Universal Periodic Review of Israel

The Israeli education system

  • The 1949 Compulsory Education Act was the first official legal action taken in Israel to enforce compulsory education, ensuring free school attendance for children, for 9 years, from age 5. In 2009, compulsory education was extended until grade 12, and in 2016 compulsory school enrolment was lowered to age 3.
  • State-funded Israeli general education works along a four-stream system, which provides secular, religious, and ultra-Orthodox (Haredi) educational institutions for Jewish Israelis. There are Arabic schools for the Arab, Bedouin, Christian Arab, and Druze Israeli minorities.
  • Hebrew-speaking schools are managed by Jewish principals while schools teaching in Arabic are coordinated by Arab principals. However, all principals are subjugated to a centralised Israeli administration, funding, and curriculum which ensures similar requirements and teacher-salaries.
  • Despite compulsory education starting at age 3, 47% of children are already enrolled in an educational institution before age 2. 99% of children between 3 and 5 was enrolled in an educational institution in 2019. 
  • It is commendable that more than half of the population, between 25 and 64 years-old, held tertiary attainment in 2019.
  • Broken Chalk is pleased to note that Israel spends 6.7% of its GDP on education which is above the 4.9% OECD average.
  • Between 2003 and 2017 dropout rates have fallen from 9.9% to 7.6% which is particularly remarkable since it ‘occurred primarily among the weakest students in the system’.
  • Despite all the investments and successes, the Israeli educational sector does show severe issues. Problems in the system are often related to the inequalities of the four-stream educational system, socioeconomic inequalities, and discrimination based on ethnicity.
  • For instance, Israel has one of the highest gaps in achievement, based on the best and worst performing students in PISA, among OECD countries.
  • Furthermore, enrolment numbers decline as studies proceed: enrolment amounted to 96.5% between age 6 to 14, while it was of 66.1% between age 15 to 19, in 2019.
  • As Israel has ratified the Convention on the Rights of the Child [CRC] in 2005, the state must commit to carry out its duties and obligations which include the insurance of free compulsory education and equal opportunity for all children. Thus, Broken Chalk urges Israel to address all issues which prevent the realisation of the rights enshrined in the CRC. 

Overview of the previous UN UPR cycle

  • In its national report prepared for the 2018 UN UPR, Israel particularly emphasized its efforts to ensure human rights in its territories, including access to education. Israel promised to work for closing educational gaps, and for the integration of minorities into the Israeli society, also through education. Efforts are reflected in the Resolution project from 2014-2017 targeting Druze communities to improve their education, and in the efforts to provide state funded higher education for the Arab communities through the CHE academic colleges.
  • Israel took further steps in expanding the number of years spent in education by lowering the obligatory school entrance age to age 3 and expanding after-school day-care services in 2017.
  • In the previous UPR cycle, Israel received 5 recommendations regarding the right to education, focusing on narrowing the inequality gap among different ethnicities. Israel supported 3 of these recommendations, however it rejected 2 which regarded the issues existing in Area C of the occupied territories in West Bank (see section IV.).

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Universal Periodic Review of France

This report is a contribution by Brokenchalk to the fourth Universal Periodic Review (UPR) of  France. Broken Chalk is an Amsterdam-based NGO established in 2020 and focused on raising awareness and minimizing human rights violations in the educational field. Our goal is to work together with global partners to remove barriers to access to education and to take concrete steps to ensure universal access to education. Therefore, this report will focus on human rights violations in regards to education in France.

Introduction

  1. Broken Chalk is a non-profit organisation that focuses on developing each country’s educational system to improve the level of human rights on the global level. Therefore, this report will focus on education. By drafting this report, Broken Chalk intends to assist with France’s 4th Universal Periodic Review [UPR]. First, the report will analyse the most important issues that France faces regarding the Right to Education. Then, it will shed light on some issues that should be solved by the French government. Finally, Broken Chalk will provide a few recommendations to France to further improve education.
  2. In the last review of France of 2017, the Republic of France received 89 recommendations and observations from 7 different human rights mechanisms, that focused on education and other issues such as gender gap, discrimination and human trafficking, which affect education’s access, outputs, and outcomes.
  3. The French educational system is based on the principles of the 1789 revolution. Indeed, the structure of the French educational system can be traced back to Napoleon’s First Empire (1804-1815)[i]. The educational system is divided into three stages: primary education, secondary education, and higher education. In France, most of its elementary and secondary schools, as well as its universities, are public institutions that have highly centralized administrations[ii]. Moreover, the curricula at primary and secondary schools are standardised across all schools, for a given grade.
  4. The Preamble to the French Constitution stipulates that it is the “state’s duty to provide free, non-religious public education at every level”[iii]. Therefore, the state must develop a clear roadmap for the training routes, national programmes, organisation and content of curricula. It must also lead and evaluate education policies to ensure overall consistency of the education system.

[i] Educational Policies: France (2014)

[ii] French Ministry of Education

[iii] European Agency; Fundamental principles of the French educational system

by Faical Al Azib

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Universal Periodic Review of United Arab Emirates

  • This report is a contribution by Brokenchalk to the fourth Universal Periodic Review (UPR) of the United Arab Emirates (UAE). Broken Chalk is an Amsterdam-based NGO established in 2020 and focused on raising awareness and minimizing human rights violations in the educational field. Our goal is to work together with global partners to remove barriers to access to education and to take concrete steps to ensure universal access to education. Therefore, this report will focus on human rights violations in regards to education in the UAE. 
  • In the third session of the Universal Periodic Review (UPR), the UAE accepted 100 recommendations from the Council in full, partially accepted 7 recommendations and took note of 54 recommendations. In regards to education, recommendations referred to the explicit prohibition of child violence in schools (Estonia) and in all settings (Montenegro), non-discrimination and advancement of equal opportunities in schools  , mandatory and free primary education for all children on the territory (Peru) and the promotion of human rights through the curricula in schools (Egypt). There were 4 other recommendations, which referred to the issue of providing “better services to persons with disabilities, in particular in education” (Singapore).    
  • Since the last cycle, the UAE has undergone ambitious educational developments and reforms under the 2017-2021 education strategy, Vision 2021. The plan has prioritized six main objectives: a safe society, a fair judicial system, a sustainable environment, an integrated infrastructure, and a shift towards a knowledge-based economy, assisted by the creation of a first-rate education system. 
  • The Ministry of Education has prioritized the development of the highest global educational standards for students and teachers, based on innovation and competitiveness. In line with this, the UAE Vision 2021 states that the new National Agenda aims to “promote an inclusive environment that integrates all segments of society while preserving the UAE’s unique culture […]”.  
  • This report will signal the major issue areas regarding the protection of human rights in education and it will furthermore acknowledge the attempts to promote human rights regarding education. Lastly, it will provide the appropriate comments and recommendations. 

by Bianca Balea

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Universal Periodic Review of Montenegro

  • Montenegro’s roughly 620 thousand population has somewhat multicultural assets with approximately 20 to 30 thousand Roma people and a significant Egyptian and Askhaeli community. 
  • As the 2018 Civil Rights Defenders’ report highlights, there is a systematic discrimination against minority groups in Montenegro which affects all aspects of their lives. This is reflected in high unemployment rates, low enrolment rates in educational institutions, and poor living conditions. 
  • Roma and Egyptian children are disadvantaged in the education system, and their attendance rate and enrolment rates in educational institutions reflects this. For instance, only 190 Roma children were attending in preschool in 2017, although it is an improvement compared to the previous year where 103 was enrolled in preschool. 
  • The high primary school drop-out rate of 11% among Roma and Egyptian children further demonstrates the seriousness of the issue, as only 49% of Roma children enrol in secondary education.
  • According to the National Platform on Roma Integration Montenegro report in 2018, the country was recommended to work more on the inclusiveness of Roma people in education and to enhance their social and academic chances to achievement. 1860 Roma children were enrolled in primary school in 2018, while their number was only 1622 in 2017 which shows positive patterns in terms of enrolment. As for secondary school, their number reached 142 in 2018, which also shows improvements compared to the 112 students who were enrolled in 2017. However, only 27 Roma students studied at the university level in 2018.
  • It is also common, that children from lower socioeconomic background have difficulties in accessing education and are more likely to drop out of school. Socioeconomic status also often collides with ethnicity, meaning that many Roma and Egyptian children have difficulties in accessing educational facilities and institutions. They often cannot afford to buy the necessary equipment for school, neither can they pay for transportation, while children having to help parents to make ends meet is not uncommon either.
  • To increase the number of enrolled students and to reduce dropout rates, it is important to support families and communities coming from lower socioeconomic backgrounds. Providing free transportation to school and mediators, especially for Roma and Egyptian children, can have a significantly positive impact on enrolment rates.
  • Broken Chalk welcomes the government’s efforts in taking measures to provide scholarships and mentoring programs to children from low socioeconomic background to enhance their enrolment rate in schools and universities. 
  • Child labour in Montenegro is also a serious issue. Children are frequently forced to beg on the streets or are subject to sexual exploitation and all forms of human trafficking. 
  • Montenegro has taken some steps to combat this issue, such as introducing a new labour law that regulates the working conditions of minors. The government has also increased the budget allocated for labour inspections to investigate the working conditions of minors. However, the research found that programs directed to stop children’s work on the streets like forced begging are not effective. The state did take some steps to deal with victims of trafficking, such as establishing an identification team for victims and an operational team that helps to tackle human trafficking. 
  • Despite all efforts, there is still a lot to improve, particularly regarding the legal system which would need special legal advisors who are equipped with the necessary skills to deal with human trafficking cases, especially when they involve minors.
  • Another crucial issue to address is corporal punishment against children in schools and in households in Montenegro. While laws and regulations prohibit such practices in all settings, it is still not entirely eliminated. To ensure the safety and rights of children, Montenegro adopted changes in schools, primary health care, and social services in this regard, especially after research showed that the suicide rates and drug abuse are higher among those who experienced physical abuse during their childhood.

By Noor Mousa

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Universal Periodic Review of Ghana

Ghana’s educational system is structurally and underdeveloped. There is widespread violence and discrimination and overall violations of human rights. It must address the educational challenges it faces. Its many challenges and obstacles in education that need to be addressed and dealt with in terms of finance, structure, administration, and management, combating wrongful actions committed against students, the presence of discrimination, violence, and lack of rights. This summary review will outline the country’s performance since the last 3d cycle recommendations.

By Noor Mousa

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Melek Çetinkaya: de strijd van een moeder voor gerechtigheid

Mevr. Melek Çetinkaya is de moeder van Taha Furkan Çetinkaya, een militaire student. Ze gelooft in de onschuld van haar zoon en probeert op sociale media haar stem te laten horen zodat haar zoon, die momenteel gevangen zit, wordt vrijgelaten. Mevr. Çetinkaya bleef drie en een half jaar thuis bij haar kinderen, in de overtuiging dat de staat gerechtigheid zou bieden, totdat ze uiteindelijk besloot de straat op te gaan om te protesteren tegen de oneerlijkheid van de regering door middel van vreedzame demonstraties en marsen. [i] Volgens de Turkse grondwet heeft elke burger het recht om vreedzaam te handelen zonder toestemming, steen, stok of wapen. Elke keer dat ze protesteert, krijgt ze echter een boete van 390 Turkse lira (TL) en wordt ze naar het politiebureau gebracht, waar ze enkele uren wordt vastgehouden. Een van de keren dat ze werd gearresteerd, moest ze twee dagen op de antiterreurafdeling (TEM) blijven.[ii]

Melek Çetinkaya staat bekend om haar campagnes en vreedzame protesten om het bewustzijn te vergroten over het slachtofferschap van haar zoon dat bekend is bij grote massa’s en voor de vrijlating van zijn zoon en de onwettige arrestaties van honderden anderen. De protesten komen voort uit de ineffectiviteit van het Turkse rechtssysteem onder het regime van Erdogan.
De zoon van Çetinkaya, Taha, was een militaire student aan de Turkse luchtmachtacademie. Taha was op zomervakantie thuis na het afronden van zijn eerste jaar aan de Air Force Academy. Op 10 juli 2016, vijf dagen voor de poging tot staatsgreep, werden cadetten uitgenodigd voor het jaarlijkse militaire routinekamp van drie weken. Deze kampen waren een van de programma’s die een jaar van tevoren werden vastgesteld en opgenomen in de jaarlijkse programmakalender van de militaire studenten.[iii]

 

Op de ochtend van 15 juli bracht luchtmachtcommandant-generaal Abidin nal een ongepland bezoek aan het cadettenkamp en hield een toespraak voor de cadetten. Ünal bezocht elk jaar het cadettenkamp, ​​maar niet onopgemerkt. Meestal bracht hij een gepland bezoek aan het centrum. De cadetten zouden de camping schoonmaken, koken en de ruimtes onderhouden en, als voorbereiding op spraakmakende bezoeken. Pas als dit is gebeurd, zullen de bezoekers de cadetten ontmoeten.[iv]

 

De cadetten passeerden politieposten toen ze bij de Osmangazi-brug aankwamen, maar geen van de agenten vroeg hen waar ze heen gingen. De commandanten hadden geen geld bij zich, dus toen ze de tol bereikten, betaalden beide cadetten de vergoeding met contant geld dat ze afzonderlijk hadden verzameld en staken de brug over. De autoriteiten stopten de bus met de cadetten in Sultanbeyli nadat ze de brug waren overgestoken en kregen te horen dat er een staatsgreep had plaatsgevonden, een nieuws dat als een schok voor de cadetten kwam. Het publiek bood de cadetten water en sigaretten aan en zong het volkslied. [v] Om ongeveer 2 uur ‘s nachts zeiden twee politieagenten: “Oké, we hebben deze kinderen; je kunt verspreiden”. De cadetten deden wat hen werd opgedragen en herhaalden dat ze geen coupplegers waren. Later op de ochtend arresteerde de politie de cadetten en liet hen tot 8 uur op de brug wachten in plaats van de cadetten naar het politiebureau of de luchtmachtschool te brengen.[vi]

 

 

De hele ochtend begonnen mensen bij de brug aan te komen met wapens, messen, spiesen en stokken en begonnen ze de cadetten aan te vallen. Ze braken eerst de ramen van de bus en stapten in de bus en begonnen de cadetten te schoppen. Een van de gewapende personen schoot op de benzinetank en riep: “dood ze”. De cadetten verstopten hun wapens onder hun armen als reactie op de angst en terreur die waren uitgebroken, en gelukkig werden er geen cadetten gedood. De aanwezige kinderen werden echter naar het politiebureau in Sultanbeyli gebracht en vier dagen vastgehouden.[vii]

De institutionele voorzieningen hadden zeer slechte omstandigheden. Het feit dat de cadetten meer dan vijf jaar willekeurig werden vastgehouden, de kinderen vier opeenvolgende dagen werden gemarteld onder politietoezicht, en honden werden vastgebonden en van voedsel en water beroofd, wijst op ernstige mensenrechtenschendingen. Toen de cadetten vroegen om naar het toilet te gaan, werden ze meegenomen door met hun rug, schouders en hoofd tegen de muur te bonzen. De gevangenisautoriteiten vulden detentiekamers van 40 personen met 120 personen.[viii]

 

De aanklacht van de cadet eiste drie levenslange gevangenisstraffen voor het omverwerpen van de Turkse grondwet. De autoriteiten verdeelden de gevangengenomen cadetten in vijf zaken, namelijk ‘de zaak Sultanbeyli’, de ‘TRT/Digiturk-zaak’, de ‘Orhanlı-zaak’, de ‘Bosporus-brugzaak’ en de ‘Fatih Sultan Mehmet (FSM) overbruggingszaak’ . Het Hof van Cassatie vernietigde de ‘TRT/Digiturk-zaak’ met 37 cadetten en heropende het proces. De cadetstudenten werden echter tot levenslang veroordeeld na het proces van beroep. Het gerechtelijke proces heeft aangetoond dat in Turkije lagere rechtbanken zich niet houden aan de beslissingen van de hogere rechtbanken, maar in plaats daarvan handelen op bevel van de overheid. De ‘Sultanbeyli-zaak’, waar de kinderen van mevr. Melek Çetinkaya zich bevinden, is momenteel in behandeling bij het Hof van Cassatie en zal waarschijnlijk in de komende maanden worden vernietigd. Toch gelooft ze, net als in de ‘TRT/Digiturk-zaak’, dat de rechtbanken zich niet aan deze beslissing zullen houden en dat de detentie van de kinderen zal doorgaan. Ze hoopt het bij het verkeerde eind te hebben en wenst dat alle kinderen worden vrijgelaten, maar de praktijken van de huidige regering hebben bewezen dat dit onwaarschijnlijk is.[ix]

Mevr. Melek Çetinkaya heeft namens haar zoon een aanvraag ingediend bij de werkgroep voor willekeurige detentie van de Mensenrechtenraad van de Verenigde Naties om zijn zaak te onderzoeken en te beslissen. Het dossier werd inderdaad beoordeeld en besloten, wat resulteerde in de onmiddellijke vrijlating van Taha Çetinkaya. Desondanks erkent het Turkse rechtssysteem momenteel noch het Europees Hof voor de Rechten van de Mens, noch enig ander orgaan van de Verenigde Naties. Als zodanig wordt de beslissing geacht ongeldig te zijn voor de onderhavige zaak.

Er zijn ongeveer 341 gevangengenomen studentcadetten. Drie van hen zijn vrouwelijk, en drie van hen zijn overleden.[x]

Murat Tekin en Ragıp Enes Katran werden op brute wijze vermoord door te worden gelyncht op de Bosporus-brug tijdens de bloedige poging tot staatsgreep van 15 juli. Ze werden na 12 dagen samen in het mortuarium gevonden en waren onherkenbaar. Hun ouders herkenden de kinderen aan hun vingernagels. De families kregen geen begrafenisvoertuig of doodskisten en mochten niet bidden. Bovendien werden er geen begrafenisplechtigheden gehouden en kregen ze te horen dat ze de kinderen in stilte moesten begraven. De families kregen geen begraafplaats voor de lijken van deze studenten. Toch hadden hun respectievelijke familieleden van tevoren een familiebegraafplaats gekocht en konden de lichamen daar worden begraven. De derde student, Yusuf Kurt, stierf later. Hij zat negen maanden vast en extreme stress en druk verergerden de ontwikkeling van kanker. Yusuf stierf een jaar geleden met de last van de pijn die hij doorstond.[xi]

Zoals hierboven vermeld, worden drie vrouwelijke studenten om dezelfde redenen achter de tralies gehouden. Ze worden vastgehouden in de Bakırköy Women’s gesloten gevangenis. Hun namen zijn Nimet Ecem Gönüllü, Nagihan Yavuz en Sena Ogut Alan. Deze meisjes waren 20 jaar oud toen ze werden gearresteerd. Nagihan verloor haar vader op 1 maart 2022, maar ze kon de begrafenis van haar vader niet bijwonen. Nimet Ecem daarentegen is een martelaarsdochter. Haar vader stierf de marteldood toen ze drie jaar oud was, terwijl hij diende als senior luitenant bij de Turkse luchtmacht (TAF). Hoewel ze een martelaarsdochter was, kreeg ze een levenslange gevangenisstraf op een ongegronde beschuldiging van lidmaatschap van een terroristische organisatie. De vader van de andere vrouwelijke gedetineerde is een officier die met pensioen is gegaan bij de TAF. Desondanks werd ze veroordeeld tot levenslange gevangenisstraf omdat ze een ‘verrader’ en een ‘terrorist’ was.

Melek Çetinkaya werd het onderwerp van een Europese scriptie. Helena Vodopija, afgestudeerd in turcologie en antropologie, ontmoette Çetinkaya voor haar masterscriptie “over de herinneringen” van militaire studenten en hun families die werden veroordeeld tot levenslange gevangenisstraf in het kader van het European Human Rights and Democratization Master’s Programme van de Universiteit van Luxemburg op 15 juli en de volgende periode.[xii]

 

Melek Çetinkaya was moeder van drie kinderen en leidde een bescheiden leven in Turkije. Op de avond van 15 juli 2016 werd ze een moeder die gerechtigheid zocht op straat. Ze zal haar rechtmatige strijd voortzetten totdat ze alle willekeurig vastgehouden cadetten heeft vrijgelaten.

 

Written by Berkan Doğan Ünes

Edited by Olga Ruiz Pilato

Translated by Annemieke van der Meer    from  https://brokenchalk.org/melek-cetinkaya-a-mothers-struggle-for-justice/

 

Sources;

[i] https://politurco.com/arrest-of-ms-melek-cetinkaya-is-an-intervention-to-democracy.html [Accessed on 03/04/2022]

[ii] https://politurco.com/melek-cetinkaya-turkish-state-under-erdogan-regime-took-me-out-on-the-street.html [Accessed on 03/04/2022]

[iii] Ibid.

[iv] Ibid.

[v] https://www.duvarenglish.com/human-rights/2020/01/25/my-son-is-not-a-coup-plotter-a-mothers-struggle-to-prove-her-cadet-sons-innocence [Accessed on 03/04/2022]

[vi] https://www.youtube.com/watch?v=ND5snMwA2JQ [Accessed on 03/04/2022]

[vii] Ibid.

[viii] https://politurco.com/melek-cetinkaya-turkish-state-under-erdogan-regime-took-me-out-on-the-street.html [Accessed on 03/04/2022]

[ix] https://www.youtube.com/watch?v=7HB6cRgf15w [Accessed on 03/04/2022]

[x] https://politurco.com/melek-cetinkaya-turkish-state-under-erdogan-regime-took-me-out-on-the-street.html [Accessed on 03/04/2022]

[xi] https://www.youtube.com/watch?v=tofQTvdJlqk&t=290s [Accessed on 03/04/2022]

[xii] https://ahvalnews.com/tr/melek-cetinkaya/melek-cetinkaya-avrupada-tez-konusu-oldu [Accessed on 03/04/2022]

 

*Crop image from: https://www.tr724.com/melek-cetinkayanin-ogluna-hucre-cezasi/

Nuriye Gülmen: Ein sechsjähriger Kampf gegen systematischen Missbrauch

Nuriye Gulmen

Vor fast sechs Jahren wurde die Türkei durch den mutmaßlichen Putschversuch vom 15. Juli 2016 erschüttert. Einen Tag nach dem Putschversuch verhängte die türkische Regierung rasch den Ausnahmezustand und erließ die Notstandsverordnungen Nr. 667-676. Mit diesen wurden vor allem Medien und Journalisten zensiert,[i] dessen Einfluss wurde aber am 6. Januar 2017 in den Anhängen der Verordnung Nr. 679 namentlich auf Tausende Beamte, Polizisten, Angehörige der Streitkräfte, Universitätsprofessoren und Mitarbeiter ausgedehnt.[ii]  Dies führte dazu, dass insgesamt mehr als 150 000 Menschen nicht nur ihren Arbeitsplatz, sondern auch Zugang zu sozialen Diensten verloren. Des weiteren wurden sie in ihrer Bewegungsfreiheit eingeschränkt und ihr Leben durch die Anschuldigung der Regierung beeinträchtigt. Ihr Leben wurde dadurch eingeschränkt, da sie sie mit dem Putsch in Verbindung gebracht wurden, der angeblich von Fetullah Gülen, einem türkischen Gelehrten und Geistlichen, verursacht wurde. Gülen lebt seit 1999 in den USA im Exil und weist die Anschuldigungen aus Ankara hartnäckig zurück.[iii]

Eine der Personen, die von den Folgen dieser Ereignisse betroffen ist, ist Nuriye Gülmen, eine ehemalige türkische Professorin der Vergleichende Literaturwissenschaft an der Selçuk-Universität. Gülmen wurde 2012, vor dem Putschversuch 2015, als wissenschaftliche Hilfskraft an die Eskişehir Osmangazi Universität berufen.[iv] Gülmen ist nicht nur Akademikerin, sondern hat viele Erfahrungen mit Aktionismus und juristischen Kämpfen gegen den Missbrauch von Institutionen in der Türkei. Nach ihrer Ernennung wurde sie aufgrund einer politischen Klage 109 Tage lang festgehalten, wodurch sich ihr Studium und ihre Wiedereinstellung an der Eskişehir-Universität verzögerten. [v]  Der Tag, an dem sie wieder zu ihrer Forschungsstelle berufen wurde, war der Tag des Putschversuchs. Dies führte dazu, dass sie am folgenden Tag von Eskişehir suspendiert wurde. Grund dafür waren die neuen Verordnungen, in denen sie, wie Tausende mit ihr, beschuldigt wurde, Mitglied der FETO zu sein. FETO meint die sogenannte Organisation der Anhänger des im Exil lebenden Gulen, welche von Erdogan und seiner Regierung als terroristische Organisation beschuldigt wurde. Dies löste die nächste Phase in Gülmen’s Aktivistengeschichte aus, in der sie seit dem 9. November 2016 jeden Tag vor dem Menschenrechtsdenkmal in der Yüksel-Straße in Ankara gegen ihre Suspendierung und schließlich Entlassung protestierte und beharrlich ihre Stelle in Eskişehir zurückforderte, wo der Hochschulrat seinen Sitz hat, und auf ihre Forderungen eingehen muss. [vi] Gülmen erklärt, dass es sich um eine “revolutionäre Tradition” handelt, bei der es darum geht, Aufmerksamkeit zu erregen und zu bekommen, was man will. In diesem Fall ist ihr Objekt der Begierde die Aufhebung des Ausnahmezustands, die Rückkehr der entlassenen revolutionär-demokratischen Staatsbediensteten an ihren Arbeitsplatz, eine Arbeitsplatzgarantie für die 13.000 wissenschaftlichen Assistenten des OYP sowie Arbeitsplatzsicherheit für alle Beschäftigten in Bildung und Wissenschaft. [vii] Gülmen begann ihren Protest weitgehend auf eigene Faust und wurde insgesamt 26 Mal verhaftet, was auf die zunehmende Aufmerksamkeit von ausländischen und inländischen Zuschauer zurückzuführen ist, die ihre Aktionen verfolgten und ihre Erfahrungen in ihrem Online-WordPress-Blog lasen. Schließlich wurde sie von CNN als eine der acht herausragenden Frauen des Jahres 2016 an ihrem fünfzigsten Tag des Protests ernannt.[viii]

 

Die Aufmerksamkeit, die Gülmen zukam, wurde nach dem Dekret vom 6. Januar 2017 noch vergrößert, als Gülmen aus Eskişehir entlassen wurde. Folge dessen trat sie am 9. März 2017 in einen Hungerstreik ein und somit den nächsten Schritt anging. Während Gülmen zusammen mit dem Grundschullehrer Semih Özakça in Polizeigewahrsam saß, erlebten die Frauen die Auswirkungen der Notstandsverordnungen hautnah mit. [ix] Der Grund für den Streik war, dass verbale Proteste in der Regel zu den Werkzeugen der Aktivisten gehören, die oft nicht genug Aufmerksamkeit von den Behörden erhalten. Jedoch ist ein Hungerstreik eine starke Aktion, die die beteiligten Akteure mit den ernsthaften Gesundheitsrisiken, die auf dem Spiel stehen in eine ähnliche Position bringt, wie das, was Gülmen als “notwendig, um den Widerstand auf die nächste Ebene zu bringen” und um “wirklich Druck auf sie auszuüben, damit sie etwas unternehmen” beschreibt. [x] Als Reaktion auf den Hungerstreik wurde am 2. Mai 2017 eine Anklageschrift beim 19. Strafgerichtshof in Ankara eingereicht. In jener Anklageschrift wurden sowohl Gülmen als auch Özakça beschuldigt, Mitglieder der Revolutionären Volksbefreiungspartei-Front (DHKP-C) zu sein und an deren illegalen Aktivitäten beteiligt gewesen zu sein. Dies führte zu ihrer Inhaftierung im Sincan-Gefängnis in Ankara am 23. Mai 2017. [xi] Das Gericht befand die beiden für schuldig, weil “eine Nichtinhaftierung der Justiz schaden würde”, was angesichts des Mangels an Beweisen für die erhobenen Vorwürfe widersprüchlich erscheint. Zudem bestreiten die beiden Lehrer weiterhin jede Beteiligung an der DHKP-C. Folge dessen veröffentlichte ihr Anwalt sogar ihre Vorstrafen als Beweis für das Fehlen einer solchen Beteiligung und wirkte somit den Bemühungen von Innenminister Süleyman Soylu und des Forschungs- und Studienzentrums seines Ministeriums, die Vorwürfe zu verfestigen, entgegen.[xii]

 

Es wurde befürchtet, dass den beiden Lehrern weitere Menschenrechtsverletzungen drohen würden, da es Gefängniswärtern und Ärzten gesetzlich erlaubt ist, einzugreifen und einen Hungerstreik, ohne die Zustimmung der Lehrer zu beenden. Sie können auch eingreifen, wenn sie bewusstlos sind, wie es in Artikel 82 des Gesetzes über die Vollstreckung des Urteils Nr. 5275 heißt, was infolgedessen die Meinungsfreiheit verletzen würde und mit hoher Wahrscheinlichkeit zu grausamer, unmenschlicher oder erniedrigender Behandlung oder Bestrafung führen könnte. [xiii] Während eines Besuchs von Hakan Canduran, dem Präsidenten der Anwaltskammer Ankara, und einiger seiner Kollegen, beklagte Gülmen die schlimme Situation in der sie und Özakça sich befanden, in dem sie Canduran beschrieb, dass sie sah, dass “die Gerechtigkeit genauso schwand wie [ihre] Muskeln”. Diese Aussage gab Gülmen, während sie nicht in der Lage war, ihren Hals ohne Hilfe hochzuhalten, ihre Arme zu bewegen oder einen Stift zu halten. Im Gegenzug forderte Canduran die Regierung auf, den Hungerstreik durch gesellschaftliche Versöhnung zu beenden und mit denjenigen zu verhandeln, die unfairerweise von den Notstandsverordnungen betroffen sind.[xiv] Mitte 2017 reichte das Duo beim Verfassungsgericht und auch beim Europäischen Gerichtshof für Menschenrechte einen Antrag auf Beendigung der Haft ein, mit der Begründung, dass ihr Hungerstreik inzwischen ein offensichtliches Gesundheitsrisiko darstellte. Doch beide Gerichte lehnten ihren Antrag ab, da sie diese Risiken nicht als lebensbedrohlich sahen und die entsprechenden medizinischen Maßnahmen vorhanden gewesen wären, um ihnen zu helfen, falls sie diese benötigt hätten.[xv]

 

Gülmens Gesundheitszustand verschlechterte sich schließlich so sehr, dass sie am 26. September 2017 in eine Insassinenzelle im Krankenhaus in Numune verlegt wurde. Sie wurde dann am 1. Dezember aus der Haft entlassen, als das 19. Schwere Strafgericht sie zu 6 Jahren und 3 Monaten Haft verurteilte, aber ihre Freilassung unter richterlicher Kontrolle zuließ.  [xvi] Trotz ihrer Freilassung setzten Gülmen und Özakça ihren Protest vor dem Menschenrechtsdenkmal fort, mussten ihren Hungerstreik aber schließlich am 26. Januar 2018 beenden, nachdem eine von der Regierung eingesetzte Kommission zur Überprüfung ihrer Fälle abgelehnt worden war. Stattdessen versuchten sie, ihre Bemühungen künftig auf das nationale Justizsystem zu richten, wobei sie betonten, dass ihr Widerstand nicht beendet sei und weitergehen werde. [xvii] Nach 324 Tagen ihres Hungerstreiks hatte Gülmen einen beträchtlichen Teil ihres ursprünglichen Gewichts von 59 Kilogramm verloren, und wog jetzt nur noch 33,8 Kilogramm, was zeigt, wie ernst ihre Bemühungen um den Erhalt ihres Arbeitsplatzes und die Achtung ihrer Rechte waren.[xviii]

 

Das nächste Mal stand Gülmen im Rampenlicht, als sie am 11. August 2020 bei einer Polizeirazzia am 5. August im Istanbuler Idil-Kulturzentrum, das von der linken Folk-Band Grup Yurum betrieben wird, erneut verhaftet wurde, wobei die Gründe dafür ungeklärt blieben. [xix] Später im selben Jahr wurden Gülmen und weitere ihrer Kollegen aus der Gewerkschaft für Bildung und Wissenschaft (Eğitim-Sen) ausgeschlossen, weil sie in der Öffentlichkeit als “Yüksel-Widerständler” oder Widerstandskämpfer dargestellt wurden..[xx] Zuletzt hatten die beiden am 4. November 2021 vor dem Verfassungsgericht geklagt, das später ihre Aussage zurückwies. Gülmen und Özakça klagten mit dem Grund, dass die Anklage vom 2. Mai 2017 dieselben Beweise verwendet habe wie eine frühere Untersuchung vom 14. März 2017, die zu ihrer Verhaftung geführt hatte. Diese Anklage wurde aber später abgewiesen und sie wurde unter richterlicher Kontrolle freigelassen. [xxi] Das Gericht wies ihre Klage mit der Begründung ab, dass es Gülmen und Özakça an konkreten Beweisen fehle und deswegen ihre verletzten Rechte nicht geltend gemacht werden könnten. Zudem hätten die beiden nicht alle innerstaatlichen Möglichkeiten ausgeschöpft, bevor sie ihre Klage einreichten.[xxii]

 

Nuriye Gülmens mutiger Aktivismus macht deutlich, dass die türkische Regierung seit 2016 Hunderttausende von Menschen mit haltlosen Argumenten zu Unrecht ins Visier genommen hat. Diejenigen, die am stärksten betroffen sind und sich entscheiden, sich den Maßnahmen der Regierung zu widersetzen, sind erheblicher Unterdrückung durch Inhaftierung und rechtliche Einschüchterung ausgesetzt. Broken Chalk fordert die türkische Regierung und die zuständigen Behörden auf, ihre Maßnahmen ernsthaft zu überdenken, die dazu geführt haben, dass Tausende von Menschen weder einen sicheren Arbeitsplatz haben, noch die Möglichkeit, das Land zu verlassen und im Ausland Arbeit zu finden. Broken Chalk fordert insbesondere die Wiedereinsetzung von Nuriye Gülmen und Semih Özakça nebst vielen anderen in ihre jeweiligen Positionen im Bildungsbereich. Der Verlust ihrer Arbeitsstellen hat den Zugang und die Qualität der Bildung in der Türkei sicherlich verringert.

 

von Karl Baldacchino

Edited by Erika Grimes

Translated by Vivien Kretz from https://brokenchalk.org/nuriye-gulmen-a-six-year-struggle-against-systematic-abuses/

Sources:

[i] Grabenwarter, C. et al. (2017) ‘Draft Opinion on the Measures Provided in the Recent Emergency Decree Laws with Respect to Freedom of the Media’. European Commission for Democracy Through Law (Venice Commission). Available online from: https://www.venice.coe.int/webforms/documents/default.aspx?pdffile=CDL(2017)006-e [Accessed on 08/03/2022], pp. 3-4.

[ii] Decree-Law No. 679 (6th January 2017) ‘Measures Regarding Public Personnel’. Available online from: https://insanhaklarimerkezi.bilgi.edu.tr/media/uploads/2017/02/09/KHK_679_ENG.pdf [Accessed 08/03/2022], p. 1.

[iii] Jones, T. (2018) ‘Two Turkish Teachers End Almost 11-Month Hunger Strike’.  DW. Available online from: https://www.dw.com/en/two-turkish-teachers-end-almost-11-month-hunger-strike/a-42318478 [Accessed 08/03/2022]; Işık, A. (2017) ‘In Turkey, Hope for ‘Justice is Fading Away Just like my Muscles’’. DW. Available online from: https://www.dw.com/en/in-turkey-hope-for-justice-is-fading-away-just-like-my-muscles/a-39482207 [Accessed 08/03/2022].

[iv] Halavut, H. (2017) ‘Interview with Nuriye Gülmen: ‘I Have More Hope Today Than I Did on the First Day’’.  5 Harliler. Available online from: https://www.5harfliler.com/interview-with-nuriye-gulmen/ [Accessed on 08/03/2022].

[v] Ibid.

[vi] Ibid.

[vii] Ibid.; see also Gülmen, N. (2016) ‘DİRENİŞİN TALEPLERi’. Available online from: https://nuriyegulmendireniyor.wordpress.com/2016/11/08/basin-aciklamasina-cagri/ [Accessed on 08/03/2022]; see also Wikipedia (2022) ‘Nuriye Gülmen’. Available online from: https://en.wikipedia.org/wiki/Nuriye_G%C3%BClmen#cite_note-18 [Accessed 08/03/2022].

[viii] Ibid.

[ix] Ibid.; see also Amnesty International (2017) ‘Urgent Action: Fear for Hunger Strikers’ Wellbeing’. Available online from: https://www.amnesty.org/en/wp-content/uploads/2021/05/EUR4463402017ENGLISH.pdf [Accessed on 08/03/2022].

[x] Ibid.

[xi] ‘Urgent Action: Fear for Strikers’ Wellbeing’.

[xii] Cumhuriyet (2017) ‘Criminal Record of Gülmen and Özakça, Declared ‘Terrorists’ by Minister Soylu’. Available online from: https://www.cumhuriyet.com.tr/haber/bakan-soylunun-terorist-ilan-ettigi-gulmen-ve-ozakcanin-adli-sicil-kaydi-748105 [Accessed on 08/03/2022]; see also NTV (2017) ‘Statements by Minister Soylu about Semih Özakça and Nuriye Gülmen’. Available online from: https://www.ntv.com.tr/turkiye/bakan-soyludan-aclik-grevi-yapan-nuriye-gulmenle-ilgili-aciklamalar,Jg2i0I634EyPWqK_cXdIbg [Accessed on 08/03/2022]; see also Milliyet (2017) ‘The Unending Scenario of a Terrorist Organisation: “The Truth of Nuriye Gülmen and Semih Özakça”’. Available online from: https://web.archive.org/web/20170813220846/http://www.milliyet.com.tr/bir-teror-orgutunun-bitmeyen-senaryosu-ankara-yerelhaber-2179760/ [Accessed on 08/03/2022].

[xiii] ‘Urgent Action: Fear for Strikers’ Wellbeing’; see also ‘In Turkey, Hope for ‘Justice is Fading Away Just like My Muscles’.

[xiv] ‘In Turkey, Hope for ‘Justice is Fading Away Just like My Muscles’.

[xv] Armutcu, O. (2017) ‘The Constitutional Court Rejected the Appeal Against the Detention of Nuriye Gülmen and Semih Özakça’ Hurriyet. Available online from: https://www.hurriyet.com.tr/gundem/anayasa-mahkemesi-nuriye-gulmen-ve-semih-ozakcanin-tutukluluguna-yapilan-itirazi-reddetti-40503721 [Accessed on 08/03/2022]; see also Cakir, A. (2017) ‘ECHR Rejects Semih Özakça and Nuriye Gülmen’s Application’. Voice of America. Available online from: https://www.amerikaninsesi.com/a/aihm-semih-ozakca-ve-nuriye-gulmen-in-basvurusunu-reddetti/3969669.html [Accessed on 08/03/2022].

[xvi] Bianet (2017) ‘Nuriye Gülmen Released’. Available online from: https://bianet.org/english/human-rights/192100-nuriye-gulmen-released [Accessed on 08/03/2022].

[xvii] ‘Two Turkish Teachers End Almost 11-Month Hunger Strike’.

[xviii] Ibid.

[xix] Duvar English (2020) ‘Dismissed Turkish Academic, Known for Hunger Strike, Arrested Again’. Available online from: https://www.duvarenglish.com/human-rights/2020/08/11/dismissed-turkish-academic-known-for-hunger-strike-arrested-again [Accessed on 08/03/2022].

[xx] Yeni Bir Mecra (2020) ‘Critical Decisions in Eğitim-Sen: Nuriye Gülmen was Expelled’. Available online from: https://yeni1mecra.com/egitim-sende-kritik-kararlar-nuriye-gulmen-ihrac-edildi/ [Accessed on 08/03/2022].

[xi] Duvar English (2021) ‘Turkey’s Top Court Rules Dismissed Educators’ Rights Not Violated’. Available online from: https://www.duvarenglish.com/turkeys-top-court-rules-rights-of-dismissed-educators-nuriye-gulmen-and-semih-ozakca-not-violated-news-59436 [Accessed on 08/03/2022].

[xii] Ibid.

Basın Bildirisi: 5 EKİM DÜNYA ÖĞRETMENLER GÜNÜ 2022

2022 Dünya Öğretmenler Günü teması

“Eğitimin dönüşümü öğretmenlerle başlar.”

Dünya 5 Ekim’i Dünya Öğretmenler Günü olarak kutluyor.

Eğitimciler, Covid-19 pandemisinin zirvesinde görüldüğü gibi, geleceğin önemli eğitim dönüştürücüleridir. Öğretmenler ve eğitim personeli, krize ve eğitim kesintilerine yanıt vermede önemli bir rol oynadı. Değişen ve ortaya çıkan taleplerle yüzleşmek için rollerini yeniden icat ettiler. Birçoğu, özellikle çevrimiçi ve uzaktan eğitimle ilgili olanlar olmak üzere, öğretme ve öğrenme süreçlerini yeniden düzenlemek ve uyarlamak zorunda kaldı. Öğrencilerin ve ailelerinin maddi güvenliğini sağlamaya yönelik etkinliklere katılarak öğrencilere sosyo-duygusal ve psikolojik destek sağladılar.

Günümüz dünyasında öğretmenler birçok zorlukla karşı karşıya, ama hangileri?

  • Dünyada yeterli nitelikli öğretmen yok

2015 yılında, dünya ilk ve ortaokul kayıtlarına ve Sürdürülebilir Kalkınma Hedeflerine ulaşmak için yaklaşık 69 milyon ilk ve orta öğretmene ihtiyaç duymuştur (UNESCO-UIS, 2016).

  • Birçok öğretmen, kariyerleri boyunca kaliteli eğitime ve sürekli mesleki gelişime erişememektedir.

Küresel olarak, ilk ve orta dereceli öğretmenlerin %83’ü gerekli minimum niteliklere sahipti, ancak düşük gelirli ülkelerde sadece %70 ve %64’ü bunu yapabildi. (UIS-Teacher Task Force, 2021).

  • Birçok öğretmenin çalışma koşulları yetersiz, bu da öğretmenlik mesleğinin çekiciliğini azaltmaktadır.

Çoğu öğretmen sendikası, ücretin çok düşük olduğu, çalışma koşullarının kötüleştiği ve eğitim ve öğretimi destekleyecek altyapının hükümet yatırımları için bir öncelik olmadığı şeklinde endişelerini bildiriyor. (Uluslararası Eğitim, 2021).

Dünyanın her yerinde öğretmenlerin karşılaştığı tehlikelere çözüm olmak adına ışık tutmak istiyoruz. Yukarıda bahsedilen konular UNESCO’nun basın bülteninden alınmıştır, ancak bunlar yaşanan zorlukların sadece küçük bir kısmıdır. Dünyadaki baskı, çatışma ve zulüm nedeniyle öğretmenler öldürüldü, hapsedildi, sürgüne gönderildi ve hayatlarını kaybetti. Saldırılar, okul bombalamalarından toplu katliamlara kadar uzanıyor.  Silahlı gruplar tarafından yapılan;  tecavüz ve cinsel şiddet, keyfi tutuklamalar ve zorla askere alma, eğitimcilerin maruz kaldığı zorlukların sadece bazılarıdır. Eğitime yönelik saldırılar, öğrencilere ve öğretmenlere zarar vermekle birlikte, hem kısa hem de uzun vadede toplumları da etkilemektedir.

Birkaçından bahsetmek gerekirse,

  • Kuzeydoğu Nijerya’da dokuz yılda 611 öğretmen öldürüldü ve 910 okul yıkıldı. Son beş yılda eğitim saldırılarında 22.000’den fazla öğrenci ve öğretmen zarar gördü veya öldürüldü.
  • 2009’dan bu yana, Amerika’daki okullar en az 177’si silahlı saldırıya uğradı. Saldırganlar 110 öğrenci ve öğretmeni öldürdü ve 246 kişi yaraladı.
  • 2015 ve 2019 yılları arasında, 93 ülke eğitime yönelik en az bir saldırı yaşadı. Bu rakam 2013-2017’nin önceki raporlama dönemine göre 19 ülke daha fazla.
  • Yemen ve Demokratik Kongo Cumhuriyetlerindeki okullara 1.500 den fazla saldırı oldu. Afganistan, Filistin ve Suriye de ise 500 den fazla saldırı oldu.
  • Türkiye’de öğretmenler işkenceye maruz kalmakta, hapse atılmakta ve hayatlarını kaybetmektedir. Türkiye’de mevcut hükümetin hukuksuz ve adaletsiz uygulamaları, toplumun baskısı, öğretmen diplomalarının, çalışma izinlerinin ve pasaportlarının iptali nedeniyle yüz binlerce insan canını tehlikeye atarak ülkelerini yasa dışı yollardan terk etmek zorunda kalmıştır. Türk Hükümeti yurtdışında yaşayan eğitimcileri hedef almakta ve Dışişleri Bakanı, Türk Milli İstihbarat Teşkilatı tarafından 19 ülkeden 100’den fazla öğretmen/eğitimcinin kaçırılmasıyla övünmektedir. Türk Hükümeti Afganistan, Azerbaycan, Arnavutluk, Bulgaristan, Gabon, Endonezya, Kazakistan, Kosova, Malezya, Myanmar, Tayland, Pakistan, Kırgızistan ve Katar’dan öğretmenleri zorla kaçırmıştır.

Broken Chalk olarak öğretmenlerin bu önemli günde öğrencilerinin yanında olması gerektiğine inanıyoruz. Öğretmenler kendilerini işine adamış ve nerede yaşarlarsa yaşasınlar topluma ve insanlığa katkı sağlayarak insanları eğitmeye devam etmektedirler. Ne yazık ki, bazıları yanlış hükümet uygulamaları, silahlı gruplar ve toplu katliamlar nedeniyle artık aramızda değil. Ulusal ve uluslararası yargı yoluyla öğretmen haklarını savunuyor ve eğitimcilerin karşılaştığı insan hakları ihlalleriyle mücadelede hükümetlerin, paydaşların, sivil toplum kuruluşlarının ve insan hakları savunucularının dikkatlerini çekmeye çalışıyoruz.

Dünyadaki tüm öğretmenlerin Dünya Öğretmenler Günü’nü kutlarız!

Broken Chalk, kamuoyuna saygıyla duyurur.

Broken Chalk

İnsanın kendini keşfetme yolculuğuna

ışık tutan öğretmenlerimize minnettarız.

5_Oct_2022_Teachers_Day_Press_Release_Turkce

Press Release: OCTOBER 5 WORLD TEACHERS’ DAY 2022

 5th October 2022

 

The theme for World Teachers’ Day 2022

“The transformation of education begins with teachers.”

The world celebrates October 5th as World Teachers’ Day.

Educators are crucial future developers and education transformers, as seen at the peak of the Covid-19 pandemic. Teachers and education staff played an essential role in responding to the crisis and educational disruptions. They reinvented their roles to face changing and emerging demands. Many had to reorganize and adapt their teaching and learning processes, especially those related to online and distance education. They provided socio-emotional and psychological support to students by participating in activities to ensure the financial security of students and their families.

In today’s world, teachers face many challenges, but which ones?

  • The world lacks enough qualified teachers.

In 2015, almost 69 million primary and secondary teachers were needed to achieve universal primary and secondary enrolment and the Sustainable Development Goals (UNESCO-UIS, 2016).

  • Many teachers do not have access to quality training and continuous professional development throughout their careers.

Globally, 83% of primary and secondary teachers held the minimum required qualifications, yet in low-income countries, only 70% and 64% did so (UIS-Teacher Task Force, 2021).

  • The working conditions of many teachers are inadequate and undermine the attractiveness of the profession.

Most teacher unions report concerns that pay is too low, working conditions are deteriorating, and infrastructure to support teaching and learning is not a priority for government investment. (Education International, 2021).

We want to shed light on the dangers faced by teachers throughout the world. The aforementioned issues are taken from the UNESCO’s press release but correspond to only some of the challenges taking place. Teachers have been killed, imprisoned, exiled, and lost their lives due to oppression, conflict, and persecution in the world. The attacks range from school bombings to mass shootings. Rape and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on education harm the students and teachers, but they also affect the communities both on a short and long-term  basis.

To mention a few,

  • 611 teachers were killed and 910 schools were destroyed in nine years in Northeast Nigeria.[1] Over 22,000 students and teachers have been harmed or killed in education attacks in the last five years.[2]
  • Since 2009, at least 177 of America’s schools have experienced a shooting.[3] Attackers killed 110 students and teachers, and 246 were injured.[4]
  • Between 2015 and 2019, 93 countries experienced at least one attack on education, 19 more countries than in the previous reporting period of 2013-2017.[5]
  • Yemen and the Democratic Republic of Congo have been particularly badly hit, with 1,500 attacks on schools in each country, and Afghanistan, Palestine, and Syria all saw 500.[6]
  • In Turkey, teachers have been exposed to torture, put in prison, exiled, and lost their lives. Due to unlawful and injustice practices of the current government in Turkey, the oppression of society, cancellation of teachers’ diplomas, work permits, and passports, hundreds of thousands of people have had to leave their country illegally, risking their lives. The Turkish Government is targeting educators living abroad and the Foreign Minister has been boastful about the abduction of more than 100 teachres/educator from 19 countries by the Turkish National Intelligence Agency. The Turkish Government has been abducting teachers from Afghanistan, Azerbaijan, Albania, Bulgaria, Gabon, Indonesia, Kazakhstan, Kosovo, Malaysia, Myanmar, Thailand, Pakistan, Kyrgyzstan and Qatar.

As Broken Chalk, we believe that teachers should work alongside their students on this important day. Teachers have dedicated themselves to their work and continue to educate people, contributing to society and humanity wherever they live. Unfortunately, some of them are no longer with us as a result of poor government practices, armed groups, and mass shootings. We advocate the rights of teachers through the national and international judiciary and wish to draw the attention of governments, stakeholders, non-governmental organizations, and human rights defenders in the fight against the human rights violations educators face.

We wish all the teachers in the world a happy World Teachers’ Day!

Broken Chalk announces it to the public with due respect.

Signed by

Broken Chalk

 We are grateful to our teachers who shed light on people’s journey of self-discovery.

[1] https://allafrica.com/stories/202009090067.html

[2] https://www.telegraph.co.uk/global-health/science-and-disease/22000-students-teachers-harmed-killed-attacks-education-last/

[3] https://storymaps.arcgis.com/stories/3dbf6b680fc84036a3503159a96d50f2

[4] https://edition.cnn.com/interactive/2019/07/us/ten-years-of-school-shootings-trnd/

[5] https://www.telegraph.co.uk/global-health/science-and-disease/22000-students-teachers-harmed-killed-attacks-education-last/

[6] https://www.telegraph.co.uk/global-health/science-and-disease/22000-students-teachers-harmed-killed-attacks-education-last/