Current issues in Turkish prisons submitted to the UN Special Rapporteur on Torture

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By
Carolina Silvestre, Dimitrios Chasouras, María Núñez Fontán, Olimpia Guidi, Samantha Orozco, Vahit Uzunlar

Through this report, our organisation aims to address current issues and promote good practices in prison management, focusing on Turkey. In alignment with the objectives set forth by the Office of the United Nations High Commissioner for Human Rights (OHCHR), this thematic report endeavours to shed light on the prevailing challenges and commendable practices within the Turkish prison system. The report considers the OHCHR’s delineation of eight crucial focus areas, which serves as the foundational framework for our comprehensive assessment of Turkey’s prison management practices through “Call 9.” As a critical contribution to the discourse on human rights and prison conditions, this report aims to offer valuable insights and recommendations for enhancing the well-being and dignity of detainees within Turkey’s correctional facilities, thereby advancing the cause of human rights on a global scale.

For the comprehensive evaluation of prison management in Turkey, “Broken Chalk” has laid down ten critical points of focus that underpin the core objectives of this report. These ten key areas encompass issues of profound importance in understanding prison conditions and human rights in the Turkish correctional system. These points are as follows:

Babies in Turkish Prisons: The presence of infants in correctional facilities raises concerns about the rights and well-being of both the child and the incarcerated parent.
Sick Prisoners in Turkey: Ensuring adequate healthcare and treatment for ill inmates is fundamental to their human rights.
Pregnant Women in Turkish Prisons: The unique needs of expectant mothers behind bars require special attention and care.
Deaths Due to COVID-19 in Turkish Prisons: In light of the global pandemic, examining the impact of COVID-19 on prison populations is of utmost importance.
Deaths Due to Sickness in Turkish Prisons: Understanding the circumstances leading to deaths within prisons is essential to addressing systemic issues.
Parole Right Violations in Turkish Prisons: Ensuring prisoners’ rights to parole are respected and upheld is critical in fair and just incarceration.
Allegations of Torture and Ill-Treatment in Turkish Prisons: Investigating claims of torture and ill-treatment is critical for upholding human rights and international standards.
Exceeding Capacity in Turkish Prisons: Overcrowding poses significant challenges to the well-being of inmates, and its implications are central to this report.
Denial of the Right to Defence in Turkish Prisons: Ensuring access to legal representation and due process is pivotal in safeguarding the rights of those incarcerated.
Access to Health Services in Turkish Prisons: Adequate healthcare services are a fundamental human right for those within the prison system.

Each of these points has been included in the report to shed light on specific areas of concern within the Turkish prison system, with the ultimate goal of improving conditions, safeguarding human rights, and contributing to international discourse on the subject.

9A-Current-issues-and-good-practices-in-prison-management-–-Thematic-report-of-the-Special-Rapporteur-on-Torture Download

اليوم الدولي للتضامن مع الشعب الفلسطيني ~ ٢٩ نوفمبر ٢٠٢٣ كتبه بنيامين كوبونين ، كارين توماس ، زينا صباغ

Written by Benjamin Koponen, Caren Thomas & Zina Sabbagh Translation: Yehia Murad

المشهد التعليمي في فلسطين

سط التصعيد الأخير في غزة، تبدأ بيسان عودة، وهي صحفية من المنطقة، معظم مقابلاتها بالاعتراف ببقائها. كلماتها تردد صدى الواقع المروع. ”لا يوجد مكان آمن في غزة
wizard_bisan1, Instagram, 2023

ويؤكد الأثر المدمر على المؤسسات التعليمية هذه الحقيقة الصارخة. وقد تعرضت أكثر من ٢٠٠ مدرسة لأضرار لا هوادة فيها أو قصف أو دمرت بالكامل في هذه المنطقة الجغرافية الصغيرة. ومن المثير للصدمة أن هذا يمثل ما يقرب من ٤٠٪ من إجمالي عدد المدارس في قطاع غزة
ولم تعد مرافق الأونروا (وكالة الأمم المتحدة لإغاثة وتشغيل اللاجئين الفلسطينيين) ومدارسها، التي تعتبر منشأة محمية بموجب القانون الدولي والمجتمع الدولي، تحمل ضمان السلامة. أصبح الواقع واضحًا بشكل مؤلم مع قصف مدرسة الفاخورة التابعة للأونروا، وهي مؤسسة معترف بها على نطاق واسع في شمال غزة، في ١٩ نوفمبر. في ذلك الوقت، لجأ أكثر من ٧٠٠٠ شخص، بمن فيهم المعلمون والطلاب والعائلات وكبار السن، إلى داخل جدرانه. في لحظة ، تم تدمير هذا الملاذ ، وهو معهد تعليمي ساعد الأحلام والآمال في أن تصبح حقيقة واقعة

التعمق في التحديات الفليسطينية’ في المجال التعليمي يقدم صورة أوضح عن نضالاتهم. يتألف التعليم الثانوي الفلسطيني من ثلاثة قطاعات أساسية: المدارس الخاصة والمدارس العامة ومدارس الأونروا التي أنشئت خصيصا للاجئين الفلسطينيين. وتلتزم هذه المؤسسات بالمنهج الفلسطيني الموحد الذي وضعته الحكومة الفلسطينية. ومن الجوانب المثيرة للاهتمام التي ينبغي ملاحظتها التدقيق والرقابة المستمرين اللذين تفرضهما الحكومة الإسرائيلية على المنهج الدراسي الفلسطيني الموحد. تقيد السلطات الإسرائيلية المعلومات التفصيلية حول التراث والثقافة والتاريخ الفلسطيني.

بالإضافة إلى ذلك، فإن تصوير خريطة تحدد حدود فلسطين محظور باستمرار. وهذا يجبر المناهج الفلسطينية على أن تكون مرنة للغاية لأن التغييرات المستمرة تحدث لها. وعلاوة على ذلك، يواجه كل من الطلاب والمعلمين عقبات عديدة في الوصول إلى المدارس. وفي جميع أنحاء الضفة الغربية، تشكل نقاط التفتيش عائقا كبيرا، مما يعوق عبور الأفراد إلى المؤسسات التعليمية. وبالمثل، فإن التفجيرات المتكررة في غزة تزيد من التحديات التي يواجهها الطلاب والمعلمون في سعيهم للحصول على التعليم .

ومن العقبات الأخرى التي يواجهها قطاع التعليم الثانوي التمويل. ذكر تقرير صادر عن التحالف العالمي لحماية التعليم من الهجوم أن حوالي ٣.٥٥ مليون دولار امريكي ستكون مطلوبة لإصلاح الأضرار التي لحقت بالمنشآت المدرسية من العدوان الذي حدث في مايو ٢٠٢١. بسبب الاحتلال العسكري الإسرائيلي، فإن اقتصاد السلطة الفلسطينية يتعرض لإعاقة شديدة. وبالتالي، يعتمد قطاع التعليم بشكل كبير على التبرعات والمساعدات من المجتمع الدولي، وفي المقام الأول الأمم المتحدة. ومع ذلك، منذ عام ٢٠١٦ ، كانت المساعدات لمدارس الأونروا تتناقص بشكل جذري بسبب التغيرات في الساحة السياسية.

تتكون مدارس غزة من ٢٨٤ منشأة تابعة للأونروا من بين ٥٦١ مدرسة بسبب ارتفاع عدد اللاجئين من القرى المجاورة التي تعرضت للتدمير. لذلك، تفتقر العديد من هذه المدارس إلى البنية التحتية والفصول والمواد اللازمة للعمل بشكل صحيح؛ ومع ذلك, فهي لا تزال تزدهر وتستخدم أكبر قدر ممكن من المواد للعمل بأفضل قدراتها. وحتى عندما يتجاوز الطلاب كل هذه التحديات الصعبة، وعندما يريدون مواصلة التعليم العالي خارج غزة، فإنهم يحرمون من تصاريح من إسرائيل، وبالتالي يحصرونها في غزة.

وفيما يتعلق بالتعليم، هناك العديد من التكتيكات التي يستخدمها الاحتلال الإسرائيلي والتي تؤدي إلى تفاقم هذه الصعوبات. حتى لو كانت هناك نهاية للدمار والحرب ضد غزة، فإن الصدمة واضطراب ما بعد الصدمة التي يواجهها الطلاب والمعلمون وغيرهم من الأفراد سوف تستغرق أجيالًا للمعالجة والشفاء، والتعافي الكامل.

الصحة النفسية للأطفال الفلسطينيين

الصحة العقلية هي منظور دقيق يفهم من خلاله البشر أنفسهم والعالم من حولهم. يرمز إلى هذا المنشور بقدرة الشعوب’ على إدارة الإجهاد، ورعاية مواهبهم، والتعلم/العمل بفعالية، ودعم مجتمعهم. هذه الاستراتيجيات المرونة ليست آليات التكيف من العيش من خلال الصدمة ولكن تسمح للناس للتحرك الانتكاسات الماضية وتنمو كأفراد. ومع ذلك، فإن الحوادث المؤلمة في مرحلة الطفولة– مثل الحرب–كان تحفز مستويات من التوتر تتجاوز فعالية آليات التكيف الصحية. أدى استمرار القصف والتشريد واحتلال غزة/الضفة الغربية إلى زيادة القلق والاكتئاب واضطراب ما بعد الصدمة بين الأطفال الفلسطينيين المحليين.

منذ ٧ أكتوبر، قتل الجيش الإسرائيلي ما يقرب من ١١٣٢٠ مدنيًا فلسطينيًا. ومن بين هؤلاء ٤٦٥٠ طفلا و ٣١٤٥ امرأة، مما أسفر عن إصابة ٢٩٢٠٠ شخص وفقد ٣٦٠٠ شخص (منهم ١٧٥٠ طفلا). قبل اثني عشر عامًا، وجد ديميتري أن “ التجارب المؤلمة المتعلقة بالصراع ترتبط بشكل إيجابي مع انتشار المشاكل العقلية والسلوكية والعاطفية”.

منذ عام ٢٠١١ ، تم الإبلاغ عن ما يقرب من ٢٣٪ إلى ٧٠٪ من الأطفال يعانون من اضطراب ما بعد الصدمة. اضطراب الكرب التالي للصدمة النفسية هو استجابة ذهنية/فسيولوجية مطولة لتجارب متوترة للغاية. بالنسبة للأطفال الفلسطينيين، فإن التعرض للهجمات الإرهابية، والتشرد من منازل واحدة، والإيذاء العنيف، ومشاهدة الإذلال اليومي يجبرهم على البقاء على قيد الحياة.

يعد الحفاظ على روتين يومي جزءًا لا يتجزأ من ضمان الصحة العقلية للأطفال. ومع ذلك، فإن تدمير المدارس والمنازل والنزوح المنتظم ينتج بيئة لا يمكن التنبؤ بها. وقد لوحظ أن الطبيعة المستمرة للاحتلال الإسرائيلي تقضي على المدنيين (وخاصة الأطفال) لحظة للشفاء. نتيجة لذلك ، يتم إلقاؤهم في حالة مستمرة من الإجهاد المؤلم. في عام ٢٠٢٢، يعاني ٩٠٪ من الأطفال من قلق الانفصال عن الوالدين، وأكثر من ٥٠٪ منهم يعانون من الانتحار حبريًا، ٥٩٪ يعانون من التشوّه التفاعلي. علاوة على ذلك، ذكرت صحيفة الغارديان أن الأطفال يعانون أيضًا من صعوبات في النوم. ومع ذلك، فقد طور الأطفال استراتيجيات للاستجابة لأعراض الإجهاد اللاحق للصدمة هذه بطرق مختلفة. وتشمل هذه التعرض النشط للأحداث الصادمة والمقاومة السياسية كاستجابات للصدمة للعنف السياسي.

من المعروف أن الشباب الفلسطيني–في كثير من الأحيان الشباب والفتيان– يحملون أقرانهم الذين تعرضوا للضرب/السجن باحترام. وبهذه الطريقة، يحولون الخوف من الاضطهاد إلى شجاعة. في المقابل، من المرجح أن تعبر الشابات والفتيات الفلسطينيات عن متلازمة ما بعد الصدمة من خلال القلق والاكتئاب. تتماشى هذه الخصائص مع التوقعات الجنسانية للفتيان/الفتيات في الشرق الأوسط. ومما لا يثير الدهشة أن الشباب والفتيان الذين يشاركون في هذه السلوكيات يظهرون اضطرابات ما بعد الصدمة أكثر من نظرائهم من الإناث. التعرض النشط للصدمة مرتبط بعمق بالمقاومة كاستجابة للصدمة.

تثبت وسلوي & جمعي أن النشاط السياسي، وتحديدًا مسيرة العودة الكبرى ، يمكن أن يوفر تأثيرًا إيجابيًا “a على الصحة العقلية المجتمعية عبر الشعور بالوكالة، الأمل”. كان الهدف من، وهي سلسلة من المظاهرات التي بدأت في مارس ٢٠١٨، هو ٤ ترمز إلى حق الفلسطينيين’ في العودة إلى وطنهم (المكرس بقرار الأمم المتحدة ١٩٤). تبنى جوًا ثقافيًا/احتفاليًا مليئًا بالرقص والطعام والترديد. التقى المتظاهرون بالرد العسكري لجيش الدفاع الإسرائيلي– الاستغناء عن الغاز المسيل للدموع والقنص على الحشد– مع شعور راسخ بالوكالة لتشكيل واقعهم السياسي.

الحالة اليائسة للأطفال، الصحة النفسية في فلسطين متشابكة مع واقع الاحتلال الإسرائيلي. القلق ليس استجابة غير عقلانية للحرب. الاكتئاب ليس استجابة غير عقلانية لنقص الفرص. هذه أعراض نفسية للقرارات التي يتخذها القادة السياسيون. في رسالة نشرتها منظمة أنقذوا الأطفال، أوجز ٦ أطفال فلسطينيين هم–سلمى، نيفين، زين، سامر، خالد وأمل رغباتهم; “أول شيء نتمنى أن تنتهي الحرب…نأمل أن يتم إزالة جميع المباني المدمرة وسيأتي شيء أفضل وأكثر جمالا في مكانها”. ستكون الرعاية الطبية والبنية التحتية ودعم المجتمع جزءًا لا يتجزأ من الشفاء. وقف إطلاق النار هو الخطوة الأولى في عملية الشفاء هذه.

حرمان الطلبة من الموارد في فلسطين

في بداية عام ٢٠٢٣ ، سجلت الأمم المتحدة ما لا يقل عن ٤٢٣ حادثة أثرت على الأطفال الفلسطينيين وتعليمهم. ويشمل ذلك إطلاق القوات الإسرائيلية النار على المدارس والأطفال الذين يقومون بعمليات وهدم المدارس. علقت وزارة التعليم في غزة العام الدراسي ٢٠٢٣-٢٠٢٤. بسبب القصف العشوائي لغزة، يتم استخدام المدارس في القطاع ك “أماكن آمنة” للفلسطينيين. ومع ذلك، فقد تم استهداف المدارس بالقصف الإسرائيلي.

حاليا، المدارس التي تديرها الأونروا – وكالة الأمم المتحدة لإغاثة وتشغيل اللاجئين الفلسطينيين – تم استهدافها عدة مرات من قبل الهجمات الإسرائيلية. ومن المفترض أن تعتبر هذه المدارس مناطق آمنة خلال نزاع مسلح. ومع ذلك، فإن ما نشهده في غزة هو الاستهداف المتعمد للمدنيين الأبرياء، وخاصة الأطفال. وهذا الاستهداف لأولئك الذين يلتمسون اللجوء في المدارس يؤدي في نهاية المطاف إلى مقتل وإصابة العديد من المدنيين. وهو يؤدي إلى تعطيل التعليم بسبب فقدان الموارد الذي يحدث عندما يستهدف نزاع مسلح المدارس والمؤسسات التعليمية الأخرى.

مؤسسة الدفاع عن الأطفال الدولي – فلسطين، الفائزين بجائزة رافتو، ٢٠٢٣، في فيلمهم ”طفل في حرب“, ذكر تقرير عام ٢٠٢٢ أن الأطفال الفلسطينيين أعربوا عن عدم رغبتهم في الحصول على مساعدة مالية من المجتمع الدولي. وبدلا من ذلك، يود الأطفال أن يحظوا بالحماية من عمليات التفتيش التي تجري أثناء نقاط التفتيش والهجمات التي تحدث في المدرسة. وعلاوة على ذلك، أتيحت الفرصة للمدافعين عن حقوق الإنسان من الأطفال من فلسطين للمشاركة في الاجتماعات مع الهيئات الدولية لحقوق الإنسان، ولكن لم يتم إيلاء اهتمام لتلبية احتياجات الأطفال. الواقع الأرضي لا يزال كما هو.

ولا يزال قطاع غزة يشهد صراعات مسلحة، مما يلحق أضرارا جسيمة بالبنية التحتية والموارد التعليمية الأخرى. من المفترض أن يكون الطفل في المدرسة للتعليم لكنه يذهب الآن إلى المدرسة مع عائلاتهم للحصول على مأوى محتمل من التفجيرات. وبلغ عدد المدارس التي تضررت 300 مدرسة على الأقل، وورد أن 183 مدرسا قتلوا. وبالإضافة إلى ذلك، فإن الحصار الذي تفرضه إسرائيل على المياه والغذاء والإمدادات الطبية والكهرباء والوقود يفرض مخاطر جسيمة على إمكانية حصول هؤلاء الأطفال على الموارد.

قد تؤدي الفجوة في تعليم الطفل التي حدثت بسبب الصراع، إلى جانب غياب الدعم النفسي والاجتماعي، إلى ترك العديد من الأطفال يشعرون باليأس وراءهم. وتتطلب الحالة في غزة من الناس إعادة بناء مدارسهم ومرافق الصرف الصحي وغيرها من الموارد التعليمية. يحتاج الناس إلى إيجاد طرق لاستيعاب مساحات التعلم المؤقتة، والحصول على الدعم من المجتمع الدولي لإعادة بناء أنظمتهم التعليمية، والأهم من ذلك, العثور على أعضاء هيئة التدريس مجهزة لفهم البيئة المكسورة من هذه العقول الشابة. التعليم أمر بالغ الأهمية في هذه البيئة المؤلمة لأنه يوفر العمود الفقري والحرية المحتملة للتغلب على بعض الصعوبات التي يواجهها هؤلاء الأطفال الفلسطينيون.

في حين أن هناك عدد لا يحصى من القوانين والآليات الدولية المعمول بها، فإن إنفاذها كان عملية غير فعالة ويرجع ذلك أساسًا إلى الحد الأدنى من التدخل الدولي. ومن الواضح بشكل قاطع أن الهجمات الإسرائيلية على فلسطين هي استهزاء بالقانون الإنساني الدولي.

نترك القراء مع هذه الأسئلة.

متى يتوقف التعليم، وهو حق أساسي من حقوق الإنسان مكرس في الإعلان العالمي لحقوق الإنسان، عن كونه ترفا بعيد المنال بالنسبة لأطفال فلسطين?

متى يتوقف طفل فلسطين عن كونه “طفل من الحرب” ويحتضن حياة التعلم الإيجابي، والنمو والسعادة?

References

i UNESCO. (2023). Gaza: UNESCO calls for an immediate halt to strikes against schools. UNESCO. https://www.unesco.org/en/articles/gaza-unesco-calls-immediate-halt-strikes-against-schools

ii UNRWA. (2023). THE GAZA STRIP: UNRWA SCHOOLS SHELTERING DISPLACED PEOPLE CONSTANTLY. UNRWA. https://www.unrwa.org/newsroom/official-statements/gaza-strip-unrwa-schools-sheltering-displaced-people-constantly-hit

iii Al Jazeera. (2023). Many killed in Israeli attacks on two schools in northern Gaza. Al Jazeera. https://www.aljazeera.com/news/2023/11/18/israeli-forces-strike-al-fakhoora-school-in-northern-gaza

iv Palestinian Central Bureau of Statistics. (2023). Schools Placement Around Palestine. https://www.pcbs.gov.ps/Portals/_Rainbow/Documents/Basic_Schools_ar.html

v Al Jazeera Net. (2017). Accusing the Palestinian curriculum of incitement against Israel. Al Jazeera Net. https://www.aljazeera.net/news/presstour

vi Al Jazeera Net. (2004). Israeli Efforts to Change the Palestinian Educational Curriculum جهود إسرائيلية محمومة لتغيير مناهج التعليم الفلسطينية. Al Jazeera Net. https://www.aljazeera.net/news

vii Palestinian Ministry of Education. (2023). Sectoral strategy for education. https://www.moe.pna.ps/category/content/1036

viii Palestinian Ministry of Foreign Affairs and Expatriates. (n.d.). Ministry of Foreign Affairs and Expatriates. State of Palestine Ministry of Foreign Affairs and Expatriates. http://www.mofa.pna.ps

ix Global Coalition to Protect Education from Attack. (2022). Measuring the Impact of Attacks on Education in Palestine. https://protectingeducation.org/wp- content/uploads/impact_attackeducation_palestine_2022_en.pdf

x Palestinian Ministry of Education. (2023). Sectoral strategy for education. https://www.moe.pna.ps/category/content/1036

xi BBC News. (2018, January 17). UN alarmed as US cuts aid to Palestinian refugee agency. BBC News. https://www.bbc.com/news/world-middle-east-42717333

xii Palestinian Central Bureau of Statistics. (2023). Schools Placement Around Palestine. https://www.pcbs.gov.ps/Portals/_Rainbow/Documents/Basic_Schools_ar.html

xiii World Health Organization: WHO. (2022, June 17). Mental health. https://www.who.int/news-room/fact-sheets/detail/mental-health-strengthening-our-response

xiv Anadolu staff. (2023, November). Gaza death toll soars to 11,320 amid relentless Israeli attacks, including 4,650 children. aa.com. https://www.aa.com.tr/en/middle-east/gaza-death-toll-soars-to-11-320-amid-relentless-israeli-attacks-including-4-650-children/3053701#

xv Anadolu staff. (2023, November). Gaza death toll soars to 11,320 amid relentless Israeli attacks, including 4,650 children. aa.com. https://www.aa.com.tr/en/middle-east/gaza-death-toll-soars-to-11-320-amid-relentless-israeli-attacks-including-4-650-children/3053701#

xvi Dimitry, L. D. (2011). A systematic review on the mental health of children and adolescents in areas of armed conflict in the Middle East. Child: Care, Health and Development, 38(2), 153–161. https://doi.org/10.1111/j.1365-2214.2011.01246.x

xvii Dimitry, L. D. (2011). A systematic review on the mental health of children and adolescents in areas of armed conflict in the Middle East. Child: Care, Health and Development, 38(2), 153–161. https://doi.org/10.1111/j.1365-2214.2011.01246.x

xviii Dimitry, L. D. (2011). A systematic review on the mental health of children and adolescents in areas of armed conflict in the Middle East. Child: Care, Health and Development, 38(2), 153–161. https://doi.org/10.1111/j.1365-2214.2011.01246.x

xix Agbaria, N., Petzold, S., Deckert, A., Henschke, N., Veronese, G., Dambach, P., Jaenisch, T., Horstick, O., & Winkler, V. (2020). Prevalence of post-traumatic stress disorder among Palestinian children and adolescents exposed to political violence: A systematic review and meta-analysis. PLOS ONE, 16(8), 1–17. https://doi.org/10.1371/journal.pone.0256426

xx Sherwood, H. (2023, October 22). Children in Gaza ‘developing severe trauma’ after 16 days of bombing. The Guardian. https://www.theguardian.com/world/2023/oct/22/children-in-gaza-developing-severe-trauma-after-16-days-of-bombing

xxi Save the Children International. (2022, June 15). After 15 years of blockade, four out of five children in Gaza say they are living with depression, grief and fear. https://www.savethechildren.net/news/after-15-years-blockade-four-out-five-children-gaza-say-they-are-living-depression-grief-and

xxii Agbaria, N., Petzold, S., Deckert, A., Henschke, N., Veronese, G., Dambach, P., Jaenisch, T., Horstick, O., & Winkler, V. (2020). Prevalence of post-traumatic stress disorder among Palestinian children and adolescents exposed to political violence: A systematic review and meta-analysis. PLOS ONE, 16(8), 1–17. https://doi.org/10.1371/journal.pone.0256426

xxiii Wispelwey, B. W., & James, Y. A. J. (2020). The Great March of Return. Health and Human Rights Journal, 22(1), 179–186. https://www.jstor.org/stable/10.2307/26923484

xxiv Agbaria, N., Petzold, S., Deckert, A., Henschke, N., Veronese, G., Dambach, P., Jaenisch, T., Horstick, O., & Winkler, V. (2020). Prevalence of post-traumatic stress disorder among Palestinian children and adolescents exposed to political violence: A systematic review and meta-analysis. PLOS ONE, 16(8), 1–17. https://doi.org/10.1371/journal.pone.0256426

xxv Wispelwey, B. W., & James, Y. A. J. (2020). The Great March of Return. Health and Human Rights Journal, 22(1), 179–186. https://www.jstor.org/stable/10.2307/26923484

xxvi Save The Children. (2022). Trapped: The Impact of 15 years of blockade on the mental health of Gaza’s children. https://resourcecentre.savethechildren.net/pdf/gaza_blockade_mental_health_palestinian_children_2022.pdf/

xxvii Save The Children. (2022). Trapped: The Impact of 15 years of blockade on the mental health of Gaza’s children. https://resourcecentre.savethechildren.net/pdf/gaza_blockade_mental_health_palestinian_children_2022.pdf/

xxviii United Nations Office for the Coordination of Humanitarian Affairs. “Back to school: 1.3 million Palestinian children in the West Bank and the Gaza Strip are returning to school during a tumultuous year.” ochaopt.org August 21, 2023. http://www.ochaopt.org/content/back-school-13-million-palestinian-children-west-bank-and-gaza-strip-are-returning-school-during-tumultuous

xxix Middle East Monitor. “Amidst the bombing, school year suspended in Gaza.” middleeastmonitor.com November 6, 2023. https://www.middleeastmonitor.com/20231106-amidst-the-bombing-school-year-suspended-in-gaza/

xxx Mhawish, Mohammed R. “‘Why bomb schools?’ Gaza families have no safe space amid Israeli attacks”. aljazeera.com October 10, 2023. https://www.aljazeera.com/features/2023/10/10/why-bomb-schools-gaza-families-have-no-safe-space-amid-israeli-attacks

xxxi Defence for Children International. “Children affected by armed Conflict.” defenceforchildren.org 2022. https://defenceforchildren.org/wp-content/uploads/2022/07/Children-and-Armed-Conflict-Report.pdf

xxxii Becker, Jo. “Israel/Gaza Hostilities Take Horrific Toll on Children.” Human Rights Watch. November 22, 2023. https://www.hrw.org/news/2023/11/22/israel/gaza-hostilities-take-horrific-toll-children

crimes against humanity Gaza Gaza Strip genocide Israel Israel and Occcupied Palestinian territories Israel-Hamas war Palestine UDHR United Nations Relief and Works Agency for Palestinian Refugees in the Near East (UNRWA) Universal Declaration of Human Rights war crimes West Bank

新闻稿 – 应对沉默的危机：Broken Chalk呼吁承认对妇女和女童的暴力及其对教育的影响

2023年11月25日

在一个全球有三分之一的妇女曾经经历过身体或性暴力的世界里，每个小时都有五名妇女被家人中的一员杀害；而证据表明，当性骚扰正在骇人地蔓延时，全球社区所采取的行动极具重要性。Broken Chalk认识到解决泛滥的性别暴力的迫切需求，而该需求也体现在教育环境中。在学校里，性骚扰和心理霸凌普遍存在；此外，女孩由于童婚以及在家中、上学途中受到的暴力而难以接受教育。

在“新冠”疫情大流行、气候变化、经济危机和政治不稳定的影响下，这类暴力直接影响着她们的教育，并阻碍了她们享有的人权。暴力的风险使得家长望而却步，不愿将女孩送入学校；特别地，在武装冲突的情形中，家长担心上学途中可能受到的袭击和绑架。经验证明，受害者辍学和有学习困难的比例要高得多。这对性别平等和下一代女性的赋权构成严重威胁。

令人沮丧的是，在这种情境下，全球官方发展援助基金仅有0.2%用于预防性别暴力。Broken Chalk特此声明，针对妇女和女童的暴力（Violence Against Women and Girls, 下文简称为“VAWG”）影响深远，不仅限于身体伤害，还影响着社会根基，阻碍了平等、发展和和平。

VAWG减损了社会发展和女童教育，因此它仍然是教育领域需要被优先解决的问题。首先，遭受亲密伴侣暴力或家庭暴力对儿童的学业表现和行为结果产生了可证实的负面影响。联合国儿童基金会的报告显示，5至8岁儿童低下的词汇量和数学技能与此有关。其次，针对女性的暴力是女童无法接受教育的原因之一：全球范围内，有1.29亿女童不上学。在学校内受到人身威胁或经历性暴力后所遭受的社会污名和羞辱在一定程度上解释了这一现象。经历心理暴力的女童也可能因为受到胁迫而不去上学。

此外，Broken Chalk承认，性骚扰作为一项针对妇女的暴力而普遍存在。在欧盟，有45%至55%的女性自15岁起就经历过性骚扰。2021年的一项调查显示，在英格兰和威尔士，有92%的女性学生坦言曾在学校受到同龄人带有性别歧视的称呼，另有61%的女性学生报告在学校受到来自同龄人的性骚扰。在学校或上学途中遭受暴力威胁的可能性也有可能使得女孩不愿上学。为应对这一问题，一些国家，比如加纳和印度已尝试实施向女孩提供自行车的项目，以提供更安全的交通选择到达学校。

尽管有诸多消除VAWG的尝试，但以上事实表明我们仍需努力。Broken Chalk认为，教育对于消除VAWG至关重要，因为许多研究已经表明，正是在教育环境中，儿童接触到暴力并被教导如何对待女孩和妇女。因此，教育作为一个强大的工具，可以用以改变社会文化，教导年轻且易受影响的思想如何以更和平、尊重的方式对待女孩和妇女。此外，教育可以用以教导女孩，并加深对暴力行为的认识，而这正是许多女孩难以理解的事情。正因如此，VAWG才会在全球被过度正当化，以至于受害者有时甚至无法意识到她们的权利受到侵犯，这也是导致不到40%的女性受害者寻求任何形式的帮助或申报并寻求正义的原因之一。

有鉴于此，Broken Chalk加入了反性别暴力的16天行动，这是一项每年一度的国际运动，始于11月25日的国际消除对妇女暴力日，持续到12月10日的全球人权日。今年的活动主题是“团结！加大力度预防对妇女和女童的暴力”，Broken Chalk加入了这一运动，呼吁紧急投入以预防VAWG，并特别关注教育领域。此外，Broken Chalk呼吁在消除VAWG的工作中采取交叉视角，特别是理解有色人种女性和LGBTQ+女性在教育和日常生活中所面临的额外困难和受到的攻击。

Broken Chalk谨此特告。

署名，

Broken Chalk

Translated by Gianna Chen and Leyang Fu from the original Press Release: Addressing the Silent Crisis.

*Upon request, the article may be translated into other languages. Please use the comments section below*

domestic violence gender-based violence Gianna Chen Girls Education International Day for the Elimination of Violence Against Women Leyang Fu psychological violence sexual harassment Violence Against Girls violence against women women's education

Persbericht- De stille crisis aanpakken: Broken Chalk roept op tot erkenning van geweld tegen vrouwen en meisjes en de invloed hiervan op onderwijs

November 25, 2023

In een wereld waar 1 op de 3 vrouwen wereldwijd fysiek of seksueel geweld heeft ervaren, waar elk uur vijf vrouwen worden vermoord door iemand uit hun eigen familie en waar bewijs laat zien dat seksuele intimidatie alarmerend wijdverspreid is, is het van uiterst belang dat de wereldwijde gemeenschap actie onderneemt. Broken Chalk erkent de dringende noodzaak om het niet te missen probleem van gender gerelateerd geweld, dat ook tot uiting komt in onderwijscontexten, aan te pakken. Op scholen zijn seksuele intimidatie en psychologisch pesten een veelvoorkomende realiteit; meisjes worden belemmerd om onderwijs te volgen door kinderhuwelijken en geweld in hun eigen huizen en onderweg naar school.

Verergerd door de cumulatieve effecten van de COVID-19 pandemie, klimaatverandering, economische crisis en politieke instabiliteit, heeft dit geweld directe impact op het onderwijs van meisjes, waardoor ze worden belemmerd in het uitoefenen van hun mensenrechten. De risico’s van het geweld ontmoedigen sommige ouders om meisjes naar school te sturen, vooral in conflictsituaties, waar ouders bang zijn voor aanranding en ontvoering van hun dochters tijdens de reis naar school. Het is empirisch bewezen dat slachtoffers van misbruik veel vaker voortijdigschool verlaten en leerproblemen hebben. Dit vormt een ernstige bedreiging voor gendergelijkheid en de empowerment van de komende generaties van vrouwen.

Binnen dit scenario is het ontmoedigend om te zien dat slechts 0,2% van de wereldwijde officiële ontwikkelingshulp naar preventie van gendergerelateerd geweld gaat. Daarom, erkent Broken Chalk dat de impact van geweld tegen vrouwen en meisjes diepgaand is, meer gevolgen heeft dan enkel fysieke schade, en invloed heeft op de fundamenten van de samenleving, waardoor ontwikkeling, en vrede worden belemmerd.

Geweld tegen vrouwen en meisjes heeft een kostprijs voor de samenleving in het algemeen en het onderwijs van meisjes in bijzonder, en blijft daarom een onderwijsprioriteit. Ten eerste heeft blootstelling aan partnergeweld, of huiselijk geweld, gedocumenteerde negatieve effecten op de academische prestaties en gedragsresultaten van kinderen. UNICEF meldt dat het is gekoppeld aan lagere woordenschat- en rekenvaardigheden op de leeftijd van 5 tot 8 jaar. Ten tweede,geweld tegen vrouwen is een van de redenen waarom meisjes geen toegang hebben tot onderwijs: wereldwijd gaan 129 miljoen meisjes niet naar school. Persoonlijke onzekerheid op school of sociaal stigma en schaamte na het meemaken van seksueel geweld verklaren dit deels. Meisjes en vrouwen die psychologisch geweld ervaren, kunnen ook van school gaan als gevolg van de dwang die op hen wordt uitgeoefend.

Broken Chalk erkent ook de onmiskenbare intimidatie als een vorm van geweld tegen vrouwen. In de Europese Unie ervaart 45% tot 55% van de vrouwen sinds hun 15^de seksuele intimidatie. In Engeland en Wales bleek uit een onderzoek in 2021 dat 92% van de vrouwelijke studenten het slachtoffer werd van seksistische uitlatingen door medeleerlingen , en dat 61% van de vrouwelijke studenten seksueel geïntimideerd werd door medeleerlingen. De potentiële dreiging van geweld op school of onderweg naar school kan meisjes ervan weerhouden om onderwijs te volgen. Om hier een antwoord op te bieden, hebben verschillende landen zoals Ghana en India geëxperimenteerd met programma’s die meisjes fietsen geven om een veiligere vervoersoptie te bieden om naar school te gaan.

Hoewel er hard is gewerkt voor de eliminatie van geweld tegen vrouwen en meisjes, laten de bovenstaande feiten zien dat er nog veel meer werk nodig is. Broken Chalk is van mening dat educatie van cruciaal belang is voor de eliminatie van geweld tegen vrouwen en meisjes. Uit veel studies is namelijk gebleken dat juist in de onderwijsomgeving kinderen worden blootgesteld aan geweld en geweld wordt aangeleerd. Daarom is onderwijs een krachtig middel dat kan worden ingezet om de cultuur die jonge beïnvloedbare geesten nu gewelddadig gedrag jegens vrouwen en meisjes aanleert, te veranderen naar een meer vreedzame en respectvolle cultuur . Daarnaast kan onderwijs gebruikt worden om meisjes te leren en bewust te maken van wat geweld is, omdat veel meisjes dit nu niet eens kunnen herkennen. Geweld tegen vrouwen wordt wereldwijs zo genormaliseerd dat slachtoffers soms niet eens beseffen dat hun rechten worden geschonden, wat bijdraagt aan het feit dat minder dan 40% van de vrouwen die geweld ondervinden hulp zoekt, aangifte doet en gerechtigheid vindt.

Daarom sluit Broken Chalk zich aan bij de 16 dagen van Activisme tegen Gendergerelateerd Geweld, een jaarlijkse internationale campagne die begint op 25 november, de Internationale Dag voor de Uitbanning van Geweld tegen Vrouwen, en duurt tot de Dag van de Rechten van de Mens op 10 december. Het campagnethema van dit jaar is “UNITE! Investeer om geweld tegen vrouwen en meisjes te voorkomen”, en Broken Chalk sluit zich aan bij de beweging en roept op tot dringende investeringen om geweld tegen vrouwen en meisjes te voorkomen, met een speciale focus op onderwijs als middel om dit doel te bereiken. Bovendien roept Broken Chalk op tot het aannemen van een intersectioneel perspectief in de inspanningen om geweld tegen vrouwen en meisjes uit te roeien, vooral om de extra moeilijkheden en aanvallen te begrijpen waarvrouwen van kleur en LGBTQ+ vrouwen zowel in hun onderwijs als in hun dagelijks leven mee te maken hebben.

Broken Chalk kondigt dit met gepast respect aan.

Ondertekend,

Broken Chalk

Translated by Fenna Eelkema and Sterre Krijnen from the original Press Release: Addressing the Silent Crisis.

*Upon request, the article may be translated into other languages. Please use the comments section below*

domestic violence Fenna Eelkema gender-based violence Girls Education International Day for the Elimination of Violence Against Women psychological violence sexual harassment Sterre Krijnen Violence Against Girls violence against women women's education

Comunicato Stampa – Affrontare la Crisi del Silenzio: Il Richiamo di Broken Chalk all’Attenzione sulla Violenza contro le Donne e le Ragazze e il Suo Impatto sull’Istruzione

25 novembre 2023

Nel contesto di un mondo in cui una donna su tre ha subito violenza fisica o sessuale a livello globale, con il triste fatto che ogni ora cinque donne vengono uccise da un membro della propria famiglia, e dove le prove indicano che le molestie sessuali sono diffuse in maniera allarmante, diventa estremamente importante un’azione concreta della comunità globale. Broken Chalk riconosce l’urgente necessità di affrontare il diffuso problema della violenza di genere, che si riflette anche nei contesti educativi. Nelle scuole, le molestie sessuali e il bullismo psicologico sono una realtà largamente diffusa. Le ragazze sono ostacolate nel percorrere il loro cammino educativo a causa del matrimonio infantile, della violenza nelle loro case e durante il tragitto verso la scuola.

Esacerbata dagli effetti cumulativi della pandemia da COVID-19, dei cambiamenti climatici, delle crisi economiche e dell’instabilità politica, questa violenza ha un impatto diretto sull’istruzione delle donne, ostacolando la fruizione dei loro diritti umani. Il rischio di subire violenze scoraggia i genitori dal mandare le ragazze a scuola, specialmente in situazioni di conflitto, dove durante il percorso verso la scuola incorrono nel rischio di aggressioni e rapimenti. È stato dimostrato empiricamente che le vittime di abusi hanno tassi molto più elevati di abbandono scolastico e difficoltà di apprendimento. Ciò costituisce una seria minaccia per l’uguaglianza di genere e per l’emancipazione delle generazioni future di donne.

In questo scenario, è demoralizzante osservare che solo il 0.2% dell’Assistenza Ufficiale allo Sviluppo Globale è diretta alla prevenzione di violenza di genere. Perciò Broken Chalk riconosce che l’impatto della violenza contro le donne e ragazze (VAWG) è profondo e si estende oltre a danni fisici, influenzando le fondamenta stesse della società, ostacolando l’uguaglianza, lo sviluppo e la pace.

La violenza di genere (VAWG) ha un costo sulla società e sull’istruzione delle ragazze in particolare, perciò rimane una priorità educativa. In primo luogo, sono stati documentati gli effetti negativi sul rendimento scolastico e comportamentale dei bambini esposti a violenza domestica o intima. Infatti, l’UNICEF riporta come questo abbia un impatto negativo sulle competenze linguistiche e numeriche nei bambini tra i 5 e gli 8 anni. In secondo luogo, la violenza contro le donne costituisce uno dei motivi per cui le ragazze incontrano difficoltà nell’accesso all’istruzione: nel mondo, 129 milioni di ragazze non frequentano alcuna scuola. L’insicurezza personale a scuola o lo stigma sociale e la vergogna di aver subito violenza sessuale possono in parte spiegare questo fenomeno. Un’altra possibile spiegazione è la violenza psicologica e coercizione a cui sono soggette donne e ragazze, che ha come conseguenza il loro allontanamento dagli ambienti scolastici.

Broken Chalk riconosce inoltre l’ampia diffusione di molestie come forma di violenza contro le donne. Nell’Unione Europea, tra il 45 e il 55% delle donne hanno avuto esperienza di molestie sessuali dall’età di 15 anni. In Inghilterra e nel Galles, un’inchiesta del 2021 ha rivelato che il 92% delle studentesse ha confermato di aver subito insulti sessisti dai propri compagni di scuola, mentre il 61% ha segnalato di aver subito molestie sessuali dai compagni di scuola. La minaccia di subire violenze a scuola o durante il tragitto per raggiungerla può scoraggiare le ragazze dal partecipare all’istruzione superiore. In risposta a questo fenomeno, diversi paesi, tra cui il Ghana e l’India, hanno avviato programmi che forniscono biciclette alle ragazze, offrendo loro un mezzo di trasporto più sicuro per raggiungere la scuola.

Nonostante siano stati compiuti sforzi per eliminare la violenza contro le donne e le ragazze (VAWG), i fatti sopra indicati dimostrano che c’è ancora molto da fare. Broken Chalk crede che l’istruzione sia fondamentale per l’eliminazione della violenza di genere, poiché molte ricerche hanno dimostrato che è proprio nell’ambiente educativo che i bambini vengono esposti alla violenza e la imparano. Pertanto, l’istruzione è uno strumento potente che può essere utilizzato per modificare la cultura che insegna a delle giovani menti come comportarsi in modi violenti nei confronti di ragazze e donne, orientandola verso modalità più pacifiche e rispettose. Inoltre, l’istruzione può essere impiegata per insegnare alle ragazze a sensibilizzare sulla natura della violenza, qualcosa che molte ragazze potrebbero non comprendere appieno. In assenza di questo tipo d’educazione, la violenza contro le donne è diventata normalizzata a livello globale, il che porta spesso le vittime a non rendersi conto della violazione dei propri diritti. Questo contribuisce al fatto che quasi il 40% delle donne che subiscono violenze cerca assistenza o denuncia l’accaduto per ottenere giustiziaTop of Form.

Per questo motivo, Broken Chalk partecipa ai 16 Giorni contro la Violenza di Genere, una campagna annuale internazionale che inizia il 25 novembre, durante la Giornata Internazionale per l’Eliminazione della Violenza contro le Donne, e si conclude con la Giornata per i Diritti Umani il 10 dicembre. Il tema di quest’anno per la campagna è “UNIAMOCI! Investire per prevenire la violenza contro le donne e ragazze”, e Broken Chalk si unisce al movimento, sottolineando l’importanza di un investimento urgente per prevenire la violenza di genere (VAWG), con un particolare focus sull’istruzione. Inoltre, Broken Chalk sottolinea l’importanza di adottare una prospettiva intersezionale nell’eradicazione della violenza contro le donne. Questo significa comprendere le difficoltà aggiuntive e gli attacchi subiti da donne che sono anche soggette a razzismo e omofobia, sia negli ambienti educativi che nella loro vita quotidiana.Bottom of Form

Broken Chalk annuncia al pubblico con il dovuto rispetto.

Firmato,

Broken Chalk

Translated by Anna Moneta and Riccardo Armeni from the original Press Release: Addressing the Silent Crisis.

*Upon request, the article may be translated into other languages. Please use the comments section below*

domestic violence gender-based violence Girls Education International Day for the Elimination of Violence Against Women psychological violence sexual harassment Violence Against Girls violence against women women's education

Communiqué de presse – S’attaquer à la crise silencieuse : Broken Chalk appelle à la reconnaissance de la violence à l’égard des femmes et des filles et de son impact sur l’éducation.

25 Novembre 2023

Dans un monde où une femme sur trois a subi des violences physiques ou sexuelles, où chaque heure cinq femmes sont tuées par un membre de leur propre famille et où il est prouvé que le harcèlement sexuel se répand de façon alarmante, il est d’importance primordiale que la communauté internationale se mobilise. Broken Chalk reconnaît qu’il est urgent de s’attaquer au problème omniprésent de la Violence Basée sur le Genre (VBG) ; violence qui est également présente dans le contexte de l’éducation des enfants dans le monde. Dans les écoles, le harcèlement sexuel et les intimidations psychologiques sont la triste réalité. Beaucoup de filles se retrouvent empêchées de suivre leur éducation en raison de mariages forcés, ou en raison de violences dans leur propre foyer, ou encore de harcèlement et violence ayant lieu sur le chemin de l’école.

Exacerbée par les effets de la pandémie du COVID-19, le changement climatique, les crises économiques et l’instabilité politique de certains pays, cette violence impact directement leur éducation, ce qui les empêche de jouir de leurs droits fondamentaux et de leurs droits humains. Les risques de violence découragent les parents d’envoyer leurs filles à l’école, en particulier en zone de conflit, où elles risquent d’être agressées ou enlevées sur le chemin de l’école. Il est empiriquement prouvé que les victimes de violence ont des taux beaucoup plus élevés d’abandon scolaire et de difficultés d’apprentissage. Ceci constitue une menace sérieuse pour l’égalité des genres et pour l’émancipation des générations de femmes à venir.

Dans ce contexte, il est triste de constater que seulement 0,2% de l’aide publique au développement mondial est consacré à la prévention de la Violence Basée sur le Genre. Broken Chalk reconnaît donc que l’impact de la Violence Faite aux Femmes (VFF) est profondément sérieux et va au-delà des dommages physiques, en affectant les fondements mêmes de la société, entravant l’égalité, le développement et la paix.

La VFF pénalise la société et l’éducation des filles en particulier, c’est pour cela qu’elle reste une priorité en matière d’éducation. Premièrement, l’exposition à la violence causée par le partenaire intime, ou à des violences domestiques, a des répercussions négatives sur les résultats scolaires et le comportement des enfants. L’UNICEF signale que ces violences sont l’une des causes directes d’un faible vocabulaire et de compétences en calcul plus faibles entre l’âge de 5 et 8 ans chez l’enfant. Deuxièmement, la violence à l’égard des femmes est l’un des facteurs qui empêche les filles d’accéder à l’éducation. En effet, dans le monde, pas moins de 129 millions de filles ne sont pas scolarisées. Le sentiment d’insécurité à l’école, la stigmatisation, et la honte ressentie après avoir subi des violences sexuelles expliquent en partie cette situation. Les femmes et filles victimes de violences psychologiques peuvent être contraintes de ne pas aller à l’école en raison de la coercition dont elles font l’objet.

Broken Chalk reconnaît également l’omniprésence du harcèlement en tant que forme de violence à l’égard des femmes. Dans l’Union européenne, 45 à 55 % des femmes ont été victimes de harcèlement sexuel depuis l’âge de 15 ans. En Angleterre et au Pays de Galles, une enquête menée en 2021 a révélé que 92% des étudiantes affirmaient avoir reçu des injures sexistes de la part de leurs camarades de classe. Et 61% des étudiantes ont rapportés avoir été victimes de harcèlement sexuel par des camarades au sein de leur établissement scolaire ou universitaire. La menace potentielle d’avoir à subir des violences au sein de l’établissement scolaire ou sur le chemin de l’école peut donc dissuader les filles de suivre un enseignement scolaire. Afin d’apporter une réponse à ce problème, plusieurs pays comme le Ghana et l’Inde ont expérimenté des programmes qui fournissent des bicyclettes aux filles afin de leur offrir un moyen de transport plus sûr pour se rendre à l’école.

Bien que des efforts aient été déployés pour éliminer la violence à l’égard des femmes, les faits mentionnés ci-dessus prouvent qu’il reste encore beaucoup de chemin à faire. Broken Chalk estime que l’éducation est cruciale pour l’élimination de la VFF, car de nombreuses études ont montré que c’est précisément dans l’environnement éducatif que les enfants sont exposés à la violence et qu’on la leur enseigne. Par conséquent, l’éducation doit être considérée comme un outil qui a le pouvoir de changer la culture qui jusqu’ici perpétrait les Violences Basée sur le Genre, et l’éducation peut être utilisée pour apprendre aux jeunes esprits à se comporter à l’égard des femmes de manière respectueuse, sereine et sur le même pied d’égalité. De plus, l’éducation peut être utilisée pour sensibiliser les filles dans le monde à ce que constitue le terme de « violence », ce que de nombreuses filles ne parviennent même pas à appréhender dû à leur jeune âge. Ainsi, la violence à l’égard des femmes est tellement normalisée dans le monde que les victimes ne se rendent parfois même pas compte que leurs droits ont été violés, ce qui explique que moins de 40 % des femmes victimes de violence cherchent à obtenir une aide quelconque ou à porter plainte et à obtenir justice.

C’est pourquoi Broken Chalk s’associe aux 16 jours d’activisme contre les Violences Basée sur le Genre, une campagne internationale annuelle qui débute le 25 novembre, Journée Internationale pour l’élimination de la Violence à l’égard des Femmes, et se poursuit jusqu’à la Journée des Droits Humains, le 10 décembre. Le thème de la campagne de cette année est “TOUS-UNIS ! Investir pour prévenir la violence à l’égard des femmes et des filles”, et Broken Chalk se joint au mouvement et appelle à des investissements urgents pour prévenir la violence à l’égard des femmes, en mettant l’accent sur l’éducation pour y parvenir. De plus, Broken Chalk appelle à adopter une perspective intersectionnelle dans le travail d’éradication de la violence à l’égard des femmes, en particulier pour comprendre les difficultés supplémentaires et les attaques auxquelles les femmes racisées et les femmes LGTBQ+ sont confrontées, tant dans leur éducation que dans leur vie quotidienne.

Broken Chalk le communique au public avec toute la considération requise.

Signé,

Broken Chalk

Traduction de ce communiqué de presse en français par Gauthier Schoufs et Daphné Rein.

*Upon request, the article may be translated into other languages. Please use the comments section below*

Challenges in the Finnish Education System

Written by Enes Gisi

Finland has impressed many other nations with its exceptionally high in Programme for International Student Assessment (PISA) scores. It is a test designed to evaluate the reading, math, and science knowledge and skills of 15-year-old students in the participating countries. It evaluates not only memorization, but also the students’ ability to apply school knowledge to real life situations. This makes PISA scores a reliable metric for education. PISA is conducted every three years, and it started in 2000. That year, Finland scored at the top in all three (reading, math, science) categories. This was undoubtedly very impressive, and it led to representatives and education professionals around the world visiting Finland to learn what their magic trick was. This phenomenon was even given a name: PISA tourism. Some of the unique traits of the Finnish education system were praised, such as its pupil-led, less teacher-centric approach. According to some, however, Finland maintained its traditional education system, which came with more robust testing and more centralized education until the 1990s, which would’ve yielded the high scores of PISA 2000.

Throughout the subsequent four assessments (2003, 2006, 2009, and 2012), however, a sharp decline was observed in Finland’s PISA scores, leading many to wonder what went wrong. It now scores below average among the 38 OECD states. Interestingly, there wasn’t a consensus on how its scores were high in the first place, and the explanations for the decline are also diverse. Some commonly cited reasons have included “over-digitalization” of the classroom, decline in student mental health, increased role families’ social backgrounds play, inadequate accommodation for the gifted students, budget cuts, and too much bureaucracy. The achievement levels for Finnish boys are also significantly lower than their female peers. Finnish education system remains distinctive, and the teachers are highly respected for the role they played in the Finnish state-building project in the 1970s and 1980s. A master’s degree is required to become a teacher, and due to their rigorous training, even private companies seek to hire them. We will delve into some of the challenges in the Finnish education system.

Finnish students in a classroom. *Image via Flickr, by @kmoliver.*

Difficulty of the Classes, or the Lack Thereof

One of the features of the Finnish education system is its ability to tailor the difficulty of education to individual students’ cognitive abilities. Some argue that this is a strength, others favour standardization. Its ability to support high-achieving students, however, is poor. Pentti, a teacher, says that the Finnish system cannot yet “adequately take care of those students who are gifted in a certain subject.” This issue has partially been addressed by allowing students who do well in maths to focus more on maths. However, this hasn’t been implemented in all Finnish schools.

As with the improvement in Asian countries’ PISA scores while Finland’s were in decline, some have compared both systems. Some have argued that while Finland lowers the difficulty of instruction for students who appears to have hard time catching up; Asian countries who participate in PISA expect all students to catch up to the same standards, leading to improvement in their PISA scores.

Budget Cuts, Social Background, and the Gender Gap in Achievement

Budget cuts followed the illusion of “infallibility” of the Finnish education. Pasi Sahlberg, a Finnish education expert, argues that governments tended to cut education budgets following the 2008 global financial crisis, expecting oil-rich countries from the Middle East to keep paying for the “PISA tourism”. Years of budget cuts eventually led to shortage of teachers in some areas. This will increasingly affect especially children with autism and special needs. Bonuses, including sign-up bonuses, are now being offered to special education teachers.

Cuts to education budget following the 1990s recession have also manifested in delay, according to a research report by the Finnish Ministry of Education and Culture. The reports states that ”differences in learning outcomes related to the social background have become more pronounced than earlier.” Immigrant students are also struggling in several other ways. They don’t know how to exert their rights in school and generally, it’s not even encouraged. They face racist bullying and not enough is done for their healthy integration into the society. They’re encouraged to seek professions their teachers “see fit” for their ethnicity. The report by the Finnish ministry states that immigrant kids in Finland “had the lowest reading scores in the Organisation for Economic Co-operation and Development or OECD”.

There’s a significant gender gap in school achievement. On average, boys in PISA countries fare worse than their female peers. This issue is especially present in Finland. Finnish boys receive average marks for reading, whereas Finnish girls will receive nearly twice as high. Finland’s gender gap in reading skills is the 4^th highest in the 74 PISA-participating countries.

Whereas boys typically fare better in maths and science across OECD countries, boys also lost this advantage in the recent years. Men are also less likely to pursue higher education than women in Finland.

Students in a Finnish Classroom. Photo by Arbeiderpartiet on Flickr.

Over-digitalization in the Classroom and Inadequate Sleep

Finnish educators appear to have assumed that more tablets and laptops with the students, the better. Critics argue that despite numerous studies done on the effects of mobile device use among youth, Finnish educators rarely ever talk about it. Some have argued that this “rush to digitalization” is to be avoided. Finnish first graders are given iPads to help them learn the Finnish language at home. Even though health authorities warn the public that screen time for kids need to be limited to two hours a day, many aspects of education have now been digitalized, exposing students to excessive screen time. William Doyle, an American-Finnish, believes that the Finnish education system is still among the best. He cites the highly trained teachers, free school meals and other supports. He acknowledges, however, that the quality of Finnish education is in decline, and mentions several effects of over-digitalization.

He believes that constant exposure to mobile devices has played a role in the declining reading scores, especially among boys. It has also contributed to the elimination of physical activity. Mobile devices that students use don’t have any filters or limits, leading to use for entertainment beyond healthy limits. Students will use their laptops for entertainment during class, as the teachers don’t see the screens. Widespread dependency on mobile devices, in turn, reinforces the same behaviour as students now fear missing out on things: they can’t quit their dependency alone. Over-digitalization of student life and excessive use of social media have also impacted their sleep schedules. Students sleep 7 and a half hours on average, less than that is appropriate for their age group. Their sleep quality has also been in decline, leading to poorer concentration when reading. Doyle argues that a “tidal wave” of global research associating excessive mobile device use with risk to psychological, physical, and academic wellbeing is largely ignored. PISA-age students would ideally get 8-10 hours of sleep, per the American Academy of Sleep Medicine.

Lack of Structure

Onto some structural problems within the system. We’ve mentioned how respected the teaching profession is in Finland. While it comes with its advantages (e.g. highly sought, prestigious), it seems to have placed too much responsibility on teachers. The profession has transformed into a semi-bureaucratic job with less teaching element to it, consuming more of their valued time for non-instruction related duties. Though it’s been cited as Finland’s “magic trick” to high PISA scores in the early 2000s, critics also argue that “pupil-led” education actually has contributed to the decline that’s seen in the following PISA cycles. More structured, teacher-dominated methods of instruction, they argue, could help the Finnish education pick up, as also suggested by other evidence.

Conclusion

Finland’s education system surely remains among the best in the world. For all of its weaknesses, in my opinion, it possesses the ability to adapt and make changes as needed. As the evidence documenting effects of excessive use of mobile devices mount, the Finnish authorities must comply with the recommendations of health authorities. As also seen in other parts of the world, boys are experiencing decline in school achievement in Finland. As mentioned, this gender gap is among the greatest in the world, and it might require a thorough investigation to prevent other problems it may cause in the future.

The disadvantages that may be coming from immigrant or other social background are also more pronounced in Finland, compared to other countries. This type of inequality may contribute to further alienation of minorities in the Finnish society, disproportionate representation in the correctional system, increased risk for extremism, mental health problems, and other harder-to-solve problems in the long run. Teacher may benefit from cultural awareness and other training opportunities to better assist disadvantaged students.

Students with special needs are disproportionately affected by the budget cuts, as one of the first things these cuts have done is to reduce the available number of special education instructors. Increased budget for education may alleviate the shortage. It can also help schools allocate more resources for challenging over-achieving students more. Whether a more centralized and structured system would improve overall education outcomes remains to be a matter of debate.

Sources:

Finnish education system fails to improve performance: https://www.euractiv.com/section/politics/news/finnish-education-system-fails-to-improve-performance/
The Shine’s off Finnish Education. Pay Attention, Canada: https://thetyee.ca/Analysis/2023/01/30/Shine-Off-Of-Finnish-Education/
Finland’s education system is failing. Should we look to Asia?: https://bigthink.com/the-present/finland-education-system-criticisms/
Finland’s schools were once the envy of the world. Now, they’re slipping.: https://www.washingtonpost.com/local/education/finlands-schools-were-once-the-envy-of-the-world-now-theyre-slipping/2016/12/08/dcfd0f56-bd60-11e6-91ee-1adddfe36cbe_story.html
Education GPS – Finland – Student Performance (PISA 2018): https://gpseducation.oecd.org/CountryProfile?primaryCountry=FIN&treshold=10&topic=PI
Finns aren’t what they used to be: https://www.bbc.com/news/business-32302374
Slide in Finland’s education level sparks concerns among lawmakers: https://www.helsinkitimes.fi/finland/finland-news/politics/22366-slide-in-finland-s-education-level-sparks-concerns-among-lawmakers.html
Time out: What happened to Finland’s education miracle?: https://yle.fi/a/3-11160051
‘Don’t believe the myths about Finnish education’: https://www.afr.com/policy/health-and-education/don-t-believe-the-myths-about-finnish-education-20190326-p517ni
Cultural diversity is still a challenge in the Finnish education system: https://migranttales.net/cultural-diversity-is-still-a-challenge-in-the-finnish-education/
Chung, J. (2019). “Chapter 7 Weaknesses of Finnish Education”. In PISA and Global Education Policy. Leiden, The Netherlands: Brill. https://doi.org/10.1163/9789004407534_008
Paruthi, S., Brooks, L. J., D’Ambrosio, C., Hall, W. A., Kotagal, S., Lloyd, R. M., Malow, B. A., Maski, K., Nichols, C., Quan, S. F., Rosen, C. L., Troester, M. M., & Wise, M. S. (2016). Consensus Statement of the American Academy of Sleep Medicine on the Recommended Amount of Sleep for Healthy Children: Methodology and Discussion. Journal of clinical sleep medicine : JCSM : official publication of the American Academy of Sleep Medicine, 12(11), 1549–1561. https://doi.org/10.5664/jcsm.6288

Educational Challenges Finland technology

Educational Challenges in Cape Verde: Navigating the Problems of a Developing Educational System

Written by Joan Vilalta Flo

Cape Verde is a country located 500 kilometers away from the coast of Senegal, Africa. It is an archipelago of ten islands, most of which are inhabited, with most of the population concentrating in the capital Praia. The official language is Portuguese, given that it is a former Portuguese colony that obtained its independence in 1975, many speak Cape-Verdean Creole as their main language. It is a country placed in a challenging geographical setting: its fragmented territory makes the provision of services complicated, it is an area prone to draught and there are few natural resources to benefit from. However, Cape Verde has been praised worldwide for its salient political stability and poverty reduction strategies, which has also enabled improvements in service provision, including that of education.

Children line up in a school in Cape Verde. Photo by Duncan CV in Wikimedia Commons.

The most recent improvements in Cape Verdean education have been made thanks to the 2017-2021 Strategic Education Plan, aiming at accomplishing the 4^th SDG of Quality Education, and focused on the following pillars: (i) universal access to pre-primary education for all children aged 4 to 5 years, including those with special needs; (ii) better articulation of pre-primary education with basic education so that all students receive two years of pre-primary education; and (iii) equal access to free universal education up to Grade 8 through the implementation of social action plans for schools, targeting priority groups and providing special education for all.ⁱ

Hence, Cape Verde has progressively improved access to primary and secondary education. The schooling rate scored 92.4% in 2021, and the literacy rate reached a 88.5% in 2019, with most over 15-years-old knowing how to read and write.ⁱⁱ Government expenditure on education shifted from 23.3% of the total budget in 2020 to 24.09% in 2021.ⁱⁱⁱ In terms of infrastructure, 97.6% of elementary and secondary schools in Cape Verde have access to water, and 89% are connected to the public electricity grid.The 2017-2021 Strategic Education Plan allowed for the implementation of education enhancement programs such as Education of Excellence, to which some 93.2 million US$ were allocated in 2020; while 6.4 million US$ were allocated to scholarships.^iv

The Covid-19 pandemic caused much struggle to the tourism-centered economy of Cape Verde. However, the country was quite timely and effective in managing the crisis and providing vaccination to most of the population.^v In the area of education, it also acted promptly. In 2020, Cape Verde received a grant of 750.000$ from the GPE (Global Partnership in Education) which substantially contributed to teacher training in distance teaching, provision of learning material, as well as TV access to remote areas, and sufficient sanitary facilities.^vi After the closure of schools, the Ministry of education implemented the “Learning and Studying at Home” program, which enhanced lesson delivery through radio, television and the use of tablets, in view of the fact that 30% to 40% of the families did not have access to such technology. The program also allowed for the extension of the digital television coverage area and improved signal quality.^vii Despite all of this, it should be noted that there is currently no evidence of the existence of a comprehensive strategy to adapt to the post-Covid19 context in Cape Verde.

It is worth mentioning that a significant development in Cape Verdean education is the recent ratification of the Convention Against Discrimination in Education by Cape Verde on the 5^th of October 2022, which has entered into force on the 5^th of January 2023. Although its effective application is yet to be seen, this action alone has fully implemented several recommendations made in the last United Nations Universal Periodic Review session.^viii

Despite the previously mentioned developments in the Cape Verdean educational sector, several situations of inequality, discrimination, lack of educational infrastructure and quality education in education have been reported up to this point. These are the problems that the archipelago will need to face and solve in the years to come, and the following sections will outline the main areas that need to be targeted.

Inequalities in Education

Cape Verde currently faces a challenge regarding the hidden costs of education. Although Primary Education and Secondary Education (up to 8^th grade) is free and mandatory,^ix,there is a range of extra costs, including transportation, meals, or certain school material, that is significant for low-income families. This represents an inequality in access to quality education for poor families.^x Moreover, secondary Education and Higher Education (university) remain subject to fees (although authorities have stated the intention to make education free from 9^th to 12^th grade),^xi allowing for inequality based on the economic level of each family. This also intersects with the existing inequality between families who live in rural areas and families that live in urban spaces,^xii where the former have less access due to general lower economic capacity, and lack of technology and internet connectivity due to its high cost (especially relevant during Covid-19).^xiii

As regards Higher Education, although there have been great efforts to supply it widely, it must be noted that the schooling rate for the 2019-2020 period is of 23.5%, 37 points lower than that of secondary school, indicating an obstacle in its access.^xiv One of the difficulties in this area is the geographical setting of Cape Verde; being an archipelago the mission of providing accessible higher education to all areas is deeply complex and has not been achieved. There are only Higher Education institutions in the islands of Santiago and São Vicente.^xv This, together with the fact that Higher Education is not free, generates little incentive for students who live in remote areas and possess a low economic level to enter Higher Education.^xvi

There is also inequality around language. While for most of the Cape Verdean population the first language is Cape Verdean Language (CVL), Portuguese is still the only official language as well as the schooling language. This continues to produce evident inequalities for students who have limited exposure to Portuguese, namely those who live in rural areas and remote locations, usually from low-income families too. Such students will have a learning disadvantage and increased difficulty when learning. Although some bilingual education programs have been reportedly launched, the implementation of such initiatives is insufficient, weak and lacks political and economic backup. This inequality is also representative of a disconnection between the formal education systems and society; policies directed at filling this gap will inevitably also contribute to identity building and social cohesion.^xvii

Finally, despite the political will expressed in the Education Strategic Plan 2017–2021 to improve access and quality of education to disabled students (17,5% of the population have at least 1 handicap),^xviii and increased staff capacitation aided by UNICEF,^xix it has been reported that practical implementation of inclusive strategies for such students has been deficient. Many disabled people do not attend education and do not receive the necessary benefits in order to do so, and the infrastructures and educational technologies have not adapted to them for the most part.^xx

Gender and Sexuality in Education

With respect to gender parity, good results have been achieved in preschool and primary education: the parity index scored 0.98 and 0.93 respectively, both cases showing a slightly higher male representation. However, the challenge remains in secondary and higher education levels where female representation is significantly and increasingly higher, the parity index scores 1.2 for secondary education and 1.5 for higher education. Incentives to attract males in those sectors is necessary to ensure equality.^xxi And while there is a significantly higher female presence in secondary and higher education, the literacy rate for men in currently almost 10% higher than for women, which displays an access inequality for women too.^xxii

Despite significant improvement through the introduction of a gender module in the secondary education curriculum, the curricula reportedly still contain discriminatory stereotypes towards women, which is also reflected in the fact that women are poorly represented in the fields of study typically dominated by men, such as in the technological field.^xxiii Moreover, although gender matters are beginning to be present in the curricula, education on sexuality is deficient. It has been acknowledged as important for the development and safety of students by the government, and a Sexual Guidance in Schools guide has been developed with the aid of UNFPA (United Nations Population Fund), but due to limited political will and the sensitivity of the topic, very few students have benefited from such education. A comprehensive module on sexuality education is yet to be implemented effectively.^xxiv

It should be noted that the figure regarding minorities based on sexual orientation or gender identification in Cape Verde could not be found; and similarly, no mechanisms of protection of such minorities or education on the matter could be found. Despite it being a potentially sensitive topic that is now invisible to the sector, advances on this area could be positive to ensure that all students are free and enjoy equal treatment by peers and staff.

Deficiencies in Education

Firstly, there need to be improvements not only in the provision of Higher Education but also in the quality of it. Higher Education in Cape Verde is a relatively new sector emerged in the span of the last 20 years. Considering that it is still at its infancy, the sector lacks quality: although the newly formed Higher Education Regulatory Agency (Agência Reguladora do Ensino Superior – ARES) is beginning to conduct evaluations and checks in order to improve performance,^xxv the sector still needs to build a comprehensive system of teaching quality evaluation, mechanisms to better align tertiary education content to the national goals and needs, and ensure access to educational material and technologies, as well as connectivity.^xxvi

Secondly, although around 76% of children currently have access to preschool education, there are regional differences with areas that display even lower percentages. Early Childhood education and Preschool was formally one of the foci of the 2017-2021 Education Strategic Plan, but in practice it has been largely neglected. There still is a lack of adequate legal mechanisms to ensure universal preschool mandatory and free access, the preschool budget is around 0.3% of the state budget, and there is a lack of professional qualification of preschool teachers (only 30% have the necessary qualification).^xxvii Moreover, technological access and tools have been notably missing in preschools, together with a lack of teacher training in ICT.^xxviii

Thirdly, one of the most significant problems in Cape Verde’s education sector is the quality of the education, reflected in low performance rates in primary school. In the area of language, 6 out of every 10 children demonstrated great difficulty or inability to interpret the basic rules of functioning of language^xxix, and in the area of mathematics an average of only 2.85% of children were able to successfully deal with the main areas of study.^xxx Furthermore, Cape Verde still does not have to this date a comprehensive national system to measure learning outcomes at any level of education.^xxxi

Regarding technological access, it should be noted that although most schools are connected to the public electricity grid, and that the 2017-2021 Strategic Education Plan has allowed for the incorporation of more technological tools and a stronger curriculum on ICT skills, only the 17% of schools have access to internet.^xxxii This is even though Cabo Verde has one of the highest rates of internet access in Africa. The cost of internet is the problem, as it is among the highest is the world; it is still too high for many to obtain, especially for those with lower income, generating a situation of inequality as well.^xxxiii

Conclusion and Recommendations

By way of conclusion, some recommendations highlighting the main challenges of the educational system in Cape Verde will be offered on behalf of Broken Chalk.

As regards the hidden costs of education, the government should try to reduce them by providing free (or low-cost) access to transportation, material, and nutritional services with special attention to low-income families and students who live in remote rural areas which might increase the economic cost of education.

Regarding educational coverage and universal provision, the government should act in accordance with their own stated intentions, and continue to extend free, accessible, and mandatory education to the preschool years and to higher education, with special attention to poor families. More specifically regarding Higher Education, it could be positive to generate incentive campaigns to increase the schooling rate, particularly for males; together with expanding the presence of higher education institutions to all territories or better ensuring affordable access to university from remote places.

It would be desirable to implement comprehensive national programs to overcome the inequality around language. Cabo Verdean Language should be significantly more present in all stages of education; particular attention should be paid to students with lower exposure to Portuguese to ensure they do not fall behind, and bilingual education initiatives should be enhanced through multidisciplinary teams that include local community members that understand the specific language needs of the area.

To promote greater inclusion, the government and educational entities should consider making education infrastructure, curricula, and staff more sensitive and adaptable to disabled or special needs students. Proper access to buildings, inclusive educational material and a comprehensive disability-oriented training module for all educators should be provided to ensure the access and equality of such students.

Also as regards inclusivity and equality, educational programs and policies should continue to ensure girls and women’s access to education at all levels to achieve greater equality in literacy rates, to continue to work towards the elimination of gender stereotypes and to incentivize the presence of women in male dominated study fields. Additionally, it could be positive to implement a comprehensive educational program in secondary school regarding sexuality to guarantee the safety and health of students and to eliminate diversity-damaging stereotypes on the basis of sexual orientation.

An effective way to improve the quality of education could be to implement a comprehensive national system of evaluation and assessment of teaching quality to ensure an adequate provision of content at all educational stages and to identify deficiencies in teaching quality, particularly in the area of language and mathematics in primary school. Together with proper evaluation and analysis of student performance, this could overcome ineffective modes of teaching that result in low performance, allow for educational innovation, and better align curricula to the needs and goals of Cape Verde’s society, better preparing students to face the labor market. Similarly, the government and educational institutions should continue ensuring that all teachers are qualified to provide adequate education to the level they are assigned to. This should be particularly applied to the preschool levels, where most teachers do not have the proper qualification, which could hinder the development of students.

Lastly, in view of recent events and in view of the future global developments, it is essential to ensure greater access to technological tools for educational purposes both for schools and families, as well as facilitating internet access. Again, this seems especially important considering the introduction of technologies in the global labor market, and it is also important to provide flexible and adaptable modes of education, particularly in a country where geographical accessibility to education might be complicated.

References

i Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

ii National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

iii Global Partnership for Education. (2022). Cabo Verde: Results framework (2022-2026). Retrieved from: https://www.globalpartnership.org/node/document/download?file=document/file/2022-12-GPE-results-framework-cabo-verde.pdf

iv National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

v World Bank. (2022, March 15). Fighting the pandemic down to the last mile: Lessons from Cabo Verde. Retrieved April 5, 2023, from: https://www.worldbank.org/en/news/immersive-story/2022/03/15/fighting-pandemic-down-to-last-mile-lessons-from-cabo-verde

vi Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

vii Lusophone covid Lusophone Network. (2021). Comparative study: The COVID-19 pandemic and the right to education in Portuguese-speaking countries. Retrieved April 5, 2023, from: https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/Lusophone%20Network_Comparative%20Study_The%20COVID-19%20Pandemy%20and%20the%20right%20to%20education%20in%20Portguese%20speaking%20countries_August2021_EN.pdf

viii UNESCO. (2022, October 7). Cabo Verde ratifies 1960 Convention against Discrimination in Education. Retrieved April 5, 2023, from https://www.unesco.org/en/articles/cabo-verde-ratifies-1960-convention-against-discrimination-education

ix National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

x Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xi National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xii Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xiii Patrício, M. R., & Moreno, C. (2021). Digital technologies in preschool education: a study with Cape Verdean educators. In Proceedings of the 14th annual International Conference of Education, Research and Innovation (ICERI2021) (pp. 8403-8407). IATED. ; Cabo Verde National Commission for UNESCO. (2022). National Review of the Implementation of SDG 4. Retrieved from: https://transformingeducationsummit.sdg4education2030.org/system/files/2022-09/CaboVerde-NC%20report%20.pdf

xiv National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xv Ferreira, E. S., & Loureiro, S. M. C. (2021). Challenges of a small insular developing state: Cape Verde. Revista de Estudios e Investigación en Psicología y Educación, (1), 125-134.

xvi Resende-Santos, J. (2021). Education for development in Africa: Rethinking higher education in Cabo Verde. Journal of International and Comparative Education, 10(1), 22-38. doi: 10.14425/jice.2021.10.1.22

xvii Bermingham, N., DePalma, R., & Oca, L. (2022). The “Access Paradox” in Bilingual Education in Cabo Verde. Modern Languages Open, 1 ; Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xviii National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xix UNICEF Cabo Verde. (2022). Country Office Annual Report 2022. Retrieved from: https://www.unicef.org/media/136711/file/Cabo-Verde-2022-COAR.pdf

xx Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xxi National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xxii Ibid

xxiii Bail, J. (2020, September 8). Cape Verde. Humanium. Retrieved April 5, 2023, from: https://www.humanium.org/en/cape-verde/

xxiv UNICEF. (2021). Joint independent common country programme evaluation: The Republic of Cabo Verde. UNICEF Evaluation Office. Retrieved from: https://www.unicef.org/evaluation/joint-independent-common-country-programme-evaluation-republic-cabo-verde

xxv University World News. (2022, November 27). Cabo Verde introduces new higher education strategy. Retrieved from: https://www.universityworldnews.com/post.php?story=20221127193233449

xxvi Resende-Santos, J. (2021). Education for development in Africa: Rethinking higher education in Cabo Verde. Journal of International and Comparative Education, 10(1), 22-38. doi: 10.14425/jice.2021.10.1.22

xxvii Global Partnership for Education. (2022). Cabo Verde: Results framework (2022-2026). Retrieved from: https://www.globalpartnership.org/node/document/download?file=document/file/2022-12-GPE-results-framework-cabo-verde.pdf ; Cabo Verde National Commission for UNESCO. (2022). National Review of the Implementation of SDG 4. Retrieved from: https://transformingeducationsummit.sdg4education2030.org/system/files/2022-09/CaboVerde-NC%20report%20.pdf ; UNICEF Cabo Verde. (2022). Country Office Annual Report 2022. Retrieved from: https://www.unicef.org/media/136711/file/Cabo-Verde-2022-COAR.pdf

xxviii Patrício, M. R., & Moreno, C. (2021). Digital technologies in preschool education: a study with Cape Verdean educators. In Proceedings of the 14th annual International Conference of Education, Research and Innovation (ICERI2021) (pp. 8403-8407). IATED.

xxix National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf

xxx UNICEF. (2021). Joint independent common country programme evaluation: The Republic of Cabo Verde. UNICEF Evaluation Office. Retrieved from: https://www.unicef.org/evaluation/joint-independent-common-country-programme-evaluation-republic-cabo-verde

xxxi Resende-Santos, J. (2021). Education for development in Africa: Rethinking higher education in Cabo Verde. Journal of International and Comparative Education, 10(1), 22-38. doi: 10.14425/jice.2021.10.1.22 ; Global Partnership for Education. (n.d.). Cabo Verde. Retrieved April 5, 2023, from: https://www.globalpartnership.org/where-we-work/cabo-verde

xxxii National Directorate of Planning. (June 2021). Cabo Verde Voluntary National Review on the Implementation of the 2030 Agenda for Sustainable Development. Retrieved from: https://sustainabledevelopment.un.org/content/documents/282392021_VNR_Report_Cabo_Verde.pdf ; Cabo Verde National Commission for UNESCO. (2022). National Review of the Implementation of SDG 4. Retrieved from: https://transformingeducationsummit.sdg4education2030.org/system/files/2022-09/CaboVerde-NC%20report%20.pdf

xxxiii Lusophone Network. (2021). Comparative study: The COVID-19 pandemic and the right to education in Portuguese-speaking countries. Retrieved April 5, 2023, from: https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/Lusophone%20Network_Comparative%20Study_The%20COVID-19%20Pandemy%20and%20the%20right%20to%20education%20in%20Portguese%20speaking%20countries_August2021_EN.pdf

Cape Verde Educational Challenges gender disparity inequalities Sexuality

Прессъобщение – Адресиране на Тихата Криза: Broken Chalk призовава за Признание на Насилието срещу Жени и Момичета и неговото Влияние върху Образованието”

В свят, в който 1 от 3 жени е преживяла физическо или сексуално насилие, където на всеки час, 5 жени са убити от някого в собственото им семейство и където доказателствата сочат, че сексуалният тормоз е тревожно широко разпространен, е от изключително значение за глобалната общност да предприеме действия. Broken Chalk признава спешната необходимост за адресиране на широко разпространения проблем с насилието, основано на пол, което се отразява и в контекста на образованието. В училищата, сексуалният и психологическият тормоз са широко разпространена реалност – момичетата са възпрепятствани от това да следват образование поради детски бракове и насилие в собствените им домове и на път за училище.

Изострено от комбинираните ефекти на пандемията COVID-19, изменението на климата, икономическите кризи и политическата нестабилност, това насилие оказва пряко въздействие върху образованието, което възпрепятства упражняването на човешките права. Рисковете от насилие обезсърчават родителите да изпращат момичета на училище, особено в конфликтни ситуации, когато по време на пътуването си до училище те се страхуват от възможността за нападение и отвличане. Емпирично доказано е, че жертвите на насилие са много по-склонни да прекъснат образованието си или да имат образователни затруднения. Това представлява сериозна заплаха за равенството между половете и осигуряването на автономия за бъдещите поколения жени.

В рамките на този сценарий е обезсърчително да се наблюдава фактът, че само 0,2% от Глобалната Официална Помощ за Развитие (Global Official Development Assistance) е насочена към превенция на насилието, основано на пола. Следователно, Broken Chalk признава, че въздействието на насилието срещу жени и момичета (НСЖМ) е огромно и се простира отвъд физическото увреждане, като засяга самите основи на обществото, и възпрепятства равенството между половете, развитието и мира.

Насилието срещу жени и момичета има цена за обществото като цяло и по-специално за образованието на момичетата, поради което остава образователен приоритет. Първо, излагането на насилие от интимен партньор или домашно насилие е документирало отрицателни ефекти върху академичните резултати и поведенческите резултати на децата. УНИЦЕФ съобщава, че това е свързано с по-слаб речник и математически умения на възраст от 5 до 8 години. Второ, насилието срещу жени представлява един от факторите, поради които момичетата нямат достъп до образование: по света 129 милиона момичета не посещават училище. Личната несигурност в училище или социалната стигма и срам след преживяно сексуално насилие отчасти обясняват това. Момичетата и жените, които са претърпели психологическо насилие, също могат да пропускат училище в резултат на насилието върху тях.

Broken Chalk също признава всеобхватността на тормоза като форма на насилие срещу жени. В Европейския съюз 45 до 55% от жените са преживели сексуален тормоз от 15-годишна възраст. Проучване през 2021 г. в Англия и Уелс разкри, че 92% от ученичките потвърждават, че са получавали сексистки обиди от своите връстници в училище, а 61% от ученичките съобщават, че са преживели сексуален тормоз от връстници в училище. Потенциалната заплаха от преживяване на насилие в училище или на път за училище може да демотивира момичетата да посещават училище. В отзив на това, няколко държави като Гана и Индия експериментират с програми, които предоставят велосипеди на момичетата, за да осигурят по-безопасен вариант за транспорт, за да стигнат до училище.

Въпреки че е положена работа за елиминирането на НСЖМ, горните факти показват, че е необходима още много работа. Broken Chalk вярва, че образованието е от решаващо значение за работата в посока елиминиране на НСЖМ, тъй като много проучвания показват, че именно в образователната среда децата са изложени на насилие и са обучавани на такова. Следователно образованието е мощен инструмент, който може да се използва за промяна на културата, която учи младите и впечатлителни умове как да се държат с момичета и жени от насилствен начин, към по-мирен и уважителен. Освен това образованието може да се използва за обучение на момичетата и за повишаване на осведомеността за това какво представлява насилието, нещо, което много момичета дори не могат да разберат. В този смисъл, НСЖM е толкова нормализирано в световен мащаб, че жертвите понякога дори не осъзнават, че правата им са нарушени. Затова по-малко от 40% от жените, преживели насилие, търсят помощ от всякакъв вид или го докладват и намират справедливост.

Поради тази причина Broken Chalk се присъединява към 16-те дни на активизъм срещу насилието, основано на пола, годишна международна кампания, която започва на 25 ноември, Международния ден за елиминиране на насилието срещу жени, и продължава до Деня на правата на човека на 10 декември. Мотото на кампанията тази година е „ОБЕДИНЯВАЙТЕ СЕ! Инвестирайте за предотвратяване на насилието срещу жени и момичета“, а Broken Chalk се присъединява към движението и призовава за наложителна инвестиция за предотвратяване на насилието над жени и момичета, със специален акцент върху образованието за това. Освен това, Broken Chalk призовава за възприемане на междусекторна перспектива в работата, положена за изкореняването на НСЖГ, особено за разбиране на допълнителните трудности и атаки, пред които са изправени жените с различен цвят на кожата и от LGTBQ+ обществото, както в образованието, така и в ежедневието.

Подпис,

Брокен Чаук

Translated by Mira Vancheva and Maria Popova from the original Press Release: Addressing the Silent Crisis.

*Upon request, the article may be translated into other languages. Please use the comments section below*

Basın Duyurusu – Sessiz Krize Değinirken: Broken Chalk Kadınlara ve Kız Çocuklarına Yönelik Şiddetin ve Bunun Eğitim Üzerindeki Etkisinin İkrar Edilmesi Çağrısında Bulunuyor

25 Kasım 2023

Her 3 kadından 1’inin fiziksel veya cinsel şiddete maruz kaldığı, her geçen saat başı beş kadının bir aile ferdi tarafından öldürüldüğü, araştırmalara göre cinsel tacizin endişe verici derecede yaygın olduğu bir dünyada, küresel toplumun harekete geçmesi birinci derecede önem arz etmektedir. Broken Chalk, okul ortamlarında da baş gösteren cinsiyete dayalışiddet sorununun acilen ele alınması gerektiğinin altını çizmektedir. Okullarda cinsel taciz ve psikolojik zorbalık oldukça yaygın olan vakalardır. Kız çocuklarının eğitimi çocuk evliliğinden ve ev ortamında veya okula giderken maruz kaldıkları şiddetten dolayı sekteye uğramaktadır.

COVID-19 salgını, iklim değişikliği, ekonomik krizler ve siyasi istikrarsızlık gibi faktörlerle de birleşince, söz konusu şiddet kız çocuklarının eğitimini doğrudan etkileyip onların temel insan haklarından yararlanmalarının önünde engel oluşturmaktadır. Özellikle savaş bölgelerinde, kızlarının okula giderken saldırıya uğraması veya kaçırılmasından endişe eden ebeveynler kızlarını okula göndermekten çekinebilmektedirler. İstismar mağdurlarının okulu bırakma riskinin daha yüksek olduğu ve mağdurların öğrenme güçlükleri çektikleri araştırmalarla kanıtlanmıştır. Bu durum toplumsal cinsiyet eşitliğinin ve gelecek nesil kadınların güçlenmesinin önünde ciddi bir tehdit oluşturmaktadır.

Bu bağlamdan bakıldığında, Küresel Resmi Kalkınma Yardımlarının yalnızca %0.2’sinin cinsiyete dayalı şiddeti önlemeye ayrılması üzücü bir durumdur. Bu nedenle Broken Chalk, kadınlara ve kız çocuklarına yönelik şiddetin etkilerine dikkat çekmekte ve bu durumun fiziksel şiddetin ötesinde toplumun temellerini etkileyerek ekonomik ve sosyal eşitliği, kalkınmayı ve huzuru sekteye uğrattığını ikrar etmektedir.

Kadınlara ve kız çocuklarına yönelik şiddet, topluma ve özellikle de kız çocuklarının eğitimine zararı dokunduğundan dolayı, eğitim alanında öncelik taşımaya devam etmektedir. Öncelikle, ebeveynler arasında şiddete tanıklık etmenin veya aile içi şiddete maruz kalmanın çocukların okul başarısı ve davranışları üzerinde olumsuz etkileri vardır. UNICEF’e göre şiddete maruz kalan 5 ila 8 yaş arası çocuklarda kelime dağarcığı ve matematik becerileri düşüş göstermektedir. Buna ek olarak, kadına yönelik şiddet, kız çocuklarının eğitim alamamasının sebeplerinden biridir: Dünya genelinde, 129 milyon kız çocuğu okula gidememektedir. Okulda güvende hissetmeme ve cinsel şiddete uğradıktan sonra toplum tarafından ayıplanmaktan çekinme ve utanma bu durumu kısmen açıklamaktadır. Psikolojik şiddet ve istismara uğrayan kız çocukları ve kadınlar da üzerlerindeki baskılar nedeniyle eğitimden mahrum kalma riskiyle karşı karşıyadırlar.

Broken Chalk aynı zamanda tacizin yaygınlığını kadına yönelik bir şiddet biçimi olarak tanımlamaktadır. Avrupa Birliği’nde kadınların %45 ila %55’i 15 yaşından itibaren cinsel tacize uğramaktadır. İngiltere ve Galler’de 2021’de yapılan bir araştırmaya göre, kız öğrencilerin %92’sine okuldaki akranları tarafından cinsiyetçi lakaplar takılmakta ve %61’i ise okuldaki diğer öğrenciler tarafından cinsel tacize uğramaktadır. Okula giderken veya okulda şiddete maruz kalma riski, kız çocuklarının eğitime devam etme isteğini azaltabilmektedir. Bu soruna çözüm olarak Gana ve Hindistan gibi bazı ülkeler kız öğrencilere okula güvenle gitmeleri için bisiklet sağlayan pilot programlar geliştirmiştir.

Her ne kadar kadınlara ve kız çocuklarına yönelik şiddetin ortadan kaldırılması için çeşitli çalışmalar yapılmış olsa da, burada bahsedilen gerçekler daha fazla yol katetmemiz gerektiğini göz önüne sermektedir. Araştırmalara göre çocuklar şiddete okulda maruz kalıp şiddeti okulda öğrendiğinden dolayı, Broken Chalk eğitimin kadınlara ve kız çocuklarına yönelik şiddeti ortadan kaldırmada hayati önem taşıdığına inanmaktadır. Kadınlara ve kız çocuklarına şiddet göstermeyi öğreten kültür, genç ve kolayca etkilenen zihinlerin doğru eğitim almasıyla daha barışçıl ve saygılı bir hale getirilebilir. Ayrıca, eğitim sayesinde kız çocuklarına henüz anlamadıkları bir kavram olan şiddetin ne olduğu ve neleri kapsadığı öğretilip farkındalık oluşturulabilir.Mevcut durumda, kadınlara ve kız çocuklarına yönelik şiddet öyle normalleşmiş bir durumdadır ki, mağdurlar haklarının ihlal edildiğinin farkına bile varmamakta ve bu da şiddete maruz kalan kadınların yalnızca %40’ından daha azının şikayette bulunmasına veya adalet arayışına girmesine yol açmaktadır.

Bu nedenle Broken Chalk, her yıl uluslararası olarak düzenlenen ve 25 Kasım Kadına Yönelik Şiddete Karşı Uluslararası Mücadele Günü’nde başlayıp 10 Aralık İnsan Hakları Günü’ne kadar devam eden Kadına Yönelik Şiddetle Mücadele için 16 Günlük Aktivizm Etkinliği’ne katılmaktadır. Bu yılın teması “BİRLEŞİN! Kadınlara ve kız çocuklarına yönelik şiddeti engellemek için yatırım yapın,” olarak belirlenmiştir ve Broken Chalk bu harekete dahil olup özellikle eğitim aracılığıyla, kadınlara ve kız çocuklarına yönelik şiddetin engellenmesi için acilen yatırım yapılması çağrısında bulunmaktadır. Ayrıca Broken Chalk, ırk, cinsel yönelim ve cinsel kimlikleri sebebiyle hem eğitim hayatları boyunca hem de günlük yaşamlarında ek zorluklarla ve saldırılarla karşılaşan kadınların anlaşılabilmesi için, kadınlara ve kız çocuklarına karşışiddetin ortadan kaldırılmasına yönelik çalışmalarda kesişimsel bir yaklaşım kullanılmasıçağrısında bulunmaktadır.

Broken Chalk’tan kamuya saygıyla arz edilir.

İmza,

Broken Chalk

Translated by Enes Gisi and Merve Tiregul from the original Press Release: Addressing the Silent Crisis.

*Upon request, the article may be translated into other languages. Please use the comments section below*

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