Educational Challenges in Brazil

Written by Daniel Ordoñez

Brazil stands out as the most biodiverse country on planet Earth, and with a territory covering more than 8.51 million km² is the largest country on the South American continent. Since its independence as a colony of Portugal, its territorial extension and political systems have directly influenced the development of the population, particularly in how the education system has been structured and designed. The constant socio-political changes and economic circumstances have been factors that have directly influenced the education system in the country.

This article will outline the different mechanics and factors that have influenced education in Brazil, as well as the different modifications it has undergone throughout the federal administrations, the projects underway and the challenges facing the system.

The sociocultural context and the education system

With the arrival of the Portuguese colonisers to the South American continent, Brazil would change its historical destiny forever, becoming the most important colony and the future of the Portuguese kingdom, as well as influencing politics, the structuring of the modern Brazilian state and its socio-economic evolution. The Catholic Church strongly influenced Brazilian society due to its past as a Portuguese colony. Unlike many European nations, Brazil was not affected by the various changes brought about by the Reformation movement in Europe.

During its early years of colonisation, Brazil was the destination of numerous Jesuit missions. These missionaries established the first colleges and educational centres in the country. However, in the 18th century, during the burgeoning Enlightenment movements, the Jesuit missions were expelled from the country. This period also brought about reforms in the Brazilian political system, according to Schwartzman (2006). These Enlightenment reforms led to the creation of Brazil’s national primary education system, which meant dismantling much of Catholic education in the country. Finally, it is worth mentioning that in 1838 Pedro II College was founded as the first primary school in Rio de Janeiro and marked an important milestone in the country’s educational system’s evolution.

Children attend school near Manaus, Brazil in the Amazon region. Brazil. Photo: Julio Pantoja / World Bank

By the 19th century, Brazil was a predominantly rural society with a highly centralised government that tried to adapt to ideas from Europe’s nation-states. In addition, most of the population was in a precarious economic state, with multiple disconnected provinces and economic models focused solely on mining and sugar exploitation (Schwartzman 11, 2006). A small white elite of Portuguese descent headed most of the decision-making, followed by a mixed majority of slave descendants, Native Americans and Portuguese settlers.

During the 19th and 20th centuries, the demography of the country changed considerably, receiving an influx of immigrants from all continents and countries in the same hemisphere in order to replace the slave labour that worked in the coffee, tobacco and corn plantations and with the industrial revolution, a considerable part of the rural population moved to the big cities, with the promise of better-payed jobs and better life quality. By the mid-20th century, an estimated 25% of the population was literate, with primary and secondary education being the responsibility of the local state. German, Japanese and Italian immigrants formed their private schools, with a strong influence from their native countries.

On 15 November 1889, the Empire was replaced by the Republican regime, which fostered an even more modern state that could more coherently integrate the national community, and established the first public schools. During the process of industrialisation of the country, which began at the end of the 19th century, schools had no system to unify and regulate them, which in a way, it promoted the implementation of modernisation policies, focusing on the creation of “school groups”, using the most advanced architectural technologies for the construction of schools; organising students according to their age and proficiency, following a multi-serial and sequential programme. Likewise, schools for training professional teachers called “escoltas normais” were founded, introducing new teaching and training techniques.

With the government of Getulio Vargas, from 1930 to 1945 and 1951 to 1954, the first fundamental reforms in the educational system were created, promoting a more centralised methodology and creating the Ministry of Education and Culture. During this era, the provision of elementary or primary education, which was expected to be compulsory and universally accessible, spanned four years, accommodating children between the ages of 7 to 10. The gymnasium succeeded in this initial phase, perceived as secondary education, which, too, lasted four years. Lastly, the “college” stage was in place, extending for two to three years, and was designed as a precursor to university education. A vital characteristic that would mark the future of education in the country was the lack of governmental interest in training students and teachers in technical and industrial careers, which left the door open to the private sector to meet this demand. By 1931, the first legislation to promote universities was created with the “Manifest of the Pioneers of the New Education”, implementing a French educational model and an Italian one for the faculties of Philosophy, Sciences and Letters.

After the military dictatorship, which ended in 1988, the new constitution established the right to education for all citizens of Brazil, allowing universities autonomy in research and teaching and promoting free public education from primary to secondary school. Subsequently, in 1996, Congress approved a new reform that would give educational institutions greater freedom and flexibility in setting up courses and programmes.

Challenges of the Education System

The attempt to comprehend and interpret why education in Brazil did not progress as swiftly as in other countries hinges on historical context. In brief, the main reason is the absence of factors in Brazilian society that would encourage its citizens to establish and nurture their academic institutions. Further, at both the national and regional scale, the Brazilian government needed more human and financial resources and the necessary drive to integrate its population into a uniform, top-down educational system. Sources for the development of the educational system, two strong trends marked its evolution, the first was the proliferation of primary and secondary education, and the second was the establishment of institutions for conferring professional competencies and official certifications.

In his 2006 paper entitled “The Challenges of Education in Brazil”, Simon Schwartzman states that the country did not have a properly developed education system due to several factors that hampered its evolution. The domain of teacher education was demoted to less prestigious components of higher educational establishments and the private sector. It did not cultivate robust postgraduate and research programs like those in the more scholarly social sciences such as economics, sociology, political science, and the natural sciences.

The isolation of teacher education and traditional “teaching” social sciences has resulted in some unintended outcomes. This has led to a new generation of well-organised and politically driven teachers who often need more teaching skills or subject matter expertise. They often need clarification about teaching methodologies or content; shockingly, they dismiss these aspects as insignificant. They perceive society as unjust, with exploitation rampant and governments showing apathy towards educators and education. They believe meaningful change can only occur through substantial social transformation or revolution.

According to Schwartzman, another factor was the rapid and uncontrolled expansion of the education system without clear guidance and the early retirement of many retired teachers, with two clear consequences. First, the financial burden of public higher education escalated dramatically, which constrained the government’s capacity to meet the rising demand for higher education and maintain salaries that outpace inflation. As a second point, only a fraction of the appointed individuals possessed the education and skills required for advanced academic tasks. To enhance the quality of education, new laws were enacted, with the objective of promotions and salary hikes with higher educational degrees, resulting in an inflated growth of specialisation and master’s programs.

Another essential aspect to highlight is the rate of young people who drop out of primary education in Brazil, many students lose the motivation to finish their primary or secondary studies because of the low quality of teachers and classes, or they have to work to earn money for themselves or their families. This is due to the expansion of the academic system without proper structuring, with irrelevant courses for young people or teachers who need to be more motivated.

A school in the Northeast region of Brazil (Escola Duarte Coelho) Photo by: Passarinho/Pref.Olinda

During the OECD’s economic report for 2020 and 2021, during the Covid-19 era, several aspects of the education system that Brazil lacks were highlighted, and challenges about its future and evolution were presented. According to the report, the governmental composition of the country and its bilevel bureaucracy between states and municipalities means that no national system allows the harmonious functioning of roles and responsibilities in the guidelines of how to manage schools and present a coherent education policy. Considering Brazil’s devolved education structure, which places federal, state, and municipal bodies equally, establishing a National Education System is complex. This issue, along with the numerous proposals previously mentioned, continues to be a hot topic of discussion among government bodies, civil society, and the public.

Another aspect highlighted by the OECD report is the growing disparity between the public and private education systems. While the public system covers more than 81% of the youth population, the private system meets the demand for tertiary education, technology and university training. In Brazil, over 75% of undergraduate students are enrolled in private universities, contrasting to less than a third in OECD countries. The previous decades have seen a surge in private sector enrollments and the number of private higher education institutions due to relaxed regulations since the late 1990s. Government funding programs such as the Student Financing Fund (FIES) and the “University for All” Program (ProUni) have facilitated access for underprivileged students to private institutions. However, a more significant proportion of less affluent individuals are enrolled in the public higher education network compared to private institutions (9.7% versus 5.5%). In general, higher education is primarily accessed by the more advantaged individuals.

These figures are also supported by the report presented by the US Department of Commerce in 2023, which shows how private institutions represent the majority of the education system, while public institutions are shown to be small bodies, unable to meet the demand for higher education. Public higher education institutions are positioned as hubs of high-quality learning and research, having extremely selective admission procedures and constrained expansion capabilities. On the other hand, private higher education institutions have crafted a distinct role, primarily addressing the professional demands of the job market. Consequently, they have formulated adaptive programs to cater to the requirements of the working demographic.

Latest projects and policies

Within the report presented by UNICEF in 2018, Brazil introduced a programme for developing the education system for the year 2021. Under national priorities and following the guidelines established in the UN Sustainable Development Goals (SDGs), the country focused its education projects on promoting and “facilitating the generation and knowledge exchange to identify the most excluded children and to monitor and measure the progress of actions in the fulfilment of their rights” (UNICEF 4, 2018). Using the ‘Theory of Change’, Brazil focused on creating partnerships between public and private entities, encompassing civil society, media and private sectors, on ensuring quality education access for all Brazil’s children, regardless of their strata, ethnicity or social conditions.

These UNICEF-driven policies had four fundamental components. Firstly, “Enhanced policies for excluded children”. Secondly, “Quality social policies for vulnerable children”. Thirdly, “Prevention of and response to extreme forms of violence”. Moreover, as a fourth and final component, “Engaged citizenship and participation”.

UNICEF’s final report showed results and progress in several facets of education in Brazil. In the first instance, more evidence was gathered on the causes of the increased exclusion of children through the development of the School Active Search strategy (SAS) and the Successful School Path (SSP) programmes, using the SAS system to monitor and measure the identification and reintegration of out-of-school children.

As a second development, specialised programmes for the most excluded children were created at national and subnational levels; “by the implementation of the SAS, through intersectoral articulation, population engagement, dialogue with families and school involvement and exchange of experiences among participating municipalities and states” (UNICEF 5, 2018).

Thirdly, the retention of both girls and boys in the primary education system has significantly increased, thanks to intersectoral policies that emphasise diversity and incorporate contextualised education. These policies are embodied in a variety of initiatives. For instance, research has been conducted on age-grade distortion and practical guidebooks have been produced to support educational strategies. Moreover, a seminar was held to introduce the “Indicators on Early Childhood Education Methodology”. This included the provision of materials and guidelines to facilitate self-assessment of school performance, this initiative aimed to foster a democratic management style that encourages the participation of children, families, teachers, and employees. One notable effort is the “Open Doors for Inclusion Initiative”, a Massive Open Online Course (MOOC). This course guides how to enhance the inclusion of children with disabilities in schools, signifying an essential step towards inclusive education.

The fourth advance, presented by UNICEF, is the improvement in guidance and policies for the promotion of satisfactory schooling trajectories, including children and adolescents who were victims of violence and have dropped out of school or are at risk of dropping out, as well as victims of child labour and children without civil registration.

Fifth, the involvement of citizens in advocating for the rights of boys and girls has grown, mainly through public advocacy efforts. The general election in the latter half of 2018 was seized as a unique chance to highlight the rights of children and adolescents. This was accomplished through the “More than Promises” advocacy campaign, designed around six central issues young people face. The campaign also proposed specific actions for elected officials to address these issues, demonstrating a proactive approach to realising children’s rights.

Finally, the report states how the level of knowledge and the opportunities for mobilisation and participation of adolescents in public decision-making forums have significantly increased. This growth has been particularly evident in actions that aim to enhance the development and participation of adolescents and youth in various debates. Key topics have included the safe use of the Internet and gender issues. As a result of these efforts, more than 30,000 adolescents were allowed to participate in the School Active Search program in 2019, reflecting a notable increase in youth engagement.

Cover image by Matheus Câmara da Silva on Unsplash

References

The Brazilian education system | Education in Brazil : An International Perspective | OECD iLibrary. (n.d.). Retrieved May 9, 2023, from https://www.oecd-ilibrary.org/sites/c61f9bfb-en/index.html?itemId=/content/component/c61f9bfb-en

Brazil – Education and Training. (n.d.). Retrieved May 9, 2023, from https://www.trade.gov/country-commercial-guides/brazil-education-and-training

Brazil Education System. (n.d.). Retrieved May 9, 2023, from https://www.scholaro.com/db/Countries/Brazil/Education-System

Education GPS – Brazil – Overview of the education system (EAG 2022). (n.d.). Retrieved May 9, 2023, from https://gpseducation.oecd.org/CountryProfile?primaryCountry=BRA&;treshold=10&topic=EO

Education system Brazil. (n.d.). Retrieved June 11, 2023, from https://www.nuffic.nl/sites/default/files/2020-08/education-system-brazil.pdf

Reforming Brazil’s Education System – BORGEN. (n.d.). Retrieved June 11, 2023, from https://www.borgenmagazine.com/brazils-education-system/

The education system of described and compared with the Dutch system. (n.d.).

The_Challenges_of_Education_in_Brazil.pdf. (n.d.). Retrieved May 9, 2023, from https://www.researchgate.net/publication/225088750_The_Challenges_of_Education_in_Brazil

UNICEF BRAZIL Programmatic Area – Education Thematic Report March – December 2018. (n.d.). Retrieved May 24, 2023, from https://open.unicef.org/sites/transparency/files/2020-06/Brazil-TP4-2018.pdf

Universal Periodic Review of Malta

  • Broken Chalk is a non-profit organisation with one main goal – To protect human rights in education. The organisation started with a website and articles and is currently working on multiple projects, each aiming to fight human rights violations in the educational sphere. As the UPR is related to human rights violations, inequalities, human trafficking, and other violations, Broken Chalk prepares this article for the 45th session regarding Malta.
  • The principles, aims, objectives, and regulations of the education system in Malta are laid down in Education Acts Chapters 327 and 605 of the Laws of Malta and pegged to the Malta Qualifications Framework for Lifelong Learning. State, Church and Independent schools provide education. It comprises childcare (for children 0-3 years old), two years of kindergarten (for 3-5-year-olds), 11 Years of compulsory education including six years of Primary school (mainly for 5-11-year-olds), a 2-year orientation cycle (middle school, for children aged 11-13) and a 3-year cycle of specialisation (secondary school, for children aged 13-16-year-olds), during which students pursue academic or vocational subjects.
  • Malta is committed to providing quality education for its population. However, like many countries, Malta faces educational challenges that impact the effectiveness and inclusivity of its education system. Recognising and addressing these challenges is crucial for fostering an equitable and high-quality education system that prepares students for the demands of the modern world.

By Asha Ouni

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Universal Periodic Review of Senegal

  • Broken Chalk is a non-profit organisation with one main goal – To protect human rights in education. The organisation started with a website and articles and is currently working on multiple projects, each aiming to fight human rights violations in the educational sphere. As the UPR is related to human rights violations, inequalities, human trafficking, and other violations, Broken Chalk prepares this article for the fourth Cycle and the specific country – the Republic of Senegal.
  • This report will provide an update on the previous issues related to education, plus recommendations on how to deal with new ones.

By Camille Boblet-Ledoyen

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2022 Enlargement Package: European Commission Assesses Reforms in the Western Balkans and Turkey, Recommends Candidate Status for Bosnia and Herzegovina

Written by Joseph Kamanga

The European Commission has adopted its 2022 Enlargement Package, which evaluates the progress made by the Western Balkans and Turkey on their path toward EU membership. The Commission recommends granting candidate status to Bosnia and Herzegovina, contingent upon their implementation of measures to strengthen democracy, uphold the rule of law, combat corruption, and safeguard media freedom.

State of the EU: MEPs debate about the EU’s most immediate challenges. Photo by European Parliament

The Commission highlights the significance of EU enlargement as a long-term investment in peace and stability. Montenegro needs to address rule of law concerns, while Serbia should establish a government committed to EU reforms. Albania and North Macedonia must intensify their efforts in upholding the rule of law, combating corruption, and fighting organized crime.

Kosovo should enhance democracy and combat corruption, while Serbia and Kosovo are expected to engage in constructive dialogue to normalize their relations. Turkey needs to address concerns regarding democracy, the rule of law, and fundamental rights, while respecting the sovereignty of EU member states.

The Council will now assess the Commission’s recommendations and decide on the subsequent actions to be taken.

Navigating Linguistic Diversity: Educational Challenges and Strategies in Multilingual Andorra

Written by Frida Brekk

Andorra, a small principality nestled in the Pyrenees mountains between France and Spain, faces several challenges in its education system. With a limited population, access to higher education can be restricted, and the linguistic diversity of Catalan, Spanish, and French poses difficulties for some students. The country also grapples with a teacher shortage, particularly in specialized subjects, and there is a need for more vocational training opportunities.

Andorra. Photo by WallpaperFlare

Achieving educational equity and modernizing teaching approaches are additional areas of concern.

However, Andorra strives to adapt its curriculum to meet the changing needs of the job market while providing a quality education for its students.

Present day Andorra has three official languages—Catalan, Spanish, and French—due to historical, cultural, and geographical influences. Catalan has a strong historical and cultural presence in the region, while the proximity to Spain and France has led to the adoption of Spanish and French as official languages. This linguistic diversity reflects Andorra’s cultural heritage, and the recognition of multiple official languages demonstrates inclusivity, preserves linguistic and cultural diversity, and ensures that the rights and identities of its inhabitants are respected. This language diversity can create challenges in the education system and other sectors of the country.

The linguistic diversity poses challenges as it requires educational institutions to accommodate all three languages to their curriculum and instruction. It can be demanding for students and teachers to become proficient in multiple languages and can result in a heavy workload.

Additionally, Andorra has a multicultural population, and students from various linguistic backgrounds may enroll in schools. This further adds to the language barrier, as students whose primary language is not one of the official languages may face difficulties in understanding and communicating effectively.

The language barrier in Andorra necessitates dedicated efforts to provide language instruction, resources, and support to ensure that all students have equal access to education and opportunities. It also presents opportunities for cultural exchange and multilingualism but requires careful planning and resources to address the challenges that arise due to the linguistic diversity.

Addressing the language-imposed educational challenges in Andorra requires a comprehensive and multifaceted approach. Firstly, investment in language support programs is crucial to assist students in developing proficiency in all three official languages. These programs should provide targeted language instruction, personalized tutoring, and access to language acquisition resources. By tailoring support to the specific needs of students, language barriers can be overcome, and students can improve their language skills. Secondly, providing ongoing professional development opportunities for teachers is vital. Teachers should receive training on effective language instruction strategies, techniques for incorporating language learning across the curriculum, and addressing the unique challenges faced by students from diverse language backgrounds. By equipping teachers with the necessary skills and knowledge, they can better support students in their language development journey. Additionally, curriculum adaptation is necessary to address the needs of students in a multilingual environment. The curriculum should be designed to foster language development in all three languages, ensuring that content is accessible and supportive of language learning. Incorporating culturally relevant materials and diverse perspectives can enhance students’ engagement and language acquisition.

Lastly, promoting equitable assessment practices is important to fairly evaluate students’ learning outcomes. Assessment methods should consider students’ language proficiency in multiple languages and account for their linguistic diversity. Providing clear guidelines and accommodations for students with different language backgrounds can ensure that assessments accurately reflect their knowledge and skills. Overall, creating an inclusive and supportive environment is crucial. It involves fostering a positive school culture that values linguistic diversity and provides opportunities for students to develop proficiency in multiple languages. By investing in language support programs, offering professional development for teachers, adapting the curriculum, and implementing equitable assessment practices, Andorra can address the language-imposed educational challenges and ensure that all students receive a quality education.

Reference:

Everything about education in Andorra. (2021, June 9). Les Bullideres. https://www.lesbullideres.com/post/about-education-in-andorra

Universal Periodic Review of Central African Republic

  • This report drafted by Broken Chalk contributes to the fourth cycle of the Universal Periodic Review (UPR) for the Central African Republic. This report focuses exclusively on human rights issues in Central Africa Republic’s education field.
  • The Central African Republic, a landlocked country in the heart of Africa, stands among the world’s most impoverished nations. It grapples with a turbulent past marked by conflicts, instability, and mass displacement, which present significant obstacles to its peaceful progress. One of the pressing issues confronting the nation is the profound educational crisis it faces. Regarded as one of the most challenging environments for children to grow up in globally, the country is plagued by a critical problem of insufficient access to education that is both of high quality and safe.
  • Approximately two-thirds of children in the Central African Republic either do not attend school regularly or are deprived of educational opportunities.
  • In the previous UPR cycle, the Central African Republic was reviewed by UPR WG 31 in November 2018. It received 207 recommendations and supported 179 recommendations at the adoption of its UPR outcome at Human Rights Council 40 in March 2019 (an increase of 1% with respect to the 2nd cycle).
  • Supported recommendations relate to Legal and general framework of implementation, universal and cross-cutting issues, civil and political rights, economic, social, and cultural rights (including rights to education), women’s rights, and rights of other vulnerable groups and persons.
  • This report first explores the main issues in the educational field in the Central African Republic, reflecting on the recommendations the country received in the 3rd cycle UN UPR review in 2018 and its progress since. Finally, Broken Chalk offers some suggestions to the Central African Republic on further improving its human rights in the educational field.
  • As per the letter by the High Commissioner for Foreign Affairs[], issues were raised explicitly for the right to education, which included making necessary measures to ensure universal and free access to education, particularly for the most marginalised and disadvantaged populations.
  • Making efforts to improve school infrastructure and seeking the assistance of international partners to that end; tackling the root causes of school dropout; and implementing a social transfer scheme for the poorest households to ensure equitable access to education.
  • Making education and the restoration of the education system a priority in the peace and reconciliation initiatives, taking practical and adequate measures to prevent the parties to the conflict from requisitioning schools, and ensuring that demobilised child soldiers have access to education.
  • Adopting an inclusive education policy, particularly for girls, children with disabilities and indigenous children, and sustainably restoring access to education, including internally displaced children, by implementing non-formal education programmes.

By Leticia Cox

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Universal Periodic Review of Mauritius

Broken Chalk is a non-profit organization with one main goal – To protect human rights in the world of education. The organization started with a website and articles and is currently working on multiple projects, each aiming to fight human rights violations in the educational sphere. As the UPR is related to human rights violations, inequalities, human trafficking, and other violations, Broken Chalk prepares this article for the 45th session regarding Mauritius.

By Asha Ouni

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45th_Session_UN-UPR_Country_Review_Mauritius

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Universal Periodic Review of Chad

The education system in Chad, located in Central Africa, faces numerous challenges that hinder access to quality education. However, there are also some positive aspects worth
considering. This article will discuss the issues and pros of the education system in Chad, along with lessons that other countries in the region can learn from Chad’s experiences.

By Sharandeep Bose

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Educational Challenges in Eritrea: Navigating Historical Context and Current Issues

Written by Joseph Kamanga

Education plays a pivotal role in shaping the future of individuals and societies. In the case of Eritrea, a country with a complex history and a strong desire for progress, the educational landscape reflects both the challenges inherited from the past and the contemporary issues faced by its education system. By examining the historical context and the current challenges, we gain a comprehensive understanding of the obstacles that Eritrea must overcome to ensure equitable and quality education for its population.

Children waiting to go to class. Photo by Merhawi147

Historical Background

Eritrea’s educational system has evolved over time, deeply influenced by its colonial history and the struggle for independence. Under Italian colonial rule in the late 19th and early 20th centuries, education was limited to a privileged few, primarily aimed at serving the interests of the colonial administration. This approach excluded the majority of Eritreans from accessing quality education, perpetuating inequities.

After World War II, Eritrea came under British administration and later federated with Ethiopia in 1952. During this period, educational opportunities remained limited and largely inaccessible to the broader population. However, the armed struggle for independence led by the Eritrean People’s Liberation Front (EPLF) brought about significant changes. The EPLF established underground schools, known as “ma’htot,” which focused on preserving Eritrean identity, culture, and language. This movement laid the foundation for a more inclusive and culturally relevant education system.

Current Challenges

Inequitable Access to Education

One of the most pressing challenges in Eritrea is inequitable access to education. Geographical factors pose significant barriers, particularly in remote and rural areas. Limited infrastructure and transportation hinder the establishment and maintenance of schools, making it difficult for children to access education. For example, in the Gash Barka region, located in the western part of the country, the lack of schools and the long distances students have to travel to get to school prevent many children from attending classes regularly. Similarly, in the Southern region, children from nomadic communities face difficulties in accessing formal education due to their transient lifestyle and the absence of educational facilities in their migratory routes.

Economic Constraints and Affordability

Economic factors further exacerbate the challenges in the education system. Poverty, particularly prevalent in rural areas, makes it challenging for families to afford school-related expenses such as uniforms, books, and transportation costs. The financial burden restricts access to education, disproportionately affecting vulnerable populations and perpetuating cycles of poverty and inequality. For instance, in the Anseba region, impoverished families struggle to cover essential educational expenses, leading to higher dropout rates among children from low-income backgrounds. Similarly, in urban areas such as Asmara, high living costs make it difficult for families to allocate sufficient resources for education, hindering access to quality schooling.

Gender Disparities

Eritrea faces gender disparities in access to education. Deep-rooted cultural norms and expectations often prioritize boys’ education over girls’, leading to lower enrollment rates for girls. Early marriage and assigned domestic responsibilities limit girls’ educational opportunities. Early marriage is prevalent in some areas, such as the Debub region, and girls are often forced to drop out of school at a young age, hindering their educational advancement. Furthermore, societal perceptions of traditional gender roles contribute to girls’ limited educational and career opportunities, constraining their full potential and undermining efforts to achieve gender equality in education.

The cloister of the Catholic Cathedral in Asmara hosts a large school. Photo by David Stanley.
Quality of Education

The quality of education in Eritrea is a significant concern. Insufficient numbers of qualified teachers, especially in rural areas, contribute to inadequate learning experiences. Teachers’ lack of professional development opportunities further hampers their ability to deliver quality instruction. The absence of essential resources such as textbooks, learning materials, and proper infrastructure also impacts the overall learning environment. In the Maekel region, for example, overcrowded classrooms and a shortage of trained teachers compromise the quality of education and hinder students’ learning outcomes.

Limited Access to Higher Education

Access to higher education is limited in Eritrea. The scarcity of universities and highly competitive admission processes restrict the number of students who can pursue tertiary education. This limitation impedes the development of a skilled workforce and hampers the country’s progress towards a knowledge-based economy. For instance, in the Central region, where the capital city Asmara is located, the few available spots in universities cannot accommodate the growing number of qualified students seeking higher education, leading to a significant gap between the demand and supply of tertiary education opportunities.

Conclusion

The educational challenges in Eritrea are deeply rooted in historical factors and compounded by current issues. Inequitable access, economic constraints, gender disparities, poor quality of education, and limited access to higher education continue to hinder the development and progress of the country’s education system. These challenges require urgent attention and comprehensive solutions. By addressing the underlying causes, investing in infrastructure, promoting gender equality, and improving the quality of education, Eritrea can pave the way for a more inclusive and effective education system that empowers its citizens and supports the country’s long-term development goals.

References

United Nations Development Programme (UNDP) – Eritrea: Education Sector Review: https://www.er.undp.org/content/eritrea/en/home/library/poverty/education-sector-review.html

United Nations Children’s Fund (UNICEF) – https://www.unicef.org/eritrea/education

World Bank – Education in Eritrea: https://www.worldbank.org/en/country/eritrea/publication/education-in-eritrea 

United Nations Educational, Scientific and Cultural Organization (UNESCO) – Eritrea: https://en.unesco.org/countries/eritrea Human Rights Watch – Eritrea: https://www.hrw.org/africa/eritrea

Educational Challenges in the Republic of Haiti

Written by Alexandra Drugescu-Radulescu

The situation in Haiti conveys the systematic and deep-rooted relationship between colonialism and the development of a state. Haiti is considered the poorest state in the western hemisphere, a fact which has a tremendous impact on access to education. The lack of economic development can be traced back to Haiti’s colonial times. The former French Colony liberated itself from its empire in 1791, being the first state to achieve independence from a modern colonial power. Regardless, the Republic of Haiti was forced after achieving its independence to pay the French state for war compensation, leading to a national debt that was finally paid in 1947[1]. Given the newly established state’s focus on paying its former colonizer, power imbalances remained alive, leading to an inability to further itself economically.  Neocolonial patterns are still prevalent in today’s Haitian society, particularly relevant being the educational system created based on the French model.

Haiti Flag. Photo by abdallahh

Haiti’s history of slavery and revolution can explain the lacking mechanisms in the educational system. An outstanding number of the population lives below the poverty line (60%),[2]  leading to the inability of a plethora of families to support their child’s education. Furthermore, the Haitian state lacks the necessary financial means to create appropriate educational infrastructure, such as employing staff and building institutions. The absence of resources led to mass privatization of the educational sector, with 85% of schools being private[3], funded by public figures, NGOs, and various corporations. Privatization further hinders access to education, given that most families cannot afford tuition fees. In the following article, I will further expand on the challenges children face in the Republic of Haiti, trying to unravel the main causes of said issues.

            According to the Haitian Constitution, education is free and mandatory. The educational system is divided into the following stages[4]:

  • Primary  (6-12 year-olds)
  • Lower Secondary (12-15 year-olds)
  • Secondary (15-18 year-olds)

Poverty

Haitian children. Photo by Alex Proimos.

8 August 2012, 01:26; Source Flickr; Author Alex Proimos from Sydney, Australia

The dire economic situation in Haiti leads to two main issues: the government does not have enough funding to invest in infrastructure, and a majority of families cannot afford to keep their children in school, especially given that most educational institutions operate in the private sphere.

            According to UNICEF Executive Director Catherine Russell’s declaration last month, half of Haiti’s population needs humanitarian assistance, including three million children[5]. Such assistance is needed in order to decrease the rate of food insecurity in the country, as well as to protect vulnerable categories, including children, in areas controlled by armed groups[6]. Almost a quarter of Haitian children suffer from malnourishment[7], a factor that strongly influences their ability to grow harmoniously and finish their education. Catherine Russell states that the present situation of Haiti represents a mix of political turmoil, effects of natural disasters, and various health care crises, including the most recent cholera outbreak[8]. Due to the ongoing food insecurity in the country, education remains low on the priorities list, with families doing their best to help their youngsters to survive.

            The lack of educational facilities represents another repercussion of the dire economic situation in Haiti. Haiti ranks 177th out of 186 in the world for government spending on education[9], and at the moment, it does not have a plan for increasing the budget for education.  The issue further increased by various natural disasters, such as the 2010 earthquake, that destroyed the infrastructure of a significant number of schools in the past. 

Privatization of education and enrollment rates

Students from “République du Chili”, a school in Haiti. Photo by One Laptop per Child.

Education in Haiti is primarily private, with only 15% of schools being state-funded[10].

This comes as a surprise, given that the right to free education has been inscribed ever since the first Haitian constitution. Regardless of how small they are, the enrolment fees represent an impediment for many families trying to provide their children with the necessary education. On average, each family pays around 130 USD[11] per year to keep a single child in school, a sum that can represent a financial burden given that Haiti’s gross national income per capita was 1610 USD in 2022[12]. The average fertility rate is almost three children per woman[13], a fact that further hinders the capacity of parents to pay enrolment fees to private institutions. Furthermore, the education system relies on donations from various agencies, some of the most relevant being the World Bank, UNICEF, UNESCO, and the Caribbean Development Bank.

            The Haitian government implemented a system of wavering tuition fees for students living in poverty, with funds being given to schools through state subsidies. Unfortunately, despite high hopes of reaching all children in public schools and around 70% of children in private institutions, the program stopped financing 1st and 2nd graders in 2015.[14]

            Unfortunately, attendance rates are relatively low, especially after primary school, a phenomenon that could result from tuition fees. According to UNESCO, the primary school attendance rate is 86%, decreasing significantly to 28% for lower secondary schools and 21% for upper secondary schools[15]. Even more concerning is that the rate of compilation of primary school is only 54%[16]. The above data result in a dangerously low literacy rate, with only 60.7% of the population being able to read and write.[17] This decreases people’s ability to get employed and escape an ongoing cycle of poverty.

            Therefore, access to education is constrained by the financial means of the families of the province. This is an actual impediment to ensuring that every child has the right to free education, a fact proven by the low completion rates in all stages of schooling. This is unfortunate, given that education represents one of the only ways the government can increase citizens’ living standards by ensuring that every child has an increased chance of escaping a vicious cycle of poverty caused by hundreds of years of colonial and neo-colonial ties and practices.

Impact of Natural Disasters (e.g. 2010 Earthquake)

A poor neighbourhood shows the damage after an earthquake measuring 7 plus on the Richter scale rocked Port-au-Prince, Haiti, on 2010. Photo by UN Photo/Logan Abassi United Nations Development Programme

Haiti is geographically located in an area prone to hydro-meteorological and geophysical hazards, which can have a catastrophic impact on infrastructure of all kinds. This is particularly dangerous given the lack of state funds to potentially repair the damage provoked by natural disasters.

The state of schools became even more precarious once a massive earthquake in 2010 took place, with 82% of schools, public and private, in the affected regions being damaged or destroyed[18]. To put things into perspective, the event was considered at the time the most significant national disaster registered in the Western Hemisphere[19], its repercussions are being felt to this day. Haiti received a significant amount of international assistance, with the international community donating almost 10 billion US $ for rebuilding[20], along with a massive influx of NGOs involved in various domains, from education to fair governance.

A similar scenario occurred in August of 2021, when a magnitude of 7.2 earthquake affected roughly 340,000 and destroyed or damaged 1250 schools, according to UNICEF data.[21] What is even more worrisome is that six months after the catastrophe, 4 out of 5 damaged schools were not rebuilt[22]. This led to two scenarios: either children were forced to study in spaces that endangered their health and physical well-being, in buildings not entirely safe for use, or they had to put their studies on hold until the rebuilding of their educational institution. Regardless of the scenario, children were discouraged from continuing their studies, even more so than by the ever-present tuition fees.

As presented above, the educational system is lacking in many areas, leading to a dangerous situation for the development of many children in the Caribbean state. The reality of Haiti is a complex one; the colonial past of the country still has a significant impact on the level of development of the country. There is no fixed solution for today’s issues in Haitian society, but acknowledging the influence of colonialism represents a first step towards creating a more targeted action plan for Haiti. As presented above, the educational system is lacking in many areas, leading to a dangerous situation for the development of many children in the Caribbean state.

References

  1. 10 Years of School Reconstruction in Haiti: What Did We Achieve? (2022, January 20). Enfoque Educación. https://blogs.iadb.org/educacion/en/aid/
  2. caldesign. (2015). Facts About Haiti – Schools for Haiti. Schools for Haiti. https://schoolsforhaiti.com/facts-about-haiti/
  3. countrymeters.info. (2019). Live Haiti population (2019) — Countrymeters. Countrymeters.info. https://countrymeters.info/en/Haiti
  4. Dropping out of school: An unwelcomed trend in Haiti. (2020, October 26). IIEP-UNESCO. https://www.iiep.unesco.org/en/dropping-out-school-unwelcomed-trend-haiti-13528
  5. Haiti (HTI) – Demographics, Health & Infant Mortality. (n.d.). UNICEF DATA. Retrieved July 24, 2023, from https://data.unicef.org/country/hti/#education
  6. Haiti – fertility rate 2019. (n.d.). Statista. https://www.statista.com/statistics/576437/fertility-rate-in-haiti/
  7. Haiti | FINANCING FOR EQUITY | Education Profiles. (n.d.). Education-Profiles.org. Retrieved July 24, 2023, from https://education-profiles.org/latin-america-and-the-caribbean/haiti/~financing-for-equity
  8. Haiti Education System. (n.d.). www.scholaro.com. https://www.scholaro.com/db/countries/Haiti/Education-System
  9. Haiti: Six months after the earthquake, more than 4 out of 5 schools destroyed or damaged are yet to be rebuilt. (2022, February 14). www.unicef.org. https://www.unicef.org/press-releases/haiti-six-months-after-earthquake-more-4-out-5-schools-destroyed-or-damaged-are-yet
  10. Humanitarian Action for Children Haiti TO BE REACHED 2.7 million people 7. (2019). https://www.unicef.org/media/132191/file/2023-HAC-Haiti.pdf
  11. Kwok, T. C. (2016, March 11). Continued Challenges in Rebuilding Haiti. E-International Relations. http://www.e-ir.info/2016/03/11/continued-challenges-in-rebuilding-haiti/
  12. National income per capita Haiti 2019. (n.d.). Statista. https://www.statista.com/statistics/1070168/gross-national-income-per-capita-haiti/
  13. Rosalsky, G. (2021, October 5). “The Greatest Heist In History”: How Haiti Was Forced To Pay Reparations For Freedom. NPR. https://www.npr.org/sections/money/2021/10/05/1042518732/-the-greatest-heist-in-history-how-haiti-was-forced-to-pay-reparations-for-freed
  14. UNICEF Executive Director Catherine Russell’s remarks at the ECOSOC Special Session on Haiti – “Saving Lives: Addressing the urgent food security needs of Haiti.” (n.d.). Www.unicef.org. Retrieved July 24, 2023, from https://www.unicef.org/press-releases/unicef-executive-director-catherine-russells-remarks-ecosoc-special-session-haiti

[1] https://www.npr.org/sections/money/2021/10/05/1042518732/-the-greatest-heist-in-history-how-haiti-was-forced-to-pay-reparations-for-freed

[2] https://www.unicef.org/media/132191/file/2023-HAC-Haiti.pdf

[3] https://www.iiep.unesco.org/en/dropping-out-school-unwelcomed-trend-haiti-13528

[4] https://www.scholaro.com/db/countries/Haiti/Education-system

[5] https://www.unicef.org/press-releases/unicef-executive-director-catherine-russells-remarks-ecosoc-special-session-haiti

[6] https://www.unicef.org/press-releases/unicef-executive-director-catherine-russells-remarks-ecosoc-special-session-haiti

[7] https://www.unicef.org/press-releases/unicef-executive-director-catherine-russells-remarks-ecosoc-special-session-haiti

[8] https://www.unicef.org/press-releases/unicef-executive-director-catherine-russells-remarks-ecosoc-special-session-haiti

[9] https://schoolsforhaiti.com/facts-about-haiti/

[10] https://www.iiep.unesco.org/en/dropping-out-school-unwelcomed-trend-haiti-13528

[11] https://education-profiles.org/latin-america-and-the-caribbean/haiti/~financing-for-equity

[12] https://www.statista.com/statistics/1070168/gross-national-income-per-capita-haiti/

[13] https://www.statista.com/statistics/576437/fertility-rate-in-haiti/

[14] https://education-profiles.org/latin-america-and-the-caribbean/haiti/~financing-for-equity

[15] https://data.unicef.org/country/hti/#education

[16] https://data.unicef.org/country/hti/#education

[17] https://countrymeters.info/en/Haiti

[18] https://blogs.iadb.org/educacion/en/aid/

[19] http://www.e-ir.info/2016/03/11/continued-challenges-in-rebuilding-haiti/

[20] http://www.e-ir.info/2016/03/11/continued-challenges-in-rebuilding-haiti/

[21] https://www.unicef.org/press-releases/haiti-six-months-after-earthquake-more-4-out-5-schools-destroyed-or-damaged-are-yet

[22] https://www.unicef.org/press-releases/haiti-six-months-after-earthquake-more-4-out-5-schools-destroyed-or-damaged-are-yet