Il 24 gennaio Broken Chalk vi invita a unirvi a noi per celebrare la Giornata internazionale dell’educazione.
In questa giornata, riconosciamo i risultati ottenuti quest’anno nella politica dell’istruzione e allo stesso tempo consideriamo le sfide in corso presentate dalla pandemia COVID-19, l’aumento globale dei conflitti armati, le maggiori limitazioni alla libertà di espressione e la recessione economica globale, che ha contribuito a limitare i finanziamenti per l’istruzione, a ridurre gli standard educativi e i tassi di iscrizione. Più di ogni altra cosa, noi di Broken Chalk speriamo di guidare la comunità globale delle ONG a raddoppiare il nostro impegno collettivo per l’istruzione.
Per prima cosa, concentriamoci su come Broken Chalk ha contribuito positivamente alla realizzazione del diritto all’istruzione nel 2022. Quest’anno, Broken Chalk ha condotto una ricerca significativa sulle sfide educative di oltre 25 Paesi, tenendo in conto diversi fattori, fra cui le proporzioni dei finanziamenti, le iscrizioni, le etnie, la distribuzione socioeconomica, l’uguaglianza di genere, l’accessibilità per gli studenti disabili, i tassi di occupazione dei laureati e l’accesso alla formazione professionale per i giovani adulti. Questi rapporti sulle sfide educative, pubblicati sul nostro sito web e sulle piattaforme dei social media, hanno sensibilizzato l’opinione pubblica sui problemi accademici più urgenti o sulle iniziative educative più positive di alcuni Paesi.
Inoltre, Broken Chalk ha iniziato una nuova serie di rapporti che riassumono e analizzano il pacchetto di allargamento 2021 dell’Unione europea per i Balcani occidentali e la Turchia. In particolare, questa serie ha prodotto sette rapporti, uno per ogni Paese preso in considerazione per l’adesione, che riportano le aree in cui l’UE ha raccomandato riforme fondamentali. Ogni rapporto ha esaminato la politica educativa del Paese in questione, il rispetto dei diritti dei bambini, l’uguaglianza socioeconomica e l’accesso ai servizi pubblici in base alle metriche e alle valutazioni del pacchetto di allargamento dell’UE. Di conseguenza, i rapporti hanno generato una riflessione critica sull’impatto che le riforme proposte dall’UE avrebbero avuto sull’istruzione.
Infine, Broken Chalk ha partecipato all’annuale Revisione Periodica Universale delle Nazioni Unite, come abbiamo fatto sin dalla nostra fondazione nel 2020. La Revisione Periodica Universale è un processo unico nel suo genere, attraverso il quale gli Stati considerano le politiche e i risultati degli altri Stati in materia di diritti umani in un dialogo di revisione e riforma tra pari. Per facilitare questo dialogo, le ONG, le istituzioni nazionali per i diritti umani e le organizzazioni della società civile sono invitate a presentare dichiarazioni e rapporti sulle politiche e sui diritti umani del Paese interessato. Quest’anno, Broken Chalk ha completato le presentazioni di 30 Paesi.
Questi contributi sono fondamentali per l’esercizio dell’UPR, perché alcuni commenti e raccomandazioni vengono inviati e contribuiscono direttamente alla discussione. In questa tornata, molte delle raccomandazioni di Broken Chalk sono state accettate dall’UPR, a dimostrazione del fatto che Broken Chalk sta generando una discussione significativa all’interno della comunità dei diritti umani e sta contribuendo in modo tangibile a riforme materiali significative nei Paesi in cui si verificano abitualmente violazioni dei diritti umani.
Si consideri ora come Broken Chalk intenda espandere il suo lavoro in corso con la ricerca, i rapporti e la sensibilizzazione. Continueremo i nostri rapporti sulle sfide educative, che speriamo si estendano a nuove aree del mondo. Sono in programma i rapporti per altri 35 Paesi, sempre considerando le sfide che lo Stato, la sua burocrazia educativa, le scuole e gli studenti devono affrontare. Parteciperemo nuovamente all’UPR del 2023, con l’intenzione di presentare rapporti per altri 39 Paesi. Inoltre, abbiamo pianificato nuove iniziative per promuovere l’istruzione come diritto umano nel 2023. Speriamo di avviare nuovi progetti, tra cui nuove serie di rapporti e progetti proattivi con partner locali e globali sul campo.
In questa Giornata internazionale dell’istruzione, con il nuovo anno ancora in corso, Broken Chalk si concentra sui problemi più gravi che le istituzioni educative e gli studenti devono affrontare oggi. Collettivamente, la società civile globale e le ONG devono collaborare per trasformare il futuro dell’istruzione. Speriamo di stimolare il dialogo sul rafforzamento della qualità dell’istruzione disponibile per tutti, sulla trasformazione digitale delle risorse educative, sul sostegno agli insegnanti e sulla garanzia di una piattaforma sicura e sostenibile per le voci degli studenti. In questa Giornata internazionale dell’istruzione, vi invitiamo a riflettere su come potete contribuire a questi obiettivi come individui e come membri di una comunità globale di diritti umani. L’istruzione è un diritto umano e una chiave per lo sviluppo sostenibile, l’armonia politica e la coesione sociale. Buona Giornata internazionale dell’educazione!
Neslihan, kocası ve iki çocuğuyla yeni bir hayat kurmak için Hollanda’ya Türkiye’den gelen bir mülteci.
Neslihan, Ağustos 2018’de Türkiye’deki hayatını geride bırakarak Yunanistan’a göç etti. Hollanda’ya gelmeden önce orada üç ay geçirdi. Birkaç yıldır ailesiyle birlikte Amstelveen’de bir sosyal konutta yaşıyor. Ailesiyle birlikte 19 ay boyunca Hollanda genelinde farklı sığınmacı merkezlerinde yaşadı. Neslihan, “Hollanda’yı ortalama bir Hollandalı’dan daha iyi tanıyorum” diyor.
Neslihan Türkiye’de uzun süre kimya, fizik ve biyoloji öğretmeni olarak çalıştı. Hollanda’ya geldiğinde tekrar öğretmenlik yapmaya başlamak için çok hevesliydi. Neyse ki iş bulmak zor olmadı. “Statushouders voor de Klas projesi” yardımıyla Hollanda’daki okul sisteminin nasıl çalıştığı öğrendi ve bu da onun daha sonra stajyerlik yapmasına yardımcı oldu. Neslihan ayrıca Amsterdam’daki Apollo lisesinde teknik öğretim asistanı rolünde gönüllü olarak çalıştı. Aynı okulda kendini geliştirdi ve bir süre sonra haftada iki gün öğretmenlik yapmayı hak etti. Gelecek yıl sadece öğretmenlik yapacak ve artık asistan olarak çalışmayacak.
Neden o dönemde öğretmen olmaya karar verdiniz?
“Öğretmekten zevk alıyorum; bunu bir iş olarak görmüyorum çünkü bu benim bir tutkum.” Neslihan 18 yıldır öğretmenlik yapıyor ve hala bundan gerçekten memnun. Eğitimini tamamladıktan sonra hemen öğretmenliğe başladı. Bu üç konuda en yüksek notları aldığı ve eğlenceli bulduğu için kimya, fizik ve biyoloji öğretmeni olmayı seçti.
Neden Hollanda’ya gelmeye karar verdiniz?
“İnternette ve haberlerde okuduk ve Hollanda’da insanların özgür olduğunu ve fikirlerini paylaşabildiğini duyduk. Ne yazık ki, özgür olmadığınız ve istediğinizi söyleyemediğiniz Türkiye’de durum böyle değil. Çocuklar bile fikirlerini açıkladıkları için sık sık hapse girerler”. Bu nedenle Neslihan’ın abisi ve ablası da aileleriyle birlikte Hollanda’ya geldi. Neslihan ailesi ile her hafta görüşüyor.
Hollanda’ya geldiğinizde ne gibi zorluklarla karşılaştınız?
Neslihan siyasi bir mülteci ve görüşlerinden dolayı kendi ülkesinde terörist olarak görülüyordu. Tüm ailesiyle birlikte tekneyle Türkiye’den kaçmak zorunda kaldı. Hollanda’ya gelme yolculuğu yoğundu. Çok para ödemek ve insan kaçakçılarıyla pazarlık yapmak zorunda kaldı ki bu oldukça tehlikeli bir durumdu.
Ayrıca Hollandaca öğrenmek isteyen Neslihan için ilk başta bu oldukça zordu. O sırada uyum sağlamak zorunda olmadığı için, sığınmacı merkezinde kaldığı süre boyunca ücretsiz bir Hollandaca dil kursu alamamıştı. Ancak, sığınmacı merkezindeki arkadaşlarından ve gönüllülerden biraz Hollandaca öğrendi. Bunun için çok minnettar olduğunu ifade etti. Neslihan bütünleşmek ve asimile olmak istiyordu, bu yüzden dil anlayışı bunun gerçekleşmesi için bir temeldi. Uzun bir mücadeleden sonra nihayet bir kursa gidebileceği kadar borç para almayı başardı.
Arada sırada, özellikle ‘er’ ve zor bulduğu farklı edatlar olmak üzere, Hollandaca’da hala sorun yaşıyor. Ayrıca, bazı Hollandaca ifadeleri henüz anlamıyor, ancak zamanla daha iyi olacağına inanıyor.
Türk ve Hollanda okul sistemleri arasındaki farklar nelerdir?
“Bence çok fazla fark yok. Elbette bazı şeyler oldukça benzer. Örneğin, ergenlik çağındaki çocuklar genelde aynı şekilde davranırlar, ancak Hollanda’daki öğrenciler, farklı okul seviyeleri nedeniyle her zaman farklı yönlere devam etme şansına sahipler. Bu nedenle, Hollanda’daki sistem daha iyi çünkü bu şans mevcut.” Neslihan, Türkiye’de tek seviye olduğunu, her öğrencinin aynı konuları öğrenmesi ve aynı sınava girmesi gerektiğini anlatıyor. Dolayısıyla, bu da seviyeyi yükseltiyor, okumaya devam etmekten başka bir seçenek bırakmıyor, bu yüzden birçok genç okulu bırakıyor.
Bir başka büyük fark da Hollanda’da çok az hiyerarşi olmasıdır. “Müdürüm ve ekip liderim sadece benim meslektaşlarım. Aynı görüldüğümüz için aynı muameleyi görüyoruz. Onlara isimleriyle hitap edebiliyorum. Türkiye’de herkese bay veya bayan diye hitap etmek zorundasınız. Türkiye’de daha fazla hiyerarşi istemiyorum; bunu değiştirmek isterdim.”
Paylaşmak istediğiniz bir şey var mı?
“Hepimizin bir arada yaşayabiliriz, yeter ki birbirinize saygı duyalım. Herkese saygılı davrarak güvenli ve güzel bir atmosfer yaratmalısınız. Biz buraya özgürlüğümüz için geldik, Hollanda da bunu sağladı. Bize birçok hak verildi. Bu nedenle, Hollanda için bir şeyler yapmak, buradakilere yardım etmek, entegre olmak için becerilerinizi kullamak gerekli. Komşularınıza merhaba demek ya da sadece sohbet açmak ve kibar olmak gibi ilk adımları atmak kolaydır.”
Neslihan ayrıca Türkiye’de birçok kişinin hala tehdit altında olduğunu veya hapiste olduğunu herkese hatırlatmak istedi. Twitter’da paylaşım yapmak veya bu konularda konuşmak gibi her zaman bu insanlar için bir şeyler yapabilirsiniz.
Translated by Müge Çınar from the original https://brokenchalk.org/story-of-neslihan-ozcan-sahin-after-all-her-struggle-a-refugee-teacher-begins-to-teach-again/
Cape Verde is an insular country located approximately 500 km off the African west coast. This archipelago, formed by 10 main islands and several smaller ones, is home to approximately 550,000 people, of which more than one-fifth are children between the ages of 6 and 14 and therefore obligated to attend school for a minimum of nine years, according to the Education Law of Cape Verde.
After Cape Verde gained independence from Portugal in 1975, the country set out to establish an educational system that would better serve Cape Verdeans. The early years were marked by significant challenges as the legacy of colonialism left the nation with limited means and structure to create access to universal education.
During the 80s and 90s, regular reforms were undertaken by the government to gradually improve the functioning of the education system and the quality of services provided to its people.
One of the most significant developments has been expanding access to education, particularly at the primary and secondary levels. Today, more than 80% of the population is literate, and most children in Cape Verde attend school, bringing the country close to achieving the Millennium Development Goals concerning universal basic education.
However, an in-depth analysis of the educational system reveals that there are still significant challenges to overcome, such as disparities in the quality of education experience between central and more rural areas, lack of qualified personnel for specialized and crucial areas like sciences and technologies and a defaulted articulation between the curricular program and the needs of the national economy.
The kindergarten graduation in Santiago island. Photo by Duncan CV
Insularity as a barrier to standardize education across the country.
Although, in general, there’s a relatively even distribution of population across the nation, Santiago is home to nearly 35% of its total population and, therefore, the most populous island.
Despite the decentralization policies implemented in the last years to empower local governments and address the unique needs of their communities, historically, there has been criticism about the unequal distribution of resources and investment funnelled to Praia (the country’s capital) and other regions.
Alongside other spheres of the national economy like trading, commerce, medical care and other specialized services, the quality of education experienced in the capital and urban centres is different to what is the reality in more remote areas of the country. Schools in Praia tend to have better resources and infrastructures, more qualified teachers, and higher educational standards. In contrast, some schools in remote areas often lack essential resources like textbooks, electricity, and running water.
While there is a significant concentration of schools in urban areas, students in rural regions and less central islands like Brava, Santo Antao, and Sao Nicolau see themselves forced to travel further distances to attend school but unable to rely on a public transportation system to cover regular allocation. Because many families cannot afford the transportation cost, in this scenario, the distance to schools can be a significant barrier for children to access and complete their education. For many communities in the more interior regions of these islands, roads and infrastructures are debilitated. During the rainy season, travelling can be dangerous, leaving them temporarily isolated and students unable to travel safely to school.
The inequality in the level of education experienced across different regions of the cape-Verdean territory can have a considerable impact on the academic prospect and life opportunities of the youngsters. If those living in remote locations have limited access to quality education and training, their ability to secure employment in areas that require higher qualifications is being hindered and limits the extension of their contribution to the country’s development.
Neglected, with fewer resources and qualified teachers, schools in rural areas experience higher dropout rates, and illiteracy rates are twice more elevated than observed in the capital.
One way to balance the plate and pave a path towards a more standardized education across the country could be by redirecting social funds. Social action and funding are crucial to universal access to education in Cape Verde. Still, the internal sectoral analysis revealed that the education system consumes most of this resource with personnel and social support in primary education. Distribution of these funds that prioritized more impoverished groups could be a way to close the existing gap.
The modernization of the curricular programversus the needs ofthe economy
Since 2017, cape-verdean schools embraced a new curricular matrix to adapt to the country’s and the world’s modern challenges.
In an interview for a national newspaper, the cape-verdean National Director of Education detailed that the reform was designed to approximate the ones followed by foreign and modern countries so that cape-verdean students can respond to the challenges of the country but also prepare them to be capable of integrating foreign markets. Although around 40% of the population lives in rural areas, food production has a low weight in the country’s GDP (4.9% in 2020), which sentences the country to bare crushing importation rates to sustain its internal food necessities. On the other hand, significant but more labour areas of the national economy like agriculture, fisheries, and livestock are poorly supported by the curricular program leaving those who live from it stuck with precious but outdated knowledge and techniques passed down through generations.
In resemblance to what is currently being made around tourism, tailoring the national program to provide students with the knowledge on how to leverage technology to enhance local food production, improve the quality and quantity of livestock and expand their resources to take better advantage of their vast and rich maritime territory, Cape-Verd stands an excellent chance to enhance productivity, sustainability, and efficiency in the food production reducing its reliance on imported goods and bring primary products at a more accessible price to its people.
In the context of scarce natural resources and recurrent cyclical periods of drought, Cape-verd could resort to education to empower the next generation of farmers, fishermen, and agricultural professionals with skills to employ cutting-edge technologies like precision agriculture, aquaculture systems, and intelligent livestock management practices. Modernizing their curricular programs centred on the needs of the internal economy and forming qualified people with skills to suppress those needs can ultimately lead Cape-Verd to achieve self-sufficiency and security at all levels.
Teachers – The vehicle to modernization
In Cape Verde, one of the challenges faced by the educational system is the limited number of teachers with qualifications and specialization. Although this “lack” constitutes a more significant issue in rural areas, it’s a problem that touches the whole educational system, particularly in specialized areas such as science and technology. Although there has been considerable growth in the percentage of active teachers with higher education due to governmental programs, this number still needs to be increased across the primary and secondary levels of education, which can hinder their ability to effectively teach subjects requiring specialized knowledge and expertise. Areas like science and technology play crucial roles in today’s rapidly evolving world, and students need competent and knowledgeable teachers to guide them in these fields. Furthermore, as the ultimate facilitator of implementing curricular reforms, the teacher must be able to follow and absorb information to educate the students properly.
Continuous training for teachers and access to the latest research and pedagogical approaches empowers teachers to provide accurate and up-to-date information, cultivating an intellectually stimulating environment that nurtures students’ curiosity and prepares them to thrive in an ever-evolving world. Ultimately, investing in teachers’ professional growth and development is an investment in the quality of education and students’ future success.
To address this challenge, efforts should be made to enhance teacher training programs, provide professional development opportunities, and encourage teachers to specialize in specific subjects. By investing in the professional development of teachers and promoting specialization, Cape Verde can improve the quality of education in science and technology, equipping students with the necessary skills for a rapidly advancing future.
Turkish President Erdoğan has been targeting followers of the Gülen movement since the corruption investigations of December 2013. According to data from January 2023, around 520 children under six are in prison with their mothers in Turkey. Around 14.000 women are in Turkish prisons; children accompany 470. The facilities and conditions in which these babies and children live are deplorable. No child should have to go through that.
After the aftermath of a coup attempt in July 2016, thousands of women were unlawfully jailed in Turkish prisons. The number of children accompanying their mothers in prison skyrocketed in Turkey after the coup attempt. Children and their mothers are being illegally held in prisons in poor conditions. The actual problem is not the conditions of the prisons, but the problem is that the babies are in prison. Prisons are not a place for babies and small children to grow up. These are the most fundamental years for children to grow up and enjoy life. Being held in prison and not exposed to real life can lead to traumas in later life. Children should be free and explore the world, not be stored in a place lacking the facilities to host these babies and children.
Turkey’s penal code states that mothers with children younger than six months should have their prison sentences suspended. This rule, however, doesn’t apply when individuals are convicted of having links to a terrorist organization. Many of these women are often being accused of being “FETO” members, which, most of the time, are baseless accusations. If the father is at home, the children are still forced to grow up in prison instead of with the child’s father.
Inmates are suffering from freezing temperatures, foul drinking water and poor treatment. The adverse effects were even worse during the Covid Pandemic, which lowered the already low prison standards. The research by the Rights of Life Association (published in September 2021) made several recommendations, including deferred sentences for women who have a child younger than six-years-old and access to gynecologists for pregnant women and pediatricians for infants and children constantly.
These babies and children have done nothing wrong and should not be punished for something their parents might have done. Children should not have to grow up behind bars.
Children are being cut off from the outside world and cannot participate in social and cultural activities. That harms physical and mental well-being and will cause problems connecting with society later in life. Turkey should consider how this impacts the child’s and the parent’s lives.
On March 28, 2023, the police arrested Thanalop “Yok” Phalanchai, a 15-year-old student activist, for allegedly defaming the monarchy. Yok is detained in pretrial custody at the Justice Ministry’s Ban Pranee Juvenile Vocational Training Center for Girls in Nakhon Pathom province, west of Bangkok. She is facing up to 15 years in prison.
Yok is accused of violating article 112 of Thailand’s criminal code -defaming and insulting the monarchy- during a demonstration in October 2022 in front of the Bangkok City Hall.
Photo by @Leticia Cox
Why does Thailand have this law?
The monarch has an exalted status in Thai society. The late King Bhumibol Adulyadej, who died in October 2016, was accorded an almost divine reverence, sometimes treated as god-like.
Adulyadej’s son, King Maha Vajiralongkorn, does not relish the same popularity and has reigned since his father’s death, exercising limited rule since December 2016. He is the head of state, assisted in his duties by the Privy Council of Thailand, but still holds a sacred status in the country.
Today, Thailand is a constitutional monarchy with a democratic form of government. The monarch reigns but does not rule.
In May 2014, the military – greatly royalist- overthrew the civilian government. Thai Prime Minister Prayuth Chan-ocha has highlighted that the lese-majeste law is needed to protect the royals.
In November 2020, Prime Minister Prayut instructed authorities to use all laws against democracy protesters, bringing back lèse-majesté prosecution under Article 112 of the penal code after a three-year pause.
According to Thai Lawyers for Human Rights, at least 1,895 individuals have been subject to various criminal charges for their involvement in rallies since 2020. Among these individuals, at least 237 have been charged with lèse-majesté for actions at pro-democracy demonstrations or comments on social media, including 18 children.
In addition, making critical or offensive comments about the monarchy is a serious criminal offence under the Computer-Related Crime Act. 2560. Authorities have since charged some political activists with treason under Article 116 of the penal code.
Judicial interpretation of lèse-majesté offences seems to vary according to interpretations by different courts, making convictions arbitrary and sometimes going beyond what is stipulated in the law. In September 2022, the Bangkok South Criminal Court sentenced Jatuporn Sae-Ung to three years on lèse-majesté charges for wearing a Thai national dress at a democracy protest in a context that authorities claimed was done to mock Queen Suthida.
Democratic Labor Organization Asking the government to help bail political prisoners. Photo by Prachatai
Holding Yok charged with lèse-majesté in pretrial detention violates her rights under international human rights law.
Under Article 2.2 of the Convention on the Human Rights of the Child, State Parties shall take all appropriate measures to ensure a child -every human under 18 years of age- is protected against all punishments based on their express opinion.
In addition, The International Covenant on Civil and Political Rights (ICCPR), which Thailand has ratified, also encourages bail for criminal suspects. Article 9 states: “It shall not be the general rule that persons awaiting trial shall be detained in custody, but release may be subject to guarantees to appear for trial.”
Those whose charges have not been dropped should be tried without undue delay.
“The Thai government should permit peaceful expression of political views, including questions about the monarchy,” said the director of Human Rights Watch. “Thai authorities should engage with United Nations specialists and others about amending the lèse-majesté law to comply with international human rights standards.”
Yok’s case is not an isolated incident. In 2020, a 16-year-old boy was criminally charged under the same law after he was accused of dressing similarly to King Maha Vajiralongkorn and displaying offensive words on his body.
In January 2021, the Bangkok Criminal Court sentenced a 65-year-old former civil servant to a jail term of 43 years and six months—the country’s harshest ever sentence for insulting the monarchy.
On June 2022, three Thai influencers were arrested for insulting the royal family in a video campaign posted on TikTok.
On March 2023, a man was sentenced to three years imprisonment for selling calendars via a Facebook page that the authorities considered violating the lèse-majesté law. The calendar featured cartoon illustrations of a yellow duck, symbolising Thailand’s protest movement.
Thailand’s lese-majeste law, which prohibits any offence against the dignity of the monarchy, is among the most draconian in the world.
Amnesty International’s recent report “We Are Reclaiming Our Future” reported how children in Thailand face a wide range of severe repercussions for participating in mass demonstrations, including illegalising their activities and intimidation by the police.
The report calls for the Thai authorities to withdraw all charges against peaceful child protesters, end all forms of intimidation and surveillance and amend laws to deny children’s right to protest to ensure they align with international human rights law and standards.
Thai lèse-majesté law
— A Constitutional Court decision in 2012. Section 112 of Thai Criminal Code currently reads as follows: “Whoever defames, insults or threatens the King, the Queen, the Heir-apparent or the Regent, shall be punished with imprisonment of three to fifteen years.”
**Lèse-majesté or lese-majesty is an offence against the dignity of a ruling head of state or the state itself. The English name for this crime is a borrowing from the French, where it means “a crime against The Crown.”
Libya is a North African country with a turbulent history of political instability and armed conflicts. Education is a fundamental pillar of any nation’s development, and overcoming these challenges is crucial for fostering a brighter future for Libya’s citizens.
To understand the current state of education in Libya, it is essential to consider its historical context. During the rule of Colonel Muammar Gaddafi, the education system primarily focused on ideological indoctrination rather than academic excellence. This approach neglected critical thinking and innovation, resulting in an education system that failed to equip students with the necessary skills for personal and professional growth.
Historical Context of Libya’s Education System
Under Colonel Muammar Gaddafi’s rule, the curriculum promoted the regime’s propaganda and political agenda, neglecting critical thinking, innovation, and academic rigour. As a result, students lacked the necessary skills to thrive in a rapidly changing world and contribute to the nation’s development.
Impact of Political Instability and Armed Conflicts
The political instability and armed conflicts that ensued after the Arab Spring in 2011 severely impacted Libya’s education system. Educational institutions became targets of violence, leading to damaged infrastructure and disrupted learning environments. Many schools and universities were forced to close, and students and teachers were displaced. Consequently, educational progress was hindered, resulting in high dropout rates and limited access to education, particularly for vulnerable populations.
Inadequate Infrastructure and Resources
Decades of neglect and underinvestment have left Libya’s educational infrastructure in dire conditions. Many schools lack sufficient classrooms, face overcrowding, and lack basic amenities like electricity, water, and sanitation facilities. Dilapidated buildings and insufficient resources create an unsuitable learning environment for students. Furthermore, there is a shortage of educational resources, including textbooks, teaching materials, and modern technology, limiting students’ access to quality education.
Teacher Shortage
Libya’s ongoing turmoil and economic challenges have triggered a significant brain drain, with highly educated professionals and skilled teachers leaving the country in search of better opportunities and security. This exodus has resulted in a severe shortage of qualified teachers, with many classrooms staffed by inexperienced or underqualified individuals. The lack of well-trained and experienced educators compromises the quality of education and impedes the development of students’ intellectual capacities.
Gender Inequality in Education
Gender inequality remains a persistent challenge in Libya’s education system. Although efforts have been made to promote gender parity, cultural and societal norms continue to pose obstacles. Girls face multiple barriers to accessing education, including early marriage, gender-based violence, and conservative attitudes towards women’s education. Many families prioritize boys’ education over girls’, perpetuating gender disparities. Addressing these challenges requires targeted interventions, such as awareness campaigns, community engagement, and policies that promote and protect girls’ right to education. Empowering girls through education enhances their prospects and contributes to societal development and gender equality.
Challenges faced by Children with Disability in Libya
Disabled children in Libya face significant challenges in accessing quality education and experiencing inclusive learning environments. This section will explore the educational challenges specific to disabled children in Libya and discuss potential strategies to address these issues.
Limited Access to Inclusive Education:
One of the primary challenges for disabled children in Libya is the limited access to inclusive education. Many schools lack the necessary infrastructure, resources, and trained personnel to accommodate students with disabilities. As a result, disabled children often face barriers to entry, preventing them from accessing education on an equal basis with their non-disabled peers.
Discrimination and Stigma:
Discrimination and stigma against disabled individuals persist in Libyan society, leading to exclusion and marginalization. Negative attitudes and misconceptions about disabilities contribute to a lack of acceptance and understanding within educational settings. Disabled children may face social barriers, prejudice, and bullying, further hindering their educational experiences and well-being.
Inadequate Teacher Training:
The lack of specialized training for teachers to cater to the diverse needs of disabled students is a significant challenge. Teachers often lack the knowledge and skills to adapt teaching methodologies, provide appropriate accommodations, and employ assistive technologies to facilitate inclusive learning. Consequently, disabled children may not receive the individualized support and reasonable adjustments necessary for their educational success.
Limited Availability of Support Services:
Support services, such as speech therapy, occupational therapy, and psychological support, are limited in Libya. Disabled children require these services to enhance their communication skills, motor development, and emotional well-being. The scarcity of these services hampers the holistic development of disabled students and impedes their educational progress.
Inaccessible Physical Infrastructure:
Many educational institutions in Libya lack accessible physical infrastructure, making it difficult for disabled children to navigate school premises independently. The absence of ramps, elevators, accessible toilets, and sensory-friendly classrooms creates barriers to mobility, participation, and overall engagement in the learning process.
Limited Availability of Assistive Technologies:
The availability of assistive technologies, such as hearing aids, Braille devices, and screen readers, is limited in Libya. These technologies are crucial in enabling disabled children to access information, communicate effectively, and participate fully in educational activities. The lack of access to these technologies significantly hinders the educational opportunities of disabled students.
Inadequate Policy Framework:
The absence of a comprehensive policy framework addressing the educational needs of disabled children contributes to the challenges they face. Clear policies and guidelines are essential to ensure inclusive education, promote anti-discrimination measures, allocate resources, and enforce accountability at all levels of the education system.
Educational workshop. Photo by Saleh Deryag
Strategies to Address the Challenges:
Curriculum Reforms and Quality Assurance
Revitalizing the curriculum is vital for modernizing Libya’s education system and equipping students with the skills needed for the 21st century. Curriculum reforms should emphasize practical and vocational training, fostering creativity, critical thinking, problem-solving, and digital literacy. Updating the curriculum to align with global educational standards and labour market demands can enhance students’ employability and entrepreneurial skills. Additionally, establishing a robust quality assurance framework to monitor and evaluate educational institutions will ensure that students receive a high standard of education. Regular assessments, teacher training, and accreditation mechanisms can promote accountability and quality in the education system.
Promoting Access to Education
Expanding access to education is crucial for addressing disparities in educational opportunities. Particular attention should be given to marginalized and remote areas with limited access to quality education. Investing in developing educational infrastructure in these regions, including schools, libraries, and educational centres, is essential. Additionally, providing financial assistance, scholarships, and grants to students from disadvantaged backgrounds can help mitigate financial barriers that hinder access to education. Promoting inclusive policies that ensure access for children with disabilities and those from displaced or refugee backgrounds is also crucial in fostering a more equitable education system.
Strengthening Technical and Vocational Education and Training (TVET)
Promoting technical and vocational education and training (TVET) is essential for equipping students with practical skills aligned with the job market’s needs. Collaboration between educational institutions, private sector industries, and government entities can help design and implement relevant TVET programs. Providing students with opportunities for internships, apprenticeships, and hands-on training can bridge the gap between education and employment. Moreover, promoting entrepreneurship and innovation within the TVET framework can foster economic growth and self-employment opportunities.
Enhancing Teacher Training and Professional Development
Addressing the teacher shortage and improving the quality of education requires a focus on teacher training and professional development. Providing pre-service and in-service training programs can enhance teachers’ pedagogical skills, content knowledge, and classroom management abilities. Additionally, mentoring programs, peer-to-peer learning, and continuous professional development opportunities can support teachers’ growth and keep them updated with modern teaching methodologies and technology. Recognizing and incentivizing the teaching profession through competitive salaries and career advancement opportunities can also attract and retain qualified educators.
Addressing Socio-Economic Disparities in Education
Socio-economic disparities significantly impact access to quality education in Libya. Children from disadvantaged backgrounds face numerous challenges, including poverty, limited resources, and lack of educational support. To address these disparities, targeted interventions are necessary, including implementing inclusive education policies, providing comprehensive support services, offering school feeding programs, and investing in early childhood education. Collaboration with local communities, NGOs, and international organizations can contribute to creating a more equitable educational landscape.
Leveraging Technology for Educational Advancement
Integrating technology in education can overcome geographical barriers, enhance learning outcomes, and provide access to various educational resources. Investing in digital infrastructure, such as internet connectivity and computer labs, can enable the integration of e-learning initiatives through digital tools and platforms in classrooms.
Developing Inclusive Education Policies: Libya should develop and implement inclusive education policies that emphasize the rights of disabled children to access quality education on an equal basis with their peers. These policies should promote inclusive practices, reasonable accommodations, and the integration of disabled students into mainstream schools.
Providing Teacher Training and Professional Development: Invest in specialized training programs to enhance teachers’ knowledge and skills in catering to the needs of disabled students. Training should focus on inclusive teaching methodologies, assessment techniques, and assistive technologies.
Improving Infrastructure and Accessibility: Upgrade existing educational facilities to ensure accessibility for disabled children. This includes providing ramps, elevators, accessible toilets, and sensory-friendly learning spaces. New constructions should follow universal design principles to ensure inclusivity from the outset.
Strengthening Support Services: Increase the availability of support services such as speech therapy, occupational therapy, and psychological support within educational institutions. This includes training and employing specialists to provide individualized support to disabled students.
Promoting Awareness and Sensitization:
Conduct awareness campaigns to challenge societal stereotypes, reduce discrimination, and promote inclusivity. These campaigns can target schools, communities, and the media, raising awareness about the rights and abilities of disabled children and fostering a more inclusive mindset.
Enhancing Collaboration and Partnerships:
Promote collaboration between government bodies, non-governmental organizations (NGOs), and disability rights organizations to address the educational challenges faced by disabled children. This collaboration can help in resource mobilization, sharing best practices, and advocating for the rights of disabled children within the education sector.
Integrating Assistive Technologies:
Invest in the procurement and distribution of assistive technologies to enable disabled children to access educational materials and participate fully in learning activities. Collaborate with technology providers and organizations to ensure assistive devices and software availability and affordability.
Monitoring and Evaluation:
Establish mechanisms for monitoring and evaluating the progress of inclusive education initiatives for disabled children. Regular assessments can help identify gaps, measure the effectiveness of interventions, and inform policy development and implementation.
International Support and Cooperation:
Seek international support and cooperation to address the educational challenges faced by disabled children in Libya. Collaborate with international organizations and donor agencies to access funding, expertise, and resources for implementing inclusive education programs.
Conclusion:
Addressing the educational challenges faced by both the non-disabled and disabled children in Libya requires a comprehensive approach that encompasses policy reforms, teacher training, infrastructure improvements, support services, awareness campaigns, and collaboration among stakeholders. Efforts towards inclusive education not only benefit disabled children but also contribute to the overall development and inclusivity of Libyan society as a whole. By prioritizing inclusive education and fostering an enabling environment, Libya can ensure disabled children have equal opportunities to access quality education, realize their potential, and actively participate in society.
References
Elzawi, A., & Fadel, K. (2020). Challenges facing education in Libya: An analysis of the educational system during and after the revolution. Journal of Education and Practice, 11(6), 1-9.
UNICEF. (2019). Education in Libya: Situation analysis and strategic framework. Retrieved from https://www.unicef.org/libya/reports/education-libya-situation-analysis-and-strategic-framework
Alaedeen, E. (2017). Education for children with disabilities in Libya: Policy, legislation, and challenges. International Journal of Inclusive Education, 21(4), 392-404.
Mundy, K., & Sharpe, A. (2016). Education and state-building in Libya: Between restoration and revolution. Compare: A Journal of Comparative and International Education, 46(6), 868-891.
European Union External Action. (2019). Education in Libya. Retrieved from https://eeas.europa.eu/sites/default/files/education_in_libya_final.pdf
Abdelsalam, R., & Keshavarz, M. (2021). Educational development in post-revolution Libya: A critical analysis of challenges and prospects. Journal of Education and Training Studies, 9(2), 11-26.
Save the Children. (2018). Barriers to education for children in Libya. Retrieved from https://www.savethechildren.org.uk/content/dam/gb/reports/emergency-education/barriers-to-education-in-libya.pdf
Human Rights Watch. (2019). Libya: Armed groups target civilians. Retrieved from https://www.hrw.org/news/2019/09/17/libya-armed-groups-target-civilians
United Nations Support Mission in Libya (UNSMIL). (2017). UNSMIL Human Rights Report on Civilian Casualties – January to June 2017. Retrieved from https://unsmil.unmissions.org/sites/default/files/human_rights_report_on_civilian_casualties_january-june_2017_-_en.pdf
Disability Rights International (DRI). (2018). Making education a reality for children with disabilities in Libya. Retrieved from https://www.disabilityrightsintl.org/wp-content/uploads/2018/06/DRI-Report-Libya-FINAL.pdf
UNESCO. (2019). Education for people with disabilities in the Arab region: A regional overview. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000370379
Human Rights Watch. (2016). Education barriers for children with disabilities in Lebanon. Retrieved from https://www.hrw.org/report/2016/11/15/i-just-want-be-able-learn/barriers-education-children-disabilities-lebanon
World Health Organization (WHO). (2020). Assistive technology. Retrieved from https://www.who.int/news-room/fact-sheets/detail/assistive-technology
United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). (2006). Retrieved from https://www.un.org/development/desa/disabilities/convention-on-the-rights-of-persons-with-disabilities.html
“Kurahisisha haki ya elimu kutawezesha kurahisisha haki zingine za binadamu”
Mnamo Desemba 10, Broken Chalk inapenda si tu kusherehekea miaka 74 ya Tamko la Pamoja la Haki za Binadamu, bali pia kuchunguza changamoto na mafanikio mengi ambayo jamii ya haki za binadamu imekabiliana nayo mwaka huu. Kama kawaida, lengo la Broken Chalk leo ni kueneza elimu kuhusu umuhimu wa elimu katika kutekeleza haki za binadamu. Licha ya maendeleo mengi katika haki za binadamu duniani kote, umaskini, ukatili wa kimfumo na taasisi, ubaguzi, na ufisadi bado unazuia watoto na vijana kutimiza haki yao ya elimu kikamilifu. Tunapoanza mwaka 2023, ni muhimu kuzingatia sera zipi nchi binafsi na jumuiya ya kimataifa zinapaswa kupitisha ili kuchochea elimu bora inayopatikana kwa wote.
Mwaka 2022, moja ya vikwazo kubwa vinavyozuia elimu hiyo kuendelea kuwa ufadhili. Vituo vya elimu ulimwenguni kote bado vinakosa miundombinu salama, maji safi, vifaa vya kutosha, vitabu, na vifaa vingine vya kufundishia. Walimu mara chache hulipwa mshahara wa kuishi licha ya kutekeleza kazi muhimu zaidi katika jamii. Mgogoro wa ufadhili huu unazidi kuwa mbaya kadiri bei za kimataifa zinavyoongezeka. Wakati uchumi unaporomoka, serikali zinapunguza bajeti ya elimu, ikipunguza zaidi ubora wa elimu inayotolewa. Wakati huo huo, familia zinahitaji kipato zaidi, hivyo watoto wengi wanakatisha masomo ili kufanya kazi. Mambo haya mawili yanajirudia; ikiwa ubora wa elimu anayopokea mtoto unapungua, familia zinazofanya tathmini ya gharama na faida zaidi zina uwezekano mkubwa wa kutoa kipaumbele kwa kazi kuliko shule kwa sababu kufanya kazi kunatoa thamani zaidi mara moja. Hii inaweza kuwa na athari kubwa; nguvu kazi isiyosoma inaweza kupunguza mishahara kwa wote, kuongeza pengo la kipato na kuongeza umaskini. Ili kuzuia mzunguko huu wa uovu, lazima tuwaambie watunga sera – kitaifa na kimataifa – kuwa elimu ni haki ya binadamu muhimu ambapo ufadhili wa kutosha unapaswa kutengwa.
Shida nyingine inayokabili elimu bora inayopatikana ni kuongezeka kwa migogoro ya ndani. Kutokana na mazoea ya ukandamizaji usiohaki unaotumiwa na serikali ya sasa nchini Uturuki, walimu wamekuwa wakifanyiwa mateso, kufungwa gerezani, na kupoteza maisha yao. Kati ya vurugu nchini Iran, mapinduzi ya mara kwa mara nchini Burkina Faso, uvamizi wa Ukraine, kuimarika kwa nguvu za Taliban nchini Afghanistan, na migogoro inayoendelea nchini Ethiopia, Syria, Yemen, Myanmar, na nchi nyingine nyingi, mwaka 2022 haukuleta mwisho wa migogoro mingi zaidi ulimwenguni. Katika maeneo yanayokabiliwa na migogoro, kutimiza haki ya binadamu ya elimu kunakabiliwa na changamoto kubwa. Tishio la mara kwa mara la vurugu linazuia elimu kutokea kabisa, hasa Kwa kuwa vituo vya elimu mara nyingi hulengwa na makundi yenye silaha. Familia zinapata hasara kubwa ikiwa ni pamoja na kupoteza maisha, wanafamilia, mapato, na nyumba na hata kuwa wakimbizi au wakazi wa ndani. Kuimarisha juhudi za misaada ya kibinadamu ni muhimu ili kuhakikisha kuwa huduma za elimu za msingi zinaendelea kutolewa hata wakati wa migogoro. Elimu ni tiba nzuri ya kuzuia migogoro kabla haijatokea na kutibu athari za kijamii baada ya migogoro kutokea. Elimu ni muhimu katika kujenga mshikamano wa kijamii na inatoa njia isiyo ya vurugu ya kuelezea na kufikia malengo ya kisiasa. Katika jamii zenye hatari kubwa ya migogoro, elimu iliyolengwa inayosaidia makundi ya kijamii, kisiasa, na kikabila inaweza kuzuia vurugu. Ikiwa mgogoro utatokea ndani ya jamii, elimu baada ya tukio hilo inaweza kujaza pengo la maendeleo lililobaki na kuwasaidia kurejesha uchumi wa jamii. Elimu baada ya mgogoro pia inaweza kuwasaidia wale walioathiriwa hasi na mgogoro, hasa wale ambao wamepoteza maisha, familia au nyumba; elimu inaweza kutoa zana za uvumilivu na fursa mpya bora. Hatimaye, elimu ya haki za binadamu inaweza kurejesha wapiganaji wa zamani kwa kuwafundisha makosa ya tabia zao za vurugu na kuwafariji waathirika wa zamani kwa kuwafundisha kuthamini umuhimu wao kama binadamu.
Changamoto ya mwisho ambayo elimu inaendelea kukabiliana nayo ni dislokesheni inayosababishwa na janga la COVID-19. Wanafunzi wanaoathiriwa zaidi na kujifunza kidijiti, ikiwa ni pamoja na watoto wadogo na wale ambao hawawezi kumudu mtandao au teknolojia ya kidijiti, wanaendelea kudidimia katika shule. Lazima tuweze kuzuia kile kinachoitwa “mgogoro wa kimataifa wa kujifunza,” kwani watoto hawapokei ubora wa elimu uliokuwepo kabla ya COVID-19 na shule zinashindwa kubadilika kwa mahitaji yanayobadilika ya karne ya 21. Wapolicymakers wa kitaifa na kimataifa lazima watafute maoni kutoka kwa shule na familia ili kujifunza jinsi sera za elimu zinaweza kubadilika katika enzi ya kidijiti na jinsi ukidigitali unaweza kuwajumuisha wanafunzi wa asili mbalimbali na mahitaji ya kujifunza.
Katika mwaka 2023, Broken Chalk itajikita katika masuala haya pamoja na mengine. Ni muhimu kukumbuka Siku ya Kimataifa ya Haki za Binadamu hii kwamba haki zote za binadamu zinaunganishwa na kuzalishana; kuwezesha haki ya elimu kutahamasisha haki nyingine za binadamu, kama haki za maisha, usawa mbele ya sheria, faragha, mali, uhuru wa mawazo, dhamiri na dini, uhuru wa maoni na kujieleza, na zingine nyingi. Kwa upande wa kurudiproku, maendeleo katika haki nyingine za binadamu yataathiri kwa njia chanya elimu.
Broken Chalk inatoa ahadi kwamba katika Mwaka Mpya huu, tutafanya kazi kwa bidii kuendeleza haki zote za binadamu kwa kukuza haki ya elimu.
The World Trade Organization (WTO) reports that Bangladesh holds the position of the world’s second-largest exporter of ready-made garments, contributing to around 6.4% of global garment exports in 2020. However, this economic success comes at a grave cost, as children aged 5-17 are often exploited and illegally employed in the Bangladeshi garment industry. This unethical practice not only deprives them of education but also limits their future opportunities. Without access to basic education, these children are forced into low-paying jobs in factories, lacking the chance to acquire skills that could lead to better-paying employment in the future. As a result, they become trapped in a vicious cycle of poverty and low-wage work, perpetuating the cycle of child labor. The absence of quality education deprives these children of their potential and severely diminishes their chances of breaking free from illegal and physically demanding labor.
As conscious consumers, it is imperative that we consider the entire supply chain of the garments we purchase, including the production side, and acknowledge the potential consequences of our buying decisions. We must inquire whether a t-shirt has been ethically produced and whether child labor was involved in any stage of its manufacturing. Reflecting on these questions could contribute to providing hundreds of children in Bangladesh with an opportunity to access quality education and break free from the shackles of poverty.
The purpose of this article is to increase awareness about the issue of unequal educational attainment in Bangladesh, which is exacerbated by the prevalence of child labor and inadequate government policies aimed at eradicating child labor.
Brief history of poverty in Bangladesh
After gaining independence in 1971, Bangladesh faced a significant challenge with 80% of its population living below the poverty line. However, over the years, the government has made poverty alleviation a key priority in its development strategy. As a result, the poverty rate has decreased from 80% to 24.3%, which still means that approximately 35 million people in Bangladesh are living below the poverty line (UNESCO, 2009).
The government’s efforts to tackle poverty have been supported by sustained economic growth, driven in part by sound macroeconomic policies and an increase in exports of readymade garments. As a result, the overall poverty rate has declined from 13.47% in 2016 to 10.44% in 2022 (Dhaka Tribune, 2022).
Despite these achievements, recent trends suggest a slowing down in the rate of poverty reduction in Bangladesh. Moreover, the impact of poverty alleviation measures has been uneven between rural and urban areas, as the country undergoes rapid urbanization. This indicates that while progress has been made in reducing poverty, challenges remain in ensuring equitable poverty reduction across different regions of the country.
Although Bangladesh has experienced rapid economic growth and is considered one of the fastest growing countries, income inequality remains a significant and pressing issue. In fact, income inequality in Bangladesh has reached unprecedented levels not seen since 1972. Despite the growth of the readymade garments export industry, the benefits of this economic sector have not been evenly distributed, leading to a low ranking of 133rd out of 189 countries in the Human Development Index.
One stark indicator of income inequality is the contrasting income shares between the bottom 40% of the population and the richest 10%. The income share of the bottom 40% is merely 21%, while the richest 10% enjoy a significantly higher share of 27%, illustrating a sharp disparity in wealth distribution (World Bank, 2023). These disparities in income distribution highlight the urgent need for addressing income inequality in Bangladesh, as it poses challenges to achieving inclusive and equitable development. Efforts to tackle this issue require a comprehensive approach that considers factors such as economic policies, social welfare programs, and targeted interventions to ensure that the benefits of economic growth are shared more widely among all segments of the population.
Child labor in Bangladesh
The inherent inequality and income disparities within Bangladesh have a clear impact on the educational attainment of children across the country. Child labor is unfortunately prevalent in many parts of Bangladesh, especially in rural areas where poverty rates are high and access to education is limited. Districts such as Chittagong, Rajshahi, and Sylhet have particularly high incidences of child labor, as they are located in the rural outskirts of Bangladesh, highlighting the aforementioned intra-country inequality.
The poverty resulting from this inequality has dire consequences for Bangladeshi children, who are forced to engage in illegal employment to combat poverty. Approximately three out of every five children are employed in the agricultural sector, while 14.7% work in the industrial sector, and the remaining 23.3% work in services (Global People Strategist, 2021). Although the government of Bangladesh ratified the International Labor Organization Convention in early 2022, which clearly stipulates the minimum age for employment in Article 138, children in Bangladesh continue to be subjected to the worst forms of child labor, including commercial sexual exploitation and forced labor in activities such as drying of fish and brick production.
A troubling aspect is that the Bangladesh Labor Act does not apply to the informal sector, where the majority of child labor in Bangladesh takes place. Reports of violence against child workers in various sectors, including domestic work, have been documented. In 2018, over 400,000 children worked in domestic work in Bangladesh, with girls often being abused by their employers. Additionally, reports indicate that from January to November 2012, 28 children were subjected to torture while working as housemaids (Global People Strategist, 2021).
These children are compelled to join the workforce in both formal and informal sectors out of sheer survival necessity to provide for their families, and are unlikely to return to their studies. A UNICEF report revealed that children under the age of 14 who have dropped out of school for work are laboring an average of 64 hours per week. Putting this number into perspective, European labor laws limit working hours to 48 hours per week, including overtime (UNICEF, 2021).
The issue of educational attainment in Bangladesh exhibits significant inequality, which is attributed to both structural inequalities in the country and weaknesses in the governance of the education sector.
School participation rates also highlight disparities, with 10% of children of official primary school age being out of school. Among primary school-aged children in Bangladesh, the greatest disparity is observed between the poorest and the richest children, which can be linked to the broader inequality between households in the country. This disparity is supported by a 2019 UNICEF report that indicates completion rates for upper secondary school are 50% for the wealthiest children but only 12% for the poorest (UNICEF, 2019).
The Bangladeshi government has attempted to address education inequality at the primary level through a conditional cash transfer program targeted at poor children, which covers 40% of rural students. However, this program leaves a substantial proportion of poor children uncovered, despite their high levels of poverty. This initiative has resulted in a rapid increase in primary school enrollment, with 7.8 million children receiving stipends of $1 each.
Nevertheless, due to biased decision-making that favors the non-poor, the government’s
recurrent spending on education is disproportionately allocated, with 68% of total government spending directed towards the non-poor, despite this group representing only 50% of the primary school-aged population (World Bank, 2018). These statistics highlight that while there may be governmental intentions to improve educational attainment in Bangladesh, the reality presents a different picture, with rural children facing continued disadvantages in terms of national educational governance.
Conclusion
In short, quality education is essential for the eradication of poverty giving children the chance at a better life. Helping children turn away from child labor, requires the emphasis on the reduction on family poverty. Only quality educational attainment will become available for every child regardless of their socio-economic background can the future generation of Bangladesh flourish under the governments aid program. The primary purpose of the government of Bangladesh should be to protect children from the detrimental effect of child labor and ensuring their quality education.
The first solution to mitigate unequal quality educational attainment, is to make governmental policies broader thus ensuring financial inclusion of the marginalized. Adopting appropriate macroeconomic policy which priorities education equality. More transparency in the allocation of educational resources will force the government of Bangladesh to take on a more utilitarian perspective. This new allocation of resources will allow for more interest in soft infrastructure such as the recruitment of adequate number of teachers at schools.
An additional approach to address the issue would be for the government of Bangladesh to effectively promote awareness about the significance of quality education. This awareness campaign should not only target urban areas, but also prioritize rural areas where poverty rates are particularly high.
Furthermore, as a prerequisite to raising awareness, the Bangladeshi government should focus on providing the necessary infrastructure that enables people to access education information. This entails addressing the root causes of poverty in the country to create an environment where children are not forced into labor and can instead avail themselves of educational opportunities and experience a normal childhood.
Ensuring that every child has the opportunity for quality education and a safe upbringing is of utmost importance.
Hosen, Aoulad, S.M. Mujahidul Islam, and Sogir Khandoker. 2010. “Child Labor and Child Education in Bangladesh: Issues, Consequences and Involvements.” International Business Research Issues 3, no. 2: 1-8.
As a second-year undergraduate student at Leiden University, pursuing a Bachelor's degree in International Studies with a specialisation in Europe, I am excited about the opportunity to apply my academic knowledge and skills to practical research work in the field of human rights.
Education is a fundamental right for all humans around the globe. Regardless of one’s economic or social status, they should be able to have access to Education. Even though this seems obvious and like common knowledge, it is not the reality for many Malians. Nevertheless, the government has and is making significant efforts to cab illiteracy. For instance, the government split primary education into two cycles which allowed Malian students to take examinations to gain admission to secondary, tertiary, or higher education. However, Mali has still been facing a security crisis for several years now, which has severely compromised access to education for thousands of school-age children, particularly in the north.
Threats against schools and destruction of school infrastructure and equipment led to a shortage of teachers in affected areas and a breakdown in the pedagogical support system due to massive population displacements[i].
School children in a classroom in Gao, Mali – Photo by UN/Marco Dormino
Conflicts and insecurity
The country is increasingly recording serious human rights and international humanitarian law violations. Violent attacks by armed groups now affect civilians throughout most of the country.
Threats from armed groups remain the main factor behind the closure of 1,700 schools in Mali today[ii]. Over the past two years, the country has been among the three African countries whose schools are most attacked, along with Nigeria and the Democratic Republic of Congo, according to the Global Coalition to Protect Education from Attack (GCPEA).
In addition to insecurity, emergency education in conflict zones is severely underfunded. Since the beginning of the year 2022, 1 in 10 schools in Mali has remained closed due to a lack of infrastructure and school equipment. Mali’s national budget cannot cover the needs and education is one of the least funded sectors in the humanitarian response, accounting for only 2 percent of funds received in 2022.
For schools in conflict areas that are struggling to stay open, having funding to build and rehabilitate school infrastructure is vital. According to the Norwegian Refugee council article about the insecurity in Mali, “In some schools in the region, a single classroom can often accommodate up to 300 children due to a lack of infrastructure,” said Ibrahim Ag Bijangoum, Acting Director of the Ménaka Education Academy. It is impossible for school-going pupils and students to have a taste for learning in such a condition.
Household poverty
Access to and completion of schooling is inequitable, with girls and children from the poorest families at highest risk of school dropout: According to UNICEF in 2020, only 73.8 percent of girls are enrolled in primary basic education, compared with 85.8 percent of boys. By the time they reach secondary education, the proportion of girls enrolled is only 15 percent, compared with 21 percent of boys.[iii]
Among children that do attend school in Mali, the absence of qualified teachers, textbooks, and low-quality school environments all adversely affect learning outcomes: most students in fifth grade in Mali are not able to master basic mathematics and reading skills.
A classroom full of students engage in class and look toward the teacher while seated at their desks Credit: GPE/Michelle Mesen
Impact of Covid-19
The school closures and the loss of household income, particularly in rural areas, restricted access to education for school-aged children. Many students abandoned school permanently due to their parent’s loss of income. Girls did not reintegrate back into schools and were exposed to early marriage and pregnancies. According to the world bank, in Bamako August 2021, a senior poverty economist at the World Bank and co-author of the report, who adds that school-aged children today are likely to experience lower lifetime income due to the pandemic[iv].
Water, sanitation, and hygiene
Access to safe and sustainable water, sanitation, and hygiene protects children against common water-borne diseases such as diarrhea and reduces stunting, which affects more than 26% of children in Mali.
According to UNICEF in 2015, in Mali, only about one-half of schools have an improved water point, and less than 20% of schools have functional, separate toilets for boys and girls. In addition, more than one million people in Mali still practice open defecation, which has a direct impact on the health and safety of communities. While 80% of Mali’s population now has access to improved sources of drinking water, this number drops significantly in rural areas, where it is only 70%[v]. Displacement in conflict-affected areas of Mali has further limited the access of families on the move to clean water and sanitation.
Conclusion
In conclusion, despite the challenges facing the education system in Mali, the government of Mali and other organizations have been working hard to improve education. UNICEF in Mali and other partners have been working in communities, schools, and health centers to improve access to clean water, hygiene, and sanitation in all areas of children’s lives.
According to European Civil Protection and Humanitarian Aid Operations, the EU has provided more than €472 million in humanitarian aid in Mali since the beginning of the crisis in 2012. It is currently a leading donor of assistance in the country[vi].
[i]Global Partnership for Education. (2021). Education in Mali. Retrieved from: https://www.globalpartnership.org/where-we-work/mali.
[ii]Norwegiann Refugee Council. (2022). Mali: Insecurity and lack of funding force over half a million children out of school. Retrieved from: https://www.nrc.no/news/2022/june/mali-insecurity-and-lack-of-funding-force-over-half-a-million-children-out-of-school/[iii] UNICEF (2020). Harnessing children’s potential through quality education for every child. Retrieved from:https://www.unicef.org/mali/en/education
[iii] UNICEF (2020). Harnessing children’s potential through quality education for every child. Retrieved from:https://www.unicef.org/mali/en/education
[iv]The World Bank. (2021). Mali: Understand COVID-19’s impacts for better actions. Retrieved from: https://www.worldbank.org/en/news/feature/2021/08/11/mali-understand-covid-19-s-impacts-for-better-actions
[v]UNICEF. (2023) Water, sanitation, and hygiene: Improving children’s lives through clean water and clean environments. Retrieved from: https://www.unicef.org/mali/en/water-sanitation-and-hygiene
[vi]European Commission. (2023). European Civil Protection and Humanitarian Aid Operations: Mali. Retrieved from: https://civil-protection-humanitarian-aid.ec.europa.eu/where/africa/mali_en
Melek Çetinkaya, askeri okul öğrencisi Taha Furkan Çetinkaya’nın annesi. Oğlunun masumiyetine inanan anne, hapisteki oğlunun serbest kalması için sosyal medyada sesini duyurmaya çalışıyor. Çetinkaya, adaletin sağlanacağına inanarak üç buçuk yılını evinde çocuklarıyla geçirdi fakat üç buçuk yılın sonunda hükümetin adaletsizliğini protesto etmek için barışçıl gösteriler ve yürüyüşler yapmaya karar verdi.[i] Türkiye Cumhuriyeti Anayasasına göre her vatandaşın barışçıl protesto yapma hakkı vardı fakat her ne zaman protestoya başlasa, polisler tarafından karakolda tutuluyor ve sebesiz yere 390 Türk Lirası (₺) para cezası kesiyorlardı. Bir keresinde Terörle Mücadele (TEM)’de 2 gün sebepsizce tutulmuştu.[ii]
Melek Çetinkaya, oğlu ve oğlu gibi haksızlığa uğrayan yüzlercesinin sesini duyurmak için düzenlediği kampanyalar ve katıldığı protestolarla tanınıyor. Protestoların temeli Erdoğan rejimi altındaki Türk yargı sisteminin etkisizliğine dayanıyor.
Çetinkaya’nın oğlu Taha, Hava Harp Okulu’nda askeri öğrenciydi. Taha ilk yılını bitirdikten sonraki yaz tatilindeydi. 10 Temmuz 2016’da yani darbe girişiminden 5 gün önce, Harbiyeliler yıllık 3 haftalık rutin yaz kampına davet edilmişti. Bu kamplar bir yıl önceden belirlenen ve askeri öğrencilerin yıllık program takviminde yer alan programlardan biriydi.[iii]
15 Temmuz sabahı dönemin Hava Kuvvetleri Komutanı Orgeneral Abidin Ünal, beklenmedik bir şekilde kampa Harbiyelilere ziyarete gelmiş, konuşma yapmıştı. Her kampa katılacağı bilinen Ünal, kampa geleceği zamanı genelde bildirirdi. Ziyaretin amacı Harbiyelileri yüksek mertebe ziyaretlere alıştırmak, bunun için Harbiyelilerin kamp alanını temizlemesi, yemek pişirmesi ve alan bakımı yapması gibi aktiviteler yapılması gerekliydi. Ziyaretçiler ancak bunlar yapıldıktan sonra öğrencilerle tanışırdı.[iv]
Harbiyeliler Osmangazi Köprüsüne varmadan polis noktalarından geçmişler fakat hiçbir polis onlara nereye gittiklerini sormamıştı. Gişeye geldiklerinde ise komutanlarında para olmadığı için kendi aralarında köprü geçiş ücretini toplamışlardı. Otobüsleriyle köprüyü geçtikten sonra Sultanbeyli’de yetkililer tarafından durdurulan Harbiyeliler, yetkililerden darbe girişimi haberini duyunca şok geçirdiler. Etraftaki topluluk onlara su ve sigara ikram ettiler ve hep birlikte İstiklal Marşı’nı okudular.[v] Gece saat 2’de iki polis geldi ve topluluğa ‘’ Biz bu çocukları aldık, dağılabilirsiniz.’’ dediler. Harbiyeliler de darbeci olmadıklarını yineleyip, polislerin emirlerine uydular. İlerleyen saatlerde sabaha karşı polisler Harbiyelileri göz altına aldı, karakola veya Hava Harp Okulu’na götürmek yerine sabah 8’e kadar köprüde bekletti.[vi]
Sabah saatlerinde ellerinde silahlar, bıçaklar, şişler ve sopalar taşıyan insanlar köprüye gelmeye ve askeri öğrencilere saldırmaya başladı. Önce otobüsün camlarını kırdılar ve otobüse binerek öğrencileri tekmelemeye başladılar. Silahlı kişilerden biri benzin deposuna ateş etti ve “öldürün onları” diye bağırdı. Harbiyeliler, yaşanan korku ve dehşet karşısında zarar görmemek için silahlarını kollarının altına sakladılar. Geceyi can kayıpsız atlatan Harbiyeliler, aynı gün Sultanbeyli karakoluna sevk edildi ve dört gün boyunca karakolda tutuldular.[vii]
Tutuldukları yerdeki şartlar oldukça kötüydü. Harbiyelilerin beş yılı aşkın bir süre keyfi olarak gözaltında tutulması, öğrencilerin dört gün boyunca polisler tarafından işkence görmesi, yiyecek ve sudan mahrum bırakılmaları ve koğuşlarının önünde köpeklerin bulunması insan hakları ihlalinin ağır bir işaretiydi. Harbiyeliler tuvalete gitmek istediklerinde, sırtları, omuzları ve başları duvarlara vurularak götürüldüler. Cezaevi yetkilileri 40 kişilik nezarethaneleri 120 Harbiyeli ile doldurdular.[viii]
Harbiyelilerin iddianamelerinde Türk Anayasasını devirmek suçundan üç müebbet hapis cezası isteniyordu. Yetkililer, tutuklu Harbiyelileri ‘Sultanbeyli Davası’, ‘TRT/Digiturk Davası’, ‘Orhanlı Davası’, ‘Boğaziçi Köprüsü Davası’ ve ‘Fatih Sultan Mehmet (FSM) Köprüsü Davası’ olmak üzere beş davaya ayırmıştır.Yargıtay, 37 Harbiyelinin yargılandığı ‘TRT/Digiturk davası’nı bozarak davayı yeniden açmıştır. Ancak, Harbiyeli öğrenciler Temyiz Davası sonrasında müebbet hapis cezasına çarptırılmıştır. Yargı süreci, Türkiye’de alt derece mahkemelerinin yüksek mahkemelerin kararlarına uymadığını, bunun yerine hükümetin emirlerine göre hareket ettiğini kanıtlamıştır. Melek Çetinkaya’nın çocuklarının yargılandığı ‘Sultanbeyli davası’ şu anda Yargıtay’da inceleniyor ve muhtemelen önümüzdeki aylarda bozulacak. Yine de, ‘TRT/Digiturk davasında’ olduğu gibi, mahkemelerin bu karara uymayacağına ve çocukların tutukluluğunun devam edeceğine inanıyor. Yanılmayı umuyor ve tüm çocukların serbest bırakılmasını diliyor, ancak mevcut hükümetin uygulamaları bunun pek mümkün olmadığını kanıtladı.[ix]
Melek Çetinkaya, oğlu adına Birleşmiş Milletler İnsan Hakları Konseyi Keyfi Tutuklama Çalışma Grubu’na başvurarak dosyanın incelenmesini ve karara bağlanmasını talep etmiştir. Dosya incelenerek ve karara bağlanarak Taha Çetinkaya’nın derhal serbest bırakılması kararı almıştır. Buna rağmen, Türk hukuk sistemi şu anda ne Avrupa İnsan Hakları Mahkemesi’ni ne de Birleşmiş Milletler’in herhangi bir organını tanımamaktadır. Bu nedenle, söz konusu karar mevcut dava açısından geçersiz sayılmaktadır.
Yaklaşık 341 Harbiyeli öğrenci tutuklandı. Bunlardan üçü kadın ve üçü vefat etmiştir.[x]
Murat Tekin ve Ragıp Enes Katran, 15 Temmuz kanlı darbe girişimi sırasında Boğaziçi Köprüsü’nde linç edilerek vahşice katledildi. Morgda 12 gün sonra bulundular ve tanınmaz haldeydiler. Aileleri çocuklarını tırnaklarından tanıdı. Ailelere cenaze aracı ya da tabut verilmedi ve namaz kılmalarına izin verilmedi. Ayrıca hiçbir cenaze töreni düzenlenmedi ve çocukları sessizce gömmeleri söylendi ve ailelere bu öğrencilerin cesetleri için mezar yeri verilmedi. Yine de akrabaları önceden bir aile mezarlığı satın almış ve cenazeler oraya gömülebildi. Üçüncü Harbiyeli Yusuf Kurt daha sonra vefat etti. Dokuz ay boyunca hapsedilmişti ve aşırı stres ve baskı seviyeleri kanser gelişimini şiddetlendirmişti. Yusuf, çektiği acıların yüküyle bir yıl önce hayata veda etti.[xi]
Yukarıda belirtildiği gibi, üç kız öğrenci de aynı nedenlerle parmaklıklar ardında tutulmaktadır. Bakırköy Kadın Kapalı Cezaevi’nde tutuklu bulunuyorlar. İsimleri Nimet Ecem Gönüllü, Nagihan Yavuz ve Sena Öğütalan. Bu kızlar tutuklandıklarında 20 yaşındaydılar. Nagihan 1st Mart 2022 tarihinde babasını kaybetti, ancak babasının cenazesine katılamadı. Nimet Ecem ise bir şehit kızı. Babası Türk Hava Kuvvetleri’nde (THK) üsteğmen olarak görev yaparken, o üç yaşındayken şehit olmuş. Şehit kızı olmasına rağmen, terör örgütü üyesi olmak gibi asılsız bir iddiayla müebbet hapis cezası aldı. Diğer kadın tutuklunun babası Türk Havva Kuvvetleri’nden emekli bir subay. Buna rağmen ‘vatan haini’ ve ‘terörist’ olduğu gerekçesiyle müebbet hapis cezasına çarptırıldı.
Melek Çetinkaya Avrupa’da bir tezin konusu oldu. Türkoloji ve Antropoloji mezunu Helena Vodopija, Lüksemburg Üniversitesi Avrupa İnsan Hakları ve Demokratikleşme Yüksek Lisans Programı kapsamında, 15 Temmuz ve sonrasında müebbet hapis cezasına çarptırılan askeri öğrenciler ve ailelerinin “anıları üzerine” hazırladığı yüksek lisans tezi için Çetinkaya ile bir araya geldi.[xii]
Melek Çetinkaya Türkiye’de mütevazı bir hayat yaşayan üç çocuk annesiydi. 15 Temmuz akşamı sonrası adalet arayan bir anne oldu. Keyfi olarak gözaltına alınan tüm Harbiyelilerin serbest bırakılmasını sağlayana kadar haklı mücadelesine devam edecek.
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