PRUMUN 2024

WORLD HEALTH ORGANIZATION

BACKGROUND GUIDE
Table of Contents:
I. List of acceptable sources
II. Research guide for beginners
III. Points to remember
IV. UNA-USA Procedure
V. Introduction to the committee
VI. Introduction to the agenda
i. Important of equitable distribution of medicines and
vaccines
ii. Impact of Covid-19 on the healthcare system
VII. Historical context
i. Previous initiatives for equitable healthcare access
• WHO's primary healthcare strategy
• Gavi, the Vaccine Alliance
ii. Impact of previous pandemics and epidemics
• Ebola outbreak
• H1N1 Influenza
VIII. Current Situation
i. Impacts of the Covid-19 pandemic
ii. Challenges in equitable distribution
iii. Key initiatives and strategies implemented by WHO
IX. Country positions and priorities
X. Proposed solutions and strategies
XI. Potential solutions
XII. Potential topics for resolution
XIII. Questions to consider
XIV. Links for further research
XV. Bibliography
LETTER FROM THE EXECUTIVE BOARD
Distinguished delegates;

Please accept my sincere greetings. It is our pleasure to welcome you to

PRUDENCE Model United Nations Conference 2024.

We appreciate the enthusiasm displayed by the delegates seeking to

represent the members of the council.

Delegates are required to have a solid understanding of the subject matter

and the viewpoint of their country because the General Assembly is a high
standing committee in the UN.
All claims made throughout the debates should be supported by accurate and
pertinent sources, such as statistics, laws, scholarly journals, and published
reports, among others.

To enable lively simulations, we implore all delegates to make sure they are
familiar with the Rules of Procedure and the flow of debate. However, since
knowledge is more important than vibrancy, all delegates are first and
foremost expected to conduct in-depth research.

Best regards,
Vaibhav Chitkara Siya Satija Suhani Sharma
Director General Deputy Director Substantive
General Director
 The Nature of Proof/Evidence in Council

While researching for the committee, keep in mind the credibility of the source you are
using. You can use all the sources for gaining information and studying different angles/
viewpoints, but non-credible sources, won’t be accepted by the Executive Board as a proof
and supporting document to your argument/ statement.

Evidence/proof is acceptable from the following sources:

1. News Sources:
A. REUTERS - Any Reuters article which clearly makes mention of the fact or is in
contradiction of the fact being stated by a delegate in council. (
[Link] )

B. STATE OPERATED NEWS AGENCIES - These reports can be used in support

of or against the state that owns that news agency. These reports, if credible or
substantial enough, can be used in support of or against any country as such but in
that situation, they can be denied by any other country in the council. Some
examples are:
i. RIA Novosti (Russia) [Link]
ii. IRNA (Iran) [Link]
iii. Xinhua News Agency and CCTV (P.R. China) [Link]

2. Government Reports: These reports can be used in a similar way as the state
operated news agencies reports can, in all circumstances, be denied by another
country. However, a nuance is that a report that is being denied by a certain
country can still be accepted by Executive Board as credible information.
Examples are -
i. Government Websites like the State Department of the USA (
[Link] ) or the Ministry of Defense of the Russian
Federation ( [Link] )

ii. Ministry of Foreign Affairs of various nations like India (

[Link] ), PRC ( [Link] ), France (
[Link] ), Russian Federation (
[Link] )

iii. Permanent Representative to the United Nations Reports (

[Link] ) (Click on any country to get to the website
of the Office of its Permanent Representative)

iv. Multilateral Organizations like the NATO (

[Link] ), ASEAN (
[Link] ), OPEC ( [Link] ),
etc.

3. UN Reports: All UN Reports are considered are credible information or evidence

for the Executive Board of the Security Council.
i. UN Bodies: Like the SC ( [Link] ), GA (
[Link] ), HRC (
[Link] ), etc.
ii. UN Affiliated Bodies like the International Atomic Energy Agency (
[Link] ), World Bank ([Link] International
 Monetary Fund ( [Link] ) , International Committee
of the Red Cross ( [Link] ), etc.

iii. Treaty Based Bodies like the Antarctic Treaty System (

[Link] ), The International Criminal Court ( [Link]
[Link]/Menus/ICC )

Under no Circumstances will sources like Wikipedia ( [Link] ),

Amnesty International ([Link] Human Rights Watch (
[Link] ) or Newspapers like The Guardian (
[Link] ), Time of India ( [Link] ),
etc. be accepted as PROOF but may be used for better understanding of any issue
and even be brought up in debate if the information given in such sources is in line
with the beliefs of a Government.

Research Guide for Beginners

Research is possibly the most intimidating yet most important part of preparing for any
Model United Nations conference. Without proper preparation, not only are representatives
unable to accurately represent their country’s position in a global scenario but they also
restrict themselves from gaining the most out of the memorable MUN learning experience.
A delegate’s aim at a MUN conference is to most faithfully represent their country’s stand
on a certain issue being debated, and to do this, thorough research is needed. It goes
beyond retelling speeches of national leaders and requires a genuine understanding of
national policy, as only this can provide the basic foundation of role-playing at the MUN.
Here you will learn methods and tips for researching, understanding your country’s
perspective and policies and writing your position paper using critical information

Three Levels of Research:

For any Model United Nations conference, your research should focus on a top-down
approach on three levels which goes from the general to the specific, although the areas
will naturally overlap on several occasions. The idea is to research each area thoroughly in
order to develop a proper understanding of your country and the issues that will be
discussed.

The three levels are:

1. The UN system;
2. Country information and;
3. The Assisted Agenda.

1. The United Nations System

It is interesting that this is an area which is often overlooked when researching for a
MUN conference. MUNs aim to recreate the United Nations and so it is absolutely
imperative that to do so, you know what the UN is, what it does and how it
functions. Successful and proactive participation in the simulation requires a level of
understanding of the United Nations organization itself, regarding structures,
functions and protocols.
 The more conferences you attend, the less time you will find yourself spending on
this aspect, since the only new research required is if you are going to a committee,
you have never been in before.
It is important for delegates to familiarize themselves with:
The UN Charter: [Link]
The history of United Nations
The main bodies and committees of UN
The functioning of your own committee
Your country’s history within the UN, its role and reputation. Information on this can
be found on the websites of the permanent mission of the UN to your country.
Recent UN actions pertaining to your country or the agenda – including statements,
press releases, publications, resolutions etc.

Although there are countless publications and documents on the United Nations, the best
source to studying about the United Nations is the UN itself.

Below is a further collection of useful links:

- [Link]
- [Link]
- - [Link]/Pubs/chronicle/[Link]
- [Link]
- [Link]
2. Country Information

Build a knowledge base of your country - delegates must be aware of their assigned
country’s historical, geographical, political, economic, social and environmental
aspects. Build a country profile on your government – what systems, ideologies,
political parties and leaders represent your country? What is your country’s foreign
policy and how is this affected by important historical and domestic aspects? Who
are your allies and your adversaries? What other bilateral, regional and international
organizations is your country a part of?
After building a basic profile, you must study your country’s broad stand on global
issues, particularly at the UN. Develop a basic understanding of your country’s
voting pattern, its involvement in the UN – speeches given by leaders and
delegates of your country at the UN and resolutions/treaties it has been a part of.

- [Link]
- [Link] - [Link]
- [Link]/popin/[Link]
- [Link]
- [Link]
- [Link]
 You may also wish to visit the national embassy of your country as it is the best
source of information and research for sources that are not as readily available. It is
the best way to get first-hand information on your country and where it stands on
various issues. It could also give you the opportunity to interact with a real diplomat
from the country you’re representing, and pick up tips on how they carry themselves
and respond to questions.

3. The Assisted Agenda

This will form the bulk of your research – it will be what is used directly in committee
sessions. You will be informed of the agenda of issues to be discussed at the MUN
by your organizers before the conference.
A thorough study of the tabled topic for debate and discussion with respect to your
country, UN and the world as a whole will aid you to properly represent your country
and actively participate in the simulation. You will be provided a study guide for your
assigned agenda by your MUN committee, which you should use as your starting
point.
Within your agenda topic, the three areas that must be covered are:
a) A background and overview of the agenda topic and your country’s policy on it
b) Detailed information on important aspects of the topic
c) Broad information on where other main countries and blocs stand

A) Background
After the background guide, news articles relating to your topic can be a good place
to find a brief overview of the most recent developments. While only verified news
agencies such as Reuters and Al Jazeera are accepted in committee, news and op-
ed articles can provide an entry point into deeper issues. However, you must be
careful to look for writers ’biases on the Internet in particular.
The next step is to look for resolutions and treaties that are relevant to the topic –
the most recent resolution from the UN Documentation Centre should refer to the
documents most central to your agenda.
You must then look into your country’s voting history on the matter, for indications
on action, inaction, presence and absence, looking for changing policies and
exploring their causal factors. Statements explaining votes can be found in records
on the UN website.

B) Details
Once your background research is done, you need to dive deep into the topic to
understand the primary aspects, and try to logically ‘frame ’the agenda into main
sub-headings of sorts, under which all the important points can be organized. This
can help you break down complex agendas into neatly manageable chunks, and
score brownie points if your frame is accepted by the committee. It’s important to
make a clear distinction between facts, arguments based on those facts and
opinions, particularly when reading on the Internet.
At this stage, sometimes as you’re framing the problems, you’re also coming up
with innovative solutions to put in the proposal. Looking up implementation of past
resolutions is a helpful starting point, but op-eds, blog posts, local and international
NGO reports, think tank papers and academic papers will likely be more useful in
shaping your ideas. Remember to focus on solutions that are politically,
economically and sustainably feasible.

C) Other Arguments
One of the most important lessons from MUNs is learning to accommodate
difference – it is important to be aware of the arguments and facts used by those
holding the opposite stand to yours. While as a delegate you are bound to espouse
the views of your country, individually your opinions can be shaped through the
push and pull of opposing ideas. Also, this research will help you logically counter
the arguments put forth by radically opposed delegations, and bring the committee
around to your point of view.
In some conferences, delegates research countries other than their own in order to
surprise other delegates with allegations and throw them on the back foot. Needless
to say, this is not only undiplomatic but also entirely counter-productive to the
cooperative purpose of the conference. While it is important to be aware of the
policies of other countries, antagonistic behavior can only harm the atmosphere of
the committee and hamper consensus-building, and thus is discouraged.
The most important part of research is being able to synthesize the data you have
found in an organized way and identify the key pieces of information, including facts
and figures, which you can use to illustrate and defend your position. If your country
plays a central role in the agenda topic, it becomes all the more important to be able
to explain your actions. Finally, all your research comes down to being able to
justify your position, explain your ideas and convince the other delegates that these
are the most valuable approaches to solving the problem.
 Points to Remember

A few aspects that delegates should keep in mind while preparing:

Procedure: The purpose of putting in procedural rules in any committee is to

ensure a more organized and efficient debate. The committee will follow the UNA-
USA
Rules of Procedure. Although the Executive Board shall be fairly strict with the
Rules of Procedure, the discussion of the agenda will be the main priority. So,
delegates are advised not to restrict their statements due to hesitation regarding
procedure.

Foreign Policy: Following the foreign policy of one’s country is the most important
aspect of a Model UN Conference. This is what essentially differentiates a Model
UN from other debating formats. To violate one’s foreign policy without adequate
reason is one of the worst mistakes a delegate can make.

Role of the Executive Board: The Executive Board is appointed to facilitate

debate. The committee shall decide the direction and flow of debate. The delegates
are the ones who constitute the committee and hence must be uninhibited while
presenting their opinions/stance on any issue. However, the Executive Board may
put forward questions and/or ask for clarifications at all points of time to further
debate and test participants.

Nature of Source/Evidence: This Background Guide is meant solely for research

purposes and must not be cited as evidence to substantiate statements made
during the conference. Evidence or proof for substantiating statements made during
formal debate is acceptable from the following sources:

1. United Nations: Documents and findings by the United Nations or any related
UN body is held as credible proof to support a claim or argument. Multilateral
Organizations: Documents from international organizations like OIC, NAFTA,
SAARC, BRICS, EU, ASEAN, the International Criminal Court, etc. may also be
presented as credible sources of information.

2. Government Reports: These reports can be used in a similar way as the State
Operated News Agencies reports and can, in all circumstances, be denied by
another country.

3. News Sources:
(a) Reuters: Any Reuters article that clearly makes mention of the fact or is in
contradiction of the fact being stated by a delegate in council.
(b) State operated News Agencies: These reports can be used in the support of or
against the State that owns the News Agency. These reports, if credible or
substantial enough, can be used in support of or against any country as such but in
that situation, may be denied by any other country in the council. Some examples
are – RIA Novosti (Russian Federation), Xinhua News Agency (People’s Republic
of China), etc.
Please Note- Reports from NGOs working with UNESCO, UNICEF and other UN bodies
will be accepted.
Under no circumstances will sources like Wikipedia, or newspapers like the Guardian,
Times of India, etc. be accepted. However, notwithstanding the criteria for acceptance of
sources and evidence, delegates are still free to quote/cite from any source as they deem
fit as a part of their statements.

UNA-USA Procedure

Start of Committee:
● Dias (Chairs) begins with roll call
● Delegates may respond “present” or “present and voting”
● Next, the Dias asks to hear any points or motions
● If there are no points or motions on the floor, the Dias will recognize the next
speaker on the Speakers ’List from the previous session
●In the first committee session, a delegate must move to open the Speakers ’List
● During the first committee session, the agenda must also be set (choose topic 1 or 2)

Speakers ’List:
● The Speakers ’List is the default format of committee, if there are no points or
motions
● A country may only appear on the list once at any given time
● A delegate can be added by raising their placard when the Dias asks or by
sending note to the Dias
● The speaking time will be set by the delegate who moves to open the Speakers ’
List, but a delegate may move to change the speaking time
● If the Speakers ’List is exhausted and no other delegates wish to be added,
committee moves immediately into voting procedure on any draft resolutions that
have been introduced
● If there is still time remaining when a delegate concludes his or her speech, he or
she must yield his or her time (to the Dias, to another delegate, or to questions, by
saying either “I yield my time to ...”)
●Yielding to Dias ends the speech, yielding to another delegate allocates the
remainder of the time to that delegate (the second delegate may not yield to a
third delegate), and yielding to questions allows for feedback from other delegates

Moderated Caucus:
● When the Speakers ’List is open, a delegate may introduce a motion for a
moderated caucus, which is a less formal debate format to debate a specific subset
of the topic
●No set speaking order; each new speaker is chosen after the previous speaker
concludes
●A delegate may not yield her or his time; if delegate finishes early, move to next
speaker
●Must have a set topic, duration, and speaking time (which will be voted on)

Unmoderated Caucus:
 ● When the Speakers ’List is open, a delegate may introduce a motion for an
unmoderated caucus, the least formal debate format
● Delegates may move around the room and speak freely to one another to draft
resolutions
●Delegate may not leave the room without permission from the committee director

Points and Motions:

● Points and motions are tools for delegates to ask questions about committee and
its proceedings, rather than the content of debate
○ Motions change what the committee is doing and generally require a vote
○ Points do not require a vote
●Delegates may only introduce motions while the Speakers ’List is open and
between speakers
○ When motions require a vote, the vote may be either substantive or
procedural
○ Some votes require a two-thirds majority to pass, while other require a
simple majority.
● Points may be raised during caucuses, and some points may be used to interrupt
a speaker. There are four common points, as follow:
○ 1) Point of Inquiry-used to ask a question about parliamentary procedure
○ 2) Point of Order - used when a delegate believes the Dias has made a
procedural error
○ 3) Point of Personal Privilege - used to express concerns about comfort
such as the temperature of the room or the ability to hear a speaker
○ 4) Point of Information -used to ask a clarifying question about the content
of a speech or statement (only during the speakers list)
●Only a point of order and a point of personal privilege may be used to interrupt a speaker.

The rules of procedures will be explained in the training session as well but it would
be better if you go through these basics first so it’s easier to understand during the
session and ask your doubts if any.
Introduction to the Committee
The World Health Organization (WHO) is a specialized agency of the United Nations,
reporting to the Economic and Social Council (ECOSOC).

The World Health Organization, known as WHO, was established on 7 April 1948, now
known as World Health Day.1 At the conclusion of World War II, the United Nations was
organized. As the world found itself in a health crisis due to the war, the United Nations
immediately sought a global solution. Thus, the beginning of the World Health
Organization. WHO’s priorities focused on urgent responses to emergencies around the
world. Although immediate aid was necessary, world health leaders looked to the future
when they could treat and prepare for health crises around the world. Today, WHO has
touched over 150 countries with aid to increase global health. This organization, along with
UNICEF, UNESCO, and UNEP strive to accomplish the overarching goals of the United
Nations Development Group (UNDG). These agencies work together to improve
development through the United Nations. The WHO organization is open to any member
state that is willing to sign their constitution.

I. Introduction to the Agenda

“Discussing equitable medicine and vaccine distribution in

developing and underdeveloped countries with emphasis on the
learnings from covid 19 pandemic”

1. Importance of equitable distribution of medicines and vaccines

The United Nations describes vaccine equity as the need for vaccines to be
‘allocated across all countries, based on needs and regardless of their economic
status’. It is essential to promote global security by reducing the risk of any future
pandemics such as COVID-19 itself, exacerbate existing social inequalities
especially when it comes to the marginalized communities who may already be
facing several issues when it comes to accessing basic healthcare services,
prevent economic imbalance due to the impacts of such diseases, etc.

2. Impact of COVID-19 on the healthcare system

Covid-19 pandemic has introduced numerous problems in healthcare systems
worldwide. Services, including cancer and tuberculosis screenings and HIV testing,
declined due to more focus on COVID-19. At the same time, citizens could not
attend crucial appointments due to obstacles created by the pandemic. Other
services, like maternal health and chronic conditions, were mainly disrupted in
developing countries. Researchers believe this is due to citizens who may be afraid
of becoming affected, the inability to pay for health care because they lost their job
due to the pandemic, and other barriers the pandemic created.
Furthermore, accessible healthcare has been an issue before the pandemic, and
some of its biggest issues include lack of interoperability and better clinical
workflows, which in this case means clinics are not equipped to become more
efficient, personnel shortages and burnout, keeping up with technological advances,
health equity, and patient safety.

Your job as a delegate is to find a solution to healthcare infrastructure in the present. You
can build upon solutions your country has started to implement and create solutions that fit
within your country’s policy. Remember to be creative with your solutions but ensure they
are measurable, obtainable, and within your country’s ability.

II. Historical Context

1. Previous initiatives for equitable healthcare access:

• WHO’s Primary Healthcare Strategy: The World Health Organization has

been vigorously promoting primary health care (PHC) as the basic
foundation of the healthcare systems worldwide. PHC is essential for not
only achieving Universal Heath Coverage (UHC) but also for ensuring that all
individuals and communities get access to basic healthcare services. WHO's
PHC strategy emphasizes the importance of addressing the social
determinants of health, community participation and intersectoral
collaboration. It promotes a holistic approach to health that considers the
broader context in which individuals live and work. Through its PHC strategy,
WHO supports countries in strengthening their health systems, training
health workers, improving infrastructure and supply chains, and expanding
access to essential medicines and technologies. It also advocates for
increased investment in PHC and mobilizes political support for health equity
and social justice.

• Gavi, the Vaccine Alliance: Gavi is a public-private partnership that works to

increase access to immunization in low-income countries. Established in
2000, Gavi provides financial support to countries to introduce and sustain
routine immunization programs, procure vaccines at affordable prices,
strengthen health systems, and improve vaccine delivery and cold chain
infrastructure. It also promotes innovation in vaccine research and
development and supports the introduction of new and underutilized
vaccines. Since its establishment, Gavi has helped to immunize more than
900 million children, preventing over 14 million deaths from vaccine-
preventable diseases such as measles, polio, and pneumonia. It has also
played a key role in supporting countries' COVID-19 response efforts,
including the delivery of COVID-19 vaccines through the COVAX Facility.
Gavi now vaccinates more than half of the world’s children, giving it
tremendous power to negotiate vaccines at prices that are affordable for the
poorest countries and to remove the commercial risks that previously kept
 manufacturers from serving them. The number of manufacturers supplying
prequalified Gavi-supported vaccines has grown, from 5 in 2001 to 19 in
2022 (with more than half based in low- and middle-income countries).

2. Impact of Previous Pandemics and Epidemics: Below is a brief review of the

lessons learned from past global health crises, such as the H1N1 influenza
pandemic and the Ebola outbreak, in terms of medicine and vaccine distribution.

2.1. Ebola Outbreak

• Introduction: The Ebola outbreak in West Africa, which began in 2014, presented
a unique set of challenges in terms of vaccine equity. Originating in Guinea, the
outbreak quickly spread to neighbouring countries, including Liberia and Sierra
Leone, before being declared a public health emergency of international concern by
the World Health Organization (WHO).

• Challenges Encountered:

1. Inadequate vaccine development – Lack of approved vaccines for Ebola

posed one of most significant challenges. Despite experiments showing
positive results, there development process was hurried due to the
urgency of the outbreak.

2. Vaccine Access and Distribution: Access to experimental Ebola

vaccines was initially limited, with high-income countries and research
institutions securing early access to doses for clinical trials and emergency
use. This unequal access raised concerns about vaccine equity,
particularly for affected communities in West Africa, where the outbreak
was most severe.

3. Organizational Issues: Distributing the vaccines amidst the pandemic

itself presented a lot of challenges. Inadequate healthcare staff,
infrastructure, transportation facilities, capital to arrange for storage
facilities etc. hindered the process of supplying vaccines and aiding to
those in need.
 4. Vaccine hesitancy: The spread of misinformation and the distrust in the
effectiveness of the newly formed vaccines was hard to overcome which
led to decreased uptake of vaccines in the affected communities.

• Lessons Learned:

1. Global Collaboration and Partnership: The Ebola outbreak

highlighted the importance of global collaboration and partnership in
responding to public health emergencies. Initiatives such as the
WHO-led Coalition for Epidemic Preparedness Innovations (CEPI)
aim to accelerate vaccine development and ensure equitable
access to vaccines for future outbreaks.

2. Investment in Research and Development: The outbreak

underscored the need for sustained investment in research and
development for vaccines and therapeutics targeting emerging
infectious diseases. Prioritizing research on diseases
disproportionately affecting low-income countries is essential for
addressing vaccine equity and promoting global health security.

3. Strengthening Healthcare Systems: Investing in healthcare

infrastructure and capacity building in resource-limited settings is
essential for improving pandemic preparedness and response.
Enhancing laboratory capabilities, surveillance systems, and
healthcare delivery networks can facilitate more effective vaccine
distribution and control of future outbreaks.

2.2. H1N1 Influenza

• Introduction: The H1N1 influenza pandemic, also known as the swine flu
pandemic, emerged in 2009 as a global health crisis. The virus, a novel strain of
influenza A (H1N1), was first identified in Mexico and quickly spread to other parts
of the world. The pandemic prompted widespread concern due to its rapid
transmission and potential severity, particularly among younger age groups.
• Challenges Encountered:

1. Global Vaccine Shortages: The rapid spread of the H1N1 virus led to an
urgent need for vaccines. However, limited manufacturing capacity and
production delays resulted in global vaccine shortages. High-income countries
were able to secure large quantities of vaccines, leaving fewer doses available
for low- and middle-income countries.

2. Unequal Access to Vaccines: Vaccine distribution favoured wealthy countries,

exacerbating existing disparities in healthcare access between high- and low-
income regions. This unequal access further widened the gap in vaccine
coverage and left vulnerable populations in developing countries at greater risk
of infection and severe outcomes.

3. Limited Distribution Infrastructure: Many low-income countries lacked the

infrastructure and resources to effectively distribute vaccines. Challenges such
as inadequate cold chain storage, transportation networks, and healthcare
infrastructure hindered the timely delivery of vaccines to remote and
underserved areas.

4. Financial Barriers: The cost of vaccines posed a significant barrier to equitable

access, particularly for low-income countries with limited healthcare budgets.
Negotiating affordable vaccine prices and securing funding for vaccination
campaigns proved challenging, further impeding efforts to achieve equitable
distribution.

• Lessons Learned:

1. Global Cooperation and Coordination: Collaborative efforts among

governments, international organizations, and stakeholders are crucial for
addressing global health challenges. Strengthening global cooperation and
coordination mechanisms can enhance pandemic preparedness and response
efforts, including vaccine distribution.

2. Investment in Healthcare Infrastructure: Investing in healthcare infrastructure

and capacity building in low- and middle-income countries is essential for
improving pandemic preparedness and response. Enhancing cold chain storage,
 transportation networks, and healthcare delivery systems can facilitate more
effective vaccine distribution and control of future outbreaks.

3. Community Engagement and Trust: Engaging communities as active

participants in the response is critical for building trust and overcoming vaccine
hesitancy. Tailored communication strategies, involving community leaders, and
addressing cultural beliefs are key to promoting vaccine acceptance and uptake.

III. Current Situation

1. Impacts of the COVID-19 Pandemic: The COVID-19 pandemic has had far-
reaching consequences globally, with its impact extending beyond health to
encompass social, economic, and developmental spheres. In particular, developing
and underdeveloped countries have faced disproportionately severe consequences.

• Health Impact:

The pandemic has strained healthcare systems worldwide, but developing and
underdeveloped countries have faced more significant challenges due to pre-
existing weaknesses. According to the World Health Organization (WHO), as of
March 2022, low-income countries accounted for just 0.3% of the global COVID-19
vaccine supply, leading to limited access to vaccinations1. This has resulted in high
infection and mortality rates, exacerbating the healthcare crisis in these regions.

• Socioeconomic Impact:

The socioeconomic consequences of the pandemic have been devastating for

developing and underdeveloped countries. The United Nations Development
Programme (UNDP) estimated that the global economy contracted by 3.5% in
2020, pushing an additional 120 million people into extreme poverty2. This has
disproportionately affected individuals and communities in these countries due to
their limited social safety nets and inadequate access to essential services.

• Education Disruption:

The pandemic has disrupted education systems worldwide, but its impact on
developing and underdeveloped countries has been particularly profound.
According to UNESCO, at the peak of the crisis, school closures affected over 1.6
billion learners globally, with an estimated 99% of students in low-income countries
being affected3. This interruption in education can have long-term consequences
for the quality of human capital and hinder progress towards achieving equitable
education opportunities.

• Food Security and Poverty:

 COVID-19 has exacerbated food insecurity and poverty rates, particularly in
developing and underdeveloped countries. The UN Food and Agriculture
Organization (FAO) reported that in 2020, the number of people suffering from
chronic hunger increased to around 768 million, with acute food insecurity affecting
an additional 133 million individuals4. Lockdown measures, disruption of supply
chains, and economic downturns have severely impacted the availability, access,
and affordability of food in these regions.

• Gender Inequality:
The pandemic has further deepened existing gender inequalities, affecting women
and girls disproportionately in developing and underdeveloped countries. UN
Women reported an increase in gender-based violence, reduced access to
healthcare services, and a disproportionate burden of caregiving responsibilities on
women5. Multiple facets of gender inequality, including economic, educational, and
health disparities, have been exacerbated, hindering progress towards gender
equality in these regions.

Refer to the article given below for in depth analysis

[Link]
content/uploads/sites/45/publication/CDP_Comprehensive_Study_2021.pdf
(Comprehensive Study on the Impact of COVID-19 on the Least Developed Country
Category)

Challenges in Equitable Distribution: Identify the main barriers to equitable medicine

and vaccine distribution, including but not limited to economic disparities, logistical
challenges, and vaccine nationalism. A few challenges have been listed below:

1. Logistics: The complexity of planning the production, allocation, distribution,

administration, and monitoring of hundreds of millions of COVID-19 vaccinations
poses a broad range of challenges.

• Prioritization: Most COVID-19 vaccine rollout plans suggest that healthcare

workers should be the first to receive the vaccine, yet organizations including the
National Academy of Health, the WHO, and others have developed their own
distribution guidelines. While a CDC framework for vaccine distribution exists, it is
limited due to its ambiguity and is dependent on factors including efficiency rates
and length of vaccine immunity in different regions.

• Distribution: The Pfizer Vaccine, among others, must be stored at sub-zero

temperatures during both transport and storage. In developing countries, storage
facilities may lack vaccine-qualified refrigerators, which could greatly affect the
efficacy and storage life of vaccines. Furthermore, there is no proper data
monitoring framework in order to track and evaluate the transport and storage
conditions of vaccines distributed widely across many countries, meaning that it
may be difficult to ensure that a shipment of vaccines has been properly stored
throughout transit.
 • Equity: Equitable distribution of the vaccine is an enormous challenge, as
economic and racial disparities can be exacerbated by inappropriate or unequal
eligibility criteria for vaccine distribution. Internationally, wealthier and more
influential nations might also have increased access to limited vaccine doses.

2. Vaccine Nationalism: Vaccine nationalism undermines efforts to address the

COVID-19 pandemic effectively on a global scale. It impedes collective action,
hampers efforts to achieve widespread vaccination coverage, prolongs the duration
of the pandemic, and increases the risk of emergence and spread of new variants
of the virus. This phenomenon can manifest in several ways:

• Hoarding: Countries may stockpile large quantities of vaccines to ensure

sufficient supply for their populations, potentially leading to global shortages
and inequitable access for other countries.

• Preferential Treatment: Governments may negotiate exclusive deals with

vaccine manufacturers, securing priority access to vaccines and leaving
fewer doses available for other countries, especially those with limited
resources.

• Nationalism and Rhetoric: Nationalistic rhetoric and policies may prioritize

vaccine distribution based on citizenship or nationality rather than public
health considerations, further exacerbating global disparities in vaccine
access.

3. Vaccine Hesitancy: Levels of vaccine hesitancy, fear, and confusion have been
raised in many countries because of the range of data from efficacy trials for the
same product. For example, the Sinovac, a Chinese company, showed 50–91%
efficacy. Also, there is the apparent doubt whether the vaccines that have been
designed and developed by the researchers following one year of the experiment
will work against new variants of the virus. In this context, it is not easy for a
developing nation to decide to spend a considerable amount of money to purchase
the old vaccines or wait for other future products that would work against new
variants.

The World Health Organization (WHO) has been at the forefront of coordinating
global efforts to tackle the COVID-19 pandemic. Here are some key initiatives and
strategies planned and implemented by WHO:
1. COVAX Facility: Launched by WHO in partnership with Gavi, the Vaccine
Alliance, and the Coalition for Epidemic Preparedness Innovations (CEPI),
COVAX aimed to ensure equitable access to COVID-19 vaccines worldwide. It
works by pooling resources to accelerate the development, manufacturing, and
distribution of vaccines, especially to low- and middle-income countries.
WHO global plan to fairly distribute COVID-19 vaccine.
WHO's "fair allocation mechanism" proposes distributing vaccine in two phases.
In the first phase, all countries would receive vaccine proportional to their
population; initially enough vaccine to immunize 3% of their population, with the
 first doses going to frontline workers in health care and social care. Then,
additional vaccine would be delivered until 20% of a nation's population is
covered. WHO envisages that these doses would be used to immunize those at
the highest risk from COVID-19: elderly people and those with comorbidities.

In the second phase, vaccine to cover additional people would be delivered to

countries based on how urgently immunizations are needed. The framework
suggests two criteria should be used to decide priority:
o how fast the virus is spreading (the effective reproduction
number) and whether other pathogens such as influenza or
measles are spreading at the same time; and
o how vulnerable a country's health system is, based on metrics
such as the occupancy of beds in hospitals and intensive care units

2. Strategic Preparedness and Response Plan: WHO developed and continues

to update its Strategic Preparedness and Response Plan to guide countries in
responding to the pandemic. The plan outlines key objectives, such as slowing
transmission, providing care for patients, and ensuring essential services are
maintained.

3. Technical Guidance and Support: WHO provides technical guidance to

countries on various aspects of COVID-19 response, including surveillance,
testing, contact tracing, infection prevention and control, clinical management,
and vaccination strategies. This guidance is based on the latest scientific
evidence and best practices.

4. Research and Development: WHO collaborates with partners to support

research and development efforts related to COVID-19, including vaccine
development, therapeutics, diagnostics, and epidemiological studies. It
facilitates the sharing of data and findings to accelerate progress in combating
the pandemic.

5. Training and Capacity Building: WHO offers training programs and capacity-
building initiatives to strengthen countries' abilities to respond to the pandemic
effectively. This includes training healthcare workers, improving laboratory
capacity, and enhancing surveillance and monitoring systems.

6. Infodemic Management: Recognizing the importance of addressing

misinformation and rumors surrounding COVID-19, WHO launched initiatives to
combat the "infodemic." This involves providing accurate information to the
public, debunking myths, and promoting evidence-based communication
strategies.

7. Health Equity and Social Determinants of Health: WHO emphasizes the

importance of addressing health equity and social determinants of health in the
COVID-19 response. It advocates for measures to mitigate the disproportionate
impact of the pandemic on vulnerable populations, such as migrants, refugees,
and people living in poverty.
 8. Global Solidarity Campaigns: WHO has launched global solidarity campaigns
to rally support for the COVID-19 response and promote collective action. These
campaigns aim to raise awareness, mobilize resources, and foster solidarity
among countries and communities.

These initiatives represent just a few examples of WHO's comprehensive approach to

tackling the COVID-19 pandemic. The organization continues to adapt and evolve its
strategies based on the evolving nature of the pandemic and the needs of countries and
communities around the world.

V. Country Positions and Priorities

1. Developed Countries: Explore the perspectives and priorities of developed
countries regarding equitable medicine and vaccine distribution, considering factors
such as funding commitments and intellectual property rights.

2. Developing and Underdeveloped Countries: Analyze the challenges faced by

developing and underdeveloped countries in accessing essential medicines and
vaccines, as well as their policy proposals for addressing these issues.

VI. Proposed Solutions and Strategies

1. Short-Term Measures: Suggest immediate actions to enhance equitable medicine

and vaccine distribution, such as increased funding for global health initiatives and
technology transfer agreements.

2. Long-Term Strategies: Propose sustainable solutions to address the root causes of

inequities in medicine and vaccine distribution, including capacity building, infrastructure
development, and health system strengthening.

Potential Solutions :

• Strong leadership engagement and commitment to detailed and costed

vaccination plans are essential. Momentum to vaccinate high-priority
groups, like healthcare workers, over 60s and people who are
immunocompromised, must be maintained.

• National healthcare system capacity needs to be strengthened. Increasingly

COVID-19 vaccination services will need to be integrated with other
immunization services and alongside other health and social interventions
for maximum impact and to build long-term capacity.

• As people’s risk perception of the virus wanes, careful risk communication

and community engagement plans need to be adapted to enhance demand
for vaccination, and domestic and international funding needs to be
coordinated, available and swift to deliver against clear country plans.

• The COVID-19 Vaccine Delivery Partnership, a collective international effort

with ‘One Country Team’, ‘One Plan’, and ‘One Budget ’was launched by
 WHO, UNICEF, and Gavi with international partners including the World
Bank to intensify country readiness and intensify delivery support. It focuses
on 34 low coverage countries, with the government at the center, to
accelerate COVID-19 vaccination.

NOTE
This Background Guide serves as an introduction to the topics for this committee. However,
it is not intended to replace individual research. We encourage you to explore your Member
State’s policies in depth and use the Annotated Bibliography to further your knowledge on
these topics.

Also, in preparation for the Conference, each delegation will submit a Position
Paper by 11:59 p.m. on 10 May 2023.
Google Drive links will not be accepted. In this research paper, we request that you
write three sections: one on an overview of your topic, one on your country or
individual’s policies as extrapolated from the sources you evaluate, and one on the
solution(s) you propose in your topic. We would also like you to cite your sources
in this paper to show that you have performed research.
Please take note of information in the Delegate Preparation Guide on plagiarism
and the prohibition of pre-written working papers
and resolutions.

Delegates' Responsibilities

1. Research and Informed Participation

2. Diplomacy and Collaboration

3. Understanding the Multifaceted Nature

4. Proposal of Realistic Solutions

5. Discipline and Respect for fellow delegates, Executive Board Members,

Organizing Committee members and school administration.

Potential Topics for Resolution

a. What safety protocols could be prepared through means of technology that

would ensure each member state vital information?

b. What types of safety protocols, outside of vaccines, could be used in the stop
of pandemics or epidemics?

c. What can WHO do to ensure that developing countries have access to the
same safety protocols as developed countries?

d. What does the implementation of safety protocols look like and how do we
ensure that they stay updated?
Questions to Consider
􏰂. How has the pandemic affected healthcare in your country?
􏰂. What was your country’s stance on healthcare before the pandemic, and how did it shit
afterward?
􏰂. What are some main concerns your country faces with healthcare?
In addition, your solutions should address the following questions:
􏰂. How can citizens ensure their safety is a priority within your solution?
􏰂. How can this plan efficiently solve pre-existing healthcare infrastructure issues?
􏰂. What should be prioritized and how can countries determine a system to find this?

Links for further research:

1. [Link]
OVID-19_on_Society_Environment_Economy_and_Education

2. [Link]
from-the-2009-
pandemic#:~:text=The%20influenza%20A(H1N1)%202009,communications%20an
d%20risk%20management%20plans

3. [Link]
vaccines

4. [Link]

5. [Link]
6. [Link]
7. [Link]
[Link]
8. [Link]
OVID-19_PANDEMIC

BIBLIOGRAPHY

i. [Link]

ii. [Link]

iii. [Link]

iv. [Link]