance, the
long-term consequences include deteriorating mental and physical health,
behavioural issues, and a decline in educational engagement. Teachers have
noted that students under the influence of drugs exhibit rudeness and a lack of
respect, which disrupts the learning environment and undermines educational
outcomes (LIN, 2022).
Causes & Outcomes
Here you will be introduced to some possible reasons for why the issue still
persists and what may happen if it is left unchecked.
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Causes
Mental Health Issues: Adolescents with mental health conditions such as
depression, anxiety, and behavioural disorders are at a higher risk for substance
use.
Parental Influence: Parental attitudes towards substance use play a significant
role. Favourable views on drug use, poor monitoring, and lack of
communication about the risks can lead to increased substance use among
adolescents.
Family Dynamics: Factors such as family rejection (especially regarding
sexual orientation), poor parental supervision, and a lack of family support
contribute to higher risks of drug use. Adolescents from dysfunctional family
environments may turn to drugs as a coping mechanism
Peer Pressure: Association with peers who engage in substance use is a critical
risk factor. Adolescents often seek acceptance from their peers, and if drug use
is prevalent within their social circles, they may feel compelled to participate.
School Environment: Poor school performance and a lack of connectedness to
the school community can lead to increased substance use. Schools that are
poorly equipped to support students can exacerbate feelings of isolation and
disengagement, prompting some adolescents to seek solace in drugs.
Accessibility of Drugs: The availability of drugs, including prescription
medications, plays a significant role in adolescent drug use. Easy access to
substances can lower the barriers to experimentation.
Curiosity and Risk-Taking: The adolescent brain is still developing,
particularly in areas related to decision-making and impulse control. This
developmental stage often leads to increased risk-taking behaviours, including
drug experimentation as a means to seek thrills or assert independence.
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Outcomes
Higher risk of suspension and expulsion: Substance misuse weakens mental
capacities, making it hard for understudies to concentrate and hold data. This
prompts lower grades and an improved probability of school dropout.
Lower grades and poor academic performance: Young people who use drugs
will undoubtedly miss school, skip classes, and have lower investment rates.
This makes it difficult for them to concentrate on their coursework and disrupts
their learning.
Disturbance of family customs and values: Substance misuse can strain
family connections and lead to a breakdown in the transmission of social
practices and values starting with one age then onto the next.
Reduced motivation and responsibility: Substance abuse regularly prompts
an unresponsiveness toward school practices and a diminishing in motivation to
succeed educationally.
Debilitating of local area securities: Medication use can add to social
disengagement and a deficiency of association with the more extensive local
area, making it harder for youngsters to partake in and protect social practices.
Increased chance of contribution in crimes: Youths who use drugs are bound
to take part in criminal ways of behaving, which can prompt imprisonment and
further distance them from their social legacy.
Negative effect on physical and psychological well-being: Substance misuse
can cause long haul medical conditions, making it challenging for youngsters to
draw in with and add to their social networks completely..
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Questions the committee should answer:
This section lists the main objectives the committee should focus on discussing
during the debates. You can take inspiration from these to decide on your moderated
caucus topics or create something of your own accord.
1. What is the impact on drug use on academic performance?
2. What is the role of educational institutes in preventing drug use through
awareness and other means?
3. How can we increase youth engagement in drug prevention programs?
4. How can international cooperation be increased in drug-related policies?
5. How can rehabilitation programs be made more accessible to students already
affected by drug use?
6. What is the effect of drug use on the cultural heritage of involved regions?
7. How can cultural mediums be employed to combat drug use?
Research Tips for Delegates:
As a delegate in the UNODC committee, conducting thorough research is crucial to
effectively representing your assigned country and addressing the impact of drug use
on education and cultural heritage. Here are some research tips to help you prepare
for the conference:
1. Understand the UN System and UNODC's Role
Begin by familiarising yourself with the United Nations system, particularly the
structure and mandate of the United Nations Office on Drugs and Crime (UNODC).
Understand how UNODC works to combat drug abuse and trafficking, and its
specific initiatives related to education and cultural heritage protection.
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2. Gather Information on Your Assigned Country
Conduct extensive research on the country you are representing, including its:
● Political structure and current affairs
● Stance on drug policy and international cooperation
● Efforts to address drug use within its borders
● Initiatives to protect cultural heritage sites and practices
● Consult a variety of sources, such as government reports, academic articles,
and news articles, to gain a comprehensive understanding of your country's
position.
3. Analyse the Impact of Drug Use on Education and Cultural Heritage
Investigate the specific ways in which drug use affects education and cultural heritage
in your assigned country and around the world. Look for statistics, case studies, and
examples that illustrate the severity of the problem and the need for action.
4. Use the acronym S.P.E.A.R for constructing the basis of your debate
-Speeches
-Programs
-Events
-Agreements
-Reports
5. Explore Existing Initiatives and Best Practices
Research the current efforts being made to combat drug use and mitigate its effects on
education and cultural heritage. Look for examples of successful programs, policies,
and partnerships that could serve as models for future action.
6. Develop Potential Solutions
Based on your research, begin formulating potential solutions to address the impact
of drug use on education and cultural heritage. Consider the feasibility, effectiveness,
and potential challenges of each solution, and how they align with your country's
interests and priorities.
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7. Stay Up-to-Date with Current Events
As you conduct your research, stay informed about the latest developments related to
drug use, education, and cultural heritage. Monitor news sources and follow relevant
organisations on social media to stay abreast of new information and emerging trends.
By following these research tips and dedicating ample time for your research, you
will be well-equipped to effectively represent your country and contribute to the
UNODC committee's discussions.
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Citations
Abott, P., & Chase, D. M. (2008, January 1). Culture and Substance Abuse: Impact of
Culture Affects Approach to Treatment. Psychiatric Times.
[Link]
affects-approach-treatment
Gusmoes, J. D., Cerde, R. G., Valente, J. Y., Pinsky, I., & Sanchez, Z. M. (2022, November
1). Implementation fidelity of a Brazilian drug use prevention program and its effect
among adolescents: a mixed-methods study. NCBI. Retrieved September 10, 2024,
from [Link]
Henderson, N. L., Dressler, W. W., Pegoraro, N. P. J., Falcão, A., & Pillon, S. C. (2023,
December 18). Distance from a cultural model of substance use risk, internalization,
and self-stigma in urban Brazil. Frontiers.
[Link]
6/full
Kulis, S. (2008, March 26). Drug Resistance Strategies and Substance Use among
Adolescents in Monterrey, Mexico. NCBI. Retrieved September 10, 2024, from
[Link]
LIN, K. (2022, June 2). Myanmar: The drug epidemic in Rakhine State. IWGIA. Retrieved
September 10, 2024, from
[Link]
ml
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Lin, M., Sun, N., & Amon, J. J. (2022, June). No Exit: China’s State Surveillance over
People Who Use Drugs. Health and Human Rights Journal.
[Link]
ho-use-drugs/
Liu, H., Li, J., Lu, Z., Liu, W., & Zhang, Z. (2010, September 21). Does Chinese culture
influence psychosocial factors for heroin use among young adolescents in China? A
cross-sectional study. BMC Public Health.
[Link]
Stamm, M. E., Frick, W. C., & Mackey, H. J. (2016). An Analysis of U.S. Student Drug and
Alcohol Policies through the Lens of a Professional Ethic for School Leadership.
International Journal of Education Policy & Leadership, 11(1), 1-22.
[Link]
Vázquez, A. L. (n.d.). Substance Use Initiation among Mexican Children: An Examination
of Individual and Ecological Factors. DigitalCommons@USU. Retrieved September
10, 2024, from
[Link]
Welsh, J. W. (2019, April 10). Substance Use Among College Students - PMC. NCBI.
Retrieved September 10, 2024, from
[Link]
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