Tender irregularities and iniquity between the provincial department and food suppliers have led to food not being supplied to 5,400 schools in KwaZulu-Natal province.
In South Africa, the National School Nutrition Programme (NSNP) is a government programme that provides one to two nutritious meals to all students in poorer primary and secondary schools.
NSNP aims to provide better quality education by enhancing children’s active learning capacity, alleviating short-term hunger, and incentivising them to attend school. The food scheme was specially created to feed children in remote areas. Pupils receive food on all school days. They usually get breakfast around 10 am and the main meal later in the day before school ends —-for many South African children, the meal they get from the NSNP is their only daily meal.
Recently, the KwaZulu-Natal (KZN) Department of Education awarded a multi-million tender to a single supplier to deliver to all the schools in KZN.
In the past, the department used to work with several suppliers to provide to different districts across the province – using local suppliers from local businesses to source the food.
Previous suppliers, school staff and community members need to understand why the department would ditch a working system and award a single service provider a million-dollar tender.
Children were eating lunch at school. from: https://www.dailymaverick.co.za/wp-content/uploads/MC-SchoolFeedingResponse-Zukiswa-scaled.jpg
“Now, one individual has been given the tender, but no food has been delivered to the schools, and children are starving,” said Richard Malanga, a community member from Nongoma. Thousands of schools and millions of children across the province rely on the nutrition program.
How can one individual know how to provide meals to all schools, some of which are in very remote areas and local transport service is need it? It makes no sense.”
Where is our meal?
“Children are crying,” said Malanga. “Teachers are frustrated and can’t feed the children or force them to come to school.”
“Pupils can’t be expected to learn on an empty stomach,” said a teacher from Lady Smith who did not want to be named. “Government wants good grades, but the current situation pushes back the framework of the school syllabus. It also puts pressure on parents already under enormous financial pressure while providing for their families,” the teacher said.
Earlier this year, district officials told some school principals there would be a change in the NSNP, but further details still needed to be given.
Last week, the pupils came home with letters informing parents that there would not be any food at the schools. Parents, teachers and other community members are worried about the situation and are struggling to find a solution, while the Department of Education has yet to react.
KZN Education MEC Mbali Frazer suggested that the leading supplier in charge had some logistic issues and challenges.
“This unfortunate situation currently faced by our schools, communities and service providers is deeply regretted”, said Frazer.
“The department and the stakeholders have been working around the clock to solve these challenges. I wish to reaffirm our commitment towards providing all 2.3 million pupils with a nutritious meal as expected.”
The National Department of Education is responsible for ensuring that funds are secured from National Treasury. The NSNP is funded by a conditional grant, meaning that the R7 billion budget is specially reserved for providing school meals.
KwaZulu-Natal Premier Nomusa Dube-Ncube has commissioned a full-scale investigation into the tender process followed for the scheme.
Opposition political parties and civic forums have requested clarification on what led the Department of Education to strip other suppliers of their duties and award 2.1 billion Rands to a single supplier/individual.
*This is a developing story.
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*The right to sufficient food is found in section 27(1)(b) of the South African Constitution. The National School Nutrition Programme is critical for furthering learners’ constitutional rights to essential nutrition. Children have the additional right to essential nutrition in Section 28(1)(c) and primary education (Section 29(1)(a) of the Constitution).
Burkina Faso is a landlocked country in west Africa. The country occupies an extensive plateau, and its geography is characterized by a savanna that is grassy in the north and gradually gives way to sparse forests in the south. A former French colony, it gained independence as Upper Volta in 1960. The name Burkina Faso, which means “Land of Incorruptible People,” was adopted in 1984.
Schoolchildren in Burkina Faso – Photo by Anadolu Agency.
Characteristics of Education in Burkina Faso
School enrollment is one of the lowest in Africa, even though the government devotes a large portion of the national budget to education. French is the language of instruction in primary and secondary education.
Education in Burkina Faso has a very similar structure to the rest of the world, primary schools, secondary schools, and higher education. The academic year in Burkina Faso runs from October to July. The Education Act enacted that schooling is compulsory between the ages of 6 and 15 but unfortunately this is not always enforced. The education system is based on the French model and teaching language in all Burkina Faso schools is French. According to the World Bank, it is notable that approximately 56% of youth have no formal education, and 16% of youth have attained at most incomplete primary education, meaning that in total 72% meaning that in total 15-24 years old have not completed primary education in Burkina Faso.
The effect of Covid-19 on Education
Like every country worldwide, the education system in Burkina Faso was also affected by Covid-19. All schools in Burkina Faso were closed for nine weeks from march 2020. After this time schools in some areas reopened, with all schooling resuming after 14 weeks (UNESCO, 2020). School closure affected more than 20,000 educational establishments, and disrupted the education of over 4.7 million learners.
The impact of Covid-19 forced the closure of schools across the country, putting the most marginalized children at risk of losing out on learning and not returning to the classroom.
Broken chalk congratulates Burkina Faso for adopting remote studying undertaken during school closures with learning materials provided via television, radio and internet for primary and secondary school (UNESCO Institute for Statistics, UNICEF & World Bank, 2020). However, 84% of students lack internet access, 81% lack digital devices, and 81% had difficulty distributing hard copies of learning materials. These disadvantaged students that are unable to access remote studies fell behind with others dropping out.
Another barrier to remote education is access to technology. The MILO (Monitoring Impacts on Learning Outcomes) project indicates that the support many schools most need relates to accessing technology, rather than human capital.
Armed groups attack on teachers, students, and schools in Burkina Faso
Burkina Faso’s education system is facing recurrent and growing attacks by armed groups. Schools have been attacked, teachers assaulted and killed, and educational resources destroyed. At one point, all schools were closed, disrupting the school calendar. Students and staff were sent home.
Burkina Faso is facing an education crisis, with severe deterioration in access to education due to armed violence over the past few years. Education indicators have been declining since 2018, with the gross enrolment rate at the primary level falling from 90.7% to 86.1% and the post-primary level from 52% to 47.3%, a loss of 5 points in three years. For example, in the Sahel region, which has been partially affected by insecurity, the gross enrolment rate at the primary level has fallen from 53.4% in 2018 to 20.3% in 2021. Thus, only one in four children were attending school in the Sahel region in 2021.
The attacks by armed groups have led to the closures of many schools in Burkina Faso. As of 31 May 2022, more than 4,000 schools were closed due to insecurity, representing 17% of schools nationwide, interrupting the education of more than 700,000 children. An estimated 2.6 million children and adolescents aged 6 to 17 are out of school, representing more than half of all school-aged children (51.4%).
School closures increase with safety threats from armed groups – Photo by UNICEF
Access to water, sanitation, and hygiene
54% of the population of Burkina Faso has access to improved drinking water sources while only 23% has access to improved sanitation facilities. Regarding water and sanitation facilities in schools, Burkina Faso faces challenges. 14 years old Pauline W. Somlare grade 6 at Mouni primary school located 13 km from Niou in the plateau central region. Open since October 1979, it was only in 2001 that the school got its first water pump. Despite the water installation, not everything is going as it should. A few weeks ago, the school was again facing a crucial water problem leading to thirst, lack of hygiene, late lessons, and the often-served late lunch. The latest failure in 2019 could be repaired. In December 2019, thanks to UNICEF intervention following a request from the ministry in charge of education, the water pump was rehabilitated in Jan 2020.
Quality of Education
Despite the quality management of Burkinabe education system and its numerous educational strategy: The Orientation Law, the Basic Education Sector Development Plan, the Education Sector Plan, the Integrated Strategy for the Strengthening of Pedagogical Management, the Integrated Strategy for the Continuous Training of Teachers and Pedagogical Managers, or its Quality Reference Framework for Basic Education. Burkina Faso is still not quite “top of the class”. Defining strategies isn’t enough to guarantee success.
The scarcity of financial resources is a fact, accentuated by the transfer of competencies from the State to local authorities. And, if financial resources are lacking, the diagnosis also highlights that human resources are also limited. In a system that tends to move towards greater decentralization and which entrusts a great deal of responsibility to the actors closest to the ground, their support for these new responsibilities (particularly administrative and financial) is not always equal to the challenges.
Resources that do not always match the needs. With little training and support, teachers at the concentrated areas seem to have difficulty entirely playing their role. Often burdened by a heavy administrative workload, they have difficulty keeping up with the pace and thus slow down actions to improve quality teaching.
Negative Consequences for Students, Teachers, Society.
Attacks on schools and class disruptions have reduced the quality of education students receive and put many students behind in their studies. According to Human Rights Watch, one student said that she had failed her final exam after an attack forced her school to close for weeks, leaving her unable to prepare. Another said, “It makes me unhappy, to not be able to finish, to have to retake classes, to not even have any documents to show you took the class.
Lack of psychosocial and material support to victims of attacks from the armed group of men
Human Rights Watch identified the lack of consistent and timely support for victims of education-related attacks as another major issue. Numerous teachers who were attacked or threatened said they had never received any psychosocial support from the government. Others said the support they had received was perfunctory and woefully inadequate, without any longer-term follow-up. Many still struggled with emotional or psychological issues. Teachers said they felt abandoned and undervalued, and expected to restart work following redeployments despite the lack of the required psychosocial, financial, or material support.
Conclusion
Despite the challenges facing the education system in Burkina Faso, the government of Burkina Faso and other non-governmental organizations are trying to improve education in Burkina Faso. Nearly one million students do no longer have access to education. As a response, UNICEF, the Ministry of National Education, Literacy and Promotion of National Languages (MENA), and its partners, such as King Salman Humanitarian Aid and Relief Center (KSrelief) have developed the Radio Education Programme in 2018. This programme is ensuring continuity of learning for affected children, who fled their homes because of the attacks on their schools.
Халиме Гюльсу. Несовершенная тюремная система Турции привела к трагической гибели уникальной души. Рецензия на книгу «Жизнь Халиме Гюльсу: божественный учитель, убитый в тюрьме» (2022)
Вивьен Кретц
Как заключенные могли быть не приговорены к смертной казни, но все же были убиты?
Как мирные граждане платят за свою жизнь? Подобные вопросы возникают, когда думаешь о судьбе Халиме Гюльсу.
Написанная Зейнеп Каяделен и опубликованная американской правозащитной организацией «Защитники молчаливой Турции» (AST), книга под названием «Халиме Гюльсу: Божественный учитель, убитая в тюрьме» основана на рассказах сокамерниц Гюльсу, которые были свидетелями ее последних минут жизни, а также на воспоминаниях друзей и членов семьи. Она умерла в заключении в тюремной камере в провинции Мерсин Турции из-за отсутствия должной медицинской помощи медицинской помощи.
История Халиме Гюльсу теперь реконструирована турецкой неправительственной организацией «Защитники замалчиваемой Турции» (AST). Автор Зейнеп Каяделен начинает свою работу предисловием предисловием: «Мы умирали много раз» (Каяделен 2022, 9). В ее словах сквозит безнадежность. Она посвящает это литературное произведение тем, кто умер мучительной смертью, сражаясь за дело, которое им небезразлично.
В своем проникновенном романе Каяделен затрагивает печальную судьбу Халиме Гюльсу, преданной учительницы, которая преподавала в Турции и была частью движения Хизмет. На это движение повлияли идеи и цели ученого Фетхуллаха Гюлена. Движение Хизмет стремится к более свободной, равноправной и cтабильной Турции.
Гюльсу была очень преданным учителем. Она обучала своих учеников в свое рабочее времяи поддерживала их, когда многие из них подвергались преследованиям со стороны турецкого режима.
Турецкий режим работал против тех, кто был связан с Хизмет, и тех, кто был частью движения. Гюльсу и большинство ее друзей оказались в затруднительном положении. Она чувствовала, что за каждым ее шагом следят. Она знала, что режим преследует ее и не желает ей ничего хорошего. Каяделен описал это так: «Если их притеснение было огнем, то их враждебность была бушующим ветром». Однако Гюльсу отказалась сдаваться и отказалась от возможности покинуть страну. Большая часть ее семьи жила в Канаде, поэтому она часто могла выезжать за границу, чтобы увидеть свою семью. Однако она была очень патриотичной гражданкой Турции и предпочла остаться, чтобы защитить себя от режима. На протяжении всей книги неоднократно подчеркивается, что она видела себя гражданкой Турции и решила бороться за многообещающее будущее своей страны. Однако лидеры режима с этим не согласились.
20 февраля 2018 года Гюльсу была арестована за участие в движении «Хизмет». Ее арест застал ее врасплох. Гюльсу знала, что за ней следят, но не ожидала, что ее арестуют и посадят в тюрьму.
После того, как группа спецназа по борьбе с терроризмом Мерсина заполнила всю ее квартиру и yстроила обыск, они надели на нее наручники и отвезли в тюрьму Тарсус.
Гюльсу была нездорова. Она страдала хронической красной волчанкой, аутоиммунным заболеванием, для лечения которой требовалось ежедневно и еженедельно принимать лекарства.
Когда турецкие войска забрали учительницу из ее дома, она быстро cобрала свои ежедневные лекарства и медицинские записи, чтобы взять их с собой. К сожалению, во время ареста Гюльсу забыла взять еженедельное лекарство.
Как только Гюльсу прибыла в тюрьму, она потребовала свои медицинские документы, в которых говорилось, что она больна и нуждается в еженедельных лекарствах и медицинской помощи, но ее медицинские записи нигде не были найдены. Гюльсу оказалась в ужасающей и опасной для жизни ситуации.
Ее поместили в переполненную камеру с другими женщинами. Камера была рассчитана на десять человек с десятью кроватями, нo когда она вошла в нее, она была уже переполнена вдвое.
У некоторых заключенных были младенцы, но их забрали oт матерей. Женщин-заключенных заставляли отправлять своих маленьких детей домой, потому что они не могли заботиться о них в тюрьме.
Гюльсу все испытала на себе: рутину тюрьмы, неопределенность и истории других заключенных, но это длилось недолго. Через три месяца после ареста Гюльсу умерла вследствие медицинской халатности.
Гюльсу не имела доступа к своим еженедельным лекарствам и никогда не получала лечения от хронической волчанки. Ее состояние ухудшилось, у нее появились oчень болезненные припухлости и узлы
Гюльсу с каждым днем становилась все слабее и слабее. Когда ее брат, наконец, смог доставить ей лекарство, было уже слишком поздно. Гюльсу не могла справиться с болью, и агрессивная болезнь зашла слишком далеко. По словам сокамерниц и родственников, Гюльсу знала что это ее последние дни.
После нескольких недель страданий Гюльсу наконец разрешили лечь в больницу, но было уже слишком поздно. После того, как она вернулась в тюрьму, ее сокамерницы, которые стали заботливыми друзьями, должны были носить ее, так как она была слишком слаба, чтобы ходить – они ухаживали за Гюльсу, кормили ее и молились за нее.
К сожалению, в апреле 2018 года в 3:10 она умерла в одиночестве в тюремном коридоре. «Как пустой кокон, осталось ее высохшее тело, просто лежащее на полу», — писала Каяделенин в своей книге.
Автор Каяделен повествует от первого лица, что облегчает читателю понимание того, через что пришлось пройти учительнице в ее трудное время в тюрьме.
Книга Каяделен — прекрасный опыт прoчтения с личным пониманием того, что Гюльсу пережила в свои последние дни. Благодаря многочисленным интервью с людьми, работающими в тюрьме, и теми, кто был связан с Гюльсу, организация собрала рассказы о ее пребывании в тюрьме и создала мощную базу для истории, рассказанной с душой.
Работа Каяделен — это сильный голос против всех нарушений прав человека в турецких тюрьмах. Защитники «Замолчавшей Турции» проделали отличную работу, отдав хоть немного справедливости Халиме Гюльсу, «божественному учителю».
Melek Kaymaz jest Turecką emigrantką i obecnie pracuje jako nauczycielka w międzynardowym liceum w Amsterdamie. W szkole uczy matematyki po holendersku.
Jak trafiła Pani do Holandii?
Melek uciekła z Turcji ze swoim mężem. Przed przybyciem do Holandii, oboje mieszkali w Iraku przez 3 lata, gdzie Melek pracowała jako nauczycielka matematyki. Kiedy kobieta zaszła w ciążę, małżeństwo wiedziało, że powrót do Turcji lub pozostanie w Iraku były niemożliwe. Oboje chcieli czegoś więcej dla ich córki, chcieli lepszej przyszłości. Na początku, nie mieli pojęcia gdzie mogliby pojechać, Melek wyjaśnia, “Nie mieliśmy ani wizy ani ‘zielonej karty’, żeby pojechć do Stanów.” Po spędzeniu godzin na szukaniu możliwości w Internecie, dowiedzieli się, że Holndia jest krajem, który wita uchodźców i gdzie mogą otrzymać pomoc oraz gdzie będą wolni. “Wolność jest dla mnie bardzo ważna i dlatego przyjechaliśmy do Holandii.” Obecnie Melek i jej mąż mieszkają w kraju już pięć lat.
“To był ogromny krok i na początku było mi bardzo trudno się dostosować, nie miałam pojęcia jak się żyje w Holandii. Nie znałam jeszcze języka i nie wiedziałam nic o holenderskiej kulturze.” Jej mąż i ona przyjechali do Holandii sami, nie mieli tam żadnych bilskich ani znajomych.
Jak została Pani nauczycielką matematyki?
“Kiedy byłam mała, to było moje marzenie, żeby zostać nauczycielką matematyki. Później musiałam dokonać wyboru w jakim kierunku chciałabym iść. Wiedziałam, że kocham matematykę. Postrzegam ją jako rodzaj gry lub zagadki, którą chcę rowiazać. W dodatku, wiedziałam, że chcę uczyć matematyki innych. Często musiałam wyjaśniać różne rzeczy moim braciom albo rodzinie i bardzo to lubiłam. Dlatego wybór kariery nauczycielki matematyki był bardzo dobrą decyzją.
Jakie wyzwania Pani napotkała?
Kiedy Melek i jej maż przyjechali do Holandii, musieli zacząć od zera. Nie mieli pojęcia o języku ani kulturze. W AZC[1] w Amsterdamie, Melek nauczyła się podstaw holenderskiego z ksiażki, którą tam dostała. Przez 10 miesięcy mieszkała tam z mężem i niedawno narodzoną córką. Teraz mieszka z rodziną w domu w południowej części miasta. Aby udoskonalić swój holenderski, Melek zapisała się na darmowy kurs językowy zaproponowany przez władze administracyjne miasta. Poza tym, kobieta ukończyła “Kurs Orientacyjny” w Hogeschool van Amsterdam. Ten kurs pozwolił jej udoskonalić holenderski, nauczył o systemie edukacji i dzięki niemu dostała staż w szkole średniej.
Obecnie pracuje w tej samej szkole jako nauczycielka matematyki. Cały ten proces wydaje się teraz łatwiejszy niż był. Melek powiedziała nam, że miała ogromne trudności ze znalezieniem pracy jako nauczycielka. Na przykład, zaaplikowała do ponad 40 szkół, z których tylko 5 odpowiedziało. Ostatecznie mogła wybrać między dwoma szkołami. Była bardzo smutna, że niektóre szkoły wcale nie odpowiedziały. “Jestem inna, rozumiem, ale oczekiwałam odpowiedzi, zwłaszcza kiedy Holandia mierzy się z deficytem nauczycieli.”
Melek czuła, że Holendrzy jej nie ufali. “Boją się innych ludzi, nie wierzą ci na początku, ale kiedy zdobędziesz ich zaufanie, sa bardzo mili i uroczy.”
Jaki sa różnice między tureckim a holenderskim systemem edukacyjnym?
“Holenderska edukacja jest trochę inna niż turecka.” Melek wyjaśniła, że szkoły w Turcji rówież mają różne poziomy. Ale różnicą jest wiek w jakim dzieci zmieniają poziomy. Na przykład szkoła podstawowa w Turcji trwa 8 lat, ale dzieci w Holandii idą do liceum rok wcześniej. W zwiazku z tym, Melek ma wrażenie, że holenderscy nastolatkowie, którzy zaczynają szkołę średnia sa jeszcze dziecinni. Co ciekawe, kobieta zauważyła, że dzieci są bardziej niezależne. “Dzieci tutaj są bardziej aktywne. W Turcji, nauczyciel musi być zaangażowany w 100%, a uczniowie tylko wykonują polecenia. W Holandii, zaś dzieci wykonują zadania niezależnie i bez pomocy nauczyciela.” Kolejną różnicą jest to, że w Holandii jest więcej rodzajów szkół, takich jak publiczne, prywatne lub chrześcijańskie. W Turcji jest tylko jeden rodzaj szkoły.
Patrząc w przyszłość
Mimo to, że Melek tęskni za rodziną i przyjaciółmi z Turcji oraz swoją kulturą, wciaż jest zadowolona z decyzji przeporowadzki do Holandii. Na szczęście jej rodzina i przyjaciele odwiedzają ją od czasu do czasu, gdyż ona nie może wrócić do Turcji. Najważniejszą wartością dla niej jest wolność, którą ma tutaj. Melek chciałaby przekazać innym uchodźcom, że na początku jest bardzo trudno, żeby przyjechać do Holandii i zostać tu nauczycielem, ale oni nie powinni się nigdy poddawać i robić to co potrafią najlepiej. Z czasem wszystko staje się łatwiejsze.
كيف يمكن للسجناء ألا يحكم عليهم بالإعدام ولكن يتم قتلهم؟ كيف يدفع المدنيون ثمن حياتهم؟ تُطرح مثل هذه الأسئلة عند التفكير في مصير حليمة جولسو.
تم كتابة هذا الكتاب بواسطة زينب كاياديلين ونشرته منظمة حقوق الإنسان الأمريكية بعنوان “حليمة جولسو: المعلمة السماوية التي قتلت في السجن” للدفاع عن تركيا المكتومة (AST) بمساعدة زميلات غولسو اللواتي شهدن لحظاتها الأخيرة وأصدقائها وعائلتها. توفيت كسجينة في قسم السجن في مقاطعة مرسين في تركيا بسبب عدم توفر الرعاية الطبية الكافية.
تم إعادة بناء قصة حليمة جولسو الآن بواسطة مؤسسة مدافعو تركيا المكتومون (AST) ، وهي منظمة غير حكومية تركية. بدأت الكاتبة زينب كاياديلين عملها بمقدمة تقول: “لقد متنا كثيرًا” (كاياديلين 9، 2022). مما يظهر اليأس في كلماتها. تُهدي هذا العمل الأدبي لمن ماتوا بأساليب مؤلمة وهم يكافحون من أجل قضية يهتمون بها.
في روايتها المخلصة، تتطرق كاياديلين إلى مصير حزين لحليمة جولسو ، المعلمة المخلصة التي عملت في تركيا وكانت جزءًا من حركة الحزب الديني (حزب الخدمة) ، وهي حركة تتأثر بأفكار وأهداف العالم فتح الله غولن. تسعى حركة الحزب الديني على جعل تركيا أكثر حرية ومساواة واستدامة.
كانت جولسو معلمة في قمة التفاني، حيث قامت بتدريس طلابها خلال ساعات عملها، ودعمتهم عندما تعرض العديد منهم للاضطهاد من قبل النظام التركي.
عمل النظام التركي ضد المنتمين إلى حركة حزب الخدمة وكل من كانوا جزءًا من هذه الحركة. وجدت جولسو ومعظم أصدقائها نفسهم في وضع صعب، حيث شعروا بالمراقبة في كل خطوة قاموا بها. وكانت تعلم أن النظام يحاول البحث عنها وأنه لا يريد لها الخير. ووصفت كاياديلين الأمر بأنه: “إذا كان قمعهم نارًا، فإن عدائهم هو الرياح التي تزيد في قوتها”. ومع ذلك، رفضت جولسو الاستسلام ورفضت فرصة الهجرة إلى خارج البلاد. وكانت عائلتها الكبيرة تعيش في كندا، لذلك كانت قادرة على السفر إلى الخارج بشكل متكرر لزيارة عائلتها. ومع ذلك، كانت مواطنة تركية فخورة واختارت البقاء للدفاع عن نفسها ضد النظام. وذكر الكتاب عدة مرات أنها ترى نفسها مواطنة تركية وقررت القتال من أجل مستقبل مشرق لبلادها. ومع ذلك، لم يتفق قادة النظام مع هذا الرأي.
في 20 فبراير 2018 ، تم اعتقال غولسو لكونها جزءًا من حركة الحزمة. اعتقالها جاء على حين غرة. كانت غولسو تعلم مُراقَبة ولكنها لم تتوقع أن يتم اعتقالها وحبسها.
بعد أن قامت فرق خاصة لمكافحة الإرهاب في مرسين بتخريب شقتها بأكملها وتفتيشها، قيدوها بالأصفاد وأخذوها إلى سجن طرسوس.
لم تكن غولسو بصحة جيدة. كانت تعاني من الذئبة الحمامية المزمنة، وهي مرض مناعي ذاتي، وتحتاج إلى أدوية يومية وأسبوعية لعلاج مرضها.
عندما اقتحمت القوات التركية منزلها، التقطت سريعًا أدويتها اليومية وسجلاتها الطبية لتأخذها معها. للأسف ، لم تأخذ أدويتها الأسبوعية أثناء اعتقالها.
عندما وصلت إلى السجن، طلبت وثائقها الطبية التي تفيد بأنها مريضة وتحتاج إلى دوائها الأسبوعي والرعاية الطبية ، ولكن لم يتم العثور على سجلاتها الطبية. وجدت نفسها في وضع مرعب ومهدد للحياة.
تم وضعها في زنزانة مكتظة كانت مصممة لعشرة أشخاص ولكن عندما دخلت كانت قد تجاوزت السعة القصوى بالفعل.
بعض السجينات كان لديهن أطفال رضع ولكن تم انتزاعهم منهن. وأجبرت السجينات على إرسال أطفالهن الصغار إلى البيت لأنهن لا يستطيعن العناية بهم في السجن.
شهدت غولسو كل شيء بشكل مباشر: الروتين، وعدم اليقين، وقصص السجينات الأخريات، ولكن لم يستمر هذا طويلاً. بعد ثلاثة أشهر من اعتقالها، توفيت غولسو بسبب الإهمال الطبي.
لم تحصل جولسو على دوائها الأسبوعي كما أنها لم تتلقى العلاج الطبي اللازم لمرض الذئبة الحمراء المزمن الذي تعاني منه. تدهورت حالتها وتطورت فيها الأورام والتورمات، وكانت تعاني من آلام شديدة.
ضعفت جولسو يوماً بعد يوم، وعندما نجح أخوها أخيرًا في تسليم الدواء إليها، كان قد فات الأوان. لم تعد جولسو قادرة على التعامل مع الألم، وكان المرض العدواني قد تقدم بشكل كبير. وفقًا لشهادات السجناء والعائلة، أدركت جولسو أيامها الأخيرة.
بعد أسابيع من المعاناة، تم السماح لجولسو أخيرًا بالذهاب إلى المستشفى، ولكن كان الأمر متأخراً. بعد عودتها إلى السجن، كان عليها الاعتماد في رعايتها على زميلاتها في الزنزانة اللاتي أصبحن أصدقاء لها، حيث كانت جولسو ضعيفة جداً لدرجة أنها لم تتمكن من المشي، وكانوا يهتمون بها، ويطعمونها، ويصلون من أجلها.
بكل اسف، توفيت غولسو وحيدة في ممر السجن في أبريل ٢٠١٨ ساعة ٣:١٠ صباحًا. وصفت كايادلن في كتابها جسد غولسو المجفف المترك وحيدًا كالشرنقة الفارغة.
تسرد الكاتبة كايادلن الكتاب من وجهة نظر شخصية، مما يجعل من السهل على القارئ التعاطف مع ما يمر به المعلم خلال فترة السجن الصعبة.
إن عمل كايادلن هو تجربة قراءة رائعة مع إدراك شخصي لما عانت منه غولسو خلال أيامها الأخيرة. من خلال مقابلات متعددة مع الناس الذين يعملون في السجن والداعمين لها، جمعت
المنظمة القصص حول وقتها في السجن وخلقت بيئة قوية لقصة تمس القلب.
يعد كتاب كايادلن صوت قوي ضد جميع انتهاكات حقوق الإنسان في السجون التركية. قامت مؤيدو تركيا المكتومة بعمل رائع ومنحت قطعة صغيرة من العدالة لحليمة غولسو، “المعلمة السماوية”
Educational Challenges in Mozambique is one of the major struggles that the country faces and the core issue that the majority of educational organizations locally have to deal with. Most of the time, this is due to an array of factors within the country, especially with Mozambique being a southern underdeveloped nation.
In 2008, more than two thirds of the labor force had either no education at all, or had not completed primary school. Mozambique is still behind its neighbors (and competitors) in educational achievement at all levels, therefore more will need to be done to ensure the country establishes a qualified labor force that can promote sustainable economic growth. Studies in Mozambique and other African nations found that households and workers with primary education were able to transition into non-farm activities, achieving a higher income and transforming their livelihoods in both rural and urban areas, but those without at least lower primary education were not (Moz Policy Note, 2012:2).
In summary, Mozambique faces several educational challenges, some of these challenges may include: limited access to education, low quality of education, poverty and inequality, limited resources and lack of relevant curriculum[i].
Mozambique has shown its commitment to education. It has abolished school fees, provided direct support to schools and free textbooks at the primary level, as well as made investments in classroom construction. The sector receives the highest share of the state budget, over 15 per cent. As a result, there has been a significant rise in primary school enrollment over the past decade. Yet quality and improvement in learning has lagged. Additionally, enrollment stagnates in upper primary and secondary despite increased provision. About 1.2 million children are out of school, the majority being girls, particularly in the secondary age group. The 2013 national learning assessment found that only 6.3 per cent of Grade 3 students had basic reading competencies. A 2014 World Bank survey showed that only 1 per cent of primary school teachers have the minimum expected knowledge, and only one in four teachers achieves two-digit subtraction. Absenteeism among teachers is high at 45 per cent, and directors at 44 per cent. About half of enrolled students are absent on any given day.
Another huge challenge is the lack of an early childhood learning service. Only an estimated 5 per cent of children between 3 and 5 years benefit from them, and most services are still located in urban areas (UNICEF).
Low quality of education
Most of underdeveloped African nations use bribery in almost all the public services like hospital, school, police services and migration as a direct result of scarcity.
In terms of quality of education, Mozambique has a high percentage in lack of educated teachers, with good skills such as pedagogical trainings. Due to scarcity and low salaries (barely enough to survive), in most of the high school and primary schools teachers, parents and educators use bribery in return for successful grades.
It costs US$116 (or US$58 per day) to provide a teacher with high-quality, two-day training on development of low-cost materials including transport, full boarding, tuition and all the materials[ii].
However, according to Sam Jones (2017)[iii] Mozambique, in common with many other developing countries, has achieved impressive increases in access to education. Since 2000, the number of children attending primary school has more than doubled, as have the number of schools. Enrollment into secondary school also has risen rapidly — in 2004, less than 8,000 young people graduated from secondary school (12a classe) in the whole country; by 2014, the number of graduates exceeded 50,000.
These trends are positive, but they only paint half the picture. The flip-side of access is whether children are learning once they are in school. The evidence here is patchy, but broadly suggests that Mozambique is lagging a long way behind many of its developing country peers in the quality, rather than the quantity, of education that it offers its children.
It is not difficult to grasp why the quality of schooling matters. Weak educational systems create burdens for both employers and workers. If educational certificates are not a good guide to the skills a person possesses, employers find it difficult to identify the suitable and qualified candidates. This can lead to higher turnover and costly recruitment processes. It can also lead employers to demand higher levels of education, even where the specific tasks of a job do not demand it. Today, technological change also is increasing the demand for skills — even labour-intensive manufacturing firms prefer better-educated workers who are able to operate equipment and follow production goals.
A major education challenge in Mozambique is to ensure that all children who start primary school go on to complete it. Data from the Ministry of Education and Human Resources suggests that in each grade of primary school, only around 80% of children go straight to the next grade. Although not all of these children drop out, the probability of a child who starts primary school completing the full seven years is less than 50%. So, many young Mozambicans are entering the labour market without having even completed a primary education.
But completing primary education does not mean young Mozambicans learn enough through schooling. This is revealed by a recent face-to-face survey of children in Nampula implemented by TPC Moçambique, part of Facilidade-ICDS (Instituto para Cidadania e Desenvolvimento Sustentável). The survey follows a model originally developed by Pratham in India, now used in many countries. The data from these surveys are not strictly comparable, but they are informative about broad differences.
Using the survey, Table 1 compares attainment in literacy and numeracy across a range of countries. In all cases, the competencies tested refer to skills taken from each country’s curriculum that should be mastered by children after completing two years of education. We see that there are many children attending grade 5 who do not master grade 2-level skills. In Nampula, the majority of children finishing in the first phase of primary school are not mastering the basics: less than 1 in 3 children in grade 5 can read a simple story and do basic subtraction. Moreover, attainments in Mozambique appear substantially below those of children in the same grade in other low-income countries.
Table 1: Share of children enrolled in grade 3 and grade 5 able to achieve specific competencie
Notes: table is adapted from Jones et al. (2014), adding data from TPC Moçambique (2017).
The worrying situation in Mozambique is echoed by a World Bank investigation of service quality in the education sector. As set out in the study by Bold et al. (2017), which compares results across various countries, only 38% of Mozambican 4th grade students were able to recognize letters, compared to 89% in Kenya and 50% in Nigeria. A possible reason for this situation is suggested — not only are many teachers absent from school and/or class — which means Mozambican pupils are receiving less than half the recommended four hours of teaching per day — but also, many teachers show a poor knowledge of the curriculum they are supposed to teach.
In addition, JICA (2015:25) makes a comparative analysis of access by group, where he points in both lower- and upper-primary education, that Maputo City, Nampula, Sofala, Niassa and Maputo Provinces have higher dropout rates than the national average. Repetition rates are higher in Tete, Sofala, Niassa, Nampula and Manica Provinces. Overall, northern and central provinces have higher dropout and repetition rates than the national average. In particular, repetition rates in Niassa Province are, in comparison to the national average, 4.4 point higher in lower-primary education and 5.1 point higher in upper-primary education.
Dropout rates by gender show that female dropout rates are 0.2 point higher than the male’s in both lower- and upper-primary education. Looking by province, female dropout rates in primary education are higher in Maputo City, Gaza, Inhambane and Maputo Provinces, suggesting that female students drop out more than their male counterparts in the southern parts of the country. On national average, female repetition rates are 0.3 point and 0.4 point higher than the male’s in lowerand upper-primary education, respectively. By province, all except Zambezia Province had higher female repetition rates.
The Mozambican government has paid special attention to gender in every sector’s planning stage in order to narrow the gender gap. In the education sector, girls’ education has been promoted from the first Education Strategic Plan, and PEEC 2006-2011 has also identified universal primary education—especially focusing on girls’ education—as a major target issue. Due to these governmental efforts, gender gap in primary education has almost been corrected (PEE 2012-2016, P.41-42[iv]).
Poverty and inequality
Poverty is a major barrier to education in Mozambique, as many families cannot afford to pay for school fees or related expenses such as uniforms and textbooks. In addition, girls and children from rural areas are often at a disadvantage due to social and cultural barriers, such as early marriage and traditional gender roles (Chatgpt, 2023).
The poverty limits education in Mozambique in many families. The normal salaries are most of the times for food, the basic need. People do a lot of times struggle to pay school and college expendidures reason why the small informal businesses are an outlet.
For education to be successful, it is not enough to ensure that children attend school but importantly, they also need to learn while they are in school. The expansion in primary education, because of limited resources, put pressure on quality of the education. Children and parents frequently complain about the low quality of infrastructure, lack of availability of books, and increasing class sizes (Moz policy note, 2012:3).
For Bonde and Matavel (2022:2) education funding is one of the problems that most underdeveloped countries face daily. Many of these countries are economically dependent due to their respective States’ fragility and postcolonial condition (Crossley, 2001; Williams, 2009). Vieira, Vidal, and Queiroz (2021) argue that “education financing is a key theme of the debate on educational policy. Far from being exhaustedly discussed by the literature in the field, it represents a challenge fruitful and permanent to reflection” (Vieira; Vidal; Queiroz, 2021, p. 1).
In the case of Mozambique, since the country’s independence in 1975, the Government has faced problems in financing its education. About this reality, Oliveira (1995) states that “enabling democratic and quality public education implies providing financing sources” (Oliveira, 1995, p. 76) see page 2.
The difficulty of financing the Mozambican education resulted in inquiring its international partners to assist within this sector. In a first phase, external funding came from several countries (bilateral and multilateral), from the period of socialist orientation (1975-1986) and in the later phase of multipartidarism (1990). These financings were directed to the General State Budget until 2001. In 2002, the Education Sector Support Fund (FASE) was created, which is the main instrument for channeling external funds to the sector. “The Common Fund (FASE) is the most aligned instrument for channeling external funds to finance the sector’s annual plan, using state procedures and instruments regarding planning, implementation, and monitoring”, says the Ministry of Education and Human Development (MINEDH, 2010, p. 56). page 2
The Common Fund (FASE), by which most of the external funding to the sector is channeled, contributes to the financing of key programs focusing on funding programs for basic education, such as the textbook, direct support to schools, teacher training, supervision, and accelerated construction of classrooms. Half of the FASE spending is continuous.
Among the many objectives of the FASE, the following stand out: [1] – achieve the Millennium Development Goal; [2] – achieve Universal Primary Education for all; and [3] – ensure the completion of primary education for all children in 2015. The FASE was created by the Education for All Fast Track Initiative (FTI). FTI follows the commitment of the international community established at the 4th World Education for All Forum in Dakar, stating that no country committed to providing basic education for all and with a credible plan would be limited to achieving this goal due to the lack of financial resources (MINEDH, 2010, p. 8). Therefore, it was by the FTI that the Direct Support to Schools (ADE) was introduced. Hanlon (1997) considers that “Mozambique has become the country most dependent on foreign aid and probably still is” (Hanlon, 1997, p. 15). Abrahamsson and Nilsson (1994) state that “Mozambique is now in a considerably worse situation than at the time of independence” (Abrahamsson; Nilsson, 1994, 73). We understand that the country should reduce foreign aid and create its own sources of investment for education and other social and economic areas, for local problems must have local solutions. As long as partners continue to fund education, they will continue to outline Mozambique’s educational policies and we will hardly leave this external dependence.
World Bank documents highlight this reality. The Education for All Global Monitoring Report tells that “external models of good educational practices, defended without much conviction by different groups of agencies, are generally not sufficiently attuned to local circumstances” (UNESCO, 2005, p. 23). Unable to manage and finance education, the Mozambican Government has opted for privatizing education since 1990 to get rid of the financial burden. Therefore, Mozambique has forgotten that there is not a single experience in the world that has developed high educational standards with discourses, but with resources. Silva and Oliveira (2020) claims that “[…] when governments rely on privatization to expand access to education, this approach may conflict with the promotion of universal access, especially for the most marginalized populations” (Silva; Oliveira, 2020, p. 14).
Lack of relevant curriculum
The curriculum in Mozambique is often seen as outdated and not relevant to the needs of students or the economy. This can lead to a mismatch between the skills students learn in school and the skills required by employers, limiting their opportunities for future employment (chatgpt, 2023).
Mozambique has made impressive advancement in improving access to lower and upper primary school since the education reforms of 2004, which abolished all national primary school fees, provided free textbooks and introduced a new curriculum, while maintaining the high pace of school construction and teacher training. Enrollment in primary schools surged as the combination of lower costs and supply of schools increased access particularly for poorer families. The study shows that in lower primary (EP1), access improved the most the response to the reforms was highest for poorer families, whereas in upper primary (EP2), the gains for poor families were limited. Overall, the primary system has become more inclusive (Moz policy note, 2012:2).
To conclude, Mozambique is an underdeveloped nation which educational challenges has to deal with poverty, quality, limited access and limited resources. However, there are some great results on education access in the rural communities such as in Nampula, where some organization like “Girl Move”, has been working with young girls. More could be done to reduce these challenges, such as the government investing more money in education, increasing teachers salaries and quality of skills, which consequently would improve children and young people education.
Abrahamsson, Hans; Nilsson, Anders. Moçambique em transição: um estudo da história de desenvolvimento durante o período de 1974-1992. Maputo: Padrigu, 1994.
Crossley, Michael. Cross-cultural inssue, small states and research: Capacity Building in Belize. International Jounal of Education Development, v. 21, n. 3, p. 217- 229, 2001.
Hanlon, Joseph. Paz sem Beneficio. Como o FMI Bloqueia a Reconstrução de Moçambique. Maputo: Centro de Estudos Africanos, Universidade Eduardo Mondlane, 1997. (Coleção Nosso Chaão).
Japan International Cooperation Agency: Study on Basic Education Sector in Africa Mozambique. Basic Education Sector Analysis Report. 2015.
MINED: Manual de Apoio a ZIP. 2010.
Mozambique Policy Note: Education Reform in Mozambique: Lessons and Challenges. 2012.
Oliveira, Romualdo P. Educação e Cidadania: o Direito à Educação na Constituição de 1988 da República Federativa do Brasil. 1995. Tese (Doutorado em Educação) – Programa de Pós-Graduação em Educação, Universidade de São Paulo, 1995.
Rui Amadeu Bonde and Princidónio Abrão Matavel: Education Financing in Mozambique and its Challenges. Universidade de São Paulo (USP), São Paulo/SP Brazil & Universidade Federal de São Carlos (UFSCar), São Carlos/SP – Brazil. 2022.
Silva, Rui da; Oliveira, Joana. Privatização da educação em 24 países africanos:
tendências, pontos comuns e atípicos. Educação & Sociedade, Campinas, v. 41, 2020.
UNESCO. Organização das Nações Unidas para a Educação, a Ciência e a Cultura. Educação para todos: o imperativo da qualidade. Relatório de monitoramento global. Brasília, DF: Unesco; São Paulo: Moderna, 2005.
Vieira, Sofia Lerche; Vidal, Eloisa Maia; Queiroz, Paulo Alexandre Sousa. Financiamento e Expansão do Ensino Médio: o caso da diversificação da oferta no Ceará. EccoS – Rev. Cient., São Paulo, n. 58, p. 1-23, jul./set. 2021.
Cameroon is known as “Africa in miniature”, a country located in central Africa, bordered by Nigeria to the west, Chad to the northeast, the Central African Republic to the east, Gabon and the Republic of the Congo to the south, and Equatorial Guinea to the southwest. With a population over 25 million, Cameroon is one of the most ethnically diverse countries within the African continent, with more than 250 ethnic groups and languages. The country is known for its unique cultural heritage, natural beauty, and abundant natural resources, including oil, gas and minerals. However, Cameroon also faces an array of challenges inclusive of educational barriers, high poverty, inequality, political instability, and environmental degradation. Despite these challenges, the country has made significant progress in recent years, and is working towards achieving sustainable development, and economic stability overall.
Cameroon, like many other nations in the African continent, faces a range of educational challenges that limit access to quality education and hinder the development of human capital. Despite progress in recent years, significant gaps in access, quality and relevance of education persist, particularly in rural areas and among marginalized populations. Inadequate infrastructure and resources, gender inequalities, poor quality of education, vocational training mismatches, and limited funding area some of the key challenges that Cameroon’s education system faces. Addressing these challenges is crucial for improving and promoting inclusive and sustainable development, reduction of poverty, and improving the overall well-being of the country’s citizens. Addressing the obstacles of Cameroons educational challenges will require a concerted effort from the government, civil society, and the international community to increase access to education, and ensure that students are receiving the skills and training required to further succeed in the job market.
Access is largely to blame in regards to the country’s challenges on the topic of education. Despite the nations progress in recent years, many children, particularly in rural areas, still lack access to quality education. This is due to a severe lack of infrastructure and resources including schools, textbooks, and qualified teachers. Many educational institutions in Cameroon are poor in condition, with inadequate facilities and a shortage of lecturers, professors and teachers.
Additionally, there is a significant gender disparity in access to education, with girls facing particular challenges in accessing education due to cultural beliefs and attitudes, poverty, early marriage, and pregnancy. These are particularly acute in rural areas, where the majority of families struggle to afford the costs of education, and there are fewer schools and teachers. As a result, many children find themselves forced to drop out of school prematurely or are never able to attend to begin with, which results in a limitation of opportunities for economic and social advancement. Lack of access to education not only limits individuals ability to secure employment and earn a sustainable income and life, but also limits the potential of individuals to improve their living standards and overcome and reduce poverty on a national scale. In order to address these challenges, the government of Cameroon must work towards the investment of educational infrastructure, increase the number of educators, and directly address the underlying social and economic barriers that enable limitation of access to education for marginalized communities.
Cameroon’s education system faces notable challenges with regard to gender disparities and gender inequalities. Girls continue to face significant barriers to accessing education. Cultural attitudes, poverty, early marriage, and pregnancy all contribute to lower enrollment rates and higher drop out rates among girls. This not only limits their opportunities for independent, personal growth and development but also hinders the overall development of the nation as a whole. In addition to lower enrollment rates, girls also face discrimination in the classroom. They are often subjected to lower expectations, receiving less attention from teachers, and are therefore given fewer opportunities for advanced study. This hinders social mobility and perpetuates a cycle of gender inequality that limits the potential of girls and women alike, both in terms of personal achievement and contributions to the country’s economy and society.
According to UNESCO data, in 2019, the net enrollment rate for girls in primary school in Cameroon was 83.5%, compared to 92.4% for boys. For secondary school, the net enrollment rate for girls was 33.5%, compared to 42.1% for boys. Drop out rates for girls are also significantly higher than for boys at both the primary and secondary levels. According to the Ministry of Basic Education, the primary school dropout rates for girls was at 10.6% in 2018, compared to 7.6% for boys. At the secondary level, the dropout rate for girls was 36.5% , compared to 26.2% for boys.
Cameroon has implemented a range of policies and programs aimed at promoting gender equality within the education system. These efforts include elimination of gender stereotypes in the classroom promotion of girls’ education in rural areas, and provide financial support to families in hopes to offset the costs of schooling. Non-governmental organizations and civil society groups have played a critical role in advancing gender equality in education, working to raise awareness of the importance of girls’ education by supporting programs that promote access to these marginalized groups. Despite these efforts, progress has been slow, and significant challenges very much remain. Further action and effort is required to address social norms that perpetuated gender inequality, and promote equal opportunities for all students, regardless of their gender or socio-economic background and status. By actively addressing these challenges, Cameroon can assist in ensuring that all of its citizens have the opportunity to reach their full potential and contribute to the overall growth and development of their nation.
The lack of quality in Cameroon’s education system is another vital concern. The quality of education and the system remains low, with limited resources and inadequate teacher training and certification. According to the World Bank, only 47% of students can read a simple sentence in French or English by the end of primary school, and only 32% can do basic mathematics. This lack of quality in education results in significant implications for the country’s overall development and advancement, as it limits the potential of its citizens and therefore inhibits economic growth. The access to quality education is ever more linked to socio-economic status, with children from poorer families less likely to have access to quality education. This contributes to a never ending cycle of poverty and inequality, with limited opportunities for those who are unable to access said education. Cameroon’s policies and efforts to provide advanced training to teachers, increase access to newer textbooks and alike learning materials, and promote the use of technology within classrooms has fallen short – much more needs to be done to ensure access to quality education.
Non-governmental organizations and civil society groups have played a critical role in promoting access to education, working to improve trainings and through support programs in hopes of better learning outcomes. These efforts have been imperative in advancing access for marginalized communities. Moreover, the majority of educational materials and textbooks used are outdated, with little effort made to update the content or incorporate new teaching methods. This has led to a mismatch between the skills taught in schools and the demands of the ever evolving job market, hindering the ability of students to develop the skills required to succeed in todays modern economy.
Alongside the lack of material, Cameroon’s significant challenge lays in overcrowded educational institutions, which are more prevalent in rural areas. According to a report by the World Bank, the student-teacher ratio in primary schools is approximately 49:1, which is substantially higher than the recommended ratio of 30:1. This places a strain on the education infrastructure and disables teachers from providing individualized attentions students. Educational institutions lack basic facilities such as classrooms, desks and chairs, resulting in students sitting on the floor or sharing desks, which can lead to further distractions in an already deficient environment – hindering their ability to learn and develop new skills. As many schools are underfunded and struggle to meet basic needs, let alone invest in newer resources – resulting in outdated textbooks, resources and equipment and further results in failure to engage and motivate students. Additionally, the procurement process for textbooks and learning materials can be slow and bureaucratic, making it difficult to obtain the latest materials in a timely manner, or in any way at all. Lack of internet access and digital infrastructure is another major challenge faced by the education institutions in Cameroon.
Unemployment is a staggering challenge, particularity among the youth of Cameroon. According to the World Bank, the youth unemployment rate was estimated to be over 13% in 2019, and this figure is ever likely to already be higher in reality due to underemployment and informal work. One major factor contributing to this issue is the lack of vocational training programs. Vocational training programs have successfully proven to provide skills and experience required to enter the workforce and further build sustainable livelihoods. However, these programs are often limited in scope and accessibility, or completely nonexistent due to the high cost of tuition as well as limited availability of said programs. Additionally, there is often a mismatch between the skills taught in vocational training programs alongside the needs of employers within the current, yet ever changing job market. Lack of vocational training programs contributes to a cycle of poverty and unemployment, particularly in rural areas where access to formal education and thereafter job opportunities, if existent, is limited. This results in youth taking on low-paying jobs, as well as work in the informal economy, where wages are inadequate and working conditions are uncontrolled, and can be hazardous. In order to take action towards this concern, the government of Cameroon has launched a “National Vocational Training Strategy” aimed at expanding the reach and scope of vocational training programs across the country, as well as partnering alongside already established international organizations in providing funding and further support. Said NGOs, and international organizations alike have providing further independent funding and resources in advocating for policy reforms aimed at expanding access to quality vocational training. By ensuring these programs are tailored to the needs of the labor market, Cameroon can assist in the reduction of unemployment and provide its citizens with the skills and required experience to build sustainable livelihoods, as this would be in the interest to the economic advancement of the country as a whole.
In recent years, education funding in Cameroon has been a high topic of concern as the government continues to fall short in meeting the needs. Despite the governments commitment to education, the allocation of resources to the sector has been inadequate, leading to an array of setbacks and shortcomings. According to a recent report by the United Nations Development Program, Cameroon’s education sector is facing a funding shortfall of over $300 million. This funding gap has had a severe impact on the quality of education in the country, where schools often lack basic amenities as aforementioned. A critical issue being the lack of investment in the training and recruitment of educators. The majority of educational institutions in the nation struggle to attract and retain qualified teachers due to poor working conditions and even lower salaries, resulting in students left with inadequate instruction. Infrastructure is also underfunded, resulting in a lack of running water, electricity and proper sanitation facilities, making it difficult for students to study and pursue their studies in a conducive environment. This lack of infrastructure has led to a high drop out rate. Despite these challenges, the government has implemented the “Education Sector Plan” (ESP) in 2018. The ESP aims to improve access to quality education, particularly for girls, and increase investment in teacher training as well as recruitment. However, critics argue that the governments efforts fall short and much more needs to be done in addressing the shortcomings within the country’s education sector. They point to the fact that Cameroon’s education spending is well below the recommendation of 20% of the national budget, with only 13% allocated to the sector in 2020. Education funding in Cameroon remains a staggering challenge that requires immediate, urgent and transparent attention. The government must prioritize investment in the sectors to ensure that all students have access to quality education in order to achieve their full potential. Failure to do so will mean long-term implications for the country’s social and economical development.
Lack of education exacerbates health problems in Cameroon. Education plays a vital and imperative role in promoting health, particularly in areas such as maternal and child health, infectious diseases, and nutrition. Lack of education hinders the populations ability to access health education and information, leading to preventable health issues and lack of knowledge and skills to take care of their health in preventing diseases, seek appropriate medical care, or understanding in the importance of vaccinations and other preventative measures. Secondly, many Cameroonians may not be aware of the risks of certain behaviors, such as unprotected sex, that can lead to the transmission of diseases. Lack of education limits their understanding of health-related issues and reduces the individuals ability to make informed decisions accordingly. Thirdly, lack of education statistically contributes directly to poor nutrition, which is a significant health problem in this western African nation. Malnutrition affects a significant portion of the population, specifically children under the age of 5. It is studied that without education, individuals may not known how to grow, prepare, and consume a balanced diet.
Additionally, the lack of education directly hinders the country’s ability to address public health issues such as epidemics and pandemics. During Covid-19, the lack of education was directly connected to the difficulties endured by the population to understand and comply with health guidelines, leading to increased transmission rates. Lastly, women who lack education are less likely to seek medical care when necessary, as lack of education limits their ability to access health care altogether which directly results in higher rates of maternal and child mortality. In addition to strengthening the education sector, the health education should also be integrated into the curriculum in a safe, conclusive and secure manner for both genders alike.
Additionally, the lack of education contributes to social unrest as well as political instability. When individuals are unable to secure employment or participate fully in the economy, they are more likely to become involved in criminal activities or even join extremist groups. In Cameroon, the lack of education has been identified as a contributing factor to the rise of Boko Haram and other extremist groups. Boko Haram are recognized as a group seeking to establish the Islamic state, whilst opposing western education, which they view as a threat to their ideology, this extremist group is a concern within Cameroon in regards to the education sector. Boko Haram has specifically targeted schools, particularly those in the northern regions of the country, where poverty and lack of education are prevalent. The group has abducted school children and attacked institutions, resulting in the closure of schools and hindering children’s access to education. Boko Haram has been recognized in using education as a recruitment tool, targeting vulnerable youth who lack access to education by promising them ‘a better life’ if they join the group. Poverty has fueled hopelessness among youth in Cameroon, making them vulnerable to extremist ideologies. Additionally, this has perpetuated social inequality, particularly gender disparities, which have resulted in the exploitation of girls and women by the extremist groups. To counter the rise of existing and creation of further extremist groups, the focus on education is imperative.
Cameroon’s English speaking minority has been marginalized by the dominant francophone nation since 2017. The unresolved and ongoing civil war conflict has resulted in at least 15 attacks at in schools, resulting in the shut down and depriving 700,000 students from education. The education system has been held hostage by this military-separatist war. “Armed separatists bear full responsibility for these targeted attacks on education, but the response of the Cameroonian government and security forces has been inadequate and is hampered by the numerous abusive counterinsurgency operations in the Anglophone regions, which have spread deep mistrust among the civilian population victimized by these operations,” according to HRW. This has resulted in “uneducated generation of Anglophone youth joining criminal fighters because they lack other economic survival skills” writes journalist Aurore Bonny for the Anadolu Agency.
Cameroon faces various educational challenges that consistently hinder the country’s progress towards sustainable development. While significant progress has been made, much still needs to be accomplished in order to ensure that every Cameroonian has access to equal and quality education. Addressing these challenges will demand a collective, unified and transparent effort from the government, civil society organizations, and international partners. Only then can Cameroon provide its citizens with the tools required in order to build a prosperous future and contribute to the development of their nation.
Namibia, known to be the driest country in Sub-Saharan Africa, is a geographically large nation. This country, which borders South Africa, Angola, Botswana, and Zambia, also has a 1,500-kilometre south Atlantic coastline. Although, Namibia is quite vast, only approximately 2.53 million people live here. Sound economic management and political stability have reduced poverty levels and, in turn, has allowed Namibia to be recognised as an upper-middle-income country. Nonetheless, socioeconomic inequalities, heightened by the past apartheid government systems, remain quite high (1).
Currently, the education system in Namibia is structured into four different levels, including pre-primary (kindergarten), primary (grades 1 to 7), secondary (grades 8 to 12), and tertiary education. Education is compulsory for all children between the ages of 6 and 16 years old respectively. With roughly two million citizens, approximately 1500 schools exist in this country, with around 100 of these being privately owned (2). Since 2016, primary and secondary education in government-owned schools have been free. As school is only mandatory till the age of 16 (or Grade 10), once students successfully complete this grade they receive a Junior Secondary School Certificate.
Figure 1 Student taking examination in Namibia.
As stated and seen in the Constitution:
Children shall not be allowed to leave school until they have completed their primary education cycle or have attained the age of sixteen (16) years, whichever is the sooner, save in so far as this may be authorised by Act of Parliament on grounds of health or other considerations pertaining to the public interest (Constitution of the Republic of Namibia Article 20). (7)
Additionally, should students choose to continue their education, students will receive a Namibia Senior Secondary Education Certificate once Grade 12 has been successfully completed (4).
Despite primary school being compulsory and free, enrolment rates in Namibian school is only around 80%, with gender and regional differences existing. Additionally, the drop-out rate ranges between 1% and 10%, with these being particularly high in Grades 1, 5, and 10 (5). In a country bigger than Belgium and France put together, with great areas of desert, the proper authorities are struggling to provide quality education to hard-to-reach communities and, furthermore, ensure that children remain in the system. It has been found that there is a repetition rate of over 20% in Grade 5 and close to 50% of students in Grade 10 fail their exams (6).
Main Educational Problems in Namibia
Access to Education:
Although primary school attendance rates have increased over the past years, getting an education in rural and outlying locations continues to be difficult. Many schools in these regions lack basic amenities like electricity and water, and students frequently have to travel great distances to get to school (6). Learners from these vulnerable communities often see high repetition rates (especially in Grades 1,5, and 8) and soaring drop-out rates (particularly after Grade 10, after school is compulsory anymore). Additionally, on average, only 1 out 100 learners living in rural Namibia graduate from Grade 12 (7).
Education Quality:
Although the government has made investments to raise education standards in Namibia, this issue still exists. Several schools lack sufficient skilled instructors, instructional supplies, and fundamental infrastructure, which, as a result, has a severe effect on the standard of education that students receive (6). As a result, in all 13 defined educational regions, the majority of the learners are not able to reach the minimum standards in the English reading level. For example, at the overall national level, only 16.6% of the learners were able to reach the minimum level (learners who will barely survive the next year of schooling) in reading literacy, while only a 6.7% managed to reach the desirable level (learners who will definitely succeed the following academic year) (3).
Additionally, data continues to show that a lack of sufficient and adequate teaching and learning materials, sanitation, physical facilities, and other necessary conditions exist to allow a good teaching and learning environment. This disparity is even more obvious in former disadvantaged areas and regions. This data, however, seems to severely contradict the Namibian constitution and policy documents, specifically the ‘Towards Education for All’ document, which requires that:
To provide education for all, we must expand access to our education system. For that, we need not just have more schools but schools and other education programmes where learning is truly accessible to all Namibians (MEC, 1993:34,103) (3).
Inequality and High drop-out rates:
In Namibia, education disparity is a serious problem. Challenges remain in the access for pastoralists and nomadic groups, HIV/AIDS pandemic, and natural disasters. As a result, many kids, who often face financial difficulties, a lack of access to basic amenities as well as subpar academic results, often decide to leave school prematurely (8). When compared to their peers from more fortunate circumstances, students from underprivileged backgrounds frequently have less access to high-quality education (7). Additionally, ‘school under the tree’ is still very common in this country. This image truly symbolises the unequal distribution of facilities and resources amongst the urban and rural schools. For example, more than 47 000 primary school children are still taught under trees or in ‘traditional’ classrooms, with a large portion of these not having any basic services such as clean water, toilets, and electricity (3).
Quality and equity are important components and are well embodied in education policy documents and official reports. These documents and reports highlight the access expansions, access to high quality of education, and facilitation of economic growth and competitiveness. The ‘Towards Education for All’ policy document in Namibia emphasises that a major hurdle for quality and equity in this country’s education system is the obvious inequitable distribution of resources amongst the different regions, which is linked to the history of Namibia (3). Additionally, this policy emphasises that:
Education for all does not simply mean more schools or more children in school. Nor does it mean that they simply start literacy classes or increase the number of places in programmes for out of school youth. Education for all requires that the government develop its system of education and training and how it organises it (MEC, 1993) (3).
EDUCATIONAL DIFFICULTIES RESULTING FROM THE EFFECTS OF COVID
Following the effects COVID-19 had on face-to-face teaching and learning time, nearly 90% of high school students in Namibia could not graduate at the end of 2022. Out of the 38,000 students that wrote their final 2022 high school examinations, only around 5,000 of these managed to pass. Even though schools were not closed altogether during the of COVID, the significant loss of face-to-face teaching have led to the poor results seen in 2022. Out of the 198 school days planned learners were unable to master all the academic competencies needed to successfully progress to following grades. Additionally, during this time, the poor education infrastructure has become more obvious, with a shortage of classrooms, learning and teaching resources, as well as the absence of systematic support for teachers and learners at school levels. Furthermore, discipline amongst learners and teachers has slowly been declining and, as a result, weak monitoring and evaluation occurs at all levels of education (8).
Figure 2 Student sanitized her hand at a school in Windhoek, capital of Namibia (Photo by Ndalimpinga Iita/Xinhua)
BIBLIOGRAPHY:
The World Bank. “Overview.” World Bank, 2016, www.worldbank.org/en/country/namibia/overview. Accessed 29 Mar. 2023.
Shusko, Lisa. “The Successes and Challenges of the Namibian Education System.” Our Peace Corps Namibia Blog, 23 June 2015, shusko.wordpress.com/2015/06/23/the-successes-and-challenges-of-the-namibian-education-system/. Accessed 31 Mar. 2023.
Hailombe, O. (2011). Education Equity and Quality in Namibia: A case study of Mobile Schools in the Kunene Region. Retrieved April 12, 2023, from https://repository.up.ac.za/bitstream/handle/2263/24256/Complete.pdf?sequence=10
World Bank. Namibia Education Overview. 2020, www.worldbank.org/en/country/namibia/brief/namibia-education-overview. Accessed 31 Mar. 2023.
Wikan, G. (2008). Challenges in the primary education in Namibia. Retrieved April 4, 2023, from https://brage.inn.no/inn-xmlui/bitstream/handle/11250/133746/rapp07_2008.pdf?sequence=3&isAllowed=y.
Bellamy, C., & Sousa, G. (n.d.). Equitable access to Quality Education: Challenges in Namibia. Equitable Access to Quality Education: Challenges in Namibia | Capacity4dev. Retrieved April 4, 2023, from https://europa.eu/capacity4dev/articles/equitable-access-quality-education-challenges-namibia
UNICEF. (2018, April 9). Improving school participation in Namibia. UNICEF Office of Innovation . Retrieved April 12, 2023, from https://www.unicef.org/innovation/stories/digital-learning-platform-namibia
Education is a fundamental human right. As dictated by the ICESCR and CESCR, everyone is entitled to non-discriminatory, quality, culturally sensitive, affordable, and accessible education. According to the Human Rights Measurement Initiative, in 2019 Perú showed fairly good results when it came to using its income to ensure the fulfillment of people’s right to education. From a low-and-middle-income assessment standard, it achieved 89.3% of the benchmark set for the global ranking, and 90.5% of its income-adjusted benchmark[i]. Indeed, there have been considerable improvements in the Peruvian education system throughout the years, such as an increase in the education budget (a 50% between 2012 and 2017) and overall greater accessibility and provision of education to the bulk of society[ii].
Nevertheless, numerous recent sources indicate, through a more nuanced view, that several obstacles still hamper accessible and quality education in Perú, especially for certain vulnerable populations, which in some cases are discriminated simultaneously at multiple levels. The following paragraphs will outline some of the current challenges that Perú faces when ensuring human rights in education.
Segregation
According to a recent in-depth study that uses data from the Peruvian Ministry of Education, the uneven distribution of students in Peruvian schools depending on socioeconomic level, but also residence location or performance is a great challenge that is barely attended. Having extremely homogenous populations in educational centers, with certain centers accumulating those with similar socioeconomic advantages, negatively affects social cohesion, the quality of education, the exchange of social capital and the access to equal opportunities.
An example of this can be found in the expansion of private education centers. Originating in the widespread prestige of private education among Peruvians since the 90’s, the popularity and demand for private centers has increased steeply. Registration to basic education centers went from 14% in 1997 to 28.4% in 2020[iii]. While the Peruvian state pushed for universal education by providing public centers, it allowed the expansion of privatization, placing little regulation upon the sector. This has coincided with an increase of segregation in education, there currently is an uneven distribution of the student population among educational centers.
Rural public schools hold a disproportionately great number of low-income students, followed by urban public centers, then low-cost private centers and finally high-cost private centers, which are mainly composed by high-income students and barely contain socioeconomically disadvantaged students. Within the private circuit, the performance of students also increases with the cost of the school, pointing to the idea that individuals get only the education they can pay for.[iv] It should be noted that student performance in the increasingly popular low-cost private centers is sometimes similar or even lower than in standardized public schools, while they sometimes lack appropriate material and teacher capacitation. This indicates that the prestige of private education is sometimes uncalled for.[v]
Another example of segregation in education is displayed by the COAR or High-Performance Centers, secondary education centers that “reward talent”. Such public institutions accumulate students with outstanding results and are sometimes framed as inclusive, since they provide the opportunity to obtain “better quality” education those who cannot afford private schools. But it is precisely in the fact that the state guarantees a better quality of education in those centers that they become problematic, since the state fails its own responsibility to ensure the same educational quality to all its citizens. The 25 existing COAR only contain around 6.700 students in total and their student investment is 12.5 times higher compared to the rest of public schools, undermining the principles of equity and equal access to opportunities.[vi] Separating high-performance students from their original schools also curtails the possibility of peer-to-peer learning and improvement for the rest of students.
Moreover, while the access to a COAR seems to be solely determined by an individual’s “merit”, it must be considered that minority and vulnerable populations (such as individuals from rural and indigenous areas, whose mother tongue is not Spanish and whose parents have a low educational level) are significantly less likely to be enrolled or accepted in a COAR. It can be argued that “talent” is, in the end, only easily recognized and displayed in contexts of advantage; it is necessary to promote inclusive educational systems that provide equal opportunities for all.
Since May 2022 there has been a controversial law in place that can deeply affect education in human and civil rights, curtailing the quality of education: the Law No. 31498. This law essentially allocates greater power to parent’s associations to overwatch the curriculum of primary and secondary school levels, including veto power. The law contemplates that a moral criterion can be applied when overwatching (or vetoing) the curriculum’s content.
While supporters of this law claim that it can enhance the quality of the educational material, organizations such as Human Rights Watch claim that this law puts quality and independent education to risk by subjugating the expertise of teachers and the Ministry of Education to parent’s views and opinions. They acknowledge that it is important to involve the parents in the educational process, but they note that this law has, in practice, translated into the reduction or veto of education in gender and sexuality matters.[vii] Such education is crucial to promote equality, social justice, and human rights, especially considering the high teen pregnancy rates and increased sexual violence rates in Perú.[viii] In fact, one of the recommendations by the 2018 UPR highlighted the need of an integral sexual education to inform women and girls about sexual health and reproductive rights.[ix] In short, this law potentially challenges the quality of education in human rights, justice and freedom of expression while hampering the development of critical thinking skills.
Also, as regards legal improvements, it should be noted that, as noted in the 2018 UPR recommendations, fully equipping disabled people with full juridical capacity and recognition in the Civil Code could guarantee their access to adapted, inclusive, quality education, which is something that hasn’t been fully achieved yet.[x]
The Digital Gap
The Covid-19 pandemic hit the Peruvian educational system hard: in 2021, a total of 124.533 students stopped attending the classes. Although the government of Perú acted fast and implemented various policies to continue providing education for all students (including the provision of technological material to families with little resources and connectivity, and equipping teachers with capacities to adapt to virtual education)[xi], the crisis underscored a salient problem in Peruvian education: the so-called Digital Gap.
Children from a rural area using technological devices. Photo by Servindi.
Numerous studies conducted during and after the pandemic highlighted that rural, usually indigenous families (which are also often the ones with lowest income) have got less access to technological material, sometimes lack internet connection and, by extension, attain less digital literacy than those located in urban areas under better socioeconomical conditions.[xii] The lack of technological accessibility and knowledge is a widespread problem in South America and the Caribbean, where as much as 55% of the population is affected.[xiii] This gap represents a situation of inequality in education access and quality between urban, wealthier populations and poorer rural communities, and it has implications far beyond the Covid-19 pandemic in a future where digital access is increasingly essential for professional development[xiv]. Less than 10% of the Peruvian population that did not finish primary education has access to internet[xv], highlighting that the inequality also affects those with a lower educational level, making the inequality somewhat cyclical. It should also be considered that ensuring the obtention of technology is not enough: the technological item itself needs to be accessible to students with special needs, which reportedly was the most overlooked collective during the pandemic.
Illiteracy, School Dropout and Absenteeism
According to the National Statistics Institute, around 5.6% of the population over 15 years old in Perú do not know how to read and write.[xvi] Literacy is key to reduce poverty and build democratic and fair societies with respect for social equality and human rights. While steady improvements have been made in this area in Perú, the illiteracy rate remains high, especially among, again, vulnerable collectives and minorities. Most illiterate individuals live in contexts of extreme poverty located in rural areas (in which illiteracy is 4 times greater than in urban areas), are indigenous, and their mother tongue is Quichua, Aimara or another regional language.[xvii] The gender component, which will be elaborated on further on this article, also plays into illiteracy: 8.3% of Peruvian women are illiterate, compared to 2.9% of men.[xviii]
Women from a rural area attending a literacy class. Photo by Diario Correo.
The number of workers between 14 and 18 years old has reportedly increased by 485.000 in 2021.[xix] Many young individuals who live in non-urban areas in poor economic conditions, often must assume work duties to survive, which makes their school attendance irregular and negatively impacts their performance.[xx] This is especially true for girls, who are often assigned to do the bulk of domestic work by their families, or who are affected by teenage pregnancy and sometimes forced into marriage.[xxi] This represents an obstacle to alphabetization and obtention of quality education, as well as a school dropout problem: the dropout rate in Perú is of 6.3%. For the reasons mentioned above, the rate for women is of 10.2% while for men it is of 8.4%.[xxii]
The challenge here is obvious: there needs to be greater efforts to increase literacy, particularly in poverty and rural contexts, including tending to the cultural and language needs of indigenous communities by enacting more flexible and inclusive education systems.[xxiii] Gender sensitive policies to ensure the education of girls and women must also be developed, while fighting patriarchal gender roles that undermine their rights.
A child working in agriculture. Photo available in RCR.
Sexual Violence in Education
In 2018, 34.6% of the Peruvian teenagers between the ages of 12 and 17 had reportedly been victims of sexual abuse either at home or at school.[xxiv] Needless to say, these experiences deeply harm children at various levels and profoundly violate their human rights, including their right to quality education. This figure is alarming enough to highlight the importance of preventing such violence in education through implementing strong reporting and detection mechanisms, applying multisectoral prevention plans against child victimization, providing education in sexual and gender matters, raising awareness as well as building a stronger and more accessible justice system.[xxv]
Discrimination
As it can be picked up from the sections above, there is a level of discrimination towards certain (vulnerable) populations in Peruvian education, expressed through situations of inequity, inequality of opportunities and access to education, and differential provision of quality education.
Discrimination by gender is one of the most pressing matters. As explained earlier, Peruvian women and girls experience inequality in access and permanence in primary, secondary, and tertiary education due to socially enforced sexist gender roles that disregard their right to quality education.[xxvi] The inequality worsens in the case of women who live in rural areas; a limited education limits their professional possibilities, driving them towards jobs that do not require professionalization, provide low incomes and poor working conditions.[xxvii] Moreover, although the legislation includes a gender lens in education since 2003, implementation of a curriculum on gender issues has been very slow, mainly due to the opposition of religious groups.[xxviii] Hence, education in Perú still enforces sexist stereotypes that perpetuate gender inequalities.
Children from rural areas attending class. Photo by Educacción Perú.
Inequality is experienced by rural populations as well, visible through the previously mentioned education access difficulties, lower quality education due to lower resource allocation in rural educational centers, lack of technological facilities, and socioeconomical constrains. Indeed, the discrimination of these individuals intersects with the discrimination of lower socioeconomic status individuals, whose conditions makes it hard to attain educational continuity and good performance. Only 1 in 10 poor youths access university, while 5 in 10 rich youths do.[xxix]
Also intersecting with the discrimination towards rural populations, there is a longstanding discrimination against indigenous peoples. Evidence of this is displayed, for example, by the fact that they are vastly underrepresented in tertiary education. Students whose mother tongue is Spanish are more than twice as likely to register in tertiary education (34.4%) than those whose mother tongue is an indigenous one (14.1%).[xxx]
Disabled students also suffer a longstanding situation of inequality that, although formally condemned by the state and legally acknowledged, in practice results in the continued segregation of disabled students and a deficient Basic Education assistance rate of 52%.[xxxi]
Disabled children attending school. Photo by Perú 21.
Yet another level of discrimination in education can be seen against Venezuelan migrant children. Venezuelan migration to Perú for sociopolitical and economic reasons has been a rising phenomenon over the last years. Unfortunately, prejudices against them and structural disadvantages has placed them in a position of vulnerability; and Venezuelan children have not been exempted from it: 42% of Venezuelan children in Perú still have not accessed formal education.[xxxii] More palpable forms of discrimination towards Venezuelan children such as xenophobic bullying have also been reported. Physical or psychological violence in the context of education has been the result of xenophobia against Venezuelans, sometimes intersecting with other forms of discrimination, such as gender-based prejudices, which have contributed to the hyper-sexualization of Venezuelan girls.[xxxiii]
All in all, it seems necessary to promote inclusive educational schemes in which centers, educators, students, and families take conscience of the existing inequalities and work together to overcome them. The state needs to properly equip institutions and professionals in order to implement policies that shape a system that truly grants universal access to the same opportunities and quality contents while ensuring a positive and safe environment for all individuals.[xxxiv]
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Ames, P (2021). Educación,¿la mejor herencia o el mejor negocio?: La segregación educativa en el Perú y los desafíos para la formación ciudadana. In Revista Peruana de Investigación Educativa, 13(15).
Becerra Paico, B. D. (2022). Políticas públicas en educación: Discriminación por género en el sistema educativo, caso Centro Poblado Saltur del distrito de Zaña, provincia de Chiclayo en la región Lambayeque, 2018-2019. Universidad Nacional Pedro Ruiz Gallo, Facultad de Ciencias Histórico Sociales y Educación.
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Sepertiga dari populasi Indonesia terdiri dari anak-anak, yaitu sebanyak 85 juta anak, dan menjadikan negara terbesar keempat di dunia.
Pendidikan memberikan manusia informasi, pengetahuan, keterampilan, dan etika untuk mengetahui, memahami, dan menghormati kewajiban kita terhadap masyarakat, keluarga, dan bangsa, serta membantu kita untuk berkembang lebih jauh.
Pendidikan merupakan cara hidup di mana seseorang dapat belajar dan berbagi pengetahuan dengan orang lain. “Pendidikan adalah mesin penggerak utama dalam pengembangan diri. Melalui pendidikan, anak perempuan dari seorang petani dapat menjadi seorang dokter, anak lelaki dari seorang pekerja tambang dapat menjadi kepala tambang, dan anak dari seorang buruh tani dapat menjadi presiden dari sebuah negara yang besar,” kata mantan presiden Afrika Selatan Nelson Mandela.
Di Indonesia, seperti halnya di sebagian besar negara lain di dunia, anak-anak harus menempuh pendidikan wajib belajar selama dua belas tahun, yang terdiri dari sekolah dasar (kelas 1-6), sekolah menengah pertama (kelas 7-9), sekolah menengah atas (kelas 10-12), dan pendidikan tinggi.
Anak muda dapat memilih antara sekolah negeri nonsektarian yang dikelola negara dan diawasi oleh Kementerian Pendidikan Nasional (Kemdiknas) atau sekolah swasta atau semi-swasta (Islam, Kristen, Katolik, dan Budha) yang dikelola dan dibiayai oleh Kementerian Agama.
Lebih dari dua tahun setelah pandemi COVID-19, para pelajar dan para pengajar di Indonesia dan di seluruh dunia masih bergulat dengan krisis pembelajaran yang masif. Sebuah laporan pada bulan Juni 2022 dari UNICEF, UNESCO, Bank Dunia, dan lainnya mengungkapkan bahwa sekitar 70 persen anak berusia 10 tahun di seluruh dunia tidak dapat memahami teks tertulis sederhana, angka yang meningkat dari 57 persen sebelum pandemi.
Dampak Covid-19
Pembelajaran di Indonesia sudah berada di bawah ekspektasi kurikulum sebelum terjadinya COVID-19, dengan kesenjangan yang lebar berdasarkan gender, wilayah, disabilitas, dan dimensi marjinalisasi lainnya. Sebagian besar murid yang diuji kemampuan membacanya bertingkat dua di bawah kelas mereka saat ini. Contohnya, murid kelas 5 rata-rata membaca di tingkat kelas 3.
Menurut riset dan survei lapangan, salah satu penyebabnya adalah tidak adanya tujuan pendidikan yang jelas sebelum kegiatan pembelajaran dilakukan, yang berakibat pada pelajar dan pengajar yang tidak mengetahui ‘tujuan’ apa yang akan dihasilkan sehingga tidak memiliki gambaran yang jelas dalam proses pembelajaran. Di beberapa daerah di Indonesia, terdapat bukti adanya peningkatan persentase siswa kelas awal yang tidak dapat membaca.
Dampak COVID-19 telah memperburuk situasi dengan banyaknya sekolah yang tutup dan hilangnya pekerjaan. Anak-anak yang berada dalam situasi rentan mengalami performa yang semakin menurun, termasuk anak-anak dari rumah tangga yang pendapatannya rendah, anak-anak dengan disabilitas, dan anak-anak yang tinggal di daerah yang kurang berkembang, yang paling berisiko tak dapat bersekolah.
Bahkan sebelum pandemi, pernikahan anak sudah menjadi isu di beberapa daerah miskin. Telah terbukti bahwa pernikahan anak telah melonjak selama pandemi karena para keluarga dengan pendapatan rendah berusaha mencari cara untuk mengurangi beban ekonomi mereka.
Pekerja anak sekarang lebih mungkin terjadi di rumah atau untuk mendukung mata pencaharian dalam rumah tangga (misalnya, bertani dan menangkap ikan) karena kebijakan karantina membatasi kesempatan kerja.
Anak-anak Indonesia yang berkebutuhan khusus menghadapi tantangan yang cukup besar. Penelitian telah menunjukkan bahwa disabilitas yang dimiliki oleh anak dan orang tua mempengaruhi pembelajaran mereka dan kesempatan mereka untuk kembali ke sekolah.
Education in Indonesia after Covid-19 – Photo by UNICEF
Sarana dan Prasarana Pendidikan yang kurang memadai
Kualitas sarana dan prasarana sekolah yang kurang memadai juga merupakan bagian dari tantangan edukasi di Indonesia.
Tujuh puluh lima persen sekolah di Indonesia berada di daerah berisiko bencana; negara seluas hampir 800.000 mil persegi ini terpapar pada gempa bumi besar, tsunami, angin kencang, gunung berapi, tanah longsor, dan banjir.
Akses internet yang tidak merata, serta kesenjangan dalam kualifikasi guru dan kualitas pendidikan, menjadi tantangan terbesar dalam menerapkan pembelajaran jarak jauh. Pembelajaran jarak jauh untuk anak usia dini dan perbedaan tingkat akses digital di Indonesia menimbulkan kesenjangan yang lebih jauh bagi anak-anak yang termarginalisasi.
Rendahnya Kualitas Guru
Salah satu penyebab utama rendahnya kualitas pendidikan di Indonesia adalah rendahnya kualitas guru karena proses rekrutmen guru yang tidak fokus kepada memilih tenaga kependidikan yang profesional, tetapi lebih kepada memenuhi kebutuhan pegawai negeri sipil.
Sebagian besar guru tidak memiliki profesionalisme yang memadai untuk menjalankan tugasnya sebagaimana tercantum dalam Pasal 39 UU No. 20 Tahun 2003, yaitu merencanakan dan melaksanakan proses pembelajaran, menilai hasil pembelajaran, melakukan pembimbingan dan pelatihan, serta melakukan penelitian dan pengabdian kepada masyarakat, terutama bagi pendidik pada perguruan tinggi.
Sebagai bagian dari proses rekrutmen pegawai negeri sipil, proses rekrutmen guru pada umumnya tidak memperhatikan keterampilan kerja yang dibutuhkan oleh seorang guru profesional.
Dalam satu survei terkini, para guru dalam sistem pendidikan yang mengambil Ujian Kompetensi Guru (UKG), yaitu ujian yang menilai kompetensi dalam mempelajari dan memahami mata pelajaran yang diajarkan, bahkan tidak memenuhi nilai minimum.
Survei tersebut juga menunjukkan jumlah yang tinggi mengenai guru yang berpendidikan di bawah standar yang ditetapkan pemerintah, yaitu 64,09% untuk sekolah menengah pertama, 61,5% untuk sekolah menengah atas, dan 10,14% untuk sekolah menengah kejuruan.
Profesi keguruan membutuhkan keterampilan kerja yang kompleks. Para guru harus mampu mengajar secara efektif dan memiliki komitmen serta motivasi yang kuat untuk mendidik para siswanya.
Sementara itu, rekrutmen guru dalam sistem rekrutmen pegawai negeri sipil pada umumnya lebih mengutamakan nasionalisme dan pengetahuan umum dan bukan kompetensi mengajar.
Calon-calon guru yang memiliki nilai tertinggi dalam seleksi kompetensi esensial akan berpartisipasi dalam ujian tertulis yang menguji kemampuan manajemen pembelajaran dan pengetahuan mereka tentang mata pelajaran yang mereka ajarkan. Dengan demikian, tidak bisa diketahui tingkat kompetensi seorang guru profesional melalui tes pengetahuan umum secara tertulis.
Pada umumnya, perekrutan guru dalam proses pegawai negeri sipil tidak bisa memilih calon guru yang terbaik – sistem ini lebih mengutamakan nasionalisme dan pengetahuan umum, bukan pengajaran.
Dalam dunia pendidikan, “panggilan” atau gairah adalah hal yang sangat esensial untuk menjadi seorang pengajar, karena hal ini berkaitan erat dengan kecintaan mereka terhadap ilmu yang diajarkan kepada siswa dan antusiasme mereka untuk menggali potensi siswa. Menjadi seorang guru yang baik merupakan hal yang menantang jika itu bukan panggilan hidup.
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Cameroon is known as “Africa in miniature”, a country located in central Africa, bordered by Nigeria to the west, Chad to the northeast, the Central African Republic to the east, Gabon and the Republic of the Congo to the south, and Equatorial Guinea to the southwest. With a population over 25 million, Cameroon is one of the most ethnically diverse countries within the African continent, with more than 250 ethnic groups and languages. The country is known for its unique cultural heritage, natural beauty, and abundant natural resources, including oil, gas and minerals. However, Cameroon also faces an array of challenges inclusive of educational barriers, high poverty, inequality, political instability, and environmental degradation. Despite these challenges, the country has made significant progress in recent years, and is working towards achieving sustainable development, and economic stability overall.
Cameroon’s education system faces notable challenges with regard to gender disparities and gender inequalities. Girls continue to face significant barriers to accessing education. Cultural attitudes, poverty, early marriage, and pregnancy all contribute to lower enrollment rates and higher drop out rates among girls. This not only limits their opportunities for independent, personal growth and development but also hinders the overall development of the nation as a whole. In addition to lower enrollment rates, girls also face discrimination in the classroom. They are often subjected to lower expectations, receiving less attention from teachers, and are therefore given fewer opportunities for advanced study. This hinders social mobility and perpetuates a cycle of gender inequality that limits the potential of girls and women alike, both in terms of personal achievement and contributions to the country’s economy and society.
Additionally, the lack of education directly hinders the country’s ability to address public health issues such as epidemics and pandemics. During Covid-19, the lack of education was directly connected to the difficulties endured by the population to understand and comply with health guidelines, leading to increased transmission rates. Lastly, women who lack education are less likely to seek medical care when necessary, as lack of education limits their ability to access health care altogether which directly results in higher rates of maternal and child mortality. In addition to strengthening the education sector, the health education should also be integrated into the curriculum in a safe, conclusive and secure manner for both genders alike.
Cameroon faces various educational challenges that consistently hinder the country’s progress towards sustainable development. While significant progress has been made, much still needs to be accomplished in order to ensure that every Cameroonian has access to equal and quality education. Addressing these challenges will demand a collective, unified and transparent effort from the government, civil society organizations, and international partners. Only then can Cameroon provide its citizens with the tools required in order to build a prosperous future and contribute to the development of their nation.
