Russia Strikes Again: The Devastation of Ukraine’s Largest Children’s Hospital 

Written by Uilson Jones 

For many people around the world, Monday mornings consist of a rush to their place of employment or attending classes at school, going about their day without the slightest disturbance – apart from the casual annoyance due to traffic delays and the like. For Ukrainians, Mondays (as well as every other day) begin and end in destruction, bloodshed and grief. 

On Monday July 8th, Russia launched a massive barrage of missiles against key points of civilian infrastructure in Kyiv and many other urban centres. Amongst these structures was Ukraine’s largest children’s hospital, Okhmatdyt. As a result of this vicious attack against Ukrainian children, a staggering 36 people were killed and another 140 injured, according to Andriy Yermak (BBC, 2024). These figures which are initial estimates, are expected to climb much higher given further investigation. The missiles struck surgical, oncological and toxicological departments, virtually levelling these intensive care units where children with cancer and other life-threatening illnesses were being treated (UNSC, 2024).  

The immediate aftermath on the scene was one right out of a horror movie – yet this was a brutal reality for Ukrainians on the ground. Hundreds of children with chronic illnesses, medical personnel, and staff were being rapidly evacuated from the shattered ruins of the building. Roads and highways in Kyiv were blocked up with waves of ambulances attempting to get on site in time to save as many lives as possible. A horror of unimaginable scale erupted as civilians on the scene, rescue teams, ambulances and fire brigades attempted to do everything in their power to lend their helping hand. 

What of the response of Russian officials around the globe? The course of action taken by Russian officials was to outright deny its involvement in the Monday attack, despite overwhelming evidence to the contrary. An unending tirade followed, pointing fingers at the West and Ukraine for the decimation of the children’s hospital. Russia’s Council President for July went so far as to state the following: “If this was a Russian strike, there would have been nothing left of the building and all the children would have been killed and not wounded” (UNSC, 2024).

Shamelessly covering up this hideous war crime, he chose to boast about the might of the Russian war machine – or whatever is left of it after struggling against the significantly smaller military might of Ukraine for two and a half years. A war that was supposed to last three days is rapidly approaching its third year as Ukrainians have been able to bog-down their opponent (Defense One, 2022). With slow and modest gain on the front lines, the consistent strikes on civilian infrastructure have been evident. Over the course of this time, the UN has verified 1,878 Russian attacks against various civilian infrastructure facilities, of which 249 (only in 2023) were directly attributed to Russian invaders (UNSC, 2024).  

Now, one must reasonably pose the following questions: How long will it take for some states to deny the visibly absurd statement that Russia is not targeting civilians? India’s Prime Minister Narendra Modi was on a visit in Moscow during that time, willingly praising Putin for his hospitality, whilst the Indian Embassy was located only a few hundred meters away from Russian-induced destruction. Furthermore, how can it be justified to have a party that initiate attack at the head of the Council, supposedly supporting universalist principles of world peace and human rights? The term ‘war criminals’ has been applied time and time again to the Russian military and its officials, in numerous and ongoing UN investigations regarding human rights concerns in Ukraine (UNHRC, 2024).

The Council is not the place for cheap and dirty politics. It is a place for upholding the necessary values of the international community, ones that are being violated every hour of every waking day by the so-called Russian Federation. How can one speak of ceasefires and peace deals with Russia, when the Russian military is so blatantly destroying every aspect of Ukrainian society, including the most vulnerable sections of its population – children with chronic illnesses? It is due to these indiscriminate strikes levied against civilian infrastructure, that the European Parliament has declared Russia to be a ‘state sponsor of terrorism’ (EP, 2022). 

These attacks by the Russian government will not cease on their own. Ukraine must be granted the full right to defend itself in any manner it so pleases. As it currently stands, Russia is using bases deep within its territory to carry out such acts. Ukraine has not yet received the permission to nip these in the bud to definitively safeguard its people (Politico, 2024). Furthermore, Ukraine requires urgent humanitarian and lethal aid to be able to cope with said attacks. This means modern medical and technical equipment, more air defence systems, shells, artillery systems and far more. In history, the world has learned the hard way of what happens when imperialistic states with totalitarian leaders are able to get away with widespread murder and occupation. One hopes that these mistakes will not be repeated, not only for the sake of Ukrainian children and the rest of its population, but also for the sake of the entirety of Europe.

These important decisions were of absolute necessity already in 2022. One can only agitate and hope for their implementation now and in the near future. Negotiation is impossible, when the opponent is so willing to decimate the most defenceless sections of Ukraine’s population. Without urgent aid, we will surely hear of many more such egregious events taking place. Immediate steps need to be taken in order to ensure the safety of children given the ongoing state of war, and stronger measures need to be put into place which can allow children to study, heal, rest and play in peace. 

References

  • Copp, T. (2022). ‘The convoy is stalled’: Logistics failures slow Russian advance, Pentagon says. Defense One. https://www.defenseone.com/threats/2022/03/convoy-stalled-logistics-failures-slow-russian-advance-pentagon-says/362666/. 
  • Corp, R, & Herrmannsen, K. (2024). Children’s hospital hit as Russian strikes kill dozens in Ukraine. BBC. https://www.bbc.com/news/articles/cl4y1pjk2dzo. 
  • European Parliament. (2022). European Parliament declares Russia to be a state sponsor of terrorism. https://www.europarl.europa.eu/news/en/press-room/20221118IPR55707/european-parliament-declares-russia-to-be-a-state-sponsor-of-terrorism.  
  • Melkozerova, V. (2024). Zelenskyy urges Biden to allow Ukraine to hit Russian airfields to stop Kremlin bombing campaign. Politico. https://www.politico.eu/article/volodymyr-zelenskyy-biden-putin-bomb-strikes-russia-bombing-ukraine-war-kremlin/ 
  • UNSC. (2024). Russian Federation’s Attack on Ukainian Children’s Hospital ‘Not Only a War Crime’ but ‘Far Beyond the Limits of Humanity’, Medical Director Tells Security Council. https://press.un.org/en/2024/sc15761.doc.htm. 
  • UNHRC. (2024). Independent International Commission of Inquiry on Ukraine. https://www.ohchr.org/en/hr-bodies/hrc/iicihr-ukraine/index.  
  • Cover Image via Official Website of Ukraine 

The Role of NGOs in Improving Access to Education in Pakistan 

Written by Mahnoor Ali

Pakistan’s education system has long faced numerous challenges that have hampered the country’s socioeconomic development. In Pakistan, all children aged 5 to 16 have the right to a 12-year school education.1 However, despite various government initiatives such as the ‘Education Emergency’ plan2 and ‘Punjab Education Sector Plan3’, Pakistan continues to face low literacy rates, gender disparities, and inadequate educational infrastructure. Against this backdrop, non-governmental organisations (NGOs) have emerged as critical players in the effort to improve educational access and quality throughout the country. This article examines the current state of Pakistan’s education system, the contributions of key NGOs, and potential strategies for increasing their impact. 

Current Situation of the Education System in Pakistan 

The education system of Pakistan consists of approximately 260,903 institutions serving approximately 41 million students, with an estimated 1.5 million teachers. The system is predominantly public, with the government running 69% of institutions. Despite these figures, the literacy rate has remained stable at approximately 62.3% as of 2023, with urban areas having a higher rate (74%) than rural areas (54%). The Pakistan Education Statistics for 2021-22 highlighted a lack of funds, a low pupil-teacher ratio, and a lack of basic facilities.4 

Furthermore, Pakistan has alarmingly high dropout rates, particularly at the primary and secondary levels. Several socioeconomic factors, such as poverty, child labour, and cultural norms, contribute to the high dropout rate. The number of out-of-school children is approximately around 26.21 million which basically means that 39% of children in Pakistan are out of school. Moreover, outdated curricula, insufficient teacher training, and a lack of learning resources frequently jeopardise the educational quality. These difficulties are exacerbated by political unrest and inconsistent policy implementation. 

The Role of NGOs in Improving Educational Access 

In response to these educational challenges, many non-governmental organisations (NGOs) have stepped in to fill the gaps left by the government. They are at the forefront of implementing impactful programs that seek to uplift impoverished communities.5 These organisations work tirelessly to provide quality education, particularly in underserved communities. Their efforts include school construction, scholarship funding, teacher training, and the development of innovative learning programs. There are numerous NGOs in Pakistan which are working for the betterment of education in Pakistan, some of them are mentioned below: 

One of the leading NGOs is The Citizens Foundation (TCF). TCF6 is a non-governmental organisation (NGO) in Pakistan’s education sector which was founded in 1995. Since then, the organisation has established a vast network of 1,921 school units throughout Pakistan, educating approximately 286,000 students. TCF schools provide high-quality education at a low cost, ensuring that low-income children have access to education. This places TCF as one of the largest privately owned networks of low-cost formal schools in the country. The organisation also emphasises gender equality, with nearly half of its students being female. Its comprehensive approach includes community mobilisation and parental involvement, both of which are critical for long-term educational gains. 

Another prominent NGO is the Developments in Literacy (DIL)7 organization. The organisation was established in 2000 and has been providing low-cost, high-quality education to underprivileged children in Pakistan. The organization’s mission is to educate and empower underprivileged students, particularly girls, through student-centered model schools and high-quality professional development for teachers and principals. DIL’s vision is for every child in Pakistan to have equal access to a quality education, regardless of socioeconomic status. Moreover, the organisation currently educates over 61,000 students in 191 schools throughout Pakistan, and many of its graduate’s work in fields such as medicine, engineering, and public service. 

Zindagi Trust8 is another NGO in Pakistan dedicated to improving education by transforming government schools. The trust also works to improve school infrastructure, create safe learning environments, and provide necessary facilities. Moreover, it has transformed under-resourced Karachi schools into model institutions, such as the SMB Fatima Jinnah Government School and the Khatoon-e-Pakistan Government Girls School, which have significantly improved their infrastructure and academic quality. In addition to these initiatives, Zindagi Trust runs comprehensive educational programs like Life-Skills Based Education (LSBE), which provides students with the necessary skills to protect themselves from abuse and health problems. The trust also provides a variety of extracurricular activities, such as art, music, and sports, to promote holistic growth. 

Challenges and the Way Forward 

Despite the significant contributions made by non-governmental organisations, many challenges remain. Scalability is one of the most significant issues. While NGOs working in Pakistan have achieved remarkable success, their reach remains limited in comparison to the large number of children who are still not in school. Scaling up these initiatives necessitates significant financial investment, logistical planning, and collaboration between the government and the private sector. 

Another challenge is of sustainability. Many NGOs projects are heavily reliant on donor funding, which can be unpredictable. Long-term sustainability necessitates the development of self-sustaining models, such as community ownership of schools and revenue-generating activities that support educational initiatives. Furthermore, there is a need for improved coordination among all stakeholders. The government, NGOs, and private sector must collaborate to create a cohesive strategy. 

Conclusion 

The contribution of non-governmental organisations to improving educational access in Pakistan cannot be overstated. Organisations such as the Citizens Foundation, Developments in Literacy, and Zindagi Trust, among others, have made commendable efforts to provide quality education to the country’s most vulnerable populations. However, achieving universal education requires a concerted effort by all stakeholders. This includes expanding on successful models, ensuring sustainability, and encouraging collaboration. By addressing these challenges, Pakistan can get closer to its goal of providing quality education to all, paving the way for a better future. 

To conclude, the journey to educational reform in Pakistan is undoubtedly complex and difficult, but with the continued efforts of NGOs and a collective commitment from all sectors of society, it is attainable. Pakistan’s future depends on its children’s education, and every effort must be made to ensure that no child falls behind. 

References 

  • Abbasi, K. (2024, January 23). Govt turns its back on education sector. DAWN.COM. https://www.dawn.com/news/1807937 
  • Ahmad, H., Fatima, N., & Nazeer, A. (2023). ROLE OF NGO’S IN PAKISTAN. International Journal of Social Sciences Bulletin, 1(1). https://ijssb.org/index.php/IJSSB/article/view/13 
  • Education Program – The Citizens Foundation (TCF). (2022, October 12). The Citizens Foundation (TCF). https://www.tcf.org.pk/education-programme/ 
  • Government of the Pubjab. (n.d.). Punjab Education Sector Plan. https://schools.punjab.gov.pk/system/files/Punjab%20Education%20Sector%20Plan%20(2019-20%20to%202023-24).pdf 
  • Halai, A., & Durrani, N. (2021). School education system in Pakistan. In Global education systems (pp. 665–693). https://doi.org/10.1007/978-981-15-0032-9_17 
  • Ministry of federal education and professional training. (n.d.). Malala Fund welcomes Pakistan’s new plan to address its national education crisis [Press release]. https://www.mofept.gov.pk/NewsDetail/MWNmNTA3ZTYtYTU3ZS00NDA0LWIwOTQtMTZiZjNhNjlmMzJj 
  • Our impact — developments in literacy. (n.d.). Developments in Literacy. https://www.dil.org/our-impact/index 
  • School reform | Revamping learning | Zindagi Trust – Non-Profit Organization. (n.d.). https://www.zindagitrust.org/school-reform 
  • Image source: “Girls in school in Khyber Pakhtunkhwa, Pakistan” via Flickr

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

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

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

To download this edition as a PDF, click here

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.

Belarussian Language Policy: Threats to Native-Instruction in Education

Written by Uilson Jones

The declaration of Belarussian independence on August 25th, 1991, ushered in an era of unprecedented parliamentary debate over the official state language policy. Stemming from centuries of repression and Russification during the periods of the Union of Soviet Socialist Republics (USSR) and the Tsarist Empire preceding it, there existed a powerful desire for self-determination. Policies that disadvantaged the Belarussian ethnolinguistic identity were pushed, whilst a bias towards Russian language and culture for centuries has given precedence to a weaker ethnolinguistic identity amongst Belarusians. The newly found independence marked a national re-awakening, leading to the initial decision to opt for the promotion of the Belarussian language, declaring it as the only official state language. 

As such, during the years 1990-1994, Belarus had its sole experiment with restrictive language policy, legislating around other national minority languages, including Russian, Polish, and Lithuanian. The article delves into the ensuing trajectory of Belarussian language policy up to and including the contemporary status quo, with a particular focus on the right to native instruction for national minorities in educational facilities. 

The Tumultuous 90s

The post-Soviet period of the 1990’s was plagued by legislative inconsistencies, political corruption, and ethnolinguistic tensions. The historical trajectory of the East Slavic states (Belarus, Ukraine and Russia) began somewhat similarly, arising from the powerful desire for independence, particularly from the domineering presence of Moscow. As a result, a policy overwhelmingly beneficial to the Belarussian language was created in the immediate aftermath of independence. Belarussian was declared as the sole state language, meaning schools, public institutions, the government and its agencies were obliged to speak Belarussian. This policy, however, was far from uncontested by various political factions in the country.

The national awakening in Belarus, in regard to pursuing a national language policy, proved to be rather unpopular. Polls that surfaced in 1993 referenced the fact that “less than 25% of Belarussians knew their native tongue well and less than 50% were willing to promote the knowledge of it” (Brown, 2007). As such, following the 1994 Belarussian Presidential Election, which resulted in a landslide victory for Alexander Lukashenko, the final blow to the policy of Belarussianization had been dealt. The elections symbolized a crucial reinvigoration of the language debate. 

The high levels of ethnolinguistic polarization necessitated a referendum, which was organized later in the same year. The topic on the agenda was whether the Russian minority language should be considered an official state language alongside Belarussian. With a turnout of 64.8%, the referendum resulted in the granting of equal status to the Russian language with a staggering 86.8% in favor (Nohlen & Stover, 2010). This represented a major pivot from the previous course of action.

However, as opposed to malicious interference in the internal affairs of Belarus, the attitude of the Belarussian people was for the most part that of indifference, if not outright support for the usage of Russian in official institutions (Brown, 2007). There are numerous variables that promote descriptions of why public opinion is the way that it is in Belarus. The key explanation rests in the historical trajectory. After centuries of Russification, the Belarussian identity was heavily weakened. Choosing to conceptualize itself in the political-territorial sense, as opposed to the ethnocultural, as stipulated by Brubaker’s framework for post-Soviet relations (Brubaker, 1994). As such, very little attention gets paid to the cultural development and preservation of Belarussian language, culture, and traditions. 

Legislative Hypocrisy in Minority Native Instruction 

The full recognition of the Russian language throughout the 2000s, into the 2010s, and up until today has produced rather skewed statistics in terms of educational instruction in the full variety of national minority languages in Belarus, which are referenced below. What began with a fruitful language policy, providing the opportunity for students from national minority backgrounds, such as Polish and Lithuanian communities to study in their own languages, ended with the total domination of Russian linguistic institutions. This shift has occurred in congruence with Belarussian historical trajectory. A combination of utility in economic prospects, as well as comfort in conversing in Russian has yielded powerful incentives for Belarussian to utilize Russian. Whereas Belarussian is construed as out-of-date and unuseful for the current reality in Belarus and beyond.

According to the 2022 United Nations Minority Rights Report on Belarus, the observations of the rapporteur have highlighted rather concerning developments in the educational and linguistic rights of such communities. As it currently stands, Polish and Lithuanian schools have faced widespread closure (BHC, 2022). This development went hand in hand with the conversion to either Belarussian or Russian linguistic schools, virtually eliminating the right to native instruction for national minorities.  

Although the ethnic Russian minority makes up only 7.5% of Belarus’ population, the Russian language is considered a dominant language thus phasing out ethnic Polish and Lithuanian linguistic education (UNECE, 2024). The relative size of the Russian minority, despite being significantly larger in respect to the Poles and Lithuanians, cannot alone describe the harsh linguistic discrimination observed in the educational field. Although potentially accounting for a part of the bias, it is likely that other variables are at stake. 

What differentiates the Russian minority from the Polish and Lithuanian? The immediate answer is found in the work of Fernand De Varennes (2017) who argues that the “proximity and status of the kinstate [of the national minority in question]” is of utmost importance. In other words, the significance of the Russian minority lies in the deep ties it has to its kinstate, owing to its symbiotic relation to that source of power. Thus, the pressure exerted by a far more powerful neighbor has produced a spillover effect leading to emphasis on Russia as opposed to the much weaker states of Poland and Lithuania (speaking in relative terms).  

The Status of Belarussian 

Having considered the state of the national minority languages of Belarus, what can be said of the status of the Belarussian language? Despite being a formal state language as well as the official ethnolinguistic identity of the Belarussian people, the on-the-ground reality could not be further from this. The Belarussian language has been long stigmatized as a backwater village language and is considered as more of a dialect of Russian as opposed to its own language, particularly by the so-called big brother in the East (Komorovskaya, 2016). Centuries’ worth of aggressive Russification has nipped the development of a Belarussian ethnolinguistic identity in the bud and with the granting of official language status to Russian, this development has not only not slowed down but assumed its prior breakneck speed.  

The amended language policy culminated in the replacement of Belarussian and thus Russification continued apace. As it stands, for every 250 schools only five teach in Belarussian. This highlights the fact that Belarussian people are not guaranteed education in their native language, despite Belarussian being acknowledged as the official titular language (BHC, 2022). 

Virtually every aspect of society, including all of the major urban centers utilize Russian at work, at home, in education, and in daily life. The upgrading of the Russian language has culminated in the downgrading of the Belarussian language, in the manner of a destructive dialectic, leading to the virtual erasure of Belarussian ethnolinguistic identity. This is reinforced by the overwhelmingly better economic prospects one has access to if they opt for Russian education, as opposed to the niche Belarussian. The political situation, with Lukashenko’s dictatorship cozying up with that of Putin’s, only worsens the status of Belarussian and puts it at risk of complete erasure.   

Concluding Remarks

This article has covered the ethnolinguistic development of Belarus and its national languages. The upgrading of Russian to official state language status has dealt an irreparable blow to the cultural development of not only the Polish and Lithuanian communities, but also of Belarussian – the official ethnolinguistic identity in Belarus. Despite possessing an equal status on paper, Belarussian is threatened by complete decimation in the face of the ever-expanding usage of Russian in virtually all fields of life. This can in no way be considered as the free development of cultures. 

If Belarussian, Polish and Lithuanian communities want to preserve their right to native instruction in educational facilities, where the majority of early life socialization happens, there needs to be a swift and direct response to the predominance of Russian. This would require the toppling of the totalitarian nature of Lukashenko’s regime. 

References:
  • BHC (2022). UNHRC Advisory Committee.  
  • Brown, N. A. (2007). Status language planning in Belarus. Language Policy, 6(2), 281–301.  
  • Brubaker, R. (1994). Nationhood and the national question in the Soviet Union and Post-Soviet Eurasia: An institutionalist account. Theory and Society, 23(1), 47-78. 
  • Nohlen, D. & Stover, P. (2010). Elections in Europe. doi.org/10.5771/9783845223414. 
  • Komorovskaya, V. (2016). The future of the Belarussian language: Is it doomed to extinction? Acta Philologica, 48, 15-28. 
  • UNECE. (2024). The 2019 census of population of the Republic of Belarus: Migration and ethnocultural characteristics. https://unece.org/sites/default/files/2024-04/7.Census%20WP14%20BEL%20Vasilevskaya%20ENG.pdf
  • Cover Image via Unsplash

Broken Chalk’s Press Release on concerns regarding the proposed amendments to Iraqi personal status law No. 188 of 1959.

Panashe Mlambo and The Journalism Department.

Broken Chalk is deeply concerned about the proposed amendments to the Iraqi Personal Status Law No. 188 of 1959 and appeals to the government to safeguard the interests of children. If enacted, these amendments would pose a significant threat to the rights of women and children in Iraq.The proposed changes aim to reinstate religious laws over the current constitutional laws that govern Iraq. A particularly alarming aspect of this proposal is that it would allow for the legal marriage of girls to be 9 years and boys 15 years. Currently, Iraqi law prohibits marriage under the age of 18, ensuring a level of protection for children.The enactment of this proposal would have far-reaching consequences, not only economically and politically but also in terms of education. Every child has the right to education and to be treated as a child. As a signatory to the UN Convention on the Rights of the Child, Iraq is obligated to protect the interests of its children. This proposal represents a serious deviation from Iraq’s commitments under the UN Convention and would likely result in grave human rights violations.Research has consistently shown that child marriages reduce educational opportunities, increase school dropout rates, and restrict the freedom of children. Moreover, this law would likely exacerbate gender-based violence and further diminish accountability for perpetrators who target children.Broken Chalk strongly urges the Iraqi government to safeguard the interests of children and to protect their childhood and freedom by rejecting this harmful proposal.

Broken-Chalk-Press-Release-Iraq-1

Education Monitor: Around The Globe between the July 16th and July 31st, 2024

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between July 16th and July 31st, 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.

July-16th-till-July-31st-2024-Edition

To download this edition as a PDF, click here

Broken Chalk Platform, in March 2019, was founded by a group of educators abroad who experienced and have been experiencing severe human rights violations in Turkey and had to ask for asylum currently in several countries.

These education volunteers also suffered greatly and started their new lives in their new countries without human rights violations. They gained respect just because they were considered human beings in those countries. However, they left one part of their minds and hearts in their homeland. They assigned themselves a new duty, and the human rights violations they left behind had to be announced to the World. A group of education volunteers who came together for this purpose started their activities under the Broken Chalk platform’s umbrella. However, the Broken Chalk platform was not enough to serve their aims. Therefore, they completed their official establishment as a Human Rights Foundation in October 2020.

Broken Chalk is now much more than a platform, and we have reviewed and enlarged our vision and mission within this framework. Violations of rights would be the first in our agenda in the field of Education all over the World. At the point we reached today, Broken Chalk opened its door to all individuals from all across the globe, from all professions, and to all individuals who say or can say ‘I also want to stand against violations of human rights in Education for our future and whole humanity, where our generations grow up together.’

Education is essential because it can help us eliminate the evils from society, introduce, and increase the good. We want to draw the public’s and stakeholders’ attention to the fact that Education is in danger in several different parts of the World. The attacks are wide-reaching, from the bombing of schools to the murder of students and teachers. Raping and sexual violence, arbitrary arrests, and forced recruitment also occurred, instigated by armed groups. Attacks on Education harm the students and teachers but also affect the communities in the short and long term.

We invite all individuals who want to stop human rights violations in Education to become Volunteers at Broken Chalk.

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

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

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

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.