Session 6 - Position Papers / ICP MUN Academy

Main ideas / concepts taught

• Purpose of UN Model documents: The UN model aims to solve national or international problems through teamwork, speeches, and document creation.
• Two pre-conference key documents:
  • Study guides (prepared by the committee/board): help delegates learn background about the committee and topic, understand what their assigned country might support, and identify past solutions.
  • Position papers (prepared by delegates): summarize research about the committee/topic/country and state the delegates’ proposals for solving the problem.

Position paper structure (standard model)

• Usually three parts, written as three paragraphs:
  1. Background / Issue + Country position
  2. Past actions (at UN/international/regional/national levels)
  3. Proposals (solutions)

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Methodology / “how to” instructions (detailed)

Standard position paper requirements

Before the conference

• Read the study guide first.
• Do research on:
  • the topic
  • the committee
  • your country
  • past actions/resolutions/lectures highlighted in the study guide
• Prepare and submit the position paper a few weeks before the conference.

At the conference (what it’s for)

• Position papers are used for committee evaluation (reviewed by the board) and for award consideration.
• They help delegates organize and synthesize ideas, but should not be read verbatim in opening speeches.

Position paper format and content by section

Paragraph 1: Background / Issue + your country’s position

• Explain the problem from your country’s viewpoint
• Include:
  • the most important aspects of the topic
  • how your country is related to the issue
  • your country’s position on the current situation
• If your country has little direct involvement:
  • focus on how your region is affected, or
  • explain what relates to major actors connected to the conflict/issue, then connect back to your country’s stance.

Paragraph 2: Past actions (“pastions” in subtitles)

• Describe what has been done internationally, ideally including:
  • UN actions (and resolutions/conferences from the study guide)
  • other international organizations
  • regional actions (e.g., EU, OAS—if UN actions are limited)
  • national actions taken by your country (if available)
• Emphasize not just what happened, but:
  • what worked
  • what didn’t work
  • why

Paragraph 3: Proposals

• Choose only one or two proposals/projects (or a small number of closely related guidelines).
• For each proposal, explain concisely:
  • how it would be carried out
  • why it matters / how it helps the committee
• Proposals can be presented as:
  • named projects (e.g., “ABC project” style), or
  • broader guidelines/objectives (e.g., “the Security Council should do A, B, C”)—both are acceptable.
• Key quality rule: proposals must be solid, with clear how + why.

Dos / Don’ts highlighted

Do

• Keep the paper single-sided and focused (summarize clearly rather than over-detail).
• Use the study guide’s highlighted past actions/resolutions in Paragraph 2.
• In Paragraph 3, explain only 1–2 proposals to allow proper explanation.

Don’t

• Don’t read the position paper in the opening speech.
• Don’t include too many proposals (risk of not explaining them clearly).
• Don’t merely list actions without explanation (must cover outcomes and reasoning).

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Lessons from the examples reviewed

Example 1 (Standard 3-part style; “Somalia” / United States; Security Council)

• Paragraph 1 (Background): US involvement to stabilize Somalia; references to a UN Security Council resolution and support measures.
• Paragraph 2 (Past actions + issues repeated): emphasizes two repeating subtopics:
  • humanitarian support
  • political stabilization
• Paragraph 3 (Proposals): provides three guidelines/objectives and explains their intent:
  • a platform for a stable government
  • support for a legitimate federal government
  • support for an African Union mission
• Instructor feedback: strong clarity of priorities, but could improve by making solutions more fully solid through clearer how + why (even if already fairly specific).

Example 2 (Non-strict “mix” style; SOCIUM committee; “Brain drain” / Central African Republic)

• Defines brain drain as educated people leaving for countries with higher economic power.
• Paragraph 1 (Background/causes):
  • highlights long-term instability, poverty, health crises (HIV/AIDS), and insecurity
  • frames the causes that drive people to leave
• Paragraph 2 (Past actions / context):
  • discusses UN appeal funding levels and challenges
  • notes constraints in improving outcomes without health workers
  • refers to the ongoing lack of resources
• Paragraph 3 and later sections (Proposals): multiple policy ideas, such as:
  • calculate training subsidies and require repayment by receiving countries
  • require migrating professionals to serve a period in their country of origin
  • channel funds via organizations like UNESCO, OECD, and the World Bank to improve health worker incentives
  • increase GDP allocation to research and science
  • form diaspora partnerships to build capacity
  • create a database on brain drain and capacity building
• Instructor advice from this example: avoid too many proposals; focus on 1–2 and explain them in broad strokes with a clear purpose.

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Speakers / sources featured (as mentioned)

People

• No specific person is clearly identified by name.

Organizations / institutions referenced

• United Nations (UN) and UN Security Council
• African Union
• OAS (Organization of American States) (mentioned as an example)
• European Union (EU) (mentioned as an example)
• World Health Organization (WHO)
• SOCIUM (committee type)
• UNESCO
• OECD
• World Bank
• Conference examples mentioned:
  • Harvard MUN, J-MUN, Nondon
  • Oxford MUN, Cambridge MUN

Countries referenced (as examples in the papers)

• United States of America
• Somalia
• Central African Republic
• Bolivia, Switzerland, Paraguay
• Uzbekistan
• Russia, Ukraine
• Turkey, Peru, Indonesia
• Zimbabwe
• Alabab / Alaba… (subtitles unclear; referenced as a group involved in the conflict context)