Special Rapporteur on Right to Development – Office of the High Commissioner for Human Rights

Presented by Merve Tiregul, Olimpia Guidi, Ruth Tesfay and Veronica Grazzi

The right to development for children refers to ensuring that children have access to the necessary conditions for their holistic growth and well-being, encompassing economic, social, political, and cultural dimensions. The planetary crisis, including the climate emergency, biodiversity collapse, and widespread pollution, poses an immediate danger to children’s rights worldwide. Nations have an obligation to address environmental harm and climate change due to the adverse effects of environmental degradation on the enjoyment of children’s rights. As the Convention on the Rights of the Child outlines, children’s rights extend to environmental protection, entitling children to a clean, healthy, and sustainable environment. i States should take measures to ensure that children are protected from foreseeable premature or unnatural death and threats to their lives and enjoy their right to life with dignity. Such measures include adopting and effectively implementing environmental standards, for example, those related to air and water quality, food safety, lead exposure and greenhouse gas emissions, and all other adequate and necessary environmental measures that protect children’s right to life. Moreover, children have the right to quality education that enables their intellectual, emotional, and social development. However, the right to education is particularly susceptible to the effects of environmental harm. ii This susceptibility can lead to school closures, interruptions in education, increased dropout rates, and damage to school facilities and recreational spaces.

One notable approach in Romania is the establishment of youth councils at the local level. These councils serve as platforms for young people to voice their opinions, propose initiatives, and engage in decision-making processes on issues affecting them and their communities. xiii Through these councils, young people have the opportunity to contribute actively to local governance and advocate for policies that address their needs and concerns. xiv Additionally, Romania has implemented educational programs to promote civic engagement and participatory citizenship among children and youth. xv

The prevalence of anti-Gypsyism, as highlighted in the ECRI’s 2019 Report on Romania, perpetuates bias and exacerbates social marginalisation, with Roma individuals enduring unjust labels and unfair associations with criminality. xix
The national Roma integration strategy addresses these challenges by prioritising education, employment, healthcare, and housing. Recognising Roma as an official ethnic minority, the strategy focuses on ensuring school attendance, especially for Roma girls, and ending school segregation. xx However, poverty rates among children remain high, with nearly 30% enduring poverty spanning three to four years. This issue is especially prominent in rural areas where one out of every two children lives in poverty. xxi Romania’s efforts to integrate Roma children into early childhood education and care and promote Roma entrepreneurship signify steps toward inclusion, yet persistent poverty highlights the need for sustained action and targeted policies.

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References

i United Nations – Committee on the Rights of the Child. (2023). General comment No. 26 (2023) on children’s rights and the environment, with a special focus on climate change. https://www.ohchr.org/en/documents/general-comments-and-recommendations/crccgc26general-comment-no-26-2023-childrens-rights

ii ibid

xiii Stănuș, C., & Pop, D. (2021). Local State-Society Relations in Romania. Close Ties in European Local Governance: Linking Local State and Society, 319-335. Available at:https://link.springer.com/chapter/10.1007/978-3-030-44794-6_22
Ibid.
xv Alfirević, N., Arslanagić-Kalajdžić, M., & Lep, Ž. (2023). The role of higher education and civic involvement in converting young adults’ social responsibility to prosocial behaviour. Scientific Reports, 13(1), 2559. Available at:https://www.nature.com/articles/s41598-02329562-4

xix Council of Europe. (2019). ECRI Report on Romania (Fifth Monitoring Cycle). https://rm.coe.int/fifth-report-on-romania/168094c9e5


xx European Commission. (n.d.). Romania – Facts and figures. https://commission.europa.eu/strategy-and-policy/policies/justice-andfundamental-rights/combatting-discrimination/roma-eu/roma-equality-inclusion-and-participation-eucountry/romania_en#:~:text=National%20strategy%20for%20Roma%20integration,-
Romania’s%20top%20priorities&text=In%20Romania%2C%20the%20Roma%20are,and%20ending%20segregation%20in%20schools.

xxi The World Bank & UNICEF. (2017). Romania: Children in public care. https://www.unicef.org/romania/sites/unicef.org.romania/files/2019-04/Romania_Children_in_Public_Care_2014.pdf

Digital Technologies in Justice Administration: Human Rights Report to the General Assembly

Presented by Daphne Rein and Maria Samantha Orozco

In recent years, there has been an increase in the use of new technologies to administer justice in the Netherlands. To give a few examples of the digital technologies used, there has been an increase in legal applications, the creation of prediction tools for lawyers, such as judicial analytics, and an increase in legal help desks that offer free legal advice. i

In the Netherlands, the regulatory framework used is the General Data Protection Regulation (GDPR) and various data protection laws and regulations, which protect the sensible data of the general public. These laws and regulations have been adopted before the use of AI in the judicial system. But in the Netherlands, concerning Artificial Intelligence, the European Commission is helping the Dutch Authority for Digital Infrastructure to set up a national AI supervision system to supervise AI applications, which can be used for AI in the administration of justice vii , for example, with legal applications. In the future, this can help regulate the risks of using artificial intelligence in the judicial system.

The analysis concludes that deploying new technology to solve governance problems can be problematic because “technological systems reflect the embedded privileges of those who design them”. xiv

These incidents highlight the alarming risks faced by children from migrant communities, particularly those of African descent, due to the biased use of AI in the justice system. Innocent young men are disproportionately criminalised, derailing their aspirations for work or higher education. xxiii Furthermore, the child support tax debacle resulted in children from already disadvantaged families being denied equal access to education, perpetuating cycles of poverty and inequality.

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References

i Jan van Ettekoven, B & Prins, C. (2018). “Chapter 18: Data analysis, artificial intelligence and the judiciary system”. Research Handbook in Data Science and Law. (Cheltenham, UK: Edward Elgar Publishing). pp.425-447. https://doi.org/10.4337/9781788111300.00026

vii European Commission. (2023). Commission supports the Netherlands in setting up a national Artificial Intelligence supervision system through the Technical Support Instrument. Directorate-General for Structural Support. https://commission.europa.eu/news/commission-supports-netherlands-setting-national-artificial-intelligence-supervision-system-through-2023-10-05_en

xiv Land, M. & Aronson, J. (2020). “Human Rights and Technology: New Challenges for Justice and Accountability” (Annual Review of Law and Social Science, Vol. 16) p. 232

xxiii Amnesty International. (2020). Netherlands: We sense trouble: Automated discrimination and mass surveillance in predictive policing in the Netherlands. https://www.amnesty.org/en/documents/eur35/2971/2020/en/

Poor quality education in South Africa

Written by Natacha Daniel

“South Africa has one of the most unequal school systems in the world. Children in the top 200 schools achieve more distinctions in mathematics than children in the next 6,600 schools combined. The playing field must be levelled,” said Sheila Mohamed, Executive Director of Amnesty International South Africa.

South Africa, a diverse and promising country, is at a crossroads in its educational environment. Despite progress towards educational equality and accessibility, a dark cloud looms over the nation’s schools: a problem of inadequate educational quality. In this article, we will look at three crucial aspects of the South African education system that contribute to poor teaching and learning: poor time management, insufficient attention to text, and shockingly low levels of teacher subject knowledge. This article uncovers a harsh reality: South African teachers and schools lag well behind their notably poorer regional neigbours. 

Education in South Africa

According to The Economist’s 2017 League Table of Education Systems, South Africa ranks 75th out of 76 countries. According to the most recent figures, 27% of pupils who have completed six years of schooling are unable to read.

Only 37% of children who enter school pass their matriculation test, and only 4% go on to complete postsecondary education and receive a degree (The Economist, 2017). According to the Department of Higher Education and Training, 2.8 million residents between the ages of 18 and

24 are unemployed, not enrolled in an educational institution, and are not getting training (Gater & Isaacs, 2012). 

South Africa, according to the Centre for Education Policy Development (2017), has a high-cost, low-performance education system that fails to contrast favourably with education systems in other developing nations. As a considerable proportion of students reside in rural regions with inadequate conditions, both students and the government incur significant financial burdens (ExpatCapeTown.com, 2016). Local governments are seeking to balance the scales. According to UNICEF (2017), South Africa spends a greater proportion of its GDP1 on education than any other African country. Nonetheless, no meaningful improvement in the country’s education difficulties can be seen. According to Govender (2017), 18 South African schools had 0% success rates in the 2016 national senior certificate examinations.

The HIV AIDS Impact on Education

Although HIV Aids has had a world known impact in many countries, great emphasis is placed here in South Africa. Notably South Africa’s education system has had first-hand experience of the detrimental effects of HIV, through the reduction of able, qualified teachers and its continued disruption on the education of many young pupil’s lives. It goes without saying that without continued support and assistance from actors South Africa will see a further delay in its social and economic development. Key issues to be identified is as follows:  

The HIV/AIDS epidemic specifically in South Africa continues to harm educational development; and there is a decline in the supply of educational services due to teacher fatalities and absenteeism. 

Significant medical along with additional costs are being imposed on the educational system for medical care and death benefits for infected teachers, in addition to recruiting and training replacements for teachers lost to AIDS, according to studies in many countries, including Kenya, Malawi, Nigeria, Zambia, and Zimbabwe. The number of school-aged children is decreasing because of HIV Aids. Children who are born with the virus seldom survive long enough to attend school. Orphaned children are frequently neglected and are less likely to attend school than non-orphaned youngsters (cited in Constitution of South Africa, no date). 

The consequences of HIV/AIDS have an adverse effect on the quality of education.  Infected teachers are frequently absent or too unwell to deliver adequate teaching. Substitute educators could fail to possess the necessary expertise or credentials to replace certified teachers. Hence why it is unwise for the government to continue treating HIV/AIDS as a non-serious issue and divert its funding in the fight against the HIV/AIDS epidemic as a result the quality of education is declining notoriously especially towards government schools (Statistics South Africa, no date). 

According to the Medical Research Council, there was an immediate increase of HIV Aids between 1993 and 2000. One potential explanation is that people were distracted by the political turmoil.  HIV Aids was spreading as the South African people and the world’s media concentrated on the country’s political and socio-economic upheavals. Although the outcomes of these political reforms were favourable, the pandemic did not receive the attention it required. It is feasible that a quick response will limit the impact of the outbreak. According to the president of the Medical Research Council, AIDS killed around 336,000 South Africans between the mid2000s and the mid-2006s (Avert, no date). 

Apartheid’s Impact on Education in South Africa

During the apartheid, spanning from 1948 to 1994, and arguably persisting in nuanced forms today, the South African government enforced a discriminatory system that continues to cast a long shadow over the country’s education system. The impact of apartheid on education, particularly for black pupils, has been profound and enduring. Scholars contend that while overt segregation policies may have formally ended, the remnants of this system persist in more subtle, systemic inequalities. This lingering influence raises questions about the true extent of transformation in South Africa’s educational landscape. This section of the study discusses the major characteristics of apartheid’s influence on South African education.

Education Under Apartheid

The educational landscape in South Africa was marred by racial segregation during the apartheid era. The Bantu Education Act of 1953 entrenched a system of stark inequality for Black South Africans. In contrast to their White peers, Black students were subjected to an inferior education, characterised by meagre resources and underqualified instructors.

Apartheid systematically limited access to quality education for non-White South Africans. Black students oftentimes were taught in their native languages, and the curriculum aimed at channelling them into low-wage occupations, thereby perpetuating socioeconomic disparities.

These disparities created a stark contrast between White and Black schools. While White schools enjoyed increased government spending, improved infrastructure, and well-qualified teachers, whilst on the other hand Black schools suffered from overpopulation, insufficient resources, and deteriorating infrastructure. This inequality prompted significant resistance, with students, teachers, and community leaders staging protests, notably during the 1976 Soweto Uprising.

The enduring effects of apartheid on education are still evident today, as educational disparities persist. The government is actively addressing these historical injustices by striving to provide more equitable educational opportunities for all South Africans. Apartheid’s lingering effects may still be seen in modern South Africa, presenting a complicated legacy in the field of education. Permeating educational disparities exist, posing a problem that the government is working to address to rectify past injustices and provide more egalitarian opportunities for all.

The dedication to building a more equitable education system demonstrates a determined attempt to address apartheid’s lingering impacts, recognising the necessity for comprehensive and long-term approaches that transcend historical inequalities. As South Africa continues its path towards educational equity, the determination to remove gaps remains a critical component of the country’s commitment to a more inclusive and just future. 

Policy recommendations

Among the intricate tapestry of difficulties plaguing South Africa’s education system, it is imperative to recognise that an exhaustive and nuanced strategy is required for effective reform. This strategic approach demands a thorough analysis of certain aspects, such as skill development, to identify specific areas of intervention. The next policy suggestions, for example, will examine the national skills development strategy controlled by SETA (sector education and training authority). These proposals aim to effect significant improvements by taking a focused position on recognised challenges, building an inclusive and efficient educational landscape that overcomes past imbalances in South Africa’s learning institutions.

Enhancing Skills Development Strategy for Improved Education:

In the pursuit of elevating the national skills development strategy, particularly the industrial training program currently under the oversight of SETA (Sector Education and Training Authority), the aim is to optimise its efficacy. The primary goal is to foster a heightened level of competitiveness within the business sector and enhance the overall efficiency of the state. Regrettably, the current performance of SETAs falls short of the government’s articulated mission, prompting imminent reforms in the coming year or two. The recommended reforms are poised to rejuvenate and align the skills development strategy with the nation’s objectives for a more robust and competitive educational landscape.

Quality Improvement and Development Strategy in South Africa:

South Africa’s pursuit of an impartial and high-quality education system demands an aggressive strategy centred on continuous improvement and development (Department of Basic Education, 2021). Multiple groups and organisations contribute to this effort, displaying a deliberate effort to minimise educational challenges. The Department of Basic Education’s Curriculum Evaluation Policy Statements (CAPS) provide a comprehensive framework for curriculum creation and evaluation.

In addition, efforts like those made by the South African Institute of Distance Education (SAIDE) actively contribute to improving the quality of education (SAIDE, 2021). SAIDE’s emphasis on new distant education approaches corresponds with the larger objective of improving educational accessibility and inclusion. Adherence to international standards is a vital component of this strategy. The South African Qualifications Authority (SAQA) aligns educational degrees with worldwide benchmarks, increasing global competitiveness and the legitimacy of South Africa’s education system (SAQA, 2021).

In a ground-breaking move, the government is set to allocate a substantial R12.5 billion investment over the next five years to spearhead a transformative education program aimed at redressing the enduring impact of apartheid on the educational landscape.

The initiative involves the identification of five thousand underperforming schools situated in remote areas, serving as a direct response to the legacy of apartheid. Substantial resources, including libraries, laboratories, and teaching materials, will be allocated to these schools. Additionally, educators will benefit from targeted support through education development programs and dedicated development teams, as outlined by Hoogeveen and OzIer (2004).

The pedagogical approach within these schools will prioritise the acquisition of vital content and academic skills, with a keen focus on imparting crucial literacy and numeracy skills to learners. Importantly, the progress of both learners and their respective schools will undergo regular monitoring and assessment, reflecting a commitment to ensuring sustained improvement and accountability in tackling the prevailing challenges in South Africa’s education system.

In a significant development, government funding for the Higher Education (HE) system in South Africa has witnessed a remarkable doubling since 1996. The restructuring of these institutions is strategically aligned to enhance the country’s capacity to educate and train a workforce characterised by both skills’ excellence and global competitiveness, meeting internationally accepted standards of quality. The paramount focus is on expanding access to the education system.

The South African Qualifications Authority is mandated with the mission “to ensure the development and implementation of a national qualifications framework.” This framework plays a pivotal role in fostering the comprehensive development of each learner and contributing to the social and economic advancement of the nation. The framework operates as a set of principles and guidelines facilitating the registration of learner achievements, promoting national recognition of acquired skills and knowledge, and encouraging a seamless, lifelong learning system.

Outlined in the South African Qualifications Authority Act (No. 58 of 1995), the objectives of the National Qualifications Framework encompass the creation of an integrated national framework for learning achievements, facilitating access to and mobility within education, training, and career paths, enhancing the overall quality of education and training, accelerating redress for past unfair discrimination, and contributing to the holistic personal development of each learner and the broader socio-economic development of the nation.

To reach these objectives, the South African Qualifications Authority commits to establishing a national learners’ records database, overseeing the quality assurance process, and developing a regulatory framework for the standard-setting process. Aligned with the strategic plan for Higher Education, there is an envisioned increase in enrolment from 15% to 20% of school leavers within 15 years. Notably, the plan outlines a shift in enrolment patterns within five years, with declines in humanities and rises in Business and Commerce, as well as Science, Engineering, and Technology.

Closing remarks 

Ultimately, South Africa’s effort to confront the fundamental educational difficulties formed by its historical context, particularly the persisting effect of apartheid, demonstrates a commitment to transformative reform. The strategic goals and policies addressed here are part of a larger effort to create a more inclusive, equitable, and high-quality education system. South Africa’s commitment to accessible, high-quality education for all remains steadfast as it navigates the complexity of this educational landscape.

While obstacles remain, the coordinated investments and reforms demonstrate a resilience that reflects the country’s commitment to developing an informed, competent, and internationally competitive population. South Africa’s education system is a dynamic environment that represents a continuing conversation between past injustices and the aim of a future in which every learner can prosper regardless of their colour or native language.

As the country develops in its own way, it is critical to constantly analyse and adjust policies, drawing inspiration from successful tactics, promoting cooperation, and ensuring that the educational journey corresponds with the changing demands of South Africa’s varied and dynamic community. The goal of this collaborative initiative is to pave the way for a future in which education serves as a beacon of empowerment, breaking down barriers and unlocking the full potential of every student.

REFERENCES

Cover Image by Trevor Samson / World Bank via Flickr

  • Avert. (No date.). South Africa HIV statistics. Available from: www.avert.org/safricastats.htm  (Accessed date: 19th November 2023).
  • Alison. (No date). “The Looming Gap in the Education Sector in SA.” Available from:
  • https://alison.com/blog/loominggapintheeducationsectorinsa (Accessed 19th November 2023).
  • Bhorat, H. (2004) The development challenge in post-apartheid South African education. In: L. Chisholm (ed.) Changing education and social change in post-apartheid South Africa. 
  • Cape Town: HSRC Press and London: Zed Books
Bhorat, H. and Hodge, J. (1999)
  • Decomposing shifts in labor demand in South Africa. The South African Journal of Economics 67(3): 348 – 380. 
  • Education and Training Unit. s.a. Government programmes and policies: education policies: school fees. Available from: http://www.etu.org.za/toolbox/docs/government/ schoolfees.html (Accessed 19th November 2023).
  • Gater, R. & Isaacs, D. 2012. Spending on school infrastructure does matter. GroundUp, 25 May. Available from: https://www.groundup.org.za/article/spending-school- infrastructure-does- matter/ (Accessed 19th November 2023). 
  • Gater, R. & Isaacs, D. 2012. Spending on school infrastructure does matter. GroundUp, 25 May. Available from: https://www.groundup.org.za/article/spending-school- infrastructure-does- matter/. Accessed 19th November 2023). 
  • Govender, P. 2017. Matric results 2016: 18 schools obtain 0% pass rate. Mail & Guardian, 5 January. Available at https://mg.co.za/article/2017-01-05-matric-results-2016-18-%20schoolsobtain-0-pass-rate ( Accessed 19th November 2023).
  • Kingdon, G. and Knight, J. (2005) Unemployment in South Africa: Causes, Problems and Policies. Paper presented at the conference, ‘The South African Economy Under Democracy: A 10 Year Review of Economic Policies”, Stellenbosch.
  • Hosking, S. (2001) Rates of return to education in South Africa, 1960 – 1996. Paper presented at the DPRU conference, 200l.
  • Hoogeveen and OzIer (2004) Not separate, not equal: Poverty and inequality in post-apartheid South Africa. World Bank, working paper.
  • Motala, S., & Dieltiens, V. (2009). Education in South Africa: A System in Crisis. Pretoria: Human Sciences Research Council.
  • Posel, D. and Casale, D. (2001) Gender Aggregates: Women Subsistence Farmers Affect the Unemployment Count. Agenda, 49: 82 – 88.
  • Poswell, L. (2002) The Post-Apartheid South African Labour Market: A Status Report’. Development Policy Research Unit, University of Cape Town.
  • Republic of South Africa. (1953). Bantu Education Act, No. 47 of 1953. Government Gazette, 378(5029).
  • Saul, J. (2002). The Crisis in South African Schools: An Analysis of the Wastage in the South African School System. Pretoria: Human Sciences Research Council.
  • Schultz, T.P., and Mwabu, G. (1998) Labour unions and the distribution of wages and employment in South Africa. Industrial and Labour Relations, 51(4).
  • Simkins, C. (2001) South Africa’s stock of human capital. Econometric Research Southern Africa, Working Paper, Department of Economics, University of Witwatersrand.
  • Statistics South Africa (2005) Labour Force Survey, September 2000 to March 2005: Historical Series of Revised Estimates. Statistical Release P021O, Embargoed until September 2005.
  • South African Human Rights Commission. (2021). “Education Rights Charter: Part 2.” Available at
  • https://www.sahrc.org.za/home/21/files/SAHRC%20Education%20Rights%20Charter_Part2.pdf (Accessed 19 November 2023).
  • South Africa. Centre for Education Policy Development. 2017. Challenges facing education in South Africa. Pretoria: Department of Education. Available at http://www.cepd. org.za/files/pictures/The%20 Challenges%20Facing%20Education%20Interview %20Nov%2009.pdf (Accessed 19th November 2023). 
  • South Africa. 1996. The Constitution of the Republic of South Africa. Available from:https://www.justice.gov.za/legislation/constitution/SAConstitutionwebeng.pdf (Accessed 19th November 2023). 
  • South Africa. 1997. South African Schools Act of 1996. Pretoria: Government Printer. Available from: https://www.gdead missions.gov.za/Content/Files/SchoolsAct.pdf. (Accessed 19th November 2023). 
  • United Nations Children’s Fund (UNICEF). 2017. Overview: education and adolescent development. UNICEF South Africa. Available at https://www.unicef.org/southafrica/education_344.html (Accessed 19th November 2023). 

The Art of Living Free Schools: Nurturing Holistic Education for a Bright Future

Written by Frida Brekk.

The Art of Living Schools[1] represent an educational project established under the umbrella of the Art of Living Foundation, a non-profit organization founded by Sri Sri Ravi Shankar in 1981. Committed to enhancing personal and societal well-being, the Art of Living Foundation spearheads various programs and initiatives to achieve this aim. Recognizing the pivotal role of education in shaping individuals’ lives and cognitive development, the Art of Living Schools has emerged as a distinctive educational initiative that transcends conventional academic approaches. This article delves into the underlying philosophy, mission, and transformative impact of the Art of Living Schools, elucidating their commitment to holistic education and the empowerment of students, paving the way for a promising future.

The Art of Living Schools are distinguished by their comprehensive and holistic approach to education, embracing the fundamental belief that the mind, body, and spirit are interconnected and should be nurtured in unison. Rooted in the wisdom and teachings of Sri Sri Ravi Shankar, the visionary behind the Art of Living Foundation, these schools aspire to cultivate not only the academic growth of students but also their physical, mental, and emotional well-being.

By integrating various aspects of human development, the Art of Living Schools empowers students to emerge as well-rounded individuals equipped with the knowledge, skills, and values needed to make meaningful contributions to society. Through this comprehensive educational model, students are not only prepared for academic success but are also encouraged to cultivate inner resilience, emotional intelligence, and a sense of purpose, enabling them to navigate life’s challenges with grace and integrity.

At the core of the Art of Living Schools is the emphasis on values-based education. Students are guided to cultivate qualities such as compassion, integrity, respect, and social responsibility. These values form the foundation for character development, ethical decision-making, and the development of leadership skills. By instilling these values, the Art of Living Schools aim to nurture individuals who contribute to the betterment of their communities and the world at large.

At the forefront of the Art of Living Schools’ educational philosophy lies a commitment to nurturing character development and cultivating essential life skills in conjunction with academic excellence. Recognizing the value of holistic education, students are actively engaged in a wide array of activities that foster teamwork, effective communication, problem-solving, and critical thinking abilities.

Through a deliberate focus on practical life skills encompassing time management, goal setting, and proficient communication, students are equipped with a well-rounded skill set to navigate the multifaceted challenges that lie beyond the boundaries of the classroom. This comprehensive educational approach empowers students to not only excel academically but also thrive in various facets of their lives, enabling them to become resilient, adaptable, and successful individuals.

Within the framework of the Art of Living Schools, a profound commitment to social responsibility and compassionate action is fostered through the integration of service learning into the curriculum. Students are actively involved in community service projects and initiatives that address both local and global issues. By actively engaging in service, students acquire invaluable lessons in selflessness, develop a profound sense of empathy, and recognize the profound significance of contributing to the greater well-being of others.

Understanding the pressures and difficulties that students encounter in our modern, fast-paced world, the Art of Living Schools take a compassionate approach by integrating mindfulness and stress reduction techniques into their educational framework. Students are introduced to valuable practices such as deep breathing exercises, meditation, and mindfulness exercises that foster emotional resilience, stress management, and overall well-being. By equipping students with these lifelong tools, the Art of Living Schools not only support them during their academic journey but also empower them to navigate stress and challenges throughout their lives with confidence and inner strength.

In line with their mission, their focus on education on girls is exemplified through a significant milestone by inaugurating an all-girls school in Parola Village, located in the Udaipur District of Rajasthan. This achievement holds great significance as the village had previously been reluctant to support their daughters’ education. The establishment of this school with 120 students marks a turning point, symbolizing a collective shift in mindset and recognizing the importance of girls’ education. These facilities are equipped and fully inclusive of free books, free uniforms and bags, free transportation, and free computer labs.

“We believe a school is not complete without holistic and quality facilities being provided for the students. These facilities not only act as basics to a decent standard of living but also aim to maintain an enabler/motivator for students and parents.”

A mentionable story of The Art of Living Schools is exemplified through Anushika Anil Kambale, a cheerful and contented student at Shri Shri Gnyan Mandir, has experienced a remarkable transformation since joining the school. Despite her conservative family background and initial fears, Anushika has become enthusiastic about her education and actively participates in school activities. Her behavior and habits have positively changed, and she now encourages her family and neighbors to adopt healthier practices and engage in spiritual activities.

Anushika’s parents credit the Art of Living’s Happiness Program for their family’s newfound happiness and spiritual growth. The positive impact on Anushika’s life has inspired her neighbors to consider enrolling their children in Shri Shri Gnyan Mandir as well. Anushika’s parents express immense gratitude to the school’s teachers and Shri Shri Ravi Shankarji, the inspiration behind the Art of Living Schools, for their transformative work in shaping children and society.

The Art of Living Schools provide a nurturing and transformative educational experience that extends beyond academic excellence. With a focus on holistic development, values-based education, mindfulness, and social impact, these schools strive to empower students to become compassionate, responsible, and well-rounded individuals. By equipping students with life skills, character development, and a sense of purpose, the Art of Living Schools are shaping the leaders and change-makers of tomorrow who will make a positive difference in the world.

References

The Art of Living Schools website “Overview” https://www.artoflivingschools.org/about-us/art-of-living/ Last visited: April 12th

Id. “Stories of Transformation” https://www.artoflivingschools.org/stories-of-transformation/ Last visited: April 12th

Id. “Facilities Provided” https://www.artoflivingschools.org/facilities-provided/ Last visited: April 12th

Education Monitor: Around The Globe between the 16th and 30th of April, 2024

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 16th and 30th of April, 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.

April-16th-till-30th-2024-Edition

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.

Call for Submissions: UN Report of the Rapporteur on Violence on Women and Girls in Sport

Presented by Sara Rossomonte and Olimpia Guidi

Online violence, such as cyberbullying and harassment on social media, compounds these challenges, impacting mental health and well-being. viii

Violence against women in sport settings breaches several human rights of women. Under the Convention on the Elimination Of All Forms of Discrimination Against Women, women have the right to protection of health and safety in working conditions xii, together with the commitment of the State to take all appropriate measures to ensure the elimination of discrimination of women by any person, organization or enterprise. xiii

Despite significant progress in encouraging girls and women to participate in sports, the sports landscape continues to be predominantly male-dominated, especially in leadership roles. This prevailing culture, along with a lack of transparency and a prioritization of the integrity and profitability of sports over individual well-being, has created an environment conducive to violence against women and girls. xvi

Women and individuals facing additional forms of disadvantage, such as racial or ethnic background, ability, gender identity, sexual orientation, and/or socioeconomic status, are at particularly heightened risk of abuse. Violence against women and girls in sports stems from various factors, including power imbalances, the endorsement of abusive methods under a “no pain, no gain” philosophy, the normalization of damaging gender stereotypes, the pervasive male-dominated culture within the sports industry, and inadequate governance of sporting institutions that allows power dynamics to solidify. xxvi

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References

1 Kavanagh, E., Litchfield, C., & Osborne, J. (2019). Sporting women and social media: Sexualization, misogyny, and gender-based violence in online spaces. International Journal of Sport Communication, 12(4), 552-572. Available at:https://journals.humankinetics.com/view/journals/ijsc/12/4/article-p552.xml

12 CEDAW, Article 11 (f).

13 CEDAW, Article 2 (e).

16 UNESCO & UN Women, (2023), Tackling Violence Against Women and Girls in Sport- A Handbook for Policy Makers and Sports Practitioners, 11-12. Available at: https://www.unwomen.org/sites/default/files/2023-07/3343_unwomen_unesco_vawg_handbook_6a_singlepage.pdf.

21 UNESCO & UN Women, (2023), Tackling Violence Against Women and Girls in Sport- A Handbook for Policy Makers and Sports Practitioners, 35. Available at: https://www.unwomen.org/sites/default/files/2023-07/3343_unwomen_unesco_vawg_handbook_6a_sing

Addressing the situation of women’s rights in Cambodia

Presented by Ioana-Sorina Alexa and Olimpia Guidi

Education emerges as a crucial factor in addressing this disparity. The Cambodian Women’s Leadership Institute, established in 2009, offers training programs to enhance women’s leadership skills and political knowledge . viii

However, progress is slow due to various barriers. Socio-cultural norms and patriarchal attitudes often discourage women from entering politics . Limited access to education, particularly in rural areas where gender disparities in literacy rates persist, further impedes women’s political engagement . xi

In Cambodia, women’s involvement in activities promoting and protecting human rights is notable, with numerous grassroots initiatives led by women making significant impacts. One such example is the Cambodian Women’s Crisis Center (CWCC), which has been at the forefront of advocating for women’s rights and combating gender-based violence since its establishment in 1997. xxx

Cambodia ranks 41st out of 146 countries for women’s ownership or management of small and medium-sized enterprises (SMEs), indicating a relatively high rate of female participation in entrepreneurship compared to other nations. xxxv

One such measure is the establishment of gender-sensitive legal frameworks and policies that prioritize women’s rights and address gender-based discrimination . For example, the Law on the Prevention of Domestic Violence and Protection of Victims, enacted in 2005, provides legal protections for survivors of domestic violence and mandates the establishment of shelters and support services. xlv

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References

viii Chea, P. (2021). Underrepresentation of Cambodian Women in Politics and Leadership Roles. Available at: https://scholarworks.seattleu.edu/alfie-conferences/2021junior/presentations/4/

xi Johnston, M., Kelly, R.C., Eichler, R. (2023). Brazil’s Economy: GDP vs. GDP per capita.

Available at: https://www.investopedia.com/articles/investing/050815/fundamentals-how-brazil-makes-its-money.asp

Tuy, S. (2019). Discrimination against women in accessing higher education in Cambodia. JSEAHR, 3, 101. Available at: https://heinonline.org/HOL/LandingPage?handle=hein.journals/jseahr3&div=11&id=&page=

xxx Weaner, J. (2008). The Cambodian Women’s Crisis Center: safety, shelter, training… and then. McMaster School For Advancing Humanity, 7, 7. Available at: https://copyright.defiance.edu/mcmaster/documents/journal-2008-16-womens-crisis-center.pdf

Available at: https://www.ingentaconnect.com/content/cuny/cp/2013/00000046/00000001/art00004

xxxv The Phnom Penh Post (2023). Cambodia advances women’s roles, aims for 2030, 2050 goals Retrieved from: https://www.phnompenhpost.com/national/cambodia-advances-women-s-roles-aims-for-2030-2050-goals

xlv Brickell, K. (2016). Gendered violences and rule of/by law in Cambodia. Dialogues in Human Geography, 6(2), 182-185. Available at:https://journals.sagepub.com/doi/full/10.1177/2043820616655017

Ukraine: Education disruption due to war

In February 2022, Russia initiated a full-scale invasion of Ukraine, a conflict that has since disrupted the education of over 5 million children, as reported by UNICEF. Despite the current relative calm and the diversion of public attention to other conflicts, the ongoing struggle of Ukrainian children to access education remains evident. This is underscored by the declining learning patterns in the PISA 2023[i]  results.

UNICEF has been actively working to reconstruct an environment conducive to education for Ukrainian children. Thousands of schools, pre-schools, and other educational facilities have been targeted by continuous attacks, consequently, Ukrainian children struggle to gain access to education. This, coupled with parental concerns for their children’s safety, has led to reluctance to send children to school. [ii]

Education is of utmost importance during times of war for several reasons. It fosters mental health by providing a routine and a sense of normalcy and stability. Moreover, it is fundamental for the post-conflict perspective of the Ukrainian population. The longer a child is kept out of school, the less likely they are to return. Therefore, limiting time away from school is incredibly important. Education also provides the skills and qualifications needed to build lives for oneself and prosperity for one’s community[iii]. In the long term, a quality education promotes peace and post-conflict reconstruction. It helps young people develop the skills and qualifications they need to build lives for themselves and prosperity for their communities[iv]. Furthermore, education can foster resilience and unity among students, for instance, the Kyiv School of Economics has continued its educational activities and launched new projects focusing on the needs of business and society in Ukraine during war[v].

Most recently Russia attacked the capital, Kyiv, a hospital, school, kindergarten, morgue, and residential buildings were damaged in the attack, with the latest update stating that 53 people were injured. Twenty of them, including two children, were hospitalized as a result of the strikes[vi].

UNICEF has been collaborating with the Government to facilitate the return of children to education. This is achieved through various means, including in-person learning in classrooms when deemed safe, as well as online or community-based alternatives. Despite the numerous challenges, nearly two million children were able to access online learning opportunities. Additionally, 1.3 million children were enrolled in a mix of in-person and online learning. However, the attacks that primarily targeted energy sources and electricity have resulted in most failures in accessing education. This makes it impossible for children to continue their education.[vii]

In conclusion, the conflict in Ukraine has disrupted the education of millions of children, a situation that has been further complicated by the destruction of educational facilities and the diversion of public attention to other conflicts. Despite these challenges, UNICEF has been actively working to reconstruct an environment conducive to education for Ukrainian children. Considering the role of the United Nations in this situation is crucial. It is not only a matter of rebuilding schools and preschools, but also of ensuring that the Ukrainian children have access to education, regardless of their location, and provide psychological support. The United Nations, through UNICEF, has a unique opportunity to play a significant role in this situation[viii].



Brazil: School system dependency on electoral volatility

Written by Mayeda Tayyab

In Brazil, the right to free public education at any level is granted by the Federal Constitution. The responsibility of providing free public education thus falls under the federal system of government, at three levels – including the federal, individual states and municipality governments- thus decentralising education in Brazil. This system has led to increased corruption and misue of resources and funding by the political parties in charge for their own interests.

Decentralisation and corruption

Due to decentralisation, the quality of primary public education in Brazil has been negatively impacted. Since the majority of schools are managed by the municipal governments (5,570 different municipalities to be precise), managing and improving quality of education is much harder.

Primary education in Brazil is funded through FUNDEB (Fund for the Maintenance and Development of Basic Education). The federal government supplements funds which are then distributed by each state among its municipalities. Mayors have much freedom in deciding how these funds are spent, creating an opportunity for misuse of resources. 

Unlike other countries where the change in political party after general elections leads to change in top civil service positions, in Brazil this change trickles down to the municipality governments – reshaping local bureaucracy. This system has a huge impact on the quality of public education in Brazil. Because educational funding is in the hands of municipalities and under the control of mayors, the reshaping of local governments with general elections leads to the use of these public funds and resources by the political parties in charge to serve their own purposes.

Furthermore, the public education sector under municipalities is one of the biggest employers in Brazil. These jobs are also severely misused by corrupt politicians to reward the supporters of their political parties either as rewards or bribes. In most Brazilian municipalities, principles are nominated by politicians, which contributes to the politicisation of education in Brazil.

Moreover, FUNDEB funds make an important part of the poor and small municipalities, coupled with the low monitoring of these funds, it creates the perfect opportunity to carry out political corruption at the municipal level. According to the audits conducted by the Federal Government Controller’s Office (CGU) between 2001 and 2003, 13% to 55% of FUNDEB’s total budget was lost due to corruption (Transparencia Brasil 2005).

Corruption in Brazil is not limited to the municipal level. National and international studies show that corruption in handling of public funds for education has damaged the quality of education. According to Ferraz, Finan and Moreira (2012), approximately 60% of the corruption cases in Brazil are related to the education and health sector. In June 2022, Brazil’s education minister, Milton Ribeiro, was arrested on corruption charges involving crimes such as abuse of power and peddling. This was the third education minister that resigned from his post under President Bolsonaro, who promised to tackle corruption during his term in office.

Hence, decentralisation and politicisation of the education system in Brazil has led to serious corruption in the sector, leading to a decrease in the quality of education and resources.

Budget cuts

In 2022, President Bolsonaro cut a budget of 450 million euros from federal universities calling such educational institutions leftists breeding grounds. This led to huge demonstrations against the cuts across the country and created a dire situation for the higher education sector in Brazil, seriously affecting the functioning of universities due to difficulties in paying the staff.

Budget cuts in funding for universities has also led to declining infrastructure of institutions, damaged buildings, broken furniture, leaks and broken elevators. Universities also cannot afford to pay cleaning staff, leading to neglect of educational spaces. Apart from the physical damage to universities, at the start of the Covid pandemic, thousands of research grants were suspended, putting the entire higher education system in danger.

Impact

Many young people in Brazil are dropping out of primary education due to the lack of motivation, low quality of teaching and syllabus, or to enter the workforce early to provide for their families. The decentralised structure of education has led to these shortcoming in the quality of education and teaching, impacting the motivation of students to continue with their studies.

While public education makes up for the majority of the primary and secondary education, private education tackles precedence at university level. This has led to a disparity between students from advantaged and disadvantaged backgrounds. While students from privileged families opt for private higher education institutions, student finance funding has opened doors for students from poorer backgrounds to also join these institutions, although their number remains low.

Due to the lack of a one central system being responsible for public education coupled with the politicisation of education and corruption in this sector, Brazil’s education system – as it currently stands, is under the complete power of the politicians and political parties in charge. This issue cannot be overcome unless education is completely separated from the politically motivated institutions and managed through a system and group of people who are hired solely for their skills in the education sector.

References

Education Monitor: Around The Globe between the 1st and 15th of April, 2024

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 15th of April, 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.

April-1st-till-15th-2024-Edition

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.