Challenges in Sudan’s Education System

Written by Anna Kordesch  

Education stands as a cornerstone of society, with children representing the future of our nation. It is imperative to invest in both their educational environments and their skill development. Such investment not only aligns with moral imperatives but also promises significant contributions to the future GDP of the country.  This statement, made by Owan Watkins, the communication chief at Unicef Sudan, underscores the vital importance of prioritizing education (Guardian, 2022).  

However, despite the recognized significance of education, approximately 6.4 million children in Sudan had their learning disrupted and suspended in April 2023, forcing them to abandon their education altogether. This raises a critical question: how did such a staggering number of children become deprived of their right to education? 

This article aims to address this pressing issue by analyzing the various factors contributing to the high incidence of out-of-school children in Sudan. Furthermore, it seeks to offer policy recommendations to mitigate this crisis. 

The article is structured into three main sections. The first section provides an overview of the general state of education in Sudan. Following this, the second section delves into the specific obstacles hindering schoolchildren in Sudan, which result in their inability to access education. Finally, the third section offers actionable policy recommendations to address these challenges and ensure a brighter educational future for Sudanese children. 

General State of Education in Sudan 


The ongoing political instability and conflict in Sudan have precipitated a dire humanitarian crisis within the country. While the 2020 Juba peace agreement offered a glimmer of hope for peace, its implementation has been uneven across regions, with power struggles exacerbating issues, particularly in the eastern region (Education Cannot Wait, 2022). 

Notably, the city of Darfur has been ravaged by waves of violence stemming from disputes over access to water and essential resources (Education Cannot Wait, 2022). Consequently, educational opportunities have been severely reduced, with only 37% of children in central Darfur able to attend school, leaving a staggering 63% deprived of their right to education. 

According to UNICEF, an estimated 19 million children in Sudan are currently out of school, equating to one in every three children Nationwide. The 6.5 million children whose learning has been disrupted due to violence and insecurity face further challenges as approximately 10,400 schools in conflict-affected areas have been forced to close (UNICEF, 2023).  

Mandeep O’Brien, a UNICEF Country Representative in Sudan, has warned that Sudan is on the brink of the worst education crisis globally. Children in Sudan, enduring the horrors of war for nearly a year, find themselves increasingly torn away from their classrooms, teachers, and friends. Such circumstances threaten to plunge them into a void that damages the future of an entire generation. In addition to the ongoing conflict within the country, Sudan faces a critical shortage of professionally trained teacher (Bent, 2023). This shortage results in an alarming ratio of one teacher attempting to educate anywhere from 77 to 140 children. This challenge is further compounded by a series of climate-induced disasters in recent years, along with the ramifications of the COVID-19 pandemic. These dual crises have not only precipitated dire economic conditions but have also left many struggling with health challenges, exacerbating the humanitarian situation in the country (Education Cannot Wait, 2022). The cumulative impact of these factors is evident in the staggering statistic that 19 million children in Sudan are currently not enrolled in school. 

Given the complexity and multitude of factors contributing to this educational crisis, there is an urgent need to dissect and analyze each cause separately to gain a comprehensive understanding of the gravity of the challenges facing education in Sudan. 

Violence and Conflict

The conflict that erupted on April 15th, 2023, between the Sudanese Armed Forces (SAF) and the Rapid Support Forces (RSF) initially centered in Khartoum but swiftly escalated to engulf the western regions of the country, notably Darfur, resulting in widespread devastation. This conflict has led to a significant influx of forced displacement, both internally and across borders. By August 2023, over 3.6 million individuals have been internally displaced, including 1.4 million school-aged children (ReliefWeb, 2023).  

The impact on education has been profound, with more than half of the children enrolled in schools in conflict-affected states—approximately 6.5 million—being compelled to abandon their educational pursuits and learning centers. This alarming trend poses considerable risks, including heightened dropout rates, jeopardizing their safety and protection, and depriving them of a secure and conducive learning environment. 

The longer children remain out of school, the greater the likelihood that they will continue to be excluded from education and miss out on crucial psychological support. In Sudan, children are increasingly vulnerable to being coerced into early marriages, child labor, trafficking, as well as various forms of violence and exploitation. Beyond the physical dangers they face, the absence of access to life-saving assistance services within schools, such as meals, safe drinking water, hygiene facilities, and social interactions with peers and teachers, severely impairs their educational and overall experiences (ReliefWeb, 2023).   

It is widely recognized that education serves not only as a platform for imparting knowledge but also as a means of socializing children and instilling in them the norms and values necessary for integration into society. Therefore, the denial of education not only deprives children of essential learning but also undermines their development and ability to thrive in their communities as well as integrate them into the Sudanese society.  

 
Girls in Sudan are particularly vulnerable amid the ongoing violent conflict, often becoming victims of sexual abuse within their homes due to the absence of protective school environments (ReliefWeb, 2023). Additionally, inadequate hygiene and sanitation facilities in their homes further exacerbate their challenges, as they are accustomed to relying on the hygiene resources provided at school. 

The repercussions of girls’ inability to regularly attend school are profound and contribute to South Sudan having some of the lowest educational indicators globally (Girls’ Education South Sudan). For instance, only 16% of females aged 15 and above are literate, compared to 40% of males. This stark disparity underscores the urgent need to address the barriers preventing girls’ access to education and to create supportive environments that enable their participation. 

Cultural Norms

As depicted above, the challenges that women and girls’ education in Sudan face are multifaceted. This section will delve into some of the primary barriers beyond the prevalent violence in the country. One significant obstacle is the presence of unfavorable socio-cultural attitudes and practices that hinder the enrollment of girls and women in primary and higher education. 

These unfavorable socio-cultural attitudes and practices reinforce the notion that a woman’s or girl’s value is determined by the amount of bride price or dowry she can bring to her family upon marriage. Given that a majority of the population lives below the poverty line, marrying off a daughter is often seen as a means for families to obtain economic resources. This practice is further perpetuated by the reality that, for many Sudanese parents, sending their daughter or son to school is not truly considered a viable option. 

Environmental Crisis

 
Sudan is grappling with a multitude of environmental, social, and natural resource challenges, including deforestation, land degradation, loss of biodiversity and habitat, and pollution of air, land, and water. These issues have resulted in conflicts over dwindling natural resources, food insecurity, and inadequate waste management, as outlined by the United Nations Environment Programme (UNEP) (United Nations).  

The impact of climate-induced disasters on education is profound, with nearly half of learners enrolled in basic education attending schools lacking access to electricity (El Din Daoud Abd El Rhman, 15, 2022). Heavy flooding, particularly devastating during August and September 2022, destroyed over 600 schools, according to the Sudanese Education Ministry. Many of these schools now stand as mere shells of buildings, devoid of basic amenities such as furniture, running water, or toilets. Furthermore, the severity of climate-related disasters has forced 171 schools to serve as emergency shelters for displaced populations (ReliefWeb, 2023).  

Given the reliance of particularly girls on schools for access to water, sanitation, and hygiene (WASH) facilities, the unavailability of such resources due to climate and violence-induced disasters further exacerbates the challenges faced by Sudanese communities. For girls schools play pivotal role in their lives, that if taken away will have far reaching consequences for them  (Education Cannot Wait, 2022). 

Teacher Shortage


Due to the ongoing civil war and economic downturn in Sudan, there has been a significant increase in the shortage of teachers. The deteriorating economic conditions in the country have rendered teachers’ salaries an unaffordable luxury for the Sudanese government (Oblewski, 2022). Consequently, many teachers opt to leave voluntary positions in pursuit of more financially secure careers, resulting in a scarcity of educators and causing numerous children to miss out on essential lessons. The situation is dire for many teachers, with some reporting that an entire year’s work may not even yield earnings surpassing $100. This shortage of educators often leads to one teacher being responsible for instructing classes comprising as many as 77 students, drastically compromising the quality of education (Windle Trust International).  

Furthermore, UNESCO’s findings indicate that only approximately 35% of primary school teachers in Sudan receive any form of training. Thus, even if children manage to avoid being drawn into the violent conflict and attend school, there is no guarantee that they will receive the quality education necessary to realize their full potential and break the cycle of poverty. The lack of teachers is compounded by a chronic underinvestment by the Sudanese government in its educational institutions. Addressing these systemic issues is crucial for improving educational outcomes and providing children with the opportunities they need to thrive. 

Underinvestment in Schools

 
Sudan’s allocation of a mere 9% of its total public expenditure to education has resulted in a shortage of schools and inadequate instructional materials (UNICEF Sudan, 7, 2021). This chronic underinvestment has led to a general lack of quality in the education system. The repercussions of this underinvestment are evident in the findings of the 2018 National Learning Assessment (NLA), which examined learning outcomes among third-grade students. While there have been some improvements in literacy levels, overall learning outcomes remain poor. Many children still struggle to read simple, familiar words. In mathematics, less than half of the children were able to correctly complete a basic addition exercise, and even fewer could carry out more complex level two addition exercises. These findings underscore the urgent need for increased investment in education to enhance learning outcomes and provide children with the foundational skills they need for future success (UNICEF Sudan, 7, 2021). 

Financial Burden

Another significant barrier hindering children from accessing education is the financial burden placed on parents. Despite the desire of many parents to send their children to school, rising education costs have made it increasingly unaffordable for families. Education is not only one of the most expensive national services but also one of the most challenging to maintain, adapt, and administer (El Hag Ali, 68, 1960). 

The combination of direct and indirect costs associated with education, such as school fees, uniforms, and school materials, serves as a deterrent for parents considering enrolling their children in school. Instead, some families opt to send their children to work to contribute to household income. While the Constitution of the Republic of North Sudan stipulates that basic education should be free, the reality is far from it. Primary and secondary schools often impose high fees on parents, further exacerbating financial barriers to education access (Girl’s Education South Sudan). 

Possibles Policies to be implemented

Given the current underdeveloped state of Sudan’s infrastructure, particularly in remote areas, the education system falls short of international standards. The following section will outline several policy recommendations to address these challenges: 

  1. Investment in Research: Allocating funding for education research in Sudan is crucial to address information gaps in key areas such as access, quality, and the psychosocial impact of conflict on students, teachers, and communities. Research-based policy interventions can help advocate for the importance of continuous and quality education, fostering awareness and support among stakeholders. 
  1. Increased Community Engagement: Policymakers, researchers, and international non-governmental organizations should collaborate closely with local communities to understand their unique educational needs and challenges. By actively seeking genuine feedback from communities, interventions can become more responsive to pressing needs, leading to more effective outcomes. 
  1. Support for Teacher Employment and Training: Enhancing support for teacher employment and training is essential for improving education quality in Sudan. Effective training programs for teachers, including those teaching displaced students in refugee host countries, can prepare educators to provide psychosocial support, adapt curricula, and foster inclusive, conflict-sensitive learning environments for all students. 
  1. Infrastructure Development: Increasing funding for infrastructure development is crucial to address the lack of quality educational facilities in Sudan. Building high-quality infrastructure, including formal and informal education institutions, can help preserve educational opportunities and contribute to post-war recovery and stability. By providing a foundation for rebuilding communities and societies, improved infrastructure plays a vital role in enhancing educational access and quality (EIAsad et al., 2023). 

By implementing these policy recommendations, Sudan can work towards addressing the challenges facing its education system and improving educational outcomes for all its citizens, particularly those in remote and conflict-affected areas. 

References 

The Potential Influence of a Right-Wing Government on Education in the Netherlands 

Written by Asiia Kilmukhametova 

The Netherlands, known for its progressive policies, has experienced a significant political shift with the election of right-wing parties like the Party for Freedom (PVV) and the newly founded Nationalist Socialist Coalition (NSC). With these parties securing a considerable number of seats in the Dutch House of Representatives, concerns arise regarding their potential impact on various aspects of Dutch society, including education. Particularly, their standpoint against the internationalization of higher education raises questions about the future direction of educational policies in the country. 

Historical context 

The Netherlands has been recognized for its progressive education system, which emphasizes inclusivity, diversity, and internationalization. According to the Dutch Government, of all incoming students in higher education, more than 25% are international students. Moreover, the country’s universities and schools of applied sciences are actively pursuing partnerships with institutions worldwide, providing Erasmus+ and Exchange programs, which are focused on attracting students from diverse cultural backgrounds. Dutch government have been emphasizing the importance of introducing students to international and intercultural society at a young age, and several studies showed that nearly a quarter of the Dutch population had a migrant background. 

However, the rise of nationalist movements and the growing popularity of right-wing ideologies may affect the internationalization of the Dutch education. Parties like the PVV and NSC advocate for stricter immigration policies and cultural preservation. PVV – a far-right and party leaded by Geert Wilders. Nationalist ideology mainly concerns immigrational and cultural concerns, supported by the call of PVV to ban the Quran and shut down all mosques in the Netherlands. Geert Wilders, leader of the party, stated in the past that he he hates Islam, which clearly indicates the party’s attitude toward Muslim population. The party opposes to the dual citizenships and immigration especially from non-Western countries. NSC, as well as PVV, represent conservative attitude towards immigration, stating that the number of immigrants taken each years should be halved. With right-wing coalition taking 81 out of the 150 seats in the parliament, Dutch educational system may experience major structural changes. 

Potential influence on Dutch education 

As nationalist parties gain power, minority communities, particularly Muslims, may find themselves marginalized within educational institutions. Discrimination may present itself in various forms, and it is expected that student community will particularly experience hardened admissibility rules and immigration processes. People with double citizenships may also be caught in these situations. Calls to Dutch culture may put pressure on Muslim students to conform, leading to their inability to express their cultural and religious identities.  

Furthermore, right-wing parties, namely PVV and NSC are expected prioritize policies aimed at preserving Dutch culture and language by reducing the number of foreign students in the educational institutions. This could entail stricter visa regulations, higher tuition fees for non-EU students, which are already 5 times higher than EU fee, and quotas on the enrollment of international students. The number of English-taught and double-degrees may be reduced, leading to international students choosing other destinations for their academic pursuits. 

Exchange and Erasmus + programs have long been essential components of the Dutch higher education, fostering cross-cultural exchange, and mutual understanding among students. The future of these programs may also be compromised, as the Netherlands will not be able to insure an inclusive and welcoming atmosphere for the incoming students, possibly endangering and complication their studies in the Netherlands. PVV states that the universities’ primary responsibility should be to Dutch students. From the perspective of Dutch students, the prioritization of Dutch sovereignty over international engagement can lead to the reduction of exchange programs. 

Under the rule of right-wing government, international universities whose ideologies are different from nationalist ideas may find themselves at risk of receiving less funding or facing other forms of institutional pressure. In its election manifesto, the PVV writes that all English-language undergraduate courses should be eliminated. Policies aimed at cultural preservation could prioritize funding for institutions that align with these objectives. Reduced financial support may constrain the governmental ability to attract top talent and reduce the supply of resources and opportunities for students that need them to in an increasingly competitive environment. 

Conclusion 

The potential influence of right-wing Dutch government on education raises important questions about the future direction of the country’s educational policies. While parties like the PVV and NSC may seek to limit the internationalization of higher education and promote nationalist ideas, they are likely to encounter resistance from within the education sector and broader society.  

As the Netherlands experiences the unstable and unforeseen period of political change, it must aim to uphold the principles of diversity, and academic inclusivity that have long been the merit of its education system. 

References

  • Castelvecchi, D. (2023, June 14). Shock election win for far-right worries academics in the Netherlands. Science. https://www.science.org/content/article/shock-election-win-far-right-worries-academics-netherlands
  • Buruma, I. (2008, February 17). The Muslim next door. The Guardian. https://www.theguardian.com/world/2008/feb/17/netherlands.islam
  • Groothuis, F. (2023, March 9). Internationalisation in the Netherlands: An uncertain and volatile landscape. The PIE News. https://thepienews.com/the-view-from/internationalisation-netherlands-uncertain-volatile-landscape/
  • Wikipedia contributors. (2023, June 8). New Social Contract. In Wikipedia, The Free Encyclopedia. https://en.wikipedia.org/wiki/New_Social_Contract
  • ABN AMRO Research. (2023, March 9). Dutch rates focus: Dutch elections won by far-right party PVV. ABN AMRO. https://www.abnamro.com/research/en/our-research/dutch-rates-focus-dutch-elections-won-by-far-right-party-pvv
  • Schinkel, W. (2022). Not only has the number of international students in the Netherlands increased, but so has their contribution to the economy. In R. Beckers & W. Schinkel (Eds.), Internationalisation and Higher Education (pp. 23-45). Springer. https://link.springer.com/chapter/10.1007/978-3-031-14224-6_2#:~:text=Not%20only%20has%20the%20number,than%2023%25%20(see%20Fig.
  • Nuffic. (2023). Internationalisation facts and figures. Nuffic. https://www.nuffic.nl/en/subjects/research/internationalisation-facts-and-figures
  • Van der Heijden, M. (2023, March 15). PVV and NSC win Dutch election: What’s the impact on education and research? UToday. https://www.utoday.nl/news/73552/pvv-and-nsc-win-dutch-election-whats-the-impact-on-education-and-research

Upcoming country visit of the Working Group on the use of mercenaries to Côte d’Ivoire.

Presented by Ariel Ozdemir and Caren Thomas

The history of Côte d’Ivoire shows periods of political instability and coups. The 2002 Ivorian Civil War deepened the divisions within the country. 1 The presidential election in 2010 highlighted the power struggle between the candidates, which increased the political and ethnic tensions in the country. This constant state of political instability and civil unrest can contribute to Ivorian nationals’ being more susceptible to recruitment into mercenary activities. The lawlessness prevalent within Côte d’Ivoire may force individuals to seek stability or financial gain from different sources.
Despite Côte d’Ivoire being the largest economy in the West African Economic and Monetary Union, the country’s 46.3 per cent of its population is below the poverty line. Gender inequalities continue to persist within the country. This is noticed right from the grassroot level. Only 52 per cent of the girls have completed secondary education in the country compared to 63 per cent of the boys. Additionally, the fluctuations in cocoa, coffee, and palm oil export prices severely impact the Ivorians as their livelihoods depend on these commodities. 2

However, despite the progress in domestic legal responses to mercenarism in Côte d’Ivoire, the country has yet to ratify the 1989 Convention Against the Recruitment, Use, Financing, and Training of Mercenaries. While the country supported the 3rd Cycle UPR recommendation to ratify the convention, the mid-term assessment outlined the lack of any substantial actions to do so. 6 As a result, Côte d’Ivoire still has substantial further progress to make in its fight against the use of mercenaries. An optimistic sign as to potential future progress on ratification can be found in the Ivorian Minister of Foreign Affairs’ 2019 speech, in which he asserted Ivorian support for the convention and urged those nations to ratify the convention that had not yet done so. However, whether this declaration represents a wider domestic desire to begin the ratification process is yet unclear.

PMC activities pose significant threats to Ivorian stability. Foreign actors have been exporting PMC and military equipment to many countries on the African continent, and Côte d’Ivoire is no exception. Two principal PMC’s have a strong presence in the country, namely the French PMC CorpGuard 12 and the Russian Wagner group. Since 2017, CorpGuard, founded by Secopex’ co-founder David Hornus, which is itself active in Somalia and the CAR, has been training the Ivorian military. 13 According to CorpGuard, during a 9-month training period they set up 4 infantry companies, 1 operational center, and trained 1,235 soldiers “to United Nations standards”. 14
Despite being strongly marketed as harbingers of peace and allegedly participating in the transformation of Ivorian military personnel from “soldiers in war” to “soldiers of peace”, 15 the complete lack of regulation of PMCs has resulted in an inability to enforce legitimacy and accountability. In this light, CorpGuard’s training of President Alassane Ouattara’s military can be understood to have had a direct impact on the 2020 electoral violence.

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References

1 Tayoh, B. (2009). Background information. In Property Taxation in Francophone West Africa: Case Study of Côte d’Ivoire (pp. 1–4). Lincoln Institute of Land Policy. http://www.jstor.org/stable/resrep18288.3
2 Nelson, N. (2020). The Top 3 Causes of Poverty in Côte d’Ivoire. The Borgen Project. https://borgenproject.org/poverty-in-cote-divoire/

6 S.E.M. Marcel Amon-Tanoh. “Conseil De Sécurité Des Nations Unies Débat Public De Haut Niveau Sur Le Thème: Les Activités Mercenaires Comme Source D’insecurite Et De Destabilisation En Afrique Centrale Déclaration De S.E.M. Marcel Amon-Tanoh Ministre Des Affaires Étrangères De La République De Côte d’Ivoire.” New York, February 4, 2019. https://press.un.org/fr/2019/cs13688.doc.htm

12 Note: David Hornus rejects the description of CorpGuard as a PMC and claims that “CorpGuard is an operational security and defense service company which does not meet the designation of a private military company.” source: Martin, Elise. “Armée: de Lyon à la Côte d’Ivoire, pourquoi la société « de sécurité et de défense » CorpGuard interroge?” 20 Minutes, April 28, 2023. https://www.20minutes.fr/societe/4034203-20230428-armee-lyon-cote-ivoire-pourquoi-societe-securite-defense-corpguard-interroge
13 Kadlec, Amanda. “In Africa, Wagner Is Not the Only Game in Town.” New Lines Magazine (blog), July 17, 2023. https://newlinesmag.com/spotlight/in-africa-wagner-is-not-the-only-game-in-town/
14 CorpGuard. “Developments And Challenges of Peacekeeping Operation in The French-Speaking World 2017-2020.” CORPGUARD Conseil International (blog), May 26, 2020. https://www.corpguard.com/fr/evolutions-et-defis-du-maintien-de-la-paix-dans-lespace-francophone/
15 Observatoire. “Table ronde du 4 octobre 2017 – 3ème panel.” OBG, October 7, 2017. https://www.observatoire-boutros-ghali.org/2017/10/table-ronde-du-4-octobre-2017-3/

Country Visit to the United Kingdom of Great Britain and Northern Ireland

Presented by Merve Tiregul

Recent data spanning from March 2020 to June 2021 further highlights this disparity, indicating that black women were 14% less likely to be referred to Refuge for assistance by the police compared to their white counterparts who are survivors of domestic abuse. 2 The data implies a systematic failure by the police to adequately support Black women against domestic abuse. According to Victim Support’s research in 2022, victims of domestic abuse, particularly from Black and ethnic minority backgrounds, often face dismissal and marginalisation by the police. The study found that nearly half of Black and ethnic minority respondents felt that the police treated them differently due to their heritage. Over half of all respondents reported instances of domestic abuse multiple times before receiving appropriate police action, with almost a quarter needing to report three times or more. Despite increased reports of domestic abuse, recent data from the Office for National Statistics shows an 8% rise in related offences, underlining the urgent need for improved support and response mechanisms for victims. 3

According to a 2020 survey conducted in the UK, Black, minoritised women, and non-binary individuals were more prone to experiencing online violence during COVID-19, with many reporting worsened abuse during the pandemic. This emphasises the necessity of adopting responses that incorporate an intersectional perspective. 46% of the participants indicated they had encountered online abuse since the onset of COVID-19. This percentage rose to 50% among Black and minoritised women and nonbinary individuals. Among survey participants who encountered online abuse in the year prior to the survey, 29% noted that it intensified during the COVID-19 period. Black and minoritised women and non-binary individuals were disproportionately affected, with 38% indicating that the pandemic contributed to heightened online violence. Gender emerged as the most frequently cited reason for online abuse, with 48% reporting gender-based abuse, followed by 21% for abuse related to gender identity and sexual orientation, 18% for ethnicity, 10% for religion, and 7% for disability. Black and minoritised individuals were almost as likely to face abuse based on ethnicity as they were on gender, with 46% reporting gender-based abuse and 43% reporting ethnicity-based abuse. Additionally, they were more prone to religious-based abuse compared to white respondents. 4

In England, since September 2020, Relationships Education has been mandatory for all primary school pupils, while Relationships and Sex Education (RSE) has been compulsory for secondary pupils, alongside Health Education for all students in state-funded schools. RSE curriculum encompasses crucial topics such as sexual consent, exploitation, abuse, grooming, harassment, rape, forced marriage, female genital mutilation, and domestic abuse, aiming to equip students with the knowledge to navigate current and future relationships. In primary schools, comprehensive sex and relationships education can empower children to stay safe by fostering confidence in seeking help, understanding bodily autonomy, and providing appropriate language for discussing private body parts. 15

The UK recently updated the Relationship and Sexuality Education (RSE) curriculum requirements in Northern Ireland. The new curriculum will include age-appropriate, comprehensive, and scientifically accurate education on sexual and reproductive health and rights. The education will provide factual information on preventing pregnancy, abortion rights, and accessing relevant services without advocating a particular stance. 16

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References

2 Refuge. (2021, September 30). Ahead of Black History Month, Refuge calls for better protection for Black women experiencing domestic abuse. Retrieved January 30, 2024, from https://refuge.org.uk/news/refuge-better-protection-of-black-women-domestic-abuse/
3 Victim Support. (2022, December 1). New research shows police failing to act on domestic abuse reports – ethnic minority victims worst affected. Retrieved January 30, 2024, from https://www.victimsupport.org.uk/new-research-shows-police-failing-to-act-on-domestic-abuse-reports-ethnic-minority-victims-worst-affected/
4 End Violence Against Women. (2020). The ripple effect: COVID-19 and the epidemic of online abuse. Retrieved January 30, 2024, from https://www.endviolenceagainstwomen.org.uk/wp-content/uploads/Glitch-and-EVAW-The-Ripple-Effect-Online-abuse-during-COVID-19-Sept-2020.pdf

15 Female genital mutilation: resource pack. (2023). Gov.uk. Retrieved January 30, 2024, from https://www.gov.uk/government/publications/female-genital-mutilation-resource-pack/female-genital-mutilation-resource-pack
16 New requirements for Relationship and Sexuality Education curriculum in Northern Ireland. (2023). Gov.uk. Retrieved January 30, 2024, from https://www.gov.uk/government/news/new-requirements-for-relationship-and-sexuality-education-curriculum-in-northern-ireland

Follow-up to the Working Group on discrimination against women and girls’ country visits to Kyrgyzstan, Romania, Greece, Poland, Honduras, Chad, Samoa, Kuwait and Hungary

Presented by Ariel Ozdemir, Luna Plet and Olimpia Guidi

The Lenca, indigenous to southwestern Honduras and northeastern El Salvador, reside in approximately 50 villages within a 100-km radius of La Esperanza, the capital city of the mountainous Intibucá department. 1 Most of these villages find themselves on the outskirts of the public education system due to factors such as poverty, age, geographic isolation, gender, and ethnicity. These circumstances collectively contribute to the difficulty in accessing education for many inhabitants.
The educational hurdles for Lenca girls in Honduras, especially in regions like San Francisco de Opalaca, are intricate and deeply influenced by socio-economic, cultural, and geographical factors. These challenges are marked by restricted access to education due to economic constraints, particularly affecting girls pursuing primary education. Gender-sensitive education proves to be a critical aspect of the struggles faced by Lenca girls. Prevailing patriarchal norms pose obstacles to their educational opportunities.
Concerns about the quality of education in public schools, notably in regions like San Francisco de Opalaca, are pronounced. Challenges include limited access to junior high schools in most villages and the geographic obstacles that impede education beyond grade 6. 2 Inadequacies in the education infrastructure, such as a shortage of teachers and insufficient facilities, further hinder the provision of quality education for Lenca girls. Furthermore, with a literacy rate of 30-50%, the Lenca population typically spends an average of only four years in school. 3 This low educational attainment contributes to a pervasive sense of inferiority and a lack of confidence in advocating for a democratic and civil society.
The need for revamping the curriculum to address gender equality, stereotypes, and violence is evident. Emphasis is placed on incorporating human rights workshops to create awareness about gender, cultural, educational, and employment equality. 4 This approach strives to foster an inclusive and supportive educational environment, empowering Lenca girls and addressing societal challenges they encounter.

education for disadvantaged communities . 21 Women and girls, already facing obstacles in pursuing education, find themselves further marginalised by the privatisation of schooling . 22
Consider the challenges faced by promising young students in La Esperanza who experience increased fees due to their schools’ privatisation, leading to their education’s abandonment. This educational setback not only perpetuates the cycle of poverty but also underscores the gendered impact of privatisation on educational opportunities for women and girls.
Expanding on the educational aspect, it’s essential to recognise that privatisation can lead to a reduction in educational resources. Privatised institutions may prioritise profit over educational quality, leaving women in poverty with fewer educational support systems. This, in turn, perpetuates systemic disadvantages, limiting the potential for upward mobility through education.
Healthcare Challenges
Privatisation in the healthcare sector can pose significant challenges for vulnerable populations, particularly women. As essential healthcare services become privatised, the financial burden on impoverished women intensifies, limiting their access to crucial medical support. The lack of affordable healthcare options further entrenches gender disparities in health outcomes . 23

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References

1 Susan Stone, “El Maestro En Casa,” El Maestro en Casa, accessed January 20, 2024, https://lencaedu.wordpress.com/
2 Wanda Bedard, “2009 – Honduras,” 60 million girls, accessed January 20, 2024, https://60millionsdefilles.org/en/our-projects/2009-honduras/
3 Susan Stone, “El Maestro En Casa,” El Maestro en Casa, accessed January 20, 2024, https://lencaedu.wordpress.com/
4 Wanda Bedard, “2009 – Honduras,” 60 million girls, accessed January 20, 2024, https://60millionsdefilles.org/en/our-projects/2009-honduras/

21 Edwards Jr, D. B., Moschetti, M., & Caravaca, A. (2023). Globalisation and privatisation of education in Honduras—Or the need to reconsider the dynamics and legacy of state formation. Discourse: Studies in the Cultural Politics of Education, 44(4), 635-649. Available at: https://www.tandfonline.com/doi/abs/10.1080/01596306.2020.1852181
22 Murphy-Graham, E. (2007). Promoting participation in public life through secondary education: evidence from Honduras. Prospects, 37(1), 95-111. Available at: https://link.springer.com/article/10.1007/s11125-007-9013-2
23 Hasemann Lara, J. E. (2023). Health Sector Reform in Honduras: Privatisation as Institutional Bad Faith. Medical Anthropology, 42(1), 62-75. Available at: https://www.tandfonline.com/doi/abs/10.1080/01459740.2022.2125388

Broken Chalk’s Press Release on World Refugee Day 

Mamta Rao, Rieke Lahrsen

Every year on June 20th, the world comes together to commemorate World Refugee Day – a day to raise awareness about the plight of refugees and celebrate their courage, resilience, and contributions to societies around the globe. It is a day marked by various events hosted globally that are organized by or include participation of refugees, government officials and inclusive communities.

This year’s theme is “Hope away from home”, emphasizing the importance of enabling refugees to pursue education, employment and healthy living in their place of refuge. Inclusion stands at the forefront as the most effective way to help refugees not only rebuild their own lives, but also contribute to their new communities and place of safety.

According to the United Nations High Commissioner for Refugees (UNHCR), there are currently over 100 million forcibly displaced people worldwide, including refugees, asylum-seekers, and internally displaced persons. These individuals have been uprooted from their homes due to conflict, violence, human rights violations, and increasingly, the impacts of climate change and natural disasters.

The journey of a refugee is one marked by unimaginable hardship, loss, and trauma. They have fled their homelands in search of safety, leaving behind everything they once knew and loved. Yet, in the face of such adversity, refugees continue to demonstrate an extraordinary capacity for resilience and hope.

World Refugee Day is an opportunity to honor this resilience and to remind ourselves of our shared responsibility to support and protect those seeking refuge. It is a day to amplify the voices of refugees, to listen to their stories, and to recognize the immense contributions they make to host communities.

Refugees bring with them a wealth of skills, knowledge, and cultural diversity that enriches the societies in which they settle. They are entrepreneurs, artists, scientists, and community leaders, whose determination and perseverance inspire us all.

On this World Refugee Day, let us reaffirm our commitment to upholding the rights and dignity of refugees. Let us advocate for policies that promote their inclusion and integration, and work towards creating a more just and compassionate world where no one is forced to flee their home.

Here are a few ways you can make a difference this June 20th and beyond:

Educate yourself and others: read, listen and learn about the refugee crisis and how it impacted innocent lives worldwide

Support refugee organizations: donate or volunteer your time and energy to help refugees through organizations such as UNHCR, IOM, IRAP or local assistance groups

Advocate in your community: advocate for policy changes through local engagement, support refugee-owned businesses, participate in awareness campaigns or engage with schools to integrate refugee issues into their curricula

Spread positive stories: success stories and positive personal experiences of individuals can highlight the resilience of these strong individuals and fight the negative stereotypes portrayed in the media!

Remember, refugees are not just statistics; they are mothers, fathers, sons, and daughters seeking a better life and a haven. Their stories remind us of our shared humanity and the power of hope in the face of adversity.

Together, we can build a world where refugees are welcomed, supported, and empowered to rebuild their lives and thrive.

References

International Day for Countering Hate Speech

Written by Astrid Euwe Wyss and Panashe Marie Louise Mlambo 

On 18 June, the world observes the International Day for Countering Hate Speech, established by the UN General Assembly in its resolution 75/309 on 21 July 2021.1 This day serves as a global call to action to combat hate speech in all its forms, fostering a culture of respect, tolerance, and understanding. 

The principles enshrined in the International Covenant on Civil and Political Rights emphasize that “Everyone shall have the right to hold opinions without interference” and “Any advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence shall be prohibited by law.” Broken Chalk stands firmly behind these ideals, advocating for educational environments where respect, tolerance, and mutual understanding are promoted. 

Educational institutions are critical arenas for fostering values of respect and tolerance. However, many regions around the world still struggle with the harmful effects of hate speech, which can create hostile learning environments and impede students’ educational progress.2 Broken Chalk’s efforts focus on raising awareness about these challenges and urging the international community to implement effective strategies to counter hate speech. As an international organization, Broken Chalk remains steadfast in its mission to achieve both local and global perspectives in its advocacy efforts. Through collaborative action and collective engagement, we strive to create a world where every individual has access to quality education in a peaceful, inclusive, and respectful environment. Our press releases, monitoring articles, and UN-UPR submissions are all the strides we have take to address the gaps in education and challenges affecting individuals in the educational sphere.  

“Our work is driven by a commitment to fostering respect and understanding in education. On this International Day for Countering Hate Speech, we urge governments and stakeholders to the UN to prioritize the fight against hate speech in education and to take decisive action to address systemic issues.” is a sentiment that is agreed by the Broken Chalk representatives.  

As an international organization, Broken Chalk remains steadfast in its mission to achieve both local and global perspectives in its advocacy efforts. Through collaborative action and collective engagement, we strive to create a world where every individual has access to quality education in a safe, inclusive, and respectful environment. 

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

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

June-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.

Educational Challenges in Afghanistan

Written by Charlotte Lagadec-Jacob

Introduction 

The Taliban’s takeover in 2021 has had a devastating impact on the education system in Afghanistan. The declining quality of education and the promotion of gender inequality have become major concerns for the international community. Last year, UNESCO dedicated its International Day of Education to Afghan girls and women. 

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Picture by Nk Ni via Unsplash

Although Afghanistan has signed multiple UN human rights treaties and conventions, which aim for access to education to all, gender equality and children’s rights, the new education system established by the Taliban restricts access to education for young women, allows the use of corporal punishment at school and has led to a deterioration of the overall quality of education for both boys and girls.

Impact on girls and women’s educational rights

The Taliban takeover in Afghanistan had a negative impact on access to education for girls and women. This issue has been raised by the United Nations as well as NGOs in several reports. Education is a fundamental right enshrined in the Convention of the Rights of the Child. The restrictions imposed on girls and women violate several treaties signed by Afghanistan which prohibit gender-based discrimination. 

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Picture by Wanman uthmaniyyah via Unsplash 

Decrease of the school attendance rate among girls and women

The bans imposed by the Taliban on access to secondary and higher education for girls and women have resulted in a rising drop-out rate among female students in Afghanistan.  

Article 28.1 (e) of the Convention on the Rights of the Child 1989 states: 

Governments should “take measures to encourage regular attendance at schools and the reduction of drop-out rates.”

Despite the ratification of this Convention by Afghanistan, 75% girls are currently out of school. This makes Afghanistan one of the countries with the highest out-of-school rates for girls in the world.

While the ban on access to secondary education for girls was introduced in 2021 as a temporary measure, it is still ongoing. Moreover, the ban on access to university for women violates the Universal Declaration of Human Rights which states that higher education should be ‘accessible to all on the basis of merit’ as opposed to gender. 

Low literacy rate among women 

Most women in Afghanistan are currently illiterate. Despite Afghanistan being a party to the Convention on the Rights of the Child which encourages the elimination of illiteracy, the literacy rate in Afghanistan is currently among the lowest in the world. This particularly applies to women as only 20.6% of Afghan women are literate. 

Being literate is important for daily tasks and cannot be neglected. In the long term, restricting access to education might worsen this situation and jeopardise Afghan girls and women’s independence and future, as it also makes accessing information about humanitarian support more difficult. 

Impact on boys’ educational rights 

Boys are also negatively affected by the new education system introduced under the Taliban. According to Human Rights Watch, boys and their parents have noticed a deterioration in boys’ access to education as well as the quality of their education.

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Photo de Wanman uthmaniyyah sur Unsplash

Corporal punishment 

The use of corporal punishment on boys is becoming more prevalent at school and constitutes a severe violation of human rights law. The Human Rights Watch has reported an increasing use of corporal punishment at school and interference of the “Ministry for the Propagation of Virtue and the Prevention of Vice” with the functioning of Afghan schools since the new education measures were put in place by the Taliban. 

Corporal punishment violates international law and the Convention of the Rights of the Child which was signed by Afghanistan. This convention is complemented by Article 39 the Afghanistan’s education act 2008 which prohibits all forms of punishment at school. 

Afghan students have reported an increasing use of corporal punishment for moral crimes since the Taliban took power in 2021. Mental health issues such as depression and anxiety among boys are unfortunately common consequences of the restrictive measures imposed by the Taliban at school. 

Decreased school attendance rate 

As with girls, the attendance rate of boys at school has decreased since the Taliban takeover.  This may be related to the economic and humanitarian situation of the country which puts more pressure on boys, thus resulting in decreased attendance. Moreover, the regime of fear established by the Taliban at school and a loss of motivation due to the low quality of education may lead some male students to stop coming to class.

Promotion of a misogynistic society 

Barring girls and women from studying and teaching also has a negative impact on the quality of learning of boys in Afghanistan and promotes values in contradiction with human rights treaties and conventions signed by the country.

Under the Taliban regime, female teachers are restricted to teach boys and were replaced by men regardless of their qualifications and experience. Sometimes, no replacement could be found, leading to the disruption of classes.  This certainly has had a deteriorating effect on the quality of education of boys.

In addition to the decline of the quality of education caused by these replacements or teacher shortage, the new education system established under the Taliban promotes values in contradiction with rights enshrined in human rights treaties. Gender-based segregation by excluding girls from secondary schools and universities as well as the modification of the school curriculum may also have a negative impact on boys as it shows them an example of society where men and women are not equal. This promotion of misogyny violates several human rights treaties ratified by Afghanistan which provides that men and women should enjoy the same rights and be equal. 

These new decrees introduced by the Taliban regarding education constitute severe violations of human rights law.  

Impact on the overall quality of education

In addition to the ban on female teachers which severely undermines the quality of education in Afghanistan, the change of curriculum by the Taliban and the condition of facilities in some schools constitute significant challenges to the current education system of the country.

Change in curriculum 

The new curriculum established under the Taliban does not align with human rights law and appears to deny women’s rights. Human rights treaties provide that education should encourage the full development of the human personality and the respect of human rights. 

Despite the ratification of these treaties by Afghanistan, important subjects such as English, civic education, physical education, arts have been removed and the new curriculum focuses primarily on religion as well as on the view of women’s Islamic rights. A report obtained by Human Rights Watch in January 2022 which is believed to be an internal proposal for the revision of the curriculum contains discriminatory statements such as: 

“Many books have presented women’s rights as human rights. The teachers must explain women’s rights through the framework of Islam, not what the West calls women’s rights.”

Issues with the condition of educational facilities and infrastructure

Poor standards of hygiene and a lack of clean water, toilets and soap may also have an impact on school attendance. In over 50% of schools in Afghanistan, there is no clean drinking water and in over one-third of schools, there are no toilets where students can wash their hands. 

Conclusion and recommendations

Despite the ratification of multiple human rights treaties and conventions by Afghanistan, the Taliban have established an education system which causes gender-based discrimination, promotes illiteracy and allows human rights violations such as corporal punishment at school. Different recommendations can be made to address these issues. 

Combating illiteracy among girls and women in Afghanistan

The high rate of illiteracy (particularly among girls and women) in Afghanistan calls for action. For example, the EU, UN Women and UNESCO have collaborated in implementing the project “Empowering women and adolescent girls in Afghanistan through literacy and skills development for sustainable livelihoods”. Other projects could be initiated in this regard. 

Encouraging vocational and community-based education for girls and women

Among options currently available to girls and women to remedy the ban on secondary and higher education imposed by the Taliban, vocational education can be considered. This alternative can help women secure self-employment, thus allowing them to obtain financial independence. UNESCO currently provides literacy and pre-vocational training to over 55,000 young people and adolescents (over 68% of students are women and adolescent girls) in Afghanistan. UNICEF also provides children (mostly girls) with community-based education classes and teaching and learning materials. 

Providing women with teacher training

Teacher training could be provided to women who aspire to teach. This was the approach taken by UNICEF for its Girls’ Access to Teacher Education (GATE) programme. 

Addressing corporal punishment at school

The use of corporal punishment on children constitutes a severe violation of human rights law and might severely undermine the quality of education of boys as it may lead some students to drop out of school. It is urgent to act to prevent such punishments at school. 

Improving the condition of educational facilities to foster attendance at school.

Since 2024, UNICEF and the EU have joined forces in improving the condition of buildings and classrooms in 385 public primary schools in Afghanistan. UNICEF stressed the importance of ‘rehabilitating classrooms, building toilets and water systems’.

References

Broken Chalk’s World Day Against Child Labour Press Release 

Panashe Marie Louise Mlambo, Mamta Rao  

World Day Against Child Labour, annually on June 12th, was first launched in 2002 by the ILO to raise awareness and foster activism aimed at preventing child labour. This day brings together governments, local authorities, civil society, international organizations, workers, and employers to highlight the issue of child labour and to define effective strategies for its elimination.1 Despite progress over the past two decades, conflicts, economic crises, and the lingering impacts of the COVID-19 pandemic have reversed many of these gains, making it more critical than ever to renew global efforts against child labour.2 

Broken Chalk, an Amsterdam-based non-governmental organisation committed to addressing human rights violations in the education sector, joins this global call to action. Our organisation, established in October 2020, is dedicated to removing obstacles to education, promoting peace and tolerance through intercultural understanding, preventing radicalism and polarisation, and eliminating educational opportunity gaps across various demographics.3 

Our extensive research and advocacy work reveal that child labour can indeed be eliminated if its root causes are addressed. Economic disparities, lack of access to quality education, and systemic injustices are the primary drivers that push children into labour. More than ever, it is urgent for all of us to contribute to bringing solutions to people’s daily problems, and child labour is – possibly – the most visible of these problems. 

We call for a renewed global commitment to social justice, with the elimination of child labour as a central focus. This involves leveraging the Global Coalition for Social Justice to drive initiatives that address the socio-economic factors contributing to child labour. 

 We urge all nations to ratify ILO Convention No. 138 on Minimum Age. Combined with the universal ratification of ILO Convention No. 182 on Worst Forms of Child Labour achieved in 2020, this would provide comprehensive legal protection for children against all forms of child labour.4 

Regions like Africa and Asia-Pacific bear the brunt of this issue, with Africa having the highest percentage of children in child labour (one-fifth) and the highest absolute number (72 million). Asia and the Pacific follow with 7% of all children and 62 million in absolute terms in child labour. Together, these regions account for nearly nine out of every ten children in child labour worldwide.4 

This year, the focus is on accelerating progress towards achieving Target 8.7 of the United Nations Sustainable Development Goals (SDGs), which aims to eradicate child labour in all its forms by 2025. By focusing on Key areas of action—legislative reforms, education, decent work for adults, social protection, and public advocacy—we can create a comprehensive strategy to eliminate child labour and build a brighter future for all children.6 

Let us renew our commitment to ending this grave violation of children’s rights. By uniting our efforts, we can build a future where every child enjoys their right to a childhood free from labour and filled with opportunities for education, growth, and development. 

“Our work is driven by a commitment to fostering respect and understanding in education. On this World Day Against Child Labour, we urge governments and stakeholders to the UN to prioritize the fight against child labour in education and to take decisive action to address systemic issues,” said a representative from Broken Chalk. 

As an international organization, Broken Chalk remains steadfast in its mission to achieve both local and global perspectives in its advocacy efforts. Through collaborative action and collective engagement, we strive to create a world where every individual has access to quality education in a safe, inclusive, and respectful environment. 

References