Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 16th and 31st of January, 2024. Broken Chalk aims with this letter to increase public awareness of Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.
You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.
Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum currently in several countries.
These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.
Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’
Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.
We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.
Education is a fundamental right for all humans around the globe. Regardless of one’s economic or social status, they should be able to have access to Education. Even though this seems obvious and like common knowledge, it is not the reality for many Senegalese.
Senegal’s history of investing in education and engaging stakeholders in sector dialogue marks the government’s commitment to building a strong education system. Based on the 2019 PASEC assessment, many Senegalese students acquire basic competencies by the end of primary education, but 25% lack minimum proficiency in reading and 35% in math. Significant socioeconomic, rural-urban and regional disparities call for a more equitable and inclusive education system. While minimal learning differences are observed among girls and boys at the primary level, gender disparities emerge in secondary education, with more girls dropping out of school than boys.
Lack of enough qualified teachers
The education system in Senegal faces many challenges, such as a lack of qualified teachers, inadequate equipment and infrastructure, low-quality teaching and assessment, social inequalities and regional disparities. The government is trying to reform and modernise the education sector through various programs and partnerships with international organisations such as UNESCO or UNICEF.
Household povertyin Senegal still has work to do, with only a little over. Educational marginalisation has become a burning issue in Senegal, one of the poorest countries on the planet. About 34% of people in Senegal live on less than US $ 1.25 per day, with an average per capita income of $121 per month (Ibrahima, 2014). The results of the Harmonized Survey on Household Living Conditions (2018/2019) show that the incidence of individual poverty in Senegal is 37.8%. The country is still lagging behind in education. A large part of the population does not have easy access to education and remains marginalised from formal education, with an enrollment rate of 86.4% (ANSD, 2020). Many factors contribute to the exclusion of many young people from the education system, including gender and ICT. Furthermore, languages, particularly the English language, play a role in educational marginalisation in Senegal. What comes next is a brief introduction to the roles of gender, ICT and English in promoting or reducing educational marginalisation in Senegal. 17% gross preschool enrollment rate, but more importantly, dramatically improving quality.
Repetition and dropout in primary school
The overall financial cost of repetition and dropout in Senegal is on an upward trend due to a higher rate of both repetition and dropout. Over the 2012-2015 period, repetition and dropouts represented 13.72% of the expenses incurred by the government. This phenomenon can be explained by several factors, one of which is limited access to quality preschool education. Senegal still has work to do, with only a little over 17% gross preschool enrollment rate, but more importantly, it needs to improve the quality of education.
Impact of Covid-19
The pandemic caused by the SARS Covid-19 came to monitor investments made not only in the health sector but also in education and, above all, in the higher education subsystem. The pandemic led governments to close university campuses and suspend face-to-face classes for a considerable period to prevent the virus contamination from spreading. Some countries with the distance learning modality in their school curricula were forced to make it a strategy, intensifying them with the aim of reducing the pedagogical damage that was felt due to the COVID-19 pandemic.In Senegal, the COVID-19 pandemic and national school closures temporarily disrupted the education of 3.5 million learners and the 1.5 million children already out of school, and the dropout rate doubled.
Gender inequality in school
Despite the existence of government programmes- like free public school education until age 16 and the Girls’ Education Support Project, which provides school uniforms- the cost of schooling is still an obstacle for many families. They have to pay for learning materials and transport to school.
We also found a preference to educate boys over girls. In households with limited finances, boys are more likely to be sent to school even if girls would like to go.
Deep-seated cultural beliefs and practices – such as female genital mutilation, forced child marriages and early pregnancies – also prevent some girls from making progress in school. They, therefore, lag in education and wellbeing.
Conclusion
In conclusion, Senegal’s government, therefore, is responsible for extending better social services in schools and hospitals to facilitate development in those areas and hence improve people’s living standards and education for poor kids.
As the government seeks to alleviate the effects of the lockdown brought about by the COVID-19 pandemic, emphasis should be placed on ensuring that systems that are supposed to protect girls and women from child marriages are not compromised. The WASH program has provided 1,884 students access to hygiene and sanitation facilities in 26 schools, of which four were equipped with a menstrual hygiene management system. 1,776 students in 12 schools benefited from the availability of drinking water, which has reduced wash problems in Senegal and their schools.
References
The Conversation. (2023, April 12). Only 1 in 3 girls makes it to secondary school in Senegal: here’s why and how to fix it.
نسليهان هي لاجئة من تركيا أتت إلى هولندا لبناء حياة جديدة مع زوجها واولادها
في أغسطس 2018، تركت نسليهان حياتها في تركيا وهربت إلى اليونان. هناك أمضت ثلاثة أشهر قبل مجيئها إلى هولندا. عاشت مع عائلتها في سكن جماعي في أمستلفين لبضع سنوات. عاشت مع عائلتها لمدة 19 شهرًا في مراكز مختلفة لطالبي اللجوء في جميع أنحاء هولندا. تقول نسليهان: “أعرف هولندا أفضل من الشخص الهولندي العادي الذي يسكن هناك “.
في تركيا، عملت نسليهان لفترة طويلة كمعلمة للكيمياء والفيزياء والأحياء. كانت متحمسة لبدء التعليم مجدداً عندما أتت إلى هولندا. لحسن الحظ، لم يكن العثور على وظيفة أمرًا صعبًا. من خلال مشروع “Statushouders voor de Klas”، تعلمت كيف يعمل النظام المدرسي الهولندي، مما ساعدها على تأمين تدريب داخلي. بالإضافة إلى ذلك، عملت نسليهان كمتطوعة في مدرسة وكانت تعمل هناك كمساعدة تعليم تقنية في مدرسة أبولو الثانوية في أمستردام. في نفس المدرسة، كانت قادرة على النمو، وبعد فترة، سُمح لها أيضًا بالتعليم يومين في الأسبوع. في العام المقبل، ستعلم فقط ولن تعمل كمساعدة.
لماذا قررت أن تصبح معلمة في ذلك الوقت؟
“أنا أستمتع بالتعليم؛ لا أراها كوظيفة لأنها شغفي.” لقد كانت تعلم منذ ١٨ عامًا وما زالت تستمتع بها حقًا. بعد أن أكملت تعليمها، بدأت بالتعليم على الفور. اختارت أن تصبح معلمة كيمياء وفيزياء وأحياء لأنها حصلت على أعلى الدرجات في هذه المواد الثلاثة ووجدتها مواضيع ممتعة.
لماذا قررت المجيء إلى هولندا؟
“نقرأ على الإنترنت والأخبار عن هولندا وكثيرًا ما سمعنا أنه في هولندا، يتمتع الناس بالحريات ويمكنهم مشاركة آرائهم أو أفكارهم بحرية. لسوء الحظ، ليس هذا الحال في تركيا، حيث لا يمكنك قول ما تشاء. حتى الأطفال كثيرا ما يذهبون إلى السجن بسبب التعبير عن آرائهم “. لهذا السبب، جاء شقيق وأخت نسليهان إلى هولندا مع عائلاتهم. نسليهان تقابل عائلتها كل أسبوع.
ما هي التحديات التي واجهتها عندما أتيت إلى هولندا؟
نسليهان لاجئة سياسية واعتبرت إرهابية في بلدها بسبب آرائها. اضطرت إلى الفرار مع عائلتها من تركيا بالقارب. كانت الرحلة إلى هولندا صعبة. كان عليها أن تدفع الكثير من المال والتفاوض مع مهربي البشر، الذي كان خطيرًا.
بالإضافة إلى ذلك، أرادت نسليهان تعلم اللغة الهولندية وكان هذا صعبًا جدًا في البداية. ولأنها لم تكن ملزمة بالاندماج في ذلك الوقت، لم تتمكن من أخذ دورة مجانية في اللغة الهولندية أثناء إقامتها في في مركز لطالبي اللجوء. ومع ذلك، قد تعلمت بعض اللغة الهولندية من الأصدقاء والمتطوعين في المركز. لهذا، فهي إنها شاكرة جدا. أرادت نسليهان الاندماج، لذلك كان فهمها للغة أمرًا أساسيًا. بعد صراع طويل، تمكنت أخيرًا من اقتراض المال الذي تمكنت من خلاله أن تلتحق دورة تدريبية.
من حين لآخر، لا تزال تواجه مشكلة في اللغة الهولندية، خاصة لفظ ال “er” بالإضافة إلى حروف الجر المختلفة التي تجدها صعبة. بالإضافة إلى ذلك، لم تفهم حتى الآن بعض التعابير الهولندية، لكنها تعتقد أن هذا سينجح في النهاية.
كيف تختلف أنظمة المدارس التركية وأنظمة المدارس الهولندية؟
“لا توجد اختلافات كثيرة، على ما أعتقد. بالطبع، بعض الأشياء متشابهة تمامًا. على سبيل المثال، المراهقون هم مجرد مراهقين ويتصرفون بنفس الطريقة، لكن الطلاب في هولندا لديهم دائمًا فرصة للتقدم بسبب وجود مستويات مدرسية مختلفة. لذلك، فإن النظام في هولندا أفضل لأن هذه الفرصة متاحة “. تشرح نسليهان أن في تركيا، يوجد مستوى واحد فقط وأن على كل طالب أن يتعلم نفس المواد ويمتحنه. لذا، إذا كان هذا المستوى علياً، فلن يكون لديك خيار آخر لتتابع الدراسة، وهذا هو سبب الذي جعل العديد من الشباب ترك المدرسة.
الفرق الأكبر هو أن هناك القليل من التسلسل الهرمي في هولندا. “مديري وقائد فريقي هم مجرد زملائي. يُنظر إلينا على نفس المستوى ونعامل بنفس المعاملة. يمكنني أن أدعوهم باسمهم. في تركيا، عليك مخاطبة الجميع “سيدي أو سيدتي”. لا أريد أي تصنيف هرمي في تركيا، أود أن أغير هذه العادات”.
هل تريدي أن تضفي شيئاً أخراً؟
“أود أن أقول إننا جميعًا أشخاص يمكننا العيش معًا؛ علينا فقط أن نحترم بعضنا البعض. يجب أن نعامل الجميع باحترام وأن نخلق جوًا آمنًا وسلميًا. لقد جئنا إلى هنا من أجل حرياتنا، وقد أعطت هولندا الكثير من حقوقنا. لذلك، في مقابل؛ عليك إن تستخدم مهاراتك للمساعدة في الاندماج. اتخاذ هذه الخطوة الأولى أمرٌ سهل بمجرد إلقاء التحية لجيرانك، على سبيل المثال، أو بمجرد التحدث مع أي شخص ما والتعامل بلطف. ”
أرادت نسليهان أيضًا تذكير الجميع بأن العديد من الأشخاص ما زالوا مهددين في تركيا أو مهملين في السجن. يمكنك دائمًا فعل شيء من أجلهم، من خلال المشاركة والتحدث عن الموضوع بالتغريد عبر توتير.
For the comprehensive evaluation of the situation on practices of states regarding access to information on arms transfer, “Broken Chalk” has laid down seven points of focus on the questions presented for this call that focus on concrete examples carried out by countries of the mentioned regions.
I. The impact of arms transfers, including the diversion of arms and unregulated or illicit arms transfer on the enjoyment of Human Rights: Related to the implications of arms transfer and specific examples of its effects on Africa and Latin America.
II. Access to information: A key to preventing violations of human rights derived from licit or illicit arms transfer in the Global South
III. Laws on access to information, country example: Regulations in Guatemala related to arms transfer, restriction and availability of information
IV. State Proactive Disclosure Practices and the situation in which the tracing is available: Examples of a state with proactive disclosure of information related to arms regulation and analysis of its limitations.
V. Obligations related to access to information or transparency apply to private business entities, wholly or partially State-owned enterprises, including those carrying out arms transfers: The establishment of good practices by private entities and obligations related to arms transfer to minimise harmful effects on human rights.
VI. Right of access to information on arms transfers of parties to legal proceedings possible exceptions related to the admission of evidence: Examples of countries with limits on access to information regarding evidential purposes.
VII. Transboundary nature of arms transfers affects or can affect the enjoyment of the right of access to information in preventing, mitigating and responding to the negative impact on human rights relating to such transfers: The limits and scope of protection of access to information about arms transfer regarding the applicability of different regulations, and protection laws.
ON 9th of January 2024, Gabriel Attal took over from the resigned Prime Minister Elisabeth Borne, becoming the youngest Prime Minister in modern French political history at the age of 34. His political journey includes roles such as Secretary of State for the Minister of National Education and Youth, Government Spokesperson, Minister Delegate for Public Accounts, and Minister of National Education and Youth. Known for his steadfast loyalty to President Emmanuel Macron, Attal’s ascent began during Macron’s first presidential campaign in 2017. Prior to his government position, he served as the spokesperson for the presidential party ‘La République en Marche’ from 2016 to 2018. Despite this, Attal’s background as a technocrat reveals a departure from France’s previous educational policies.
In his inaugural speech, Attal emphasized the pivotal role of education in his governance: “I bring the cause of education with me here to Matignon (the seat of the French government). I reaffirm education as the cornerstone of our priorities, committing to provide all necessary means for its success as Prime Minister.” In France, government actions closely align with the President’s directives, and Macron’s New Year wishes had hinted at a 2024 educational policy focused on restoring student levels, teacher authority, and the strength of secular and republican teaching. Macron called for a “civic rearmament” (réarmement civique) emphasizing the importance of France’s culture, History, language, and universal values from an early age. This sets the stage for a new educational policy led by Gabriel Attal, marked by a conservative and reactionary approach, departing from the tradition of intellectual emancipation.
Education holds a central place in French politics, reflected in its substantial budget allocation. The significance given to education is tied to the construction of French republican identity. While historically, French teachers held influential positions, Attal’s vision shifts towards a didactic model, prioritizing basic skills over intellectual emancipation. His appointment signifies a conservative and reactionary offensive, aiming to instill notions of order and authority in a perceived insolent and uncultured youth. The crisis in the French education system, driven by budgetary constraints and a shortage of resources, is met with a call for order, discipline, and a quasi-military approach.
In France, the issue of education and national education is a central political question, making it one of the most significant and powerful non-sovereign ministries due to the budget allocated to educational policies. The importance given to education in the country is closely linked to the construction of French republican identity. French teachers historically held influential positions in the cities where they taught. The school is seen as a place of intellectual emancipation, where the valeurs de la République (literally the “values of the Republic”) are learned, and citizenship and secularism are taught. The modern French Nation-State has historically centered around the school, with the teacher playing a crucial role in shaping the republican French identity. By the end of the 19th century, when education in France became widespread, free, and mandatory, teachers were officially tasked with promoting intellectual emancipation and instilling values aligned with the republican regime. The principles of liberty, equality, and fraternity were made possible through national education and the efforts of teachers. The appointment of Gabriel Attal, a young technocrat in his thirties who has previously held significant positions in the Ministry of National Education, symbolizes much for Emmanuel Macron. This nomination reveals the president’s intent to reshape the history of education in France and discipline French schoolchildren. Macron aims to replace the values of freedom (of speech, thought), equality (the right to emancipation), and fraternity (collective work) with notions of order and discipline based solely on individual merit. This reflects the belief that not all individuals are entitled to the same level of emancipation. The new government aims not to encourage intellectual emancipation but rather the learning of basic skills (i.e., reading, writing, counting, respecting others); a school of order and respect rather than a school that teaches critical thinking.
Therefore, Gabriel Attal’s appointment as the Head of the Government represents a conservative and reactionary offensive, aiming to instill notions of order and authority in a youth perceived as insolent, uncultured, and incapable. The crisis facing the French school system is a reality due to budgetary constraints, lack of infrastructure, and a shortage of teaching staff. However, the new government responds to this crisis with calls for order, blind obedience, and strict, almost military, discipline. Gabriel Attal advocates a reactionary vision of society, where youth should be tamed rather than emancipated. Independent thinking is considered dangerous by a reactionary power. As Secretary of State for the Minister of National Education and Youth, he supported the militarization of youth with the creation of the Universal National Service, reminiscent of both scouting and military service. The Universal National Service he championed ended up combining the least appealing elements of scouting and military service for schoolchildren: arbitrary discipline, flag-raising rituals, and cross-country running in the woods. As Minister of National Education and Youth, he prohibited the wearing of abbayas and qamis in educational institutions. He used the argument of secularism (in France, schools must be secular, and the wearing of conspicuous religious symbols is prohibited) to deliberately and disproportionately target female Muslim students. He gained attention for emphasizing announcements, such as solemnly announcing the reinstatement of mathematics courses in high schools, even though it was his predecessor, whom he had advised, who had removed them. When the 2022 PISA rankings were released, he praised the so-called “Singaporean” learning method and aimed to extend it to all educational institutions in France, despite its existing presence. This pedagogical approach, based on the “Concrete-Imaginary-Abstract” method, is not unfamiliar to French teachers. However, its widespread implementation requires substantial financial resources and, more importantly, significantly higher teacher training than is currently provided. As a minister, Attal only implemented the promotion of textbooks favoring the “concrete-imaginary-abstract” method and lowered the entry level for teaching exams to a bachelor’s degree instead of a master’s degree. While he was minister, teacher job cuts persisted, and on average, it takes 27.6 days to fill a teaching position out of the 3,100 vacancies – a timeframe unseen since the early 2000s. Nevertheless, Minister Attal persisted in grandstanding, advocating for a “shock of knowledge” (chocs des savoirs) and asserting that all absent teachers would be systematically replaced. Attal’s announcements were mere rhetoric, and no concrete measures were ultimately implemented to genuinely improve the performance of French students. The most noteworthy and concerning aspect is the establishment of academic-level-based working groups at the secondary school level. Initiating work groups based on academic levels not only reinforces but also worsens school segregation. Sorting students into groups according to their academic performance essentially means sidelining those who are less academically proficient. Although this reform has been announced but not yet put into practice, with Gabriel Attal now serving as Prime Minister, the implementation of school segregation seems inevitable.
Attal’s background, hailing from an affluent segment of French society, attending a private school, and lacking direct experience in public schools, raises questions about his suitability for leading educational policy. Attal comes from one of the wealthiest segments of the French population, growing up in the upscale 6th arrondissement of Paris, in an affluent family of notables, becoming a millionaire at the age of twenty upon his father’s death. Attal attended the highly selective Ecole Alsacienne, a private school where he completed his entire education. He served as Secretary to the Minister of National Education and Youth and later as Minister of National Education without ever setting foot in a public school. Now, as the head of the government, he prioritizes education. While receiving a private education does not preclude one from working at the Ministry of Public Education, never having shown interest in the subject before and lacking any competence in educational policy is undeniably a handicap, if not a problem. Attal has never truly worked; he only completed a six-month internship at the prestigious Villa Médicis – the French School of Rome – after earning a lackluster master’s degree through remedial exams before joining ministerial cabinets and Macron’s campaign. He is primarily a technocrat without talent, except for his innate and real abilities to court the powerful. Macron’s priority was to replace his Prime Minister with a shallow and unremarkable technocrat, essentially someone who would not overshadow him. Attal is infinitely loyal to President Macron; to whom he owes his entire political career.
As the youngest Prime Minister in contemporary French history, Gabriel Attal’s appointment strengthens Macron’s influence on the government. Macron’s authoritarian approach aims to accelerate a “civic rearmament”, reinforcing discipline and order in schools. Attal’s role as Prime Minister signals a continuation of his superficial measures and an educational policy that leans towards a more conservative and authoritarian direction. The France envisioned by Macron and shaped by Attal prioritizes a workforce of educated yet docile individuals, rather than fostering intellectual emancipation. Attal’s goals are to shape disciplined workers, not strikers; precarious workers, not emancipated ones. To shape a class that remains docile.
Broken Chalk proudly presents the 13thedition of “Education Monitor: Around the Globe” between the 16th and 30th of September, 2023. Broken Chalk aims with this letter to increase public awareness of Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.
You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.
Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum currently in several countries.
These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.
Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’
Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.
We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.
In recent days, Harvard’s President, Claudine Gay, resigned amidst an antisemitism scandal. Contrary to expectations, her resignation was not prompted by allegations of antisemitism at the renowned institution but by accusations of plagiarism. While such accusations warrant the resignation and removal of an academic in such a pivotal role, it is crucial not to overlook the controversy surrounding her decision to step down and the pressure exerted by members of the US Congress and Harvard’s Jewish Community.
Gay, alongside other esteemed university presidents such as Liz Maguill of the University of Pennsylvania (who also resigned) and Sally Kornbluth of the Massachusetts Institute of Technology, faced scrutiny following allegations of antisemitism and potential endorsement of university authorities. This situation preceded a hearing initiated by the US Congress Republican Party to investigate “their actions to curb and penalize antisemitism in their respective universities.” [1]
Claudine Gay, president of Harvard University taken by Ken Cedeno, ReutersSally Kornbluth, president of Massachusetts Institute of Technology taken by Kevin Dietsch/Getty ImagesM. Elizabeth Magill, president of University of Pennsylvania , taken by Kevin Dietsch/Getty Images
The inquiries and pressure directed at these university presidents are just the tip of the iceberg in the attempt to stifle freedom of speech in American universities. For instance, Columbia University prohibited participation in demonstrations supporting either Palestine or Israel. While this initially suppressed the two main student groups, the resolution backfired as students organized protests and formed over 40 student groups to continue expressing support for their causes.[2] Another example is the decision by Ron DeSantis, Governor of the State of Florida, to declare all pro-Palestinian groups in state universities illegal and compel their closure.[3]
The situation unfolding in American universities and the congressional approach to the matter threatens academic freedom and the right to freedom of speech. This is exacerbated by the fact that this precedent could set an example nationwide, where a pro-Palestinian liberation movement emerges without the intention of promoting hate speech but instead creating discomfort for those with differing views. On the other hand, the concern lies in the unequal treatment of hate speech incidents, mainly when directed against Palestinian or Muslim students.
“Anti-zionism is Antisemitism”?
The initial misstep in defining the boundaries of tolerance for expressions of support for the Palestinian movement occurred with the congressional resolution that equates anti-Zionism with antisemitism. [3] This sets a dangerous precedent, as many anti-Zionist movements advocate for a ceasefire in Gaza or criticize Israel’s military actions without promoting hatred or discrimination against Jews. Since October 7, several pro-Israel motions have been endorsed by Congress, reflecting widespread support for Israel among most US legislators during its offensive in Gaza, resulting in the tragic deaths of over 16,000 Palestinians.[4]
The conflation of anti-Zionism with antisemitism definitions has led to the interpretation of any form of support for Palestinians as acts of antisemitism. University presidents faced questioning on this matter, often relying on context to address inquiries. Their responses were often hesitant, not firmly stating whether certain behaviours are antisemitic or not, emphasizing the importance of context. In an environment where pro-Palestinian expressions are perceived as universally antisemitic, nuanced responses are challenging to provide, leading to the coerced cessation of pro-Palestine protests by university students.
Determining whether specific expressions may be considered antisemitic requires a case-by-case analysis, potentially placing such behaviours outside the protection scope of the right to freedom of speech. Article 19 of the International Covenant on Civil and Political Rights (ICCPR) asserts that everyone is entitled to freedom of speech, making expressions of support for Palestinians a fundamental exercise of this right. Striking a balance between freedom of speech and the prevention of hate speech is essential, though international human rights law lacks a formal definition of “hate speech.” Instead, most United Nations instruments refer to “incitement to discrimination, hostility, or violence.”[5]
Limitations on freedom of speech under international law aim to reconcile two fundamental principles. On one hand, the principle of equality and non-discrimination ensures the equal enjoyment of human rights, protection under the law, and dignity without discrimination. On the other hand, the right to freedom of opinion and expression safeguards the right to hold opinions without interference and to express, seek, receive, and impart information and ideas across all mediums and without borders. [6] Advocating for the implementation of drastic measures that quash any expression of support for Palestinians is a misguided approach in the pursuit of a shared objective, which ideally should be peace and the safeguarding of human dignity, irrespective of individual perspectives on the Gaza conflict.
American citizens pro-Palestinian protest in front of Israel Consulate – by Hossam el-Hamalawy on Flickr
The challenge for academy and university students
An intriguing aspect to ponder is the state of academia when contentious issues arise, potentially jeopardizing even professional positions. Will contributions to the analysis of the Conflict in Gaza, particularly from academics at renowned American universities, be tainted and stifled by the fear of being branded as antisemitic?
While advocating for the punishment of hate speech, incitement to Violence, or genocide against any involved groups in the conflict is commendable, the challenge lies in striking a balance that preserves academic freedom. This concept, rooted in medieval European universities,[6] encompasses the freedom of teachers and students to engage in teaching, studying, and research without undue interference or constraints from law, institutional regulations, or public pressures. Its fundamental tenets include teachers’ freedom to explore subjects of intellectual concern, present findings without censorship, and teach in a professionally appropriate manner.
Students can study relevant subjects, form conclusions independently, and express their opinions. Advocates argue that the justification for academic freedom is not solely for the comfort of educators and students but for societal benefits.[7] A society thrives when the educational process fosters knowledge advancement, and such progress is best achieved when inquiry remains free from state, institutional, or special-interest group restraints. In that sense, more than trying to suppress opinions, universities should promote healthy discussions among different perspectives and encourage students to participate in other academic spaces.
Ironically, being a college president may be one of the least desirable positions in American universities. The removal of a university president should ideally result from internal deliberations among board members and academic personnel, not from political pressures emanating from the Capitol. Universities must remain immune to political coercion, and authorities should distinguish between this and exercising freedom of speech and promoting academic freedom. At the moment, actions appear to favour a specific narrative, undermining the potential for diverse and healthy approaches and discussions in a nation where no voices should be silenced.
[2]Stack, Liam, for The New York Times. (November 2023) Columbia Closes Campus as Israel-Hamas protests erupts. https://www.nytimes.com/2023/10/12/nyregion/columbia-university-israel-hamas-protests.html
[3]Hay, Andrew for Reuters. Florida´s De Santis bans Pro-Palestinian Student Group. https://www.reuters.com/world/us/floridas-desantis-bans-pro-palestinian-student-group-2023-10-25/
[4]Mohamed, Edna, and others for Al Jazeera. Israel-Hamas war updates: More than 16,200 dead in Gaza from Israeli Attacks. https://www.aljazeera.com/news/liveblog/2023/12/5/israel-hamas-war-live-israeli-attacks-on-southern-gaza-reach-new-depths
[6]Simpson, R. M. (2020). The relation between academic freedom and free speech. Ethics, 130(3), 287-319.
[7]Hinchey, P. H. (2010). Finding freedom in the classroom: A practical introduction to critical theory (Vol. 24). Peter Lang; Barrow, C. W. (2017). Realpolitik in the American University: Charles A. Beard and the problem of academic repression. In Neoliberalizing the University: Implications for American Democracy (pp. 26-46). Routledge.
Brunei Darussalam is a nation nestled on the island of Borneo in Southeast Asia, neighboring Malaysian Borneo states of Sabah and Sarawak and Indonesian Kalimantan. With one of the highest per capita incomes in Asia and nearly all Millennium Development Goals achieved, Brunei’s education system has been on a path of continuous reform and growth. It provides free education to children in primary and secondary levels and the gross enrollment in the respective level has reached 100.1 and 92.1 in 2019 according to World Bank statistics. The 97% adult literacy rate of both sexes is also a remarkable success for national education. Reflecting its Islamic heritage and monarchy, Brunei emphasizes faith and loyalty to the Sultan. Yet, British influences persist, shaping curricula and structures. Over the past three decades, the country has implemented significant educational changes, from bilingual education to emphasizing noble moral values in the curriculum and introducing a national curriculum for the 21st century.
Despite the enviable prosperity and educational standards, Brunei still faces educational challenges in different aspects, including gender bias in the teaching profession, skill-education mismatches, low tertiary enrolment, and teacher shortages.
General Strategy: Sustainable Education in Brunei
Launched in 2007, Wawasan (or Brunei Vision) 2035 represents the country’s commitment to economic diversification and the development of an educated, highly skilled populace. The first goal of this vision is to create a nation of accomplished people, emphasizing the importance of achieving a first-class education and providing equal educational opportunities for all. Approved by the Ministry of Education in 2009, the Sistem Pendidikan Negara Abad ke-21 (SPN21) has ushered in significant changes in Brunei’s education system. It sets out three important facets: education structure, curriculum and assessment, and technical education. It also includes the goal of achieving equality in educational fields and improving the inclusion of disadvantaged and at-risk learners. This system aims to modernize education in the country, aligning it with the demands of the 21st century.
Multifold Challenges Faced by Brunei
Imagine this: You’ve spent years diligently studying, striving for excellence, only to find yourself in a job market where your qualifications don’t quite fit the bill. This is the harsh reality facing many Bruneian citizens. According to the CSPS Brunei Economic Outlook 2021 publication, the incongruity between skills and qualifications has emerged as a critical issue, profoundly affecting the employability of Bruneians in the private sector. It exists among the low-skilled as well as among graduate work entrants. (Rizzo, 2015) The Sultanate grapples with the gap between the skills people acquired through education and the skills required by the job market. The statistics paint a grim picture: an unemployment rate hovering at 9.3% in 2017, with the burden falling heavily on the shoulders of the nation’s youth, where a staggering 25.3% find themselves without work. But 2022 has seen improvement with the unemployment rate dropped to 5.2%, despite slightly higher than the 4.9% of 2021.
The irony lies in the fact that Brunei boasts a relatively high rate of tertiary-educated individuals but falls short in providing the high-skilled job opportunities that these graduates aspire to. In an effort to combat high unemployment rates, Brunei initiated the i-Ready paid apprenticeship program. Registered with the JobCentreBrunei, unemployed graduates would be exposed to potential employers in public and private sectors. For a maximum period of three years, the apprentice would receive a monthly allowance of $800 (BND) from the Brunei government, while working for the companies. In other words, the government subsidizes the apprentice to gain working experiences for future career. It sounds like a sweet idea, what could go wrong? A commonly found problem is that the payment barely covers the basic needs of survival, as single person monthly estimated costs in Brunei are $1,000 (BND) without rent. With the poor salary and absent benefits, the apprentices still find themselves expected to fulfill the workload of a contracted employee. The reality that some companies are reluctant to provide a permanent spot for the apprentices only worsens the situation. A ‘hiring freeze’ is noticed since the i-Ready program rolled out, and the abusing of under-paid human resources are no longer news to Bruneians. I-Ready apprentices questioned that if they are being exploited after investing all those years and energy in obtaining tertiary degrees. Overall, it should be acknowledged that i-Ready program is far from an anecdote for addressing the current unemployment issues. More vigilant monitoring is required in place to improve the situation.
In a bigger picture, while Brunei has made strides, the road to tertiary education is still less traveled. With a tertiary enrolment rate of just 31.99 percent, Brunei falls below the global average. For comparison, the world average in 2020 based on 113 countries is 51.98 percent. But there is hope on the horizon. Recent years have witnessed a modest increase in tertiary enrolment. In addition to the low enrolment, scholars pointed out that the gender disparity in academic achievement exist, as females far outperform their male counterparts in those subjects key to admission criteria, provided the fair opportunity to tertiary education. Another persistent issue in Brunei’s education system is the shortage of teachers. Various reports have highlighted shortages in different subjects and specializations, including English, art, pre-school, and special education. The Special Education Unit struggles to accommodate the annual increase in the number of students, adding to the challenge faced by teachers. To address teacher shortages, Brunei has implemented measures such as the School Leadership Programme (SLP) and the Teacher Service Scheme to enhance the prestige of the teaching profession. However, ongoing efforts are needed to attract and retain educators, especially those in specialized fields like special education. The Ministry of Education defines inclusive education as ‘giving all children and students, including those with special needs, an opportunity to learn alongside their peers under the same teaching and learning conditions’. It is required that appropriate individualized education being rendered to those students with special needs, including but not limited to physical, mental, behavioral aspects.
A report submitted by Brunei to UNESCO in 2014 revealed a significant gender bias in the teaching profession. While there were more women school leaders and teachers in early childhood, primary, and secondary education, fewer women occupied teaching roles at higher levels, such as Technical and Vocational Education (TVE). As shown in an OECD brief about the imbalanced gender ratio in education, it is not uncommon that female teachers are under-represented at tertiary level among OECD countries. The skewed gender ratios in different level of education indicates not only the persisting gender stereotypes that women are caregivers of children, but also the difference in accessibility of professional education for men and women. Addressing this disparity is crucial for promoting gender equality in education. Regardless of educational levels, teaching professionals overall earn lower wages than other professionals in Brunei, as one article of International Labour Organization revealed this worldwide phenomenon. (ILO, 2023) In one salary guide published by Brunei government in 2023, in the similar level of career, teacher wages are comparable only with hospitality, culinary, retail and cleaning services. Despite teaching career has much room for progression, it nevertheless is eclipsed by civil works, fiance and logistics.
Conclusion
Brunei’s journey towards educational excellence is commendable, with significant achievements in literacy, enrolment rates, and curriculum reforms. However, challenges persist, ranging from gender bias in the teaching profession to skill-education mismatches, low tertiary enrolment, and teacher shortages. The implementation of inclusive education in Brunei is also a barrier to achieve equality.
To navigate these challenges successfully, Brunei must continue its commitment to the goals outlined in Brunei Vision 2035 and SPN21. By investing in relevant education, fostering creativity and entrepreneurship, and addressing teacher shortages, the nation can bridge the gap between its youth’s expectations and the employment opportunities available. With strategic planning, policy reforms, and dedication to quality education, Brunei can ensure that its citizens are not only well-educated but also equipped with the skills and knowledge needed to thrive in the rapidly changing global landscape. The future of Brunei’s education system holds the promise of even greater accomplishments, aligning with the nation’s vision for 2035 and beyond.
References
Hiew, Wendy & Tibok, Rose Patsy. (2019). Higher Education Institutions and Systems, Brunei Darussalam. 10.1007/978-94-017-9553-1_584-1.
International Labour Organization (ILO). (2023, October 5). Quality education for all? We need (more) teachers! [https://ilostat.ilo.org/quality-education-for-all-we-need-more-teachers/]
Manpower Planning & Employment Council (MPEC). (2023). SALARY GUIDELINE. [https://www.mpec.gov.bn/Lists/EmployeePoliciesAndGuidelines/Attachments/8/Salary%20Guideline%20-%202023%20Edition.pdf]
Metussin, H. (2017). Gender gap in academic achievement in Brunei tertiary education: Qualitative perspective. European Journal of Social Sciences, 9(2), 28–41.
Neue. (2018). I-Ready: Is It Ready? [https://whatsneue.online/2018/09/19/i-ready-is-it-ready/]
OECD. (2022). Why is the gender ratio of teachers imbalanced? [https://www.oecd.org/publications/why-is-the-gender-ratio-of-teachers-imbalanced-8fea2729-en.htm]
Rizzo, G. (2015). Unemployment Issues among University Graduates in Brunei Darussalam. CSPS Working Paper.
The Global Economy. (n.d.). Tertiary school enrollment. [https://www.theglobaleconomy.com/rankings/Tertiary_school_enrollment/]
The Scoop. (2020, March 11). Govt probes alleged exploitation of i-Ready trainees. [https://thescoop.co/2020/03/11/govt-probes-alleged-exploitation-of-i-ready-trainees/]
World Bank. (2022). Brunei unemployment rate. [https://www.ceicdata.com/en/indicator/brunei/unemployment-rate]
Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 15th of January, 2024. Broken Chalk aims with this letter to increase public awareness of Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.
You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.
Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum currently in several countries.
These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.
Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’
Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.
We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.
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