Model United Nations

INTRODUCTION TO MUN

Model United Nations as a concept began in the USA soon after the formation of the world body in the aftermath of World War Two. Its aim was to teach young people about the United Nations by simulating its processes. It soon gained a wide following in the USA and Canada and today approximately 60,000 high school and college students take part annually in local, regional or international MUN’s.
 

MUN’s have spread beyond North America particularly through the spread of international schools worldwide. There are several major international Model UN Assemblies around the world, the most famous being The Hague MUN for high school students. Other important MUN’s are held at Harvard University, at the EU in Luxembourg, at Georgetown University in Washington DC and at Oxford University in the UK.
 

Model United Nations is a replica of the United Nations in New York City. Participants assume roles as ambassadors at the UN (Security Council, General Assembly or its committees) for an assigned country. Students are not permitted to represent their country of citizenship or residence. Delegates negotiate to frame resolutions and debate them under rules based on the rules of debate in the real UN. Debates are chaired by students and all the officials are students. The role of the Secretary-General is a critical one and carries considerable prestige.
 

Being a delegate is a challenging experience for high school students. Students must prepare thoroughly by researching the issues for debate, the country they represent and their country’s position on the issues. They must learn to empathise with their country even though it may be one they feel no sympathy for. Understanding and sympathy for the peoples of other cultures is engendered.
 

Delegates also learn important skills of negotiation and compromise. To ensure the passage of a resolution delegates must engage in caucusing or more informal negotiation (sometimes conducted by phone, fax or e-mail in the weeks leading up to a MUN assembly). Interpersonal skills are therefore developed.
 

Ultimately students must be prepared to present their country’s viewpoint in formal debate and to be challenged by questions from the other delegates. Public speaking and debating skills are fostered by this process. All delegates must be attentive and active in their listening and be poised to challenge opposing standpoints. This is a potentially stressful activity for young people but in meeting these challenges students develop self confidence and self esteem.

H. Berghuis