Educational Challenges in Iran

Written by Uzair Ahmad Saleem

Photo by sina drakhshani on Unsplash

Iran has a rich cultural heritage and a long history of educational excellence, dating back to ancient times when it was known as Persia. However, the country is currently confronted with various issues in the education sector that jeopardise its ability to provide high-quality education to its citizens.

Around 7 million children lack access to education, and an estimated 25 million illiterates are in Iran.

Poverty

Education is considered compulsory in Iran for children aged 6 to 11. However, access to education remains a significant barrier in Iran, particularly for pupils from low-income families.

One of the main barriers to education is poverty, particularly in rural areas, where access to schools, qualified teachers, and transportation is limited.

Over the past three years, fewer students have been attending college. According to Iranian state media, this decrease is due to poverty, the absence of free education, and the lack of government support for college students. The total number of college students fell from 4,811,581 in the academic year 2014–2015 to 3,616,114 in the academic year 2017–2018.

Gender inequality

Additionally, Iran’s educational system still struggles with gender inequality. Girls are still underrepresented in higher education, despite the fact that their enrolment in primary and secondary education has increased dramatically over the previous few decades.

According to the World Bank, the literacy rate for adult girls in Iran is 85%, compared to 92% for adult boys. Many families still prioritise early marriage over their daughters’ education.

Because of this, female students encounter substantial obstacles while wanting to pursue education beyond the first grade, and gender segregation in schools restricts their ability to pursue further education.

Monetary issues

Another threat to Iran’s educational system is a lack of capital, which leads to a dearth of trained teachers, inadequate facilities, and antiquated equipment.

Many educational facilities are subpar and unsafe, with a scarcity of teaching areas. In fact, one-third of Iran’s schools are so flimsy that they must be demolished and rebuilt.

The city council chair in Tehran, Ray and Tajrish, Mohsen Hashemi, said that “700 schools in Tehran will be destroyed in case of a severe storm, let alone earthquake.”

Despite the government’s efforts to enhance educational investment, Iran’s educational expenditure remains low compared to other countries in the region.

According to the World Bank, Iran’s education expenditure as a percentage of GDP was 3.6% in 2020, much lower than the average education expenditure in other upper-middle-income nations.

While Iranian Constitution states, “The government is obliged to provide free elementary and high school education for all members of the nation and facilitate free higher education for all until the country is self-sufficient.” In contrast, Rouhani has ordered to shut down many schools in rural communities and to cut down the budget in the past few years.

An assistant professor at Allameh University stated that Iran’s percentage allocation of money to education is much less than the United Nations’ recommendation.

In addition, the school system cannot keep up with technological improvements due to a lack of resources. The lack of technology investment has led to outmoded equipment and a lack of teacher training, which has limited the use of technology in education and hampered Iranian students’ acquisition of digital skills.

Digital Inequality

Adding on, digital inequality is a problem that students have faced in recent years. A 2017 survey showed that 28% of Iranians had no internet access or only minimal internet access. While those with internet access, 80% of the users lived in cities and only 20% in rural areas.

During the coronavirus pandemic in 2019, when online learning was prioritised in Iran to reduce the virus’s spread, a considerable number of students dropped out. This was due to their inability to buy an internet connection and limited internet access in their area.

Political interference

Additionally, in Iran, the educational system is greatly influenced by the government, which has resulted in the politicisation of education and the promotion of a specific ideology.

The Iranian government strictly controls the curriculum, textbooks, and instructional materials used in schools and universities. School curricula are frequently linked with the government’s political and religious ideas, emphasising promoting Islamic values and the government’s version of Iranian culture and history.

The Iranian government’s influence on the educational system extends beyond classroom content.

It also affects the hiring and firing of teachers and university professors and the appointment of administrators. This can result in discriminatory hiring practices and the exclusion of individuals who do not align with the government’s ideologies, limiting the educational system’s diversity of perspectives and ideas.

Moreover, the Iranian government actively monitors and controls academic research, publications, and activities within the educational institutions.

Scholars, educators, and students who express opposing viewpoints or engage in critical thinking undermining the government’s narratives face restriction, intimidation, and even persecution. This generates fear and self-censorship among educators and students, restricting academic independence and the sharing of varied ideas and opinions.

As a result, the politics of education in Iran may impair students’ ability to think critically, question, and consider alternate points of view. It can limit their exposure to different points of view, limit their academic independence, and hinder their capacity to acquire critical thinking abilities, which are necessary for personal growth, societal progress, and fostering an open and inclusive intellectual environment.

Depletion of talent Finally, brain drain is another educational challenge that Iran is currently confronting. Many talented and educated Iranians are fleeing the nation for better career prospects and higher pay.

According to the IMF, which studied 61 nations, Iran has the highest rate of brain drain, with 150,000 educated Iranians leaving their native country each year. The annual economic loss from brain drain is estimated at $50 billion or higher.

This brain drain deprives the country of its brightest minds, reducing the country’s potential for economic growth and progress.

Addressing these challenges requires significant reforms and investment in the education system.

The Iranian government must prioritise education by boosting funding in schools and universities, hiring and training qualified teachers, and upgrading curricula to emphasise critical thinking, problem-solving, and creativity.

Furthermore, the government must address educational challenges experienced by female students, particularly in rural regions, and promote gender equality in education.

Conclusion

Investing in technology is also essential for developing Iran’s educational system. The government must offer the most up-to-date technology to schools and institutions and invest in training teachers to use it successfully in the classroom. This will not only help students build digital abilities, but it will also prepare them for the demands of the twenty-first-century labour market.

By doing so, Iran can overcome these challenges and build a more prosperous and successful future.

featured image by David Pennington via Unsplash

References.

https://www.britannica.com/place/Iran/Education

https://data.worldbank.org/indicator/SE.ADT.LITR.MA.ZS?locations=IR

https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?locations=IR

https://iranfocus.com/life-in-iran/33917-the-iranian-education-system-in-tatters-due-to-poverty/

https://iran-hrm.com/2019/09/22/repressive-state-and-low-quality-of-education-in-iran/

https://observers.france24.com/en/20200421-iran-internet-covid19-distance-learning-poverty

http://www.us-iran.org/resources/2016/10/10/education

https://shelbycearley.files.wordpress.com/2010/06/iran-education.pdf

Press Release: International Cyber Censorship Day 2024

12th March 2024

Some governments use cyber censorship to suppress the right to freedom of speech.

Cyber Censorship is an emergent issue that is evident to this day. Cyber Censorship can be identified as the control or suppression of what can be accessed, published, or viewed online. It can be practised in different forms by governments, organisations, or even individuals who try to restrict access to content, especially on the Internet. Until now, governments still practice cyber censorship; some countries, such as Saudi Arabia, practice cyber censorship regarding religion, as many websites or content that is considered offensive to the Islamic region is removed. Countries like China and Iran ban access to social media and practice high censorship policies to detect and block any information regarding the regime[1]. In some ways, Cyber Censorship is being used to allow the internet to be a safer platform for children, reduce racism, or reduce radical ideologies; however, currently, cyber censorship has taken a darker turn as governments use it as a tool to suppress individuals and rights of freedom of speech.

            In research done by the Freedom House 2023, the top 10 countries with the worst internet Censorship were China, Myanmar, Iran, Cuba, Vietnam, Russia, Saudi Arabia, Pakistan, Ethiopia, and lastly, Eygpt.  These countries typically block websites and apps that can lead to political change or Western propaganda. Chinese internet censors are known to monitor what individuals say and post, and many countries on the list above practice the same methods. This raises the alarming idea of an invasion of privacy and violating the fundamental human rights amendments of freedom of speech. Common reasons why governments would invoke such measures are Fear of criticism towards governments, accessing information that could inspire people to act out against the

Government, or even using the internet to coordinate events such as the Arab Spring Revolution[2].

Interestingly, research conducted by Cherry & Michigan Engineering (2020) has shown that cyber censorship is increasingly spreading in world democracies such as Norway, Japan, Italy, India, and Poland. However, it was not as aggressive as China’s policies on its citizens. Yet, it is essential to shed light on all sorts of censorship and critically analyse the root or the reason for it. In June 2019, Poland experienced a series of protests, and coincidentally, there was a spike in censorship regarding social media websites and Human Rights Watch streams. Similarly, in Japan, when the G20 Summit occurred in 2019, citizens experienced censorship with a few networks. This research concluded that when there is a high-importance political event, social unrest, or new laws, there is a spike or an increasing trend with cyber censorship[3].

Adding on the above, in the current genocide that Palestinians are facing, there has been much news and evidence of Cyber Censorship that is being practised not only by complicit countries but also by social media organisations such as Meta. Many users of Instagram have been reporting that they are either shadow-banned on their stories or cannot share their posts because they get automatically deleted. Even authors, activists, journalists, and filmmakers were automatically hidden or even had their content deleted if they mentioned Palestine within their content. This is not a phenomenon that was only seen on social media. Also, the Western government tried to censor and apply propaganda when dealing with this genocide[4]. Palestinians and other world citizens are concerned, as these violations are clear and direct restrictions on their freedom of expression, access to information, freedom of assembly, and political participation.

Broken Chalk announces it to the public with due respect.

Signed by

Broken Chalk

International-Cyber-Censorship-Day_2024_Press_Release_Eng

[1] Vojinovic, I. (2023, May 6). Internet Censorship: Definition, Types, & How It Can Affect You. Sirisha. https://dataprot.net/articles/what-is-internet-censorship/

[2]  World Population Review. (2024). Countries That Censor The Internet 2024. https://worldpopulationreview.com/country-rankings/countries-that-censor-the-internet

[3] Cherry, G. & Michigan Engieering. (2020). “Extremely Agressive” Internet Censorship Spreads in the World’s Democracies. https://news.umich.edu/extremely-aggressive-internet-censorship-spreads-in-the-worlds-democracies/

[4] Shankar, P., Dixit, P., & Siddiqui, U. (2023, October 27). Are social media giants censoring pro-Palestine voices amid Israel’s war? Al Jazeera. https://www.aljazeera.com/features/2023/10/24/shadowbanning-are-social-media-giants-censoring-pro-palestine-voices

Confronting Obstacles: Human Rights and Nuclear Testing in the Marshall Islands

Presented by Caren Thomas and Merve Tiregul

The Marshall Islands has faced significant challenges stemming from nuclear legacies, primarily due to the extensive nuclear testing conducted by the United States during the Cold War. One concrete example is the Bikini Atoll, where the US conducted the Castle Bravo test in 1954.

The Marshall Islands has faced significant challenges stemming from nuclear legacies, primarily due to the extensive nuclear testing conducted by the United States during the Cold War. One concrete example is the Bikini Atoll, where the US conducted the Castle Bravo test in 1954.

The Marshall Islands has engaged in legal initiatives to seek compensation and acknowledgement from the United States for the damages caused by nuclear testing. Non-governmental organisations like the Marshall Islands Nuclear Claims Tribunal were established to seek compensation and acknowledgement from the United States for the damages caused by nuclear testing. While the tribunal stopped functioning in 2011, it nevertheless played a crucial role in holding the United States accountable for its nuclear testing and achieving justice for the affected Marshallese. The tribunal’s major cases include the Enewetak Class Action, Utirik and Rongelap, and Bikini.
The Marshall Islands National Nuclear Commission has prepared an action plan to achieve nuclear justice. With this action plan, they focus on five pillars of nuclear justice: compensation, healthcare, environment, national capacity, and education and awareness. The Commission asserts that only after fulfilling these pillars can the Marshallese and their land heal. They demand compensation for property damage and personal injury, the right to quality healthcare, specifically for cancer, the right to live in a safe environment without exposure to radiation, having the national capacity to detect and monitor radiological threats, and the ability to educate and spread awareness about their nuclear history for future generations. In terms of compensation, the focus is on requesting a resolution from the US Congress and launching a public awareness campaign to address the impact of ongoing nuclear testing. Healthcare goals include ensuring nationwide services for all illnesses, facilitating easy referral to overseas facilities, and enhancing understanding of health trends, radiation impacts, and intergenerational effects. Environment objectives involve raising awareness about radiation exposure and addressing challenges related to the nuclear waste storage facility on Runit Island. For nuclear capacity, the emphasis is on developing national capabilities for monitoring and interpreting nuclear-related research. Lastly, in education and awareness, the Commission aims to empower communities with knowledge and leadership skills to address nuclear testing impacts and ensure future generations possess a strong understanding of nuclear history and the capacity to address challenges.

15A_Input_for_report_on_challenges_to_human_rights_stemming_from_the_Marshall_Islands_nuclear_legacy

Download the PDF here.

Featured Image “US nuclear weapons test at Bikini Atoll in the Marshall Islands in 1946” by International Campaign to Abolish Nuclear Weapons on Flickr.

1 Blancaflor, S., Escobar, A. (2018). Filipino Cultural Schools Helps Bridge Filipino Americans and their Heritage. Available at: https://www.nbcnews.com/news/asian-america/filipino-cultural-schools-help-bridge-filipino-americans-their-heritage-n924381

2 Ibid.

3 Del Rosario,K.A., Inero Valbuena, A. (2020). Unfolding of Filipino School Leadership Experiences in Doha, Qatar. Asian Journal of University Education, 16(1), pp.97-108. Available at: https://eric.ed.gov/?id=EJ1252260

4 Magante, M. C. (2020). The determinants of migration: Italian regional factors and the relationship with Filipino migrant labour supply. World Journal of Applied Economics, 6(1), 21-39.

5 Republic of the Philippines. (2017). PHL Embassy Promotes Phl Culture, Tourism in Huge ‘Barrio Fiesta‘ in Rome. Available at:https://dfa.gov.ph/dfa-news/news-from-our-foreign-service-postsupdate/12618-phl-embassy-promotes-phl-culture-tourism-in-huge-barrio-fiesta-in-rome

6 Yonaha, Y. (2024). Negotiating Leisure Constraints in the Pandemic: The Case of Migrant Domestic Workers in Hong Kong. Int J Sociol Leis. Available at: https://doi.org/10.1007/s41978-024-00150-8

7 Ibid.

8 Smith, D. M., & Gillin, N. (2021). Filipino nurse migration to the UK: understanding migration choices from an ontological security-seeking perspective. Social Science & Medicine, 276, 113881. Available at: https://www.sciencedirect.com/science/article/abs/pii/S0277953621002136

9 Ibid.

10 Magliveras, S., & Al Qurtuby, S. (2023). Connecting worlds: Filipino and Indonesian sojourns to Saudi Arabia. Asian and Pacific Migration Journal, 32(3), 549-571. Available at: https://doi.org/10.1177/01171968231211075

11 Ibid.

Educational Challenges in Togo

https://www.flickr.com/photos/thomsonreutersfoundation/23177205770/in/photolist-nzTumY-4WNvz2-2kh9bFK-2m2LTit-ngfV4C-5vSCGb-4WSN4L-8nM8hw-4WSN5s-nxLv9o-ngfLEK-nvGBf3-nxKuWT-ngfVfG-b7TnKg-bYGPoG-9rc4wU-8gev1B-d1EWhj-ch3XPG-5vQ7VA-ch3Z1J-9tq7qZ-5vNisa-aoCQM7-og9EnD-Bj6eN3-5vSCVN-5vSCRf-5vNivi-diuqm1-24ZJHtP-7pwwCy-yCuEf7-4WSN4b-2kVthJT-9tt4JY-ANGPas-9tq7W6-2mB5DuR-vwwcF-2nSiEcm-d1EV5C-9tt4v1-ovBuSW-9tq7eD-dAvHto-9tt56h-4xVcSP-2njDVZS

Written by Mamta Rao

Children in class in Lome’ Togo photo by michndb via Flickr.

Togo, officially known as the Togolese Republic, is a small tropical nation on Africa’s west coast. It is bordered by Ghana, Benin, and Burkina Faso and is home to approximately 8.5 million people. Despite its scenic coastal location along the Gulf of Guinea, Togo remains one of the least developed countries in the region, with significant disparities between rural and urban areas.¹

This article aims to delve into several significant challenges confronting the education system in Togo.
Education is an essential part of Togo’s national development roadmap for 2020–2025. While crises in Togo have hindered progress in education, the government has committed to developing effective education strategies. The development of Togo’s education system includes addressing numerous challenges.²

Poverty

Upon the culmination of primary school, over 50% of children in low- and middle-income nations struggle to read and comprehend a basic story. This learning crisis threatens countries’ efforts to build human capital and achieve the Sustainable Development Goals (SDGs), undermining sustainable public disclosure. The poverty level is twice as high in rural areas (58.8%) as in urban areas (26.5%) in Togo. This disparity largely stems from concentrated economic growth in modern sectors and limited access to quality services. Notably, poverty is more prevalent in female-headed households, with a rate of 45.7% compared to 45.2% in male-headed households. Women face greater vulnerability due to limited access to economic opportunities, education, healthcare, and other essential socio-economic amenities.

Togo’s Human Capital Index (HCI) score, standing at 0.43, reflects the concerning reality that children born in Togo today will only achieve 43% of their potential productivity as adults due to limited access to essential services such as healthcare, education, and proper nutrition. The experiences children have in early childhood significantly impact their lifelong development. Providing nurturing care during this crucial period is essential. Pre-primary education is recognised as a vital intervention in early childhood.³

Primary Education Expenditure

Primary education expenditure per child of primary education age in Togo is USD 297 (PPP), 47.2% below the average for the Sub-Saharan Africa region and 65.3% above the average for low-income countries. Togo’s education sector suffers from chronic underfunding, leading to insufficient resources for schools, low teacher salaries, and inadequate infrastructure. This affects the overall quality of education and limits the government’s ability to address other educational challenges effectively.⁴

In Togo, some private elementary schools (e.g., École Française and the American School of Lomé) have computer laboratories, but the school fees are not within the reach of the average Togolese family. Some private secondary schools, particularly those following the French education system and participating in external French examinations, provide computer laboratories for their students’ use., but only about 5% of Togolese youth know how to use computers.⁵

Learning Poverty

Togo, as well as many other African countries, is facing a learning crisis. Learning poverty is one of the factors contributing to low educational attainment. As per the World Bank and UNESCO estimations, 82% of children are not able to read and understand an age-appropriate text by age 10. Boys are less likely to achieve minimum proficiency at the end of primary school (81.5%) than girls (79.8%) in Togo. Notably, learning poverty rates are higher among boys than girls in Togo. In Togo, data from large-scale student learning assessments reveals that 81 per cent of children fail to reach the Minimum Proficiency Levels (MPL) by the end of primary school, as indicated by statistics from grade 6 in 2019. 5 per cent of primary school-aged children are not enrolled in school.⁶

According to the 2016 PASEC assessment at the beginning of schooling, the Togolese education system is among the least effective, with at least 50% of students who do not sufficiently master the knowledge and skills to pursue schooling in good conditions.⁷

Adolescent Girls Out of School

In Togo, 28 per cent (2017) of adolescent girls are out of school. Violence against children is still frequent and rarely denounced because it is considered legitimate by adults. The practice of child marriage affects 11.2% of girls aged 15–19. Girls’ dropouts persist because of pregnancies and the risk of violence.⁸

School dropout rates

The share of out-of-school children is lower for boys (2.8%) than for girls (7.8%). According to the UNESCO Institute of Statistics, the primary school completion rate was 87 per cent in 2022 for girls and 91 per cent for boys. However, the completion rates for lower secondary education indicate a significant decline, with only 59.9 per cent of girls and 66.8 per cent of boys completing their education. Gross enrolment rates for secondary education were 58 per cent for females and 70 per cent for males. Gross enrolment in tertiary education was 11 per cent for women in 2020 versus 19 per cent for men. This shows a significant drop-off in enrolment and completion as students progress to the next levels.⁹ ¹⁰

AFRICAN CHILDREN, TOGO photo by Patty vermillion$baby via Flickr.

Language barrier

The language of instruction throughout the school system is French, the official language of Togo. However, local languages are used in public and denominational kindergartens, but they remain confined to this level of education. ¹¹ There exists a concern within certain segments of the Togolese population regarding the potential premature erosion of the effectiveness of French. As it stands, French is the exclusive medium of education and serves as the primary language for communication across various sectors of society, including infrastructure and commercial endeavors. There is an observable deterioration in the teaching standards of the French language.¹²

Economic and social development issues

Togo faces significant challenges in achieving universal primary education. There are pronounced social disparities, particularly in academic programs, with girls and disadvantaged groups bearing the brunt of these inequalities. Regional disparities also persist, limiting schooling opportunities across different areas. Primary and secondary education suffer from high repetition rates, highlighting inefficiencies in the education system. Additionally, there is a notable gap between the skills acquired through education and the job market demands.

Togo’s education sector’s learning and working conditions are substandard, characterised by insufficient resources for purchasing equipment. Access to various levels and types of learning remains limited, exacerbating the educational divide. Furthermore, the distribution of teachers is uneven, with many being underqualified and exploited. The scarcity of books and teaching materials further hampers the learning process for both educators and students.

The utilisation of information and statistical systems is minimal, hindering effective planning and decision-making in education. Administrative management is also lacking, contributing to inefficiencies and bureaucratic hurdles. Moreover, there is inadequate oversight of the demands from the socio-professional sectors, leading to mismatches between educational outputs and the needs of the workforce. Addressing these multifaceted challenges is crucial for improving the quality and accessibility of education in Togo.¹³

Disputes between the government and teachers

Togo has experienced significant tensions and disputes between the government and teachers in recent years. These disputes often revolve around inadequate pay, poor working conditions, a lack of resources, and demands for educational reforms.

The SDI study (2016) has shown that most teachers do not master teaching content. On average, only 45% of the teachers scored well on a test designed to measure student achievements.¹⁴ ¹⁵

Highlight success stories and initiatives

Togo is ranked 162nd in 2021-2022 in terms of human development. The index of the gender development rate is 0.849, and the gender inequality index is 0.580. The government continues to expand access to social services and strengthen the institutional framework for gender.¹⁶

The country is making enormous efforts to recruit 3,300 teachers, but the State is still facing a demand to improve student performance. Despite these challenges, the transition rate from primary to secondary education increased to 84.5 per cent.¹⁷

For the past four years, a mobile library has been travelling through remote areas in Togo. It is suitable for those parents who cannot afford the books. This effort made Togo’s history known to generations in the French language through storytelling, with the belief that modern education must be combined with traditional ways that were lost due to colonisation.¹⁸

Owing to funding from Japan, the World Bank, and UNICEF, the refrigeration of vaccines during the pandemic has been reinforced or renewed in almost 95% of the country’s health facilities. The percentage of children with access to primary health care at the community level in the Savannah and Kara regions increased from 80.4% in 2021 to 82.2% in 2022.¹⁹

The UNICEF office in Togo has received vital support from financial partners, covering 32% of the COVID-19 Response Plan. These funds, provided by the Government of Japan, USAID, the Global Partnership for Education, and VLISCO, have played a crucial role in implementing measures to combat the spread of the virus and mitigate its socio-economic impact in Togo.

Togo’s formal education system operates on a 2-6-6 structure, and efforts have been made to enhance its quality and effectiveness. UNICEF and UNESCO conducted a comprehensive analysis of the Togolese education sector, proposing strategies to improve learning outcomes. As a result, Togo has adopted a national teacher policy aimed at enhancing teacher training, professionalism, and effectiveness, thereby improving educational standards across the country.

UNFPA has initiated a national program targeting teenage pregnancies and marriages, both within school and out-of-school settings. Aligned with Togo’s National Equity, Equality, and Gender Policy, this program aims to tackle gender disparities in education and promote gender equality. By addressing issues such as early marriages and pregnancies, the program contributes to fostering a more inclusive and equitable education system in Togo.

The country took steps in early 2022 to make birth registration free, the rate of which is nearly 83%. Several investments have improved children’s access to justice without reducing the extent of children’s deprivation or improving their care.²⁰

Conclusion

Addressing these challenges requires comprehensive reforms, including investments in infrastructure, teacher training, curriculum development, and policies aimed at promoting gender equality and inclusivity in education and enhancing social protection initiatives. Additionally, fostering partnerships with international organisations and donors can help mobilise resources to support education initiatives in Togo.

References

¹ World Bank. (2018). Overview. World Bank. https://www.worldbank.org/en/country/togo/overview

² Global Partnership for Education. (n.d.). Togo. Retrieved from https://www.globalpartnership.org/where-we-work/togo

³ Update on the context and situation of children. (n.d.). Retrieved February 12, 2024, from https://www.unicef.org/media/136456/file/Togo-2022-COAR.pdf

⁴ World Bank. (n.d.). Togo – Education Sector Support Project: Project Information Document. Retrieved from https://documents1.worldbank.org/curated/en/099107507212210595/pdf/IDU0455ed0610479e0409d0911707b844ab0e59b.pdf

⁵ Togo Country Fact Sheet. Retrieved from https://wikieducator.org/images/6/63/Togo.pdf

⁶ Togo Learning Poverty Brief. (2022). https://documents1.worldbank.org/curated/en/099107507212210595/pdf/IDU0455ed0610479e0409d0911707b844ab0e59b.pdf

⁷ UNICEF. (2018). Togo – Thematic Programme 4 (TP4) – 2018. UNICEF. https://open.unicef.org/sites/transparency/files/2020-06/Togo-TP4-2018.pdf

⁸ Update on the context and situation of children. (n.d.). Retrieved February 12, 2024, from https://www.unicef.org/media/136456/file/Togo-2022-COAR.pdf

⁹ UNESCO. (2024). Togo: Education Country Brief. Retrieved from: https://www.iicba.unesco.org/en/node/89

¹⁰ UNESCO. “UFC TOGO – Rapport de l’Unesco sur l’éducation au Togo.” Retrieved from http://www.ufctogo.com/Rapport-de-l-Unesco-sur-l-066.html

¹¹ UNESCO. “UFC TOGO – Rapport de l’Unesco sur l’éducation au Togo.” Retrieved from http://www.ufctogo.com/Rapport-de-l-Unesco-sur-l-066.html

¹² Education.stateuniversity.com. (n.d.). Togo – Educational System—overview. Retrieved from https://education.stateuniversity.com/pages/1536/Togo-EDUCATIONAL-SYSTEM-OVERVIEW.html

¹³ Togo: Sectorial Plan for Education 2010-2020: Meeting the Challenge of Economic, Social and Cultural Development, issued in 2010. (2020). Unesco.org. https://www.uil.unesco.org/en/articles/togo-sectorial-plan-education-2010-2020-meeting-challenge-economic-social-and-cultural-development#:~:text=Main%20challenges%201%20Togo%20is%20far%20from%20achieving

¹⁴ Al Jazeera. (2022, April 7). Togo dismisses more teachers in fresh row with teachers union. Retrieved from https://www.aljazeera.com/news/2022/4/7/togo-dismisses-more-teachers-in-fresh-row-with-teachers-union

¹⁵ World Bank. (n.d.). Schooling in Sub-Saharan Africa: Challenges and Opportunities. World Bank. https://openknowledge.worldbank.org/server/api/core/bitstreams/d7677add-4100-5198-9c93-841072cb5e07/content

¹⁶ Togo First. “Togo improves ranking in UNDP’s Human Development Index.”, https://www.togofirst.com/en/economic-governance/2205-11945-togo-improves-ranking-in-undp-s-human-development-index.

¹⁷ UNESCO. (n.d.). Title of the Document. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000387400

¹⁸ Togo education: A better focus on indigenous authors • FRANCE 24 English. (n.d.). www.youtube.com. Retrieved February 14, 2024, from https://www.youtube.com/watch?v=0M6ax4BS4_c

¹⁹ UNICEF. “COVID-19 Situation Report No. 21 for Togo: January 2022.” Accessed February 20, 2024. https://www.unicef.org/media/136456/file/Togo-2022-COAR.pdf

²⁰ UNESCO. (2024). Togo: Education Country Brief. Retrieved from https://www.iicba.unesco.org/en/node/89

ما وراء المدينة المنورة: تفريغ التحديات التعليمية في المغرب

أناستازيا جوليداني

المغرب بلد شمال أفريقيا يحده المحيط الأطلسي والبحر الأبيض المتوسط والجزائر. يبلغ عدد سكان البلاد أكثر من ٣٦ مليون نسمة، مما يجعلها خامس أكبر اقتصاد في أفريقيا. على الرغم من أن المغرب هو واحد من أكثر البلدان ازدهارا واستقرارا سياسيا في المنطقة، فإنه لا يزال يواجه العديد من التحديات التعليمية
حسب اليونسكو، فإن معدل الإلمام بالقراءة والكتابة في المغرب يبلغ ٧٣٪، بمعدل إلمام بالقراءة والكتابة ٦٦٪ للنساء ٧٩٪ للرجال. على الرغم من أن هذا تحسن عن السنوات السابقة، إلا أنه لا يزال هناك تفاوت كبير بين المناطق الحضرية والريفية، مع انخفاض معدلات معرفة القراءة والكتابة في المناطق الريفية. وعلاوة على ذلك، فإن نوعية التعليم تشكل مصدر قلق، مع ارتفاع معدل التسرب وانخفاض مستويات التحصيل التعليمي
.في هذه المقالة، سوف ندرس التحديات التعليمية التي يواجهها المغرب، فضلا عن الحلول الممكنة لمواجهة هذه التحديات

Schoolchildren admiring an eclipse in Morocco. Photo by Universe Awareness.

التحديات التي تواجه نظام التعليم في المغرب
جودة التعليم
من أكثر التحديات التي تواجه نظام التعليم في المغرب إلحاحا هي جودة التعليم. يعاني العديد من الطلاب المغاربة من مهارات القراءة والكتابة الأساسية، مما يؤدي إلى ارتفاع معدلات التسرب وانخفاض مستويات التحصيل. وبحسب البنك الدولي، فإن ٣٦٪ فقط من الطلاب المغاربة الملتحقين بالمدارس الابتدائية يكملون التعليم الثانوي.
ويعزى نقص التعليم الجيد جزئيا إلى نقص المعلمين المؤهلين، ولا سيما في المناطق الريفية. وفقا لتقرير صادر عن وزارة التربية الوطنية والتكوين المهني والتعليم العالي والبحث العلمي المغربية، هناك نقص في أكثر من ٦٠٠٠٠ ، معلم في البلاد. ينتج عن هذا النقص أحجام أكبر للفصول، مما يجعل من الصعب على المعلمين توفير اهتمام فردي لكل طالب.
الوصول إلى التعليم
وفي حين أن التعليم إلزامي في المغرب، فإن العديد من الأطفال، ولا سيما في المناطق الريفية، لا يحصلون على التعليم. وفقا لتقرير صادر عن منظمة الأمم المتحدة للطفولة (اليونيسيف)، حوالي ٢٠٠٠٠٠ طفل مغربي تتراوح أعمارهم بين ٧ و ١٣ سنة غير ملتحقين بالمدارس. وتتأثر الفتيات بشكل خاص، حيث تفضل العديد من الأسر إبقاء بناتها في المنزل للمساعدة في الأعمال المنزلية أو تزويجهن في سن مبكرة.
وعلاوة على ذلك، يشكل الفقر عائقا كبيرا أمام التعليم في المغرب، حيث لا تستطيع العديد من الأسر تحمل تكاليف اللوازم المدرسية والزي المدرسي، فضلا عن النقل من المدرسة وإليها.
المناهج وطرق التدريس
تعرض نظام التعليم في المغرب لانتقادات بسبب مناهجها وأساليب التدريس التي عفا عليها الزمن. لا يتوافق المنهج الحالي مع احتياجات القوى العاملة الحديثة ولا يوفر للطلاب المهارات والمعرفة التي يحتاجونها للنجاح في القرن الحادي والعشرين.
بالإضافة إلى ذلك، فإن أساليب التدريس المستخدمة في المدارس المغربية غالبا ما تكون قديمة وتعتمد بشكل كبير على التعلم عن ظهر قلب وحفظها. هذا النهج لا يشجع التفكير النقدي أو الإبداع، والتي هي المهارات الأساسية في عالم اليوم المتغير بسرعة.
عدم المساواة بين الجنسين
عدم المساواة بين الجنسين هو تحد كبير في النظام التعليمي في المغرب. في حين أن الحكومة حققت تقدما في تعزيز تعليم الفتيات، لا تزال هناك فجوة كبيرة بين الجنسين في الالتحاق والإنجاز. وبحسب تقرير صادر عن اليونسكو، فإن صافي معدل التحاق الفتيات بالمدارس الابتدائية في المغرب يبلغ ٨٧٪، مقابل ٩٣٪ للبنين. وعلاوة على ذلك، فإن مستويات إنجاز الفتيات أقل من الفتيان، مع ارتفاع معدل التسرب.

Children in a classroom in Morocco. Photo by Antonio Cinotti.

تدريب المعلمين والتطوير المهني
يعد الاستثمار في تدريب المعلمين والتطوير المهني أحد أهم الحلول لتحديات التعليم في المغرب. يجب على الحكومة المغربية توفير المزيد من فرص التدريب للمعلمين لتعزيز مهاراتهم التعليمية وتعلم أساليب جديدة للتدريس.
بالإضافة إلى ذلك، يجب على الحكومة تحفيز المعلمين على العمل في المناطق الريفية من خلال تزويدهم برواتب أفضل ومساكن ومزايا أخرى. ومن شأن هذا النهج أن يساعد على معالجة النقص في المعلمين المؤهلين في المناطق الريفية وأن يوفر للطلاب إمكانية أفضل للحصول على تعليم جيد.
حلول للتحديات التعليمية في المغرب
الاستثمار في تدريب المعلمين
أحد أهم الحلول لتحديات التعليم في المغرب هو الاستثمار في تدريب المعلمين. يجب على الحكومة المغربية توفير المزيد من فرص التدريب للمعلمين لتعزيز مهاراتهم التعليمية وتعلم أساليب جديدة للتدريس.

بالإضافة إلى ذلك، يجب على الحكومة تحفيز المعلمين على العمل في المناطق الريفية من خلال تزويدهم برواتب أفضل ومساكن ومزايا أخرى. ومن شأن هذا النهج أن يساعد على معالجة النقص في المعلمين المؤهلين في المناطق الريفية وأن يوفر للطلاب إمكانية أفضل للحصول على تعليم جيد.
الأساس القانوني للحل:
وفقًا للمادة ٢٦ من الإعلان العالمي لحقوق الإنسان، “لكل شخص الحق في التعليم.” كما أن الحق في التعليم معترف به في العديد من المعاهدات الدولية لحقوق الإنسان، بما في ذلك العهد الدولي الخاص بالحقوق الاقتصادية والاجتماعية والثقافية, والحقوق الثقافية واتفاقية حقوق الطفل . وتعترف هاتان المعاهدتان بالحق في التعليم كحق أساسي من حقوق الإنسان ينبغي أن يكون في متناول الجميع، بغض النظر عن الجنس أو الطبقة الاجتماعية أو الموقع الجغرافي.
توسيع نطاق الوصول إلى التعليم

ولزيادة فرص الحصول على التعليم في المغرب، ينبغي للحكومة أن تنظر في تنفيذ سياسات تستهدف الأطفال من الفئات المحرومة. وقد تشمل هذه السياسات برامج المساعدة المالية، مثل المنح الدراسية أو الإعانات، لمساعدة الأسر على تغطية تكاليف التعليم.
ويمكن للحكومة المغربية أيضا أن تقيم شراكات مع المنظمات غير الحكومية وغيرها من أصحاب المصلحة لتوسيع فرص الحصول على التعليم في المناطق الريفية. ويمكن أن يشمل هذا النهج بناء مدارس جديدة، وتوفير وسائل النقل من المدرسة وإليها، وضمان حصول المدارس على الموارد والمواد اللازمة لتوفير تعليم جيد.
تحديث المناهج وطرق التدريس
لتحسين جودة التعليم في المغرب، يجب على الحكومة تحديث المناهج وطرق التدريس لتتماشى مع احتياجات القوى العاملة الحديثة. ويمكن أن يشمل ذلك إدماج المزيد من المهارات العملية، مثل محو الأمية الحاسوبية، في المناهج الدراسية. كما يجب على الحكومة تعزيز التعلم القائم على المشاريع، والذي يشجع على التفكير النقدي ومهارات حل المشكلات، بدلاً من الحفظ عن ظهر قلب.
وعلاوة على ذلك، يمكن للحكومة المغربية أن تتعاون مع المنظمات الدولية، مثل اليونسكو، لتطوير مواد ومناهج تعليمية جديدة أكثر شمولية وذات صلة باحتياجات الطلاب المغاربة.
سد الفجوة بين الجنسين
حقق المغرب تقدما كبيرا في تعزيز تعليم الفتيات، ولكن لا تزال هناك فجوة بين الجنسين في الالتحاق والإنجاز. ولسد هذه الفجوة، ينبغي للحكومة أن تركز على تحسين فرص حصول الفتيات على التعليم، ولا سيما في المناطق الريفية.
ويمكن للحكومة أن توفر حوافز للأسر لإرسال بناتها إلى المدرسة، مثل المنح الدراسية أو الإعانات. وبالإضافة إلى ذلك، يمكن للحكومة أن تعمل مع المنظمات غير الحكومية على تنظيم حملات توعية تعزز أهمية تعليم الفتيات وتتصدى للمواقف الثقافية التي تمنع الفتيات من الحصول على التعليم.
التعاون الدولي
التعاون الدولي أمر حاسم في مواجهة تحديات التعليم في المغرب. يمكن للحكومة المغربية التعاون مع المنظمات الدولية، مثل البنك الدولي واليونسكو، لتأمين التمويل لمبادرات التعليم والحصول على الخبرة والموارد.
بالإضافة إلى ذلك، يمكن للحكومة المغربية أن تتعلم من تجارب البلدان الأخرى التي نجحت في مواجهة تحديات تعليمية مماثلة. على سبيل المثال، يمكن للمغرب أن يتطلع إلى البلدان المجاورة، مثل تونس والجزائر، التي حققت تقدما كبيرا في تحسين الوصول إلى التعليم وتعزيز المساواة بين الجنسين في التعليم.
خاتمة
يواجه نظام التعليم في المغرب عدة تحديات، منها جودة التعليم، والوصول إلى التعليم، والمناهج الدراسية وطرق التدريس، وعدم المساواة بين الجنسين. وفي حين بذلت الحكومة جهودا للتصدي لهذه التحديات، لا .يزال هناك الكثير الذي يتعين القيام به لضمان حصول جميع الأطفال المغاربة على تعليم جيد


لتحسين جودة التعليم في المغرب، على الحكومة أن تستثمر في تدريب المعلمين، وتوسيع فرص الحصول على التعليم، وتحديث المناهج وطرق التدريس, وسد الفجوة بين الجنسين في الالتحاق والإنجاز. بالإضافة إلى ذلك، فإن التعاون الدولي أمر حاسم في مواجهة هذه التحديات، ويجب على الحكومة المغربية التعاون مع المنظمات الدولية والتعلم من تجارب البلدان الأخرى التي نجحت في مواجهة تحديات تعليمية مماثلة.
.ومن خلال التصدي لهذه التحديات، يمكن للمغرب تحسين آفاق شبابه، وتعزيز النمو الاقتصادي، وبناء مستقبل أكثر إشراقا للبلاد

Bibliography

Educational Challenges in Suriname

Suriname

Written by Yehia Murad

Bridging the Educational Gulf: Unveiling Suriname’s Urban-Interior Disparity and the Imperative for Inclusive Reform

  1. Introduction

The right to education is a fundamental human right, enshrined in international conventions and recognized as a cornerstone of personal and societal development. In 2015, the UN adopted the Sustainable Development Goals initiative (SDGs) as a universal call for global economic and human development to be achieved by 2030.i Quality education is ranked number 4 among the SDG list, with goals that intend to eradicate gender disparity, illiteracy, and unaffordable education. This article addresses the educational challenges of Suriname, a country that is situated on the north-eastern tip of the South American continent, with a rich history and a vibrant culture. Although Suriname is signatory to the Sustainable Development Goals (SDGs) Agenda, the South American state stands as a testament to the enduring struggle for human rights, particularly the right to education. Looking at Suriname’s education system, this right remains elusive for many ethnic groups in its civil society, particularly among marginalised groups who grapple with the intricate web of political, social, and economic challenges that cast shadows upon their educational aspirations and limit access to such opportunities.

Both the quality and quantity of education depends on the capacity of the state to provide public services to its people. To address such challenges in education, it is essential that we look at Suriname’s state institutions, its ethnic cleavages, and the state’s capacity in delivering public services for its people. A strong state capacity is crucial for the provision of education, as the quality of education often reflects the state’s ability to ensure a monopoly over the use of force.ii This monopoly is essential in maintaining order and stability within the state’s territory, creating an environment conducive to the establishment and maintenance of educational institutions. Moreover, exercising jurisdiction over its territory allows the state to implement and enforce educational policies effectively.iii As the state expands its apparatus, it inevitably includes remote areas into its territory, which is significant for educational provision. This inclusion not only extends the reach of educational policies and resources to these previously marginalized regions but also integrates them into the broader socio-economic framework of the state. Thus, the expansion and strengthening of state capacity play a pivotal role in enhancing the quality and accessibility of education across the entire territory, contributing to the overall development and prosperity of the nation. In addition, assessing a country’s state capacity involves its jurisdictional limitations within its own people, whether it has the capacity to regulate certain cities and communities more efficiently.

1.2 The Problem

According to a report by UNESCO in 2020, Suriname has been struggling with an education system characterised by high drop-out and repetition, with low passing rates from primary to secondary education (an average that hovers between 50 and 60%). Furthermore, education in Suriname is also marked by deep disparities between urban and rural areas.

According to a report in 2007 by the United Nations Committee on the Rights of the Child (CRC), major disparities exist in the delivery and quality of education between the coastal areas and the interior of the country, where a large quantity of primary schools in the latter are managed by teachers with limited training.iv Suriname is divided into three distinct areas: rural, urban, and the “interior”. The government is in the capital city of Paramaribo (urban), where the majority of the population is also based. The rural areas constitute the northern coastal zone, which encompasses the districts of Coronie, Nickerie, Commewijne, and Saramacca. Lastly, the ‘interior’ is retained for the sparsely populated and forest covered hinterland that covers part of the Amazon, stretching towards the southern border with Brazil.

Remoteness is a major contributing factor for educational inequality in Suriname, in addition to its diverse ethnic composition, gender, incarceration, and poverty. Ethnic composition and remoteness are indirectly correlated and could be evocative of Suriname’s weak state capacity to deliver public services. This article addresses how both remoteness and ethnic diversity are the main obstacles for the state to increase its capacity in providing education as public service.

  1. State Capacity and Institutions

2.1 Commitments to Education

Suriname has ratified a multitude of international and regional human rights procedures, placing various responsibilities for the state to ensure the education of indigenous and tribal peoples. Such procedures include the International Convention on the Rights of the Child (CRC), the International Convention on Eliminating all Forms of Racial Discrimination (ICERD), and the UN Declaration on the Rights of Indigenous Peoples (UNDRIP). These multilateral instruments abet the rights of tribal and indigenous peoples to (1) have access to quality education without any forms of discrimination, and (2) establish their institutions and educational systems, providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.v

The binding state must comply with these rights, taking measures ‘in conjunction with indigenous peoples, in order for indigenous individuals, particularly children, including those living outside their communities, to have access to an education in their own culture provided in their own language’.vi Suriname is also binding to additional regional instruments, such as the Organization of American States (OAS) and the Caribbean Community (CARICOM), which compels the state to commit to (1) the reduction of disparities in education between indigenous and non-indigenous peoples, and (2) provide all Caribbean peoples with opportunities for constructive learning and personal growth in knowledge, skills, and attitudes from the earliest years of life, from the school system into the workplace.vii

2.2 Government Policy

Suriname’s constitution, drafted in 1992, guarantees the right to compulsory, free, and equal education.viii In addition, the constitution explicitly states that it is within its obligation to eradicate illiteracy and enable all citizens to attain the highest levels of education. With regards to Suriname’s diverse ethno-linguistic demographics, the government developed a development plan for the period 2017-2021 with a goal for an education system that reflects the multi-ethnic, multicultural and multilingual Surinamese society. The plan dedicates the design of programmes that would make education more accessible for all segments of society, including young and older citizens.ix Most importantly, the plan recognises the lack of quality education in the ‘interior’ region, explicitly citing challenges such as the ‘lack of fully certified, insufficient physical infrastructure, the language barrier, the distance from home to school, and the lack of good and safe drinking water and continuity of electricity’.x

The Ministry of Education drafted a comprehensive ‘Implementation Plan for Education in the Interior’ for the period between 2008 and 2015xi. The plan attempts to undergird the construction and the restoration of classrooms and schools, increasing the percentage of households who can speak Dutch, and increasing the number of qualified teachers. However, in 2012, the President of Suriname, Bouterse, ended the special education policies for the interior, claiming the lack of necessity to have a distinctive policy for education in the district.

3 Educational Status Between Urban and Interior

The disparity in education exists between the interior areas, specifically the district of Sipaliwini, and the urban areas, where the former repeat classes more frequently, leave school earlier, and score substantially lower than their peers in urban areas on the standardised testsxii. In addition, children in the Sipaliwini district complete primary education much later than their peers in the urban areas: in 2008, 1.2% of indigenous and maroon children completed primary school before the age of 12, in contrast to 24% of urban childrenxiii. From 1986-1992, the ‘interior’ region of Suriname witnessed an armed conflict which resulted in the destruction of the region’s key infrastructure, including bridges, roads, schools, and housingxiv. The Government of Suriname (2003) submitted a report to the UN Committee on the Elimination of Racial Discrimination, in which it acknowledges the abandonment of education in the interior, with students having to cover long distances, and a lack of sufficient housing for teachers.xv Since Dutch is the main language, education is completely in this language, with books and other materials completely in Dutch.xvi However, children in the interior regions of Sipaliwini speak their own tribal language at home.

3.1 Schools

The interior also lacks sufficient secondary schools, with 2 out of the 59 junior public secondary schools being in Sipaliwini, and no senior secondary schoolsxvii. Due to the lack of secondary schools, the majority of students from the Sipaliwini attend secondary school in Paramaribo, the capital, which can be very costly for their parents, who need to pay for materials, uniforms, and boarding school. In an interview by UNESCO (2020), Loreen Jubitana, director of the Association of Indigenous Village leaders in Suriname, states that children experience a culture shock when they move to the city for school, and this is the main cause for dropouts.xviii In addition, conditions of schools in Sipaliwini are deteriorating, with a lack of access to drinking water and low electricity.xix

3.2 Teachers

Another significant disparity between remote and urban areas is the former’s lack of qualified teachers. There are four training institutes for training in Suriname, none of them are in the interior region. Even though the recently graduated teachers are expected to teach at the interior for 5 years before taking up a position in the capital, they are unwilling to go to the interior due to the lack of electricity and drinkable water. The lack of adequate infrastructure within schools, housing, transportation, and logistics reduces the incentive for qualified teachers to live in the interior.

4. Conclusion

Both indigenous peoples and maroon groups have preserved their own forms of governance and are formally acknowledged so far that the tribal leaders receive a monthly stipend from the government. Although culturally distinct from each other, indigenous and maroon communities share a strong socio-economic and spiritual link with the natural environment. Notwithstanding ongoing modernisation processes, both groups, especially those situated further away from urban centres, are largely still dependent on the forest for their subsistence (hunting, fishing and rotational agriculture); housing, transportation in the form of dugout canoes and health care, using medicinal plants for a range of remedies.

The government of Suriname must reform its education system to become more inclusive to its diverse population. To introduce a more inclusive education system, the state must empower the local governments of the interior, which will also simultaneously increase its capacity to deliver other public services. Empowering local governments is crucial for data collection, opening the channels of communication between local governments at the grassroots, and the central government.

The Surinamese government must increase its monopoly over the use of force, simply by increasing its capacity to regulate its territory, and open channels of communication with its indigenous populations. To do so, the government must compromise to avoid polarisation between the interior and the urban areas of the country. Concessions in the form of political representation must be made to the indigenous peoples of Suriname. Lastly, the government needs to design incentives for teachers working in the interior, in addition to the investment in the development of locally based teachers. Public service provisions, including housing, healthcare, and amenities must be provided.

Image Source: https://www.pexels.com/photo/the-flag-of-suriname-13966908/

Reference List

i UNDP. (n.d.) “The SDGs in Action” ://www.undp.org/sustainable-development-goals/quality-education

ii Acemoglu, D., & Robinson, J. A. (2019). The Narrow Corridor: States, Societies, and the Fate of Liberty. Penguin Press. ISBN (paperback) 9780735224407; ISBN (e-book) 9780735224391

iii Weber, M. (1919). “Politics as a Vocation.” In H. H. Gerth & C. Wright Mills (Trans. & Eds.), From Max Weber: Essays in Sociology (pp. 77-128). Oxford University Press.

https://www.researchgate.net/publication/305279035_Politics_as_a_Vocation_by_Max_Weber_in_Weber%27s_Rationalism_and_Modern_Society_edited_and_translated_by_Tony_Waters_and_Dagmar_Waters

iv UNESCO (2020). “Rurality and Education in Suriname: Education and Inclusion of Remote Populations in Suriname”. Global Education Monitoring Report. https://unesdoc.unesco.org/ark:/48223/pf0000374773

v UNESCO (2020). “Rurality and Education in Suriname: Education and Inclusion of Remote Populations in Suriname”. Global Education Monitoring Report.

vi United Nations. (2007). “United Nations Declaration on the Rights of Indigenous Peoples”. https://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

vii Caribbean Community (CARICOM). (2018). CARICOM HRD 2030 strategy. https://issuu.com/caricomorg/docs/caricom-hrd-2030-strategy

viii Suriname. (1987). Constitution of Suriname. https://www.constituteproject.org/constitution/Surinam_1992

ix Government of Suriname. (2017). “Ontwikkelingsplan” [Development Plan] 2017-2021.https://www.planningofficesuriname.com/wp-content/uploads/2017/05/OP-2017-2021- Ontwikkelingsprioriteiten-van-Suriname-1.pdf

Government of Suriname. (2017). “Ontwikkelingsplan” [Development Plan] 2017-2021.

x Government of Suriname. (2017). “Ontwikkelingsplan” [Development Plan] 2017-2021.

xi MINOW (2008). “Implementatieplan Onderwijs Binnenland” [Implementation Plan for the Education of the Interior]. Paramaribo https://www.studocu.com/row/document/anton-de-kom-universiteit-van-suriname/public-sector-management/sectorplan-onderwijs-2004-2008-finaal-concept/1139003

xii United Nations Committee on the Rights of the Child (CRC) 2007. Concluding Observations, Suriname, CRC/C/SUR/Co/2. https://bit.ly/350oRtT

xiii United Nations Committee on the Rights of the Child (CRC) 2007. Concluding Observations, Suriname, CRC/C/SUR/Co/2.

xiv UNESCO (2020). “Rurality and Education in Suriname: Education and Inclusion of Remote Populations in Suriname”. Global Education Monitoring Report.

xv Government of Suriname (2003), “Report submitted to the Committee on the Elimination of Racial Discrimination”, CERD/C/446/Add.1, 1 October 2003. https://tbinternet.ohchr.org/_layouts/15/treatybodyexternal/Download.aspx?symbolno=CER D%2fC%2f446%2fAdd.1&Lang=en

xvi Government of Suriname (2003), “Report submitted to the Committee on the Elimination of Racial Discrimination”, CERD/C/446/Add.1, 1 October 2003.

xvii UNESCO (2020). “Rurality and Education in Suriname: Education and Inclusion of Remote Populations in Suriname”. Global Education Monitoring Report.

xviii UNESCO (2020). “Rurality and Education in Suriname: Education and Inclusion of Remote Populations in Suriname”. Global Education Monitoring Report.

xix

Education Monitor: Around The Globe between the 1st and 30th of November, 2023

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 30th of November, 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_November_Edition1

To Download it as PDF: Follow this link.

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.

Climate change and its impacts on girl’s education

Presented by Ariel Ozdemir, Faith Galgalo, Ioana-Sorina Alexa, Olimpia Guidi, Sterre Merel Krijnen

The barriers to girls’ equal access to education in Ecuador are multifaceted and deeply intertwined with socio-economic disparities and the differential impacts of climate change. Women are at the forefront of paid and unpaid work, representing 34% of unpaid domestic work. In June 2019, 17% of women were engaged in unpaid labour, a decrease from 18% in the previous month.1 Statistics on Ecuador’s female unpaid labour employment rate are updated quarterly, averaging 16% from Dec 2013 to June 2019, reaching an all-time high of 18% in March 2019 and a record low of 11% in June 2014.2

Women often hold the responsibility of caring for the home and family. This burden is exacerbated by household resource scarcity (such as water and services). Women, particularly in rural and indigenous communities, work significantly more extended hours than men, usually around 86 and 62 hours a week for women and men, respectively.3 In turn, this increased workload can restrict girls’ time and opportunities for education, as they may be required to assist with household tasks instead of attending school.

Another barrier that women and girls face is poverty, as 66% of women in Ecuador live in conditions of poverty, as opposed to 11% of men.4 These increased levels of poverty often result in women and girls taking on an increased domestic workload but also attempting to take on additional work outside the home to sustain themselves and their families financially.

Gender-based violence poses an additional obstacle to girls’ education by creating unsafe environments both inside and outside the home, particularly in regions with high rates of violence. In 2022, 332 femicides were documented in Ecuador, the highest number of the study period, a significant increase from the 197 cases in the previous year.5

Disparities in political representation and decision-making exacerbate the challenges faced by both women and girls, limiting their ability to advocate for their rights to education and protection.

This report was submitted to the Office of the Commissioner for Human Rights issued by OHCHR.

Input_to_HRC_report_on_equal_enjoyment_of_the_right_to_education_by_every_girl_pursuant_to_HRC_resolution_54_19

Download the PDF here.

Featured Image by Robin Erino on Pexels.

1 CEIC. (2019). Ecuador Employment Rate: Unpaid Labour: Female. Available at: https://www.ceicdata.com/en/ecuador/enemdu-employment-rate/employment-rate-unpaid-labor-female

2 CEIC. (2019). Ecuador Employment Rate: Unpaid Labour: Female. Available at: https://www.ceicdata.com/en/ecuador/enemdu-employment-rate/employment-rate-unpaid-labor-female

3 De ser sensibles al compromiso por la igualdad y el clima, CDKN Latin America, 2019. Available at: https://cdkn.org/es/noticia/generoecuador

4 ​​De ser sensibles al compromiso por la igualdad y el clima, CDKN Latin America, 2019. Available at: https://cdkn.org/es/noticia/generoecuador

5 Statista. (2023). Number of Feminicides Victims in Ecuador from 2013 to 2023. Available at:

Press Release: International Women’s Day 2024

Shattering Stereotypes, Building Strength: Broken Chalk’s Stand Against Violence

As the world marks International Women’s Day, Broken Chalk reaffirms its unwavering commitment to combating gender-based violence and dismantling the harmful stereotypes and systemic barriers that perpetuate it.

Violence against women is a global epidemic, transcending borders, cultures, and socioeconomic statuses. It manifests in various forms, including domestic violence, sexual assault, harassment, and harmful traditional practices. Despite progress in gender equality efforts, millions of women continue to suffer in silence, trapped in cycles of abuse and oppression.

The recent regional research sheds light on alarming trends, revealing that societal norms often blame women for the violence they experience, perpetuating a culture of victim-blaming. Shockingly, seven out of 10 young men aged 15–19 in the LAC region attribute women’s attire or behaviour as justification for violence against them. Furthermore, rigid gender roles impose expectations of submission on women, leading to instances of physical violence as punishment for transgressions.

Femicide is also a big issue in the LAC region,  femicide is not only about the description of crimes committed by homicides against girls and women but about the social construction of these hate crimes, the culmination of gender violence against women, as well as the impunity that configures them. According to the United Nations Committee on the Elimination of Discrimination Against Women (CEDAW),  femicide is a term used to refer to the gender-based killing of women and it is regarded as a grave form of assault on the right to life directed against women, constituting an extreme form of gender-based violence.

The problem of femicide is not only faced in the LAC region. According to the United Nations Office on Drugs and Crime, in 20223 nearly 89,000 women and girls were killed globally, the highest yearly number recorded in the past two decades.

Broken Chalk recognises that gender-based violence stems from deeply ingrained patriarchal and sexist views that legitimise violence as a means to exert power and control over women. Gender-based violence is a significant hurdle that impedes women’s ability to exercise their civil, political, economic, cultural, and social rights. This issue is recognized as one of the most significant barriers that women face in achieving their full potential in society.  Cultural factors, including religious and historical traditions, perpetuate notions of entitlement and ownership over women, contributing to the normalisation of violence in society.

Access to justice is a fundamental human right, yet many obstacles hinder women’s ability to seek justice, including judicial stereotyping and discrimination within the legal system. Judicial bias and harmful stereotypes often lead to miscarriages of justice, re-victimisation of survivors, and perpetuation of inequality.

Gender-based violence (GBV) remains a pervasive and deeply concerning issue affecting communities worldwide. As we observe International Women’s Day, it is crucial to confront the harsh reality that millions of individuals, predominantly women and girls, continue to suffer from various forms of violence solely because of their gender. From physical and sexual abuse to psychological and economic coercion, GBV takes numerous insidious forms, inflicting profound and lasting harm on its victims.

Within the context of GBV, women are disproportionately affected, enduring systemic inequalities and discriminatory practices that exacerbate their vulnerability. The COVID-19 pandemic further exacerbated this crisis, as lockdowns and social distancing measures trapped many survivors in unsafe environments with their abusers, while simultaneously disrupting essential support services. As a result, reports of domestic violence surged globally, highlighting the urgent need for comprehensive and coordinated responses to address GBV in all its manifestations.

It is imperative to recognize that GBV is not confined to the private sphere but permeates every facet of society, including workplaces, educational institutions, and public spaces. The prevalence of sexual harassment, gender-based discrimination, and intimate partner violence underscores the pervasive nature of this phenomenon, which impedes progress towards gender equality and undermines the fundamental rights and dignity of individuals.

Addressing GBV requires multifaceted approaches that prioritize prevention, protection, and support for survivors. Education plays a pivotal role in challenging harmful gender norms and fostering respectful relationships based on equality and consent. By promoting gender-sensitive curricula and awareness campaigns, we can empower individuals to recognize and confront GBV in their communities, fostering a culture of zero tolerance for violence.

Moreover, robust legal frameworks and enforcement mechanisms are indispensable in holding perpetrators accountable and ensuring access to justice for survivors. Legislative reforms aimed at criminalizing GBV, enhancing victim support services, and strengthening law enforcement responses are critical steps towards eradicating impunity and fostering a culture of accountability.

Equally important is the provision of comprehensive support services that address the diverse needs of survivors, including medical care, psychosocial support, legal aid, and economic empowerment initiatives. By investing in survivor-centered approaches, we can facilitate healing and recovery while mitigating the long-term consequences of GBV on individuals and communities.

Collaboration between governments, civil society organizations, and other stakeholders is essential for achieving meaningful progress in the fight against GBV. By fostering partnerships and sharing best practices, we can leverage collective expertise and resources to implement effective interventions that address the root causes of violence and promote gender equality.

As we commemorate International Women’s Day, let us reaffirm our commitment to ending GBV in all its forms. Together, we must strive towards a future where every individual, regardless of gender, can live free from violence and discrimination, and where gender equality is not merely an aspiration but a reality for all.

 In response to these challenges, Broken Chalk is launching a comprehensive initiative to raise awareness, advocate for policy change, and provide support to survivors of gender-based violence. Through educational programs, community outreach, and advocacy efforts, Broken Chalk aims to challenge societal norms, dismantle systemic barriers, and promote a culture of equality and respect.

Join us in our mission to break down barriers and create a world where every woman can live free from fear and violence.

Happy International Women’s Day!

Signed by

Broken Chalk

https://brokenchalk.org/wp-content/uploads/2024/03/International_Womens_Day_2024_Press_Release_Eng.pdf

  • Sources
  • Veen, S., Cansfield, B. & Muir- Bouchard, S. (25 November 2018). Let’s Stop thinking it’s Normal, OXFAM International. Available at https://www.oxfam.org/en/research/lets-stop-thinking-it-normal.
  • OXFAM International (2018). Ten harmful beliefs that perpetuate violence against women and girls. Available at https://www.oxfam.org/en/ten-harmful-beliefs-perpetuate-violence-against-women-and-girls  
  • Council of Europe, Gender Matter, What causes Gender-Based Violence? Available at https://www.coe.int/en/web/gender-matters/what-causes-gender-based-violence
  • OHCHR, (2014). Eliminating judicial stereotyping: Equal access to justice for women in gender-based violence cases. Available at https://www.ohchr.org/sites/default/files/Documents/Issues/Women/WRGS/OnePagers/Gender_stereotyping.pdf. 
  • HRC, General comment No. 36 (2018) on article 6 of the International Covenant on Civil and Political Rights, on the right to life (2018).
  • Lagarde, M., EH Russell, D.,  & A Harmes, R., (2006)  Feminicidio: Una Perspectiva Global (Ceiich 2006) 76.
  • CEDAW, General recommendation No. 35 on gender-based violence against women, updating general recommendation No. 19, (2017).
  • UNODC, (2023). ‘Gender-related killings of women and girls (femicide/feminicide)’ https://www.unwomen.org/sites/default/files/2023-11/gender-related-killings-of-women-and-girls-femicide-feminicide-global-estimates-2022-en.pdf>.
  • Afrouz, R., & Robinson, K. (2022). Domestic and Family Violence for Culturally and Linguistically Diverse Communities in Australia during COVID-19 Pandemic. Practice, 1–20. https://doi.org/10.1080/09503153.2022.2114443
  • Dunkle, K. L., & Decker, M. R. (2012). Gender-Based violence and HIV: Reviewing the evidence for links and causal pathways in the general population and high-risk groups. American Journal of Reproductive Immunology, 69, 20–26. https://doi.org/10.1111/aji.12039
  • Heise, L. (1994). Gender-based abuse: the Global Epidemic. Cadernos de Saúde Pública, 10(suppl 1), S135–S145. https://doi.org/10.1590/s0102-311×1994000500009
  • Ozcurumez, S. (2020). Sexual and gender-based violence and social trauma. Social Trauma – an Interdisciplinary Textbook, 279–285. https://doi.org/10.1007/978-3-030-47817-9_29

Flipino migrant’s contributions

Presented by Alexia Kapsampeli, Ariel Ozdemir, Mila Gürün, Olimpia Guidi, Sarah Kuipers

Filipino migrants and their families contribute significantly to socio-cultural interactions through education. For example, in countries like the United States and Canada, Filipino community organisations collaborate with local schools to introduce Filipino culture through language classes, dance workshops, and cultural celebrations.1 In California, the “Filipino Cultural School” offers language courses and cultural immersion programs to both Filipino-American children and other students interested in learning about Filipino heritage.2

Educators also play a crucial role in promoting cultural exchange. In Qatar, Filipino teachers in international schools integrate Filipino literature and history into the curriculum, fostering greater understanding and appreciation among students from diverse backgrounds.3

Civic-Political Engagements:

Filipino migrant families actively engage in civic and political activities to contribute positively to their host societies. For instance, in Italy, Filipino migrant organisations collaborate with local authorities to organise cultural festivals and community events, promoting cross-cultural understanding and integration.4 One such event is the “Barrio Fiesta,” where Filipino migrants showcase their traditions, cuisine, and performing arts to the broader community.5 Moreover, Filipino migrant families participate in grassroots initiatives to address social issues and advocate for their rights.6 In Hong Kong, Filipino domestic workers organise workshops and support groups to raise awareness about labour rights and combat discrimination.7

Economic Contributions:

Filipino migrants make significant contributions to the labour market of their host countries, driving economic growth and innovation. For example, in the healthcare sector of the United Kingdom, Filipino nurses are valued for their professionalism, compassion, and expertise.8 Their dedication and hard work alleviate staffing shortages and enhance the quality of patient care in hospitals and nursing homes.9

Furthermore, Filipino migrant workers in the Middle East, particularly in countries like Saudi Arabia and the United Arab Emirates, contribute to various industries such as construction, hospitality, and information technology.10 Their skills and expertise fill critical gaps in the labour market, supporting infrastructure development and economic diversification efforts.11

25A_Contribution_to_UN_HRC_report_2024

Download the PDF here.

Featured Image by Jean Martinelle from Pixabay

1 Blancaflor, S., Escobar, A. (2018). Filipino Cultural Schools Helps Bridge Filipino Americans and their Heritage. Available at: https://www.nbcnews.com/news/asian-america/filipino-cultural-schools-help-bridge-filipino-americans-their-heritage-n924381

2 Ibid.

3 Del Rosario,K.A., Inero Valbuena, A. (2020). Unfolding of Filipino School Leadership Experiences in Doha, Qatar. Asian Journal of University Education, 16(1), pp.97-108. Available at: https://eric.ed.gov/?id=EJ1252260

4 Magante, M. C. (2020). The determinants of migration: Italian regional factors and the relationship with Filipino migrant labour supply. World Journal of Applied Economics, 6(1), 21-39.

5 Republic of the Philippines. (2017). PHL Embassy Promotes Phl Culture, Tourism in Huge ‘Barrio Fiesta‘ in Rome. Available at:https://dfa.gov.ph/dfa-news/news-from-our-foreign-service-postsupdate/12618-phl-embassy-promotes-phl-culture-tourism-in-huge-barrio-fiesta-in-rome

6 Yonaha, Y. (2024). Negotiating Leisure Constraints in the Pandemic: The Case of Migrant Domestic Workers in Hong Kong. Int J Sociol Leis. Available at: https://doi.org/10.1007/s41978-024-00150-8

7 Ibid.

8 Smith, D. M., & Gillin, N. (2021). Filipino nurse migration to the UK: understanding migration choices from an ontological security-seeking perspective. Social Science & Medicine, 276, 113881. Available at: https://www.sciencedirect.com/science/article/abs/pii/S0277953621002136

9 Ibid.

10 Magliveras, S., & Al Qurtuby, S. (2023). Connecting worlds: Filipino and Indonesian sojourns to Saudi Arabia. Asian and Pacific Migration Journal, 32(3), 549-571. Available at: https://doi.org/10.1177/01171968231211075

11 Ibid.