Governmental Policies For Education In Bolivia 

Written by Pedro Fonseca

Introduction 

One of the particularities when analysing the Plurinational State of Bolivia is the state configuration that reflects the cultural, ethnic, and linguistic diversity of the country. This recognition and coexistence of multiple indigenous nations within Bolivian territory creates a series of specific challenges in the formulation of public policies. 

The fundamental principle guiding these particularities is the decolonisation and plurinationality of the Bolivian State. While decolonisation seeks to break away from colonial structures, which are the institutions, laws, and practices imposed during the colonial period and which continued to marginalise indigenous populations even after the country’s independence. Plurinationality refers to the recognition by the state of the equality and sovereignty of all indigenous nations and peoples within the country, rejecting the idea that the state should be homogeneous. (Estado Plurinacional de Bolivia, 2009, Article 9). 

The Bolivian constitution, based on the principles of decolonisation and plurinationality, acknowledges the ethnic and cultural diversity of 36 indigenous nations and peoples1, as well as other ethnic groups, thereby ensuring that the cultures of these nations are protected by the State (Estado Plurinacional de Bolivia, 2009, Articles 5, 30). Furthermore, the Bolivian constitution guarantees the self-management of indigenous peoples in their territories and the practice of their norms and customs (Estado Plurinacional de Bolivia, 2009, Articles 2). 

These rights are reflected in an educational plan that seeks to respect and promote the country’s cultural and linguistic diversity. Consequently, Bolivian education is guided by interculturality and bilingualism, promoting instruction in both Spanish and indigenous languages. 

However, it is important to emphasise that this context is relatively recent. The current Bolivian constitution was approved in 2009 amidst significant changes in Bolivian society, including the election of Evo Morales as president, the first indigenous person to be elected to the executive office in the country’s history. Indeed, when examining Bolivia’s political precedents, one observes a country marked by significant political instability and profound social inequalities. It is worth noting that Bolivia has experienced more than 190 attempted coups d’état since its independence in 1825. 

This article aims to present educational policies put in place throughout Bolivian history and compile data that showcase the results of these measures. 

Evolution of Bolivian Educational Policies 

  • Education Code of 1955 

Bolivian education in the mid-20th century was characterised by its centralisation, with low coverage in rural areas and high dropout rates. During this period, the main government policy was the 1955 Education Code, also known as Code 55.  

Through this decree, the government expanded education to rural areas, which until then had been restricted to small sectors of society (IIPP, 2023, p.56). Additionally, the Education Code and the Teacher Classification Law were enacted, creating a better structure and organisation for school administration. Among these structures was the creation of the Ministry of Education (IIPP, 2023, p.56). 

Code 55 aimed to create a uniform structure for the Bolivian educational system, with the goal of enabling better planning and implementation of public education policies (Suarez, 1986). To this end, approximately 23% of the country’s general budget was allocated to education (IIPP, 2023, p.59). 

Despite the efforts, the results achieved by the 1955 Education Code were far from those projected (IIPP, 2023, p.61). The formulation of Code 55 was carried out by a non-indigenous and urban elite. In other words, the project lacked historical adherence, as most of the population was composed of indigenous peoples living in rural areas. 

  • Educational Reform Program (1994) 

The 1994 Education Reform sought to deepen the specifically educational character of the 1955 Education Code (IIPP, 2023, p.74). Two points stand out in the 1994 Education Reform. First, Educación Intercultural Bilingüe (EIB), a demand of indigenous peoples since the 1980s and considered an “instrument of liberation” (Arispe, 2020). The EIB was implemented in 1988 with the financial and technical support of UNICEF through an agreement with the Ministry of Education (IIPP, 2023, p.80). The second point was the expansion of teacher training centers in the country, amplifying professional development for educators.  

 As a result of the reforms, data from the Instituto de Investigaciones Pedagógicas Plurinacional show that in 2004, the school enrolment rate increased by 60% at the initial level, 34.5% at the primary level, and 94.8% at the secondary level. In addition, the number of school units increased from 12,000 in 1997 to more than 13,000 in 2004. The same happened with the number of educational units, which reached nearly 15,000 (IIPP, 2023, p.79). 

Despite its importance, Educación Intercultural Bilingüe (EIB) has been criticised for the way it was conducted. The main argument is that it consists of disseminating teaching and “official knowledge” through native indigenous languages (IIPP, 2023, p.82). 

  • Education Law No. 70 “Avelino Siñani-Elizardo Pérez” (2010) 

During a period of political and economic instability at the beginning of the century, Bolivia saw the emergence of Evo Morales, a union and indigenous leader, as the main figure in the 2005 presidential race. Elected with more than half of the total votes, Evo Morales implemented a series of structural reforms in Bolivia, nationalising gas, one of the country’s main commodities, and enacting a constitutional reform that established the Plurinational State of Bolivia. 

In education, the main policy was the implementation of Law No. 70 “Avelino Siñani-Elizardo Pérez”, which aimed to promote intercultural and bilingual education, decolonise the curriculum—replacing the traditional curriculum, which often marginalised indigenous knowledge, with one that incorporates local cultural knowledge and practices—and reinforce community participation, aiming to increase the involvement of communities and local authorities in school management and educational decision-making (Estado Plurinacional de Bolivia, 2010). 

It is worth noting that, in addition to the Avelino Siñani-Elizardo Pérez Law, a series of other educational policies were formulated. According to the IIPP, Bolivian educational policy consists of a set of goods, services, and transfers that states mobilise to guarantee the right to education (UNESCO-IIPP, 2024). The table below highlights some of the current policies in place.  

Table 1. Policies according to focus of intervention. 

Current policies  Responsible agency 
Bono Juancito Pinto  Ministerio de Educación, Deportes y Culturas 
Programa Nacional de Alimentación Complementaria

Escolar (PNACE 2015-2020) 

Ministerio de Educación, Deportes y Culturas 
Programa de Formación Complementaria para Maestras y

Maestros en Ejercicio (PROFOCOM) 

Ministerio de Educación, Deportes y Culturas 
Programa Nacional de Alfabetización Yo Sí puedo  Ministerio de Educación, Deportes y Culturas 
Programa Nacional de Post Alfabetización  Ministerio de Educación, Deportes y Culturas 
Programa Centros de Apoyo Integral Pedagógico (CAIP)  Ministerio de Educación, Deportes y Culturas 
Centros de Apoyo Integral Pedagógico – Aula Hospitalaria  Ministerio de Educación, Deportes y Culturas 

Source: UNESCO (2024) 

Conclusion 

The results of the implemented policies have led to increased access to education and higher attendance rates among students. Data from the 2021 National Voluntary Report (UDAPE) show that, between 2015-2019, the attendance rate of the school-age population (4-17 years old) rose from 86% to 90.8%. The most significant increase in attendance rates was observed at the initial level, which rose from 36.5% to 61.3%, followed by the primary level, which increased from 96.9% to 98.7% (UDAPE, 2021, p.31). 

Another important piece of data is the number of enrolments. According to data from the General Directorate of Planning, in 2023, enrolment reached 2,951,164 students, of which 891,386 (30.20%) were from rural areas and 2,059,778 (69.80%) from urban areas. Regarding gender distribution, 1,445,375 (48.98%) were female and 1,505,789 (51.02%) were male (Ministerio de Educación, 2024). 

The Plurinational State of Bolivia has made substantial progress in providing education to its population. However, it still faces several challenges, including regional and geographic inequalities and income disparities. In addition to these issues, the country still grapples with a history of political instability that continues to affect the Bolivian people. 

 

Featured Photo by Alexander Grey on Unsplash

 

References 

Arispe, V. (2020). Educación intercultural: La perspectiva de los pueblos indígenas de Bolivia. Revista Caracol, (20), 167-186. Faculdade de Filosofia, Letras e Ciências Humanas da Universidade de São Paulo. https://doi.org/10.7440/res64.2018.03 

Estado Plurinacional de Bolivia (2009). Constitución Política del Estado Plurinacional de Bolivia.  Retrieved from http://www.gacetaoficialdebolivia.gob.bo/app/webroot/archivos/CONSTITUCION.pdf 

Estado Plurinacional de Bolivia (2010). Ley de la Educación Avelino Siñani-Elizardo Pérez. Retrieved from https://bolivia.infoleyes.com/norma/2676/ley-de-la-educacion-avelino-si%C3%B1ani-elizardo-perez-070  

Instituto de Investigaciones Pedagógicas Plurinacional (IIPP). (2023). Hitos de la educación en Bolivia – Serie Histórica N° I. Retrieved from https://www.ine.gob.bo/publicaciones/hitos-educacion  

UDAPE (2021). Informe Nacional Voluntario Retrieved from https://www.udape.gob.bo/portales_html/ODS/28230Bolivia_VNR.pdf 

Ministerio de Educación (2023). Equipe de Estatística Retrieved from https://seie.minedu.gob.bo/reportes/estadisticas/grupo1/matricula  

UNESCO (2024). Bolívia. https://siteal.iiep.unesco.org/pais/bolivia#Caracterizaci%C3%B3n 

Suárez Arnez, C. (1986). Historia de la educación boliviana. Don Bosco. 

जाम्बिया में शैक्षिक चुनौतियां

 

द्वारा लिखित Ntchindi Theu

ज़ाम्बिया अफ्रीका के दक्षिण मध्य भाग में स्थित एक लैंडलॉक देश है। विश्व बैंक के अनुसार इसकी आबादी लगभग 18 मिलियन है। ज़ाम्बिया में अफ्रीका में सबसे तेजी से बढ़ती अर्थव्यवस्थाओं में से एक है, हालांकि, इसके शैक्षिक क्षेत्र को कई चुनौतियों का सामना करना पड़ता है क्योंकि 60% आबादी गरीबी से नीचे रहती है और इनमें से 40% अत्यधिक गरीबी में रहती है।
वैश्विक महामारी, कोरोना वायरस के बावजूद, जाम्बिया अपने शैक्षिक क्षेत्र में निम्नलिखित समस्याओं का सामना कर रहा है; योग्य शिक्षकों, शैक्षिक सामग्री, वित्तपोषण और पर्याप्त स्कूल बुनियादी ढांचे की कमी की कमी। केली (1992) के अनुसार कई अफ्रीकी देशों में गरीबी ने शिक्षा प्रणाली को प्रभावित किया है, इसलिए अधिकांश छात्र और शिक्षक उन बुनियादी जरूरतों को खोजने में सक्षम नहीं हैं जिनके वे हकदार हैं। जाम्बिया के बारे में यह सच है, क्योंकि भले ही देश के कल्याण में मदद करने के लिए सरकार और संगठनों के अस्तित्व के साथ, जाम्बिया को अभी भी अपने शैक्षिक क्षेत्रों में वर्तमान स्थिति को बदलने के लिए और अधिक हस्तक्षेप की आवश्यकता है।

योग्य शिक्षकों की कमी

जाम्बिया के ग्रामीण और शहरी दोनों क्षेत्रों में मूलभूत विद्यालयों में बड़ी संख्या में शिक्षक पूरी तरह से प्रशिक्षित या योग्य नहीं हैं। यह शिक्षा ढांचे के प्रावधान की गुणवत्ता को प्रभावित करता है। मुद्दा यह है कि शिक्षक कुछ विषयों को पढ़ाने और कवर करने में सक्षम नहीं हैं जिन्हें वे पूरी तरह से नहीं समझते हैं। एक मामला जिसे हॉपपॉक (1966) ने अकादमिक विषाक्तता कहा जहां विद्यार्थियों को गलत क्षमताओं और सिद्धांतों को पढ़ाया जाता है। इस संबंध में, शिक्षकों को प्रशिक्षित करने और अपनी संबंधित नौकरी को व्यवसाय के रूप में मानने की आवश्यकता है, न कि कुछ और।

शैक्षिक सामग्री

जाम्बिया के अधिकांश स्कूलों में बच्चों को शिक्षा के प्रावधान के लिए आवश्यक किताबें, शासक, नक्शे, चार्ट और कई अन्य संसाधनों जैसी पर्याप्त शैक्षिक सामग्री नहीं है। कारमोडी (2004) के अनुसार संसाधनों के बिना शिक्षा भविष्य के बिना शिक्षा के समान है। इस मामले में, कारमोडी आरोप लगा रहा है कि गुणवत्तापूर्ण और स्थायी शिक्षा बिना किसी औपचारिक दस्तावेज या संसाधनों के जारी नहीं रखी जा सकती है या दी नहीं जा सकती है। जाम्बिया के कई स्कूलों में बुनियादी स्तर पर शैक्षिक सामग्री की आवश्यकता है। ग्रामीण और शहरी दोनों क्षेत्रों में ज़ाम्बिया की शिक्षा प्रणाली के स्तर में सुधार के लिए पुस्तकों और अन्य शैक्षिक सामग्रियों की खरीद में सुधार करने की आवश्यकता है।

वित्तपोषण

जिन गतिविधियों में हम मूल रूप से पाए जाते हैं, उनमें से अधिकांश के लिए पैसा सीमित करने वाला कारक है। जब शिक्षा क्षेत्र की बात आती है, तो शिक्षकों को वेतन और मुआवजे की आवश्यकता होती है। शोध के अनुसार, पैसे का अनुरोध करने और वेतन में देरी की शिकायत करने की कोशिश में शिक्षण पेशे के शिक्षकों द्वारा कई हड़तालें की गई थीं। ये हड़तालें ज़ाम्बिया में शिक्षा प्रणाली के प्रावधान को सीधे प्रभावित करती हैं। इसलिए, वित्त सबसे बड़े कारकों में से एक है जिस पर ध्यान दिया जाना चाहिए।

स्कूलों में पर्याप्त बुनियादी सुविधाओं का अभाव

जाम्बिया में अधिकांश लोगों के लिए एक बड़ी समस्या पर्याप्त स्कूल बुनियादी ढांचे की कमी है। जाम्बिया में कई बच्चे स्कूल जाने में सक्षम नहीं हैं क्योंकि वे अपने स्कूल आने-जाने की दूरी से हतोत्साहित हैं। इस समस्या के कारण कुछ माता-पिता अपने कम उम्र के बच्चों को स्कूल भेजने से डरते हैं, विशेष रूप से छात्राओं को। सरकार और विभिन्न संगठनों ने देश में स्कूलों के निर्माण में भाग लिया है, हालांकि अभी भी अधिक हस्तक्षेप की आवश्यकता है।

निष्कर्ष

यह महत्वपूर्ण है कि सभी हितधारक संसाधन उपलब्ध कराने के लिए ज़ाम्बिया सरकार के साथ काम करें। शिक्षकों को बेहतर शिक्षक प्रशिक्षण पाठ्यक्रमों के माध्यम से छात्र केंद्रित शिक्षण दृष्टिकोण प्रदान किया जाना चाहिए। अंत में, सरकारों, दाताओं, संगठनों और सभी हितधारकों को शैक्षिक क्षेत्रों में सुधार के लिए सहयोगात्मक रूप से काम करने की आवश्यकता है।

 

संदर्भ

डब्ल्यू. डी. आई.-घर। (2022). 31 मई 2022, से लिया गया https://datatopics.worldbank.org/world-development-indicators/

Give, W., ®, B., Giving, M., Needs, G., Program, G., & Children, V. et al. (2022). जाम्बिया में शिक्षा समस्याओं का समाधान। क्रॉस कैथोलिक आउटरीच। 31 मई 2022, से लिया गया https://crosscatholic.org/blogs/ 2022/01/solving-Education-Problems-in-zambia/

केली, M.J. (1999). जाम्बिया में शिक्षा की उत्पत्ति और विकास, लुसाकाः इमेज पब्लिशर्स लिमिटेड।
https://pixabay.com/illustrations/zambia-flag-sembol-national-nation-4623043 / – कवर फोटो स्रोत
कारमोडी, बी। (2004). जाम्बिया में शिक्षा का विकास। लुसाकाः बुक वर्ल्ड।
होपपॉक, आर. 1966. असली समस्या क्या है? अमेरिकाः शिक्षाविद प्रेस

 

Beyond the Shadows of the Dark Web Playground: Online Child Trafficking

Written by Leticia Cox
Human trafficking, particularly targeting young kids via online platforms, is an increasingly disturbing issue worldwide. With the growth of the internet and social media, traffickers have found new ways to exploit, recruit, and manipulate children into various forms of exploitation, including labour and sexual exploitation. This trend requires a multi-faceted approach involving updated legislation, international collaboration on legal frameworks, law enforcement strategies, education programs, enhanced online safety measures, and broad public awareness.

 

Traffickers often use social media platforms, online gaming environments, and chat applications to connect with potential young victims. They use a variety of tactics, including grooming, pretending to offer romantic relationships, promising lucrative job opportunities, or even using the victims’ social media friends to gain trust.
In today’s digital age, children are exposed to technology at a younger age than before. Parents must be aware of the potential cybersecurity threats that can put their children at risk. They need to stay informed and take measures to protect children when they connect with the digital world.
According to a recent UN report, 80% of young people interact with AI multiple times per day. The increasing development of AI has led to numerous little-known applications that appear harmless, like uploading a photo to receive a modified version. However, when children upload their pictures, they have no control over which databases their photos will be stored in or how they might be used.

By raising awareness, implementing prevention programs, enforcing strict laws, and utilising technology responsibly, we can make a difference in the fight against online child trafficking and child privacy violations.

Worldwide Spread Victims
In North America, particularly the United States and Canada, online child trafficking is a sophisticated operation where traffickers employ advanced technologies, including the “Dark Web” and encrypted communication platforms. The primary challenges faced are the extensive digital landscape and the cross-jurisdictional nature of the internet.
In Mexico, a country that serves both as a source and a transit point for trafficked children, the increasing internet penetration has spurred the growth of online trafficking networks. Efforts in Mexico are concentrated on enhancing inter-agency coordination and strengthening law enforcement’s capabilities in digital forensics to effectively tackle trafficking cases.
Central American nations are hindered by limited resources and pervasive corruption, which impede effective countermeasures against online child trafficking. Traffickers in the region often use social media platforms to recruit and manipulate victims. However, international collaborations are increasingly supporting local efforts to improve response capabilities.
In South America, countries such as Brazil, Colombia, and Argentina are challenged by economic disparities and regional conflicts that heighten vulnerabilities among children. Traffickers exploit online platforms to target these at-risk populations.
Europe has also been significantly impacted by the menace of online child trafficking. The advent of technology and the internet has opened new avenues for traffickers to exploit vulnerable children. These perpetrators often use social media and the dark web to facilitate their illicit trade. The legal frameworks and protective measures vary significantly across European countries, influencing the effectiveness of the response to trafficking.
In Asia, the socio-economic conditions, including poverty, lack of education, and entrenched socio-cultural norms, contribute to the susceptibility of children to trafficking. The demand for cheap labour, sexual exploitation, and illegal adoption drives this nefarious trade across the continent.
Africa is a continent that has been deeply affected by the scourge of online child trafficking. With the rise of technology and the internet, traffickers have found new ways to exploit vulnerable children for profit. From the bustling markets of Nigeria to the remote villages of South Africa, children are being bought and sold online with alarming frequency.
The Oceania region is experiencing its own unique set of challenges and opportunities in the fight against online child trafficking. The vast and diverse geographical and cultural landscape of the region has a significant impact on the incidence and techniques of online exploitation. Although islands with limited resources and connectivity face unique challenges, the widespread internet access across the region also provides avenues for both legal and illegal activities.

How Online Platforms Facilitate Child Trafficking.
Child trafficking is a devastating crime that affects millions of children worldwide. While traditional methods of trafficking involve physical transportation and exploitation, the rise of online platforms has created new opportunities for traffickers to prey on vulnerable children.
Online platforms provide traffickers with a convenient and anonymous way to recruit, groom, and exploit children. Social media, messaging apps, and online forums are commonly used to lure victims by offering false promises of love, friendship, or opportunities for a better life. Once a child is in contact with a trafficker, they may be coerced into providing personal information, compromising photos or videos, or engaging in sexual activities.

I. Common Tactics Used by Traffickers in Key Industries.
In online child trafficking, traffickers deploy various manipulation tactics to exploit their victims. They often begin with grooming and building trust through flattery, gifts, and promises of a better life to lure children into risky situations.
Additionally, traffickers use coercion, employing threats and intimidation to control their victims, which may include threats of harm or exposure of sensitive information. Manipulation tactics like gaslighting and isolation are also common, as they undermine the victim’s reality and sever their connections to others, maintaining the trafficker’s control and ongoing exploitation.
Hospitality and Tourism Sector: With the rise of online booking platforms and social media, traffickers have found new avenues to exploit vulnerable individuals. They may use these platforms to advertise fake job opportunities or groom potential victims, making it easier to lure them into trafficking schemes.
In addition, the transient nature of the hospitality and tourism sector also makes it easier for traffickers to transport victims across borders or between tourist destinations, often under the guise of legitimate travel.
Entertainment and Adult Industries: Online child trafficking in the entertainment and adult industries is a grave and complex issue that exploits vulnerable minors through various digital channels. Traffickers employ sophisticated tactics to recruit, groom, and exploit children, often under the guise of legitimate opportunities in modelling, acting, or other entertainment sectors.
Traffickers often advertise fake job opportunities in modelling, acting, or dance that target teenagers eager for a break in the entertainment industry. These advertisements might appear on legitimate job sites, social media platforms, or through direct messaging. Once contact is established, traffickers use deceptive promises of fame and fortune to lure their victims into exploitative situations.
Traffickers utilise social media to find and groom potential victims. By creating fake profiles or using the profiles of previously trafficked victims, they build relationships with young people. They often study the interests, vulnerabilities, and social networks of their targets to tailor their approaches. Direct messaging features of social platforms are commonly used to establish contact and gain trust over time.

Through ongoing communication, traffickers establish a sense of trust and emotional connection with their targets. They may offer gifts, compliments, and promises of a better life and career opportunities. This grooming process may involve manipulating the child’s desire for affection, recognition, or escape from their current circumstances.
Initially, traffickers may request or coerce explicit photos or videos as part of the supposed audition or portfolio process. Over time, this can escalate to more explicit content, with traffickers using the initial images or videos as leverage (sextortion) to compel further participation under the threat of exposure.
Traffickers often attempt to isolate their victims from friends and family by sowing distrust or using the allure of an exciting, secretive career that others “wouldn’t understand.” This isolation makes it more difficult for victims to seek help or verify the legitimacy of the opportunities being presented.
As control over the victim solidifies, traffickers may move them into more overtly exploitative roles, including forced performances in adult entertainment or coercive participation in pornographic productions. These transitions are often facilitated by threats, manipulation, and escalating psychological control.
Online Gaming: Online gaming is a booming industry that, unfortunately, also provides a platform for illicit activities, including child trafficking. Traffickers can exploit online games and their associated social features as tools for manipulation, grooming, and eventually exploiting young players.
Traffickers often use the anonymous and interactive nature of online games to establish contact with potential victims. They may pose as fellow gamers, creating personas that appeal to younger players. Over time, they build trust through regular engagement, gifts (like in-game items or currencies), and seemingly genuine friendship. This grooming process may gradually escalate to more personal and potentially exploitative interactions.
Online games that feature chat rooms, private messaging, voice communication, and community forums provide multiple channels for traffickers to interact with minors. These features, while intended to enhance the gaming experience, can also be misused to foster secretive, exploitative relationships away from the oversight of parents or guardians.
The ability to create and manipulate avatars and profiles allows traffickers to conceal their true identities and intentions. They can present themselves as peers to their targets, reducing suspicion and barriers to conversation. This anonymity makes it difficult to trace and verify the identity of potential predators.
Traffickers may manipulate victims by promising or granting them in-game rewards or status. This can include exclusive access to certain game features, in-game currency, or help in advancing through game levels. Such rewards are often used as leverage to coax personal information or inappropriate images from the child.
By fostering an intense and isolated gaming relationship, traffickers aim to create a dependency that isolates the victim from real-world friends and family. This isolation can make the victim

more susceptible to manipulation and less likely to seek help or share their experiences with others.
Once a relationship and trust are established in the gaming environment, traffickers often attempt to move communication to other, less moderated platforms such as social media, instant messaging apps, or even face-to-face meetings. This step is aimed at further isolating the victim and escalating the control over them.
Traffickers may encourage victims to engage in risky behaviours, both in-game and in real life. This might include sharing sensitive personal information, sending images, or engaging in behaviours that break game rules, which can then be used to blackmail the victim.
To avoid detection, traffickers frequently use encrypted messaging apps, VPNs, and other tools that anonymise their online activities. These technologies make it harder for law enforcement to track their actions and protect potential victims.
In addition to these tactics, traffickers often use technology to their advantage. They may use encrypted messaging apps to communicate with their victims or dark web forums to advertise their services. By leveraging technology, traffickers are able to operate discreetly and evade detection by law enforcement.

II. Cryptocurrency and Payment Platforms
Cryptocurrency and payment platforms have become a significant concern when it comes to online child trafficking. The anonymity and ease of use that cryptocurrencies provide have made them a popular choice for those involved in illegal activities, including the buying and selling of children online. Payment platforms also play a crucial role in facilitating these transactions, allowing traffickers to easily transfer funds without detection.
One of the main challenges with cryptocurrencies is the difficulty in tracing transactions, making it harder for law enforcement agencies to track down and prosecute those involved in online child trafficking. Additionally, payment platforms that do not have robust security measures in place can be vulnerable to exploitation by traffickers, further complicating efforts to combat this crime.
Despite these challenges, there have been efforts to address the use of cryptocurrencies and payment platforms in online child trafficking. Some organisations have developed tools and technologies to help track and monitor suspicious transactions, while others have advocated for stricter regulations and oversight of these platforms to prevent their misuse by traffickers.
International cooperation is also crucial in combating the use of cryptocurrencies and payment platforms in online child trafficking. By sharing information and working together across borders, law enforcement agencies can better identify and dismantle networks involved in this heinous crime.

III. Dark Web Marketplaces and Forums
Dark Web marketplaces and forums play a significant role in the online child trafficking industry. These hidden corners of the internet provide a platform for traffickers to buy and sell children for exploitation. The anonymity and encryption of the Dark Web make it difficult for law enforcement to track down these criminals and rescue their victims.
One of the most disturbing aspects of Dark Web marketplaces is the ease with which traffickers can connect with buyers and sellers. These forums often have sections dedicated specifically to the buying and selling of children, with prices varying depending on the age, gender, and nationality of the victim. The lack of regulation and oversight on these platforms allows traffickers to operate with impunity.

Current Laws Addressing Online Child Trafficking
In recent years, there has been a growing recognition of the need for stronger laws to address the issue of online child trafficking. Several countries have enacted legislation specifically targeting this heinous crime, with the goal of holding perpetrators accountable and protecting vulnerable children. These laws often include provisions for increased penalties for those found guilty of online child trafficking, as well as measures to improve prevention and education efforts.
One key aspect of current laws addressing online child trafficking is the focus on technology and online platforms. Many laws now require internet service providers and social media companies to take proactive steps to prevent their platforms from being used to facilitate child trafficking. Additionally, law enforcement agencies are increasingly utilising technology to track down and prosecute those involved in online child trafficking.
Advocacy and support services for victims of online child trafficking are also an important component of current laws. Victims of online child trafficking often suffer from severe psychological trauma, and it is crucial that they have access to the support they need to heal and recover. Many countries have established specialised support services for these victims, including counselling, medical care, and legal assistance.

While there is still much work to be done, current laws addressing online child trafficking represent an important step forward in the fight against this horrific crime, including the Child Online Protection Act (COPA) and The Trafficking Victims Protection Act (TVPA) in the USA, the RCMP’s National Child Exploitation Crime Centre (NCECC) in Canada, European Union Directive on Combating the Sexual Abuse and Sexual Exploitation of Children and Child Pornography and the Child Exploitation and Online Protection (CEOP) Command in the UK among others.

International Collaboration on Legal Frameworks On Online Child Trafficking. International collaboration on legal frameworks is crucial in the fight against online child trafficking. With the borderless nature of the internet, traffickers can easily exploit legal loopholes by operating across multiple jurisdictions.
By working together, countries can harmonise their laws and close these gaps to make it harder for traffickers to evade justice. This collaboration also allows for the sharing of information and best practices, leading to more effective enforcement efforts.
International efforts to combat online child trafficking have also been strengthened in recent years. Countries around the world are working together to share information, coordinate investigations, and prosecute offenders who operate across borders. This collaboration has led to the successful dismantling of numerous online child trafficking networks and the rescue of many victims.

One key aspect of international collaboration is the development of treaties and agreements that set common standards for combating online child trafficking. These agreements ensure that countries have a common legal framework for prosecuting offenders and protecting victims. For example, the United Nations Convention against Transnational Organized Crime and its Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children, provide a comprehensive framework for addressing trafficking offences and promoting international cooperation.
In addition to treaties, countries also engage in multilateral initiatives and partnerships to strengthen their responses to online child trafficking. For example, the Interpol Global Task Force on Human Trafficking coordinates international law enforcement efforts and provides support to countries in their investigations. These partnerships help build trust and cooperation among countries, making it easier to track down and prosecute traffickers operating across borders.
Another important aspect of international collaboration is the sharing of resources and expertise. Countries with more advanced legal systems and technology infrastructure can assist those with limited capacity. For example, developed countries can help train law enforcement agencies in developing countries to investigate online child trafficking cases and use digital forensics tools effectively.
Overall, international collaboration on legal frameworks is essential for effectively combating online child trafficking. By working together, countries can create a more cohesive and coordinated response to this crime, making it harder for traffickers to operate with impunity. Through treaties, partnerships, and resource sharing, countries can strengthen their legal frameworks and enforcement efforts, ultimately leading to better protection for children at risk of exploitation.

 

Digital Forensics and Cyber Investigations

Digital forensics and cyber investigations play a crucial role in combating online child trafficking. In the digital age, traffickers use various online platforms and technologies to exploit vulnerable children, making it difficult for law enforcement to track and apprehend them. Digital forensics involves the collection, preservation, and analysis of electronic evidence to uncover the truth behind these heinous crimes. Cyber investigations, on the other hand, focus on tracking down perpetrators and disrupting their operations in the digital realm.

 

Challenges in Prosecuting Traffickers
Prosecuting traffickers involved in online child trafficking presents a multitude of challenges that hinder the justice system’s ability to bring these criminals to justice. One of the main obstacles is the anonymity provided by the dark web and encrypted messaging apps, which make it difficult for law enforcement to track and identify perpetrators. Traffickers often use sophisticated technology to cover their tracks, making it challenging for investigators to gather evidence against them.
Another challenge in prosecuting traffickers is the international nature of online child trafficking. Perpetrators can operate from anywhere in the world, making it difficult for law enforcement agencies to coordinate efforts across borders. Different legal systems and jurisdictions further complicate the process of bringing traffickers to justice, as extradition and cooperation agreements may be lacking or ineffective.
Furthermore, the psychological effects of online child trafficking on victims can make it difficult for them to come forward and testify against their abusers. Many victims suffer from trauma, shame, and fear, which can prevent them from cooperating with law enforcement or participating in court proceedings. This not only hinders the prosecution of traffickers but also perpetuates the cycle of abuse and exploitation.
In addition to these challenges, the lack of resources and funding dedicated to combating online child trafficking poses a significant obstacle to prosecuting traffickers. Law enforcement agencies often lack the training, technology, and manpower needed to investigate and prosecute these crimes effectively. Without proper resources, cases can languish unresolved, allowing perpetrators to continue their criminal activities unchecked.
Despite these challenges, there is hope for progress in prosecuting traffickers involved in online child trafficking. By increasing awareness, funding, and international cooperation, law enforcement agencies can improve their ability to combat these heinous crimes. Additionally, advocating for policy changes and implementing stricter laws and penalties for traffickers can help deter future criminal activity and bring justice to victims of online child trafficking.

Prevention and Education Programs.
Combating child online trafficking is an urgent issue that requires coordinated efforts from various sectors, including law enforcement, educational systems, technology companies, and community organizations.

Educating children, parents and caregivers on online risks is crucial in today’s digital age, where online child trafficking is a growing concern. It is essential for parents to be aware of the potential dangers that their children may face while browsing the internet and engaging in online activities. By educating children on how to safely navigate the online world and recognise warning signs of potential predators, we can help prevent them from becoming victims of online child trafficking.
Education and prevention programs are crucial in raising awareness, equipping children, parents, and educators with the necessary tools to recognize and respond to threats, and ultimately safeguarding children from exploitation. Combating child online trafficking requires coordinated efforts from various sectors, including law enforcement, educational systems, technology companies, and community organizations.

Here are some strategies for effective prevention aimed at combating child online trafficking:
1. Digital Literacy and Safety Education
Educational programs aimed at children and teenagers should prioritise improving digital literacy by teaching them how to navigate online spaces safely. This includes understanding what personal information is and the risks that come with sharing it online, recognising suspicious behaviour and grooming tactics used by traffickers, utilising privacy settings and reporting mechanisms on social media platforms, and maintaining digital privacy and security to ensure online safety.
2. Curriculum Integration
Integrating internet safety and anti-trafficking content into the school curriculum can ensure that all students receive critical information. The curriculum should cover topics such as the nature of online trafficking, how it operates, the legal consequences of participating in or falling victim to online trafficking, and ways to safely intervene or seek help if they suspect trafficking activities.
3. Parent and Guardian Education
Programs that focus on online safety should target children as well as their parents and guardians. These programs should equip parents with the necessary knowledge and tools to monitor their children’s internet activities and discuss the risks associated with them. This includes conducting workshops on modern internet usage and potential hazards, providing guidance on how to have conversations on sensitive topics like sexual exploitation, and offering information on how to use monitoring tools and parental controls.
4. Professional Training for Educators and Social Workers
Professional training is crucial for teachers, school counsellors, and social workers to recognise signs of trafficking and to intervene appropriately. This training should include identifying indicators of children at risk or involved in online trafficking, protocols for reporting suspected trafficking and providing resources for supporting victims. It is important to equip educators and social workers with the necessary knowledge and skills to combat trafficking and protect vulnerable children.

5. Community Outreach Programs
Community outreach programs are an effective way to expand the scope of educational campaigns. These initiatives involve local businesses, community leaders, and youth organisations in raising awareness. Some ways in which these programs can be implemented include distributing informational materials, hosting community forums and discussions, and engaging local media to increase awareness.

6. Partnerships with Tech Companies
Collaborating with technology companies is crucial to creating safer online environments and developing platforms that discourage trafficking. This involves implementing stronger age verification systems, designing more effective algorithms to identify and report suspicious activities, and providing education and awareness resources directly within online services.

7. Online Campaigns and Apps
Utilising technology, such as online campaigns and apps, can be an effective way to combat trafficking by educating young people in engaging ways. The development of apps that offer quick and anonymous reporting tools, educational games and scenarios to practice safe online behaviours and connect children with help and resources without stigma can all play a role in fighting against trafficking.

8. Evaluation and Adaptation
The effectiveness of these educational and prevention programs must be continually evaluated and adapted based on emerging/new trends in online behaviour and trafficking techniques. Regular updates ensure they remain relevant and effective.
Through comprehensive and inclusive educational strategies, communities can better protect children from the dangers of online trafficking. Such efforts not only prevent trafficking but also empower young individuals with the knowledge and skills to navigate digital worlds safely.
Technology plays a dual role in online child trafficking, as both a tool for traffickers to exploit children and a resource for law enforcement to track down and rescue victims. By staying informed about the latest developments in technology and online platforms used for child trafficking, we can better equip ourselves to combat this heinous crime and protect children from harm.

Success Stories In Combating Online Child Trafficking Globally
Success stories in combating online child trafficking globally have shown that with concerted efforts and collaboration, significant progress can be made in protecting vulnerable children.
One such success story is Operation Cross Country, an annual operation led by the FBI in collaboration with international law enforcement agencies. This operation has resulted in the rescue of hundreds of children and the arrest of numerous perpetrators involved in online child trafficking networks.
Another success story is the implementation of the Child Rescue Alert system in the UK, which has proven to be an effective tool in quickly locating and rescuing abducted children. This system sends out alerts to the public, asking for their help in locating missing children, and has led to successful recoveries in several cases of online child trafficking.

Furthermore, the Global Alliance Against Child Sexual Abuse Online, a coalition of international organisations, law enforcement agencies, and technology companies, has been instrumental in combatting online child trafficking. Through their collaborative efforts, they have been able to identify and shut down numerous online platforms used by traffickers to exploit children, as well as rescue victims and bring perpetrators to justice.
In addition, the adoption of the United Nations Convention on the Rights of the Child (UNCRC) by many countries has provided a legal framework for protecting children from all forms of exploitation, including online child trafficking. This international treaty sets out the rights of children to be protected from violence, abuse, and exploitation and provides guidelines for governments to implement policies and laws to prevent and combat online child trafficking.
Overall, these success stories demonstrate that by working together at both national and international levels, significant strides can be made in combating online child trafficking and protecting vulnerable children. It is crucial for governments, law enforcement agencies, NGOs, and the private sector to continue to collaborate and innovate in order to effectively address this growing threat to children’s safety and well-being.
Legal implications and policies surrounding online child trafficking are complex and constantly evolving. Law enforcement agencies around the world need to work to strengthen their capabilities to investigate and prosecute traffickers operating on the Dark Web.

 

Featured Image created by Leticia Cox

Sources:
https://www.europol.europa.eu/media-press/newsroom/news/288-dark-web-vendors-arrested- in-major-marketplace-seizure
https://humantraffickingfront.org/dark-web-hides-csam/
https://www.dhs.gov/news/2024/04/17/fact-sheet-how-dhs-combating-child-exploitation-and- abuse
https://ojjdp.ojp.gov/programs/internet-crimes-against-children-task-force-program
https://www.securitepublique.gc.ca/cnt/cntrng-crm/chld-sxl-xplttn-ntrnt/actns-nln-chld-sxl- xplttn-en.aspx
https://reliefweb.int/report/world/asia-pacific-legal-guide-child-trafficking
https://eastasiaforum.org/2024/02/20/tackling-technology-abuse-and-human-trafficking-in- asean/
https://link.springer.com/article/10.1007/s42448-021-00087-5
https://www.aseanact.org/story/use-and-abuse-of-technology-in-human-trafficking-southeast- asia/

https://www.unicef.org/eap/media/4706/file https://www.state.gov/reports/2023-trafficking-in-persons-report/south-africa
https://www.end-violence.org/sites/default/files/paragraphs/download/Disrupting Harm – Data-
Insight 4 – Legislation addressing OCSEA.pdf\

https://www.weprotect.org/ https://missingpersons.police.uk/en-gb/child-rescue-alert# https://www.fbi.gov/news/stories/operation-cross-country-2022

The Impact of the Humanitarian Crisis in Gaza on Educational Rights

Written by Alessia Bruni 

The humanitarian crisis in Gaza continues to disrupt the lives of many residents severely, specifically affecting the educational rights of Palestinian children. The right to education is a fundamental right that all children should enjoy, however, for many children and students living in the Gaza Strip, school has been inaccessible due to the damage to their infrastructure and the threat of violence. The crisis disrupts the children’s ability to gain quality education, creating long-term obstacles. 

The Crisis in Gaza  

Recent reports calculate that over 625,000 children in Gaza, including 300,00 enrolled in the United Nations Relief and Works Agency, schools have been directly impacted by the ongoing humanitarian crisis. (United Nations Relief Works Agency 2024) These families and their children live in a constant state of fear due to the ongoing threats of violence by military operations, and this causes a lack of access to essential services, with education being the most predominant. Many of the schools that allow access to education have been destroyed or damaged by airstrikes at an alarming rate of 90%, leaving families to be displaced. (Rose and Sayed 2024) Our normalcy of everyday life is easily sustainable, whereas, for Palestinian children, normalcy is impossible to sustain. Having to rebuild the educational system will leave the children losing either 2 years of education in case a ceasefire was to be drawn, and if not, an alarming 5 years of education could be lost. (Rose and Sayed 2024)  

 

Destruction of Infrastructure  

The humanitarian crisis in Gaza is not only reflected in the multitude of deaths of children but also extends to the fate of the children who do survive but are left with the aftereffects of the destruction, leaving their opportunities, specifically educational opportunities, in jeopardy. The Education Cluster deployed a satellite-derived damage assessment in the Gaza Strip to assess the damage to infrastructure and educational facilities. The results of the satellite images revealed that hundreds of the buildings were destroyed. To further highlight these atrocities, under International Humanitarian Law, any direct attack against a school is constituted as a violation, specifically regarding children in conflict. (Inger Ashing, Sherif, and Egeland 2024) This highlights the severity of the lives and educational opportunities of Palestinian children.  

 

The extent of the destruction underscores the lasting and devastating impact on educational access for current and future generations. The significant damage to these schools places educational opportunities in a state of crisis; once hostilities cease, children may find themselves without any schools to attend. Furthermore, rebuilding the infrastructure could take years or may even prove impossible. (United Nations 2024) The destruction of school facilities not only postpones formal education but deprives children of a safe learning environment. Schools are vital for fostering social skills and supporting emotional and educational development. (UN Office of the High Commissioner for Human Rights 2024) The absence of adequate infrastructure has forced students into temporary shelters, where they face numerous challenges, including overcrowding, interruptions, and limited support and resources. (Hinnawi 2024)  

 

The Psychological Damage on the Children and Educators  

It is important to draw attention to the significant psychological impact of the humanitarian crisis on Gaza’s children. It is calculated that over 1.2 million children live in a constant state where their safety is compromised due to threats or violence, this creates effects that are lasting to their well-being. (Hinnawi 2024) The impact of the crisis has left nearly all children in the Gaza Strip to require mental health support due to the atrocities and the lasting trauma due to the multitude of loss of their friends, homes, schools, and family. (Rose and Sayed 2024)  

“Education has been under relentless attack in Gaza and the West Bank, with hundreds of thousands of children deprived of their right to education, tens of thousands of teachers having lost their jobs, and hundreds of schools in the Gaza Strip totally or partially destroyed” (Education International 2024) The ongoing conflict continues to disrupt the lives of the children with ongoing trauma, contributing to the ability of the children to engage in educational opportunities meaningfully. Furthermore, many of the educators face the same trauma that the children of Gaza experience while having to work under strenuous conditions to provide education. This creates a disruptive cycle of learning as both the educators and students are subjected to severe psychological trauma due to the ongoing trauma and instability. (Graham-Harrison and Mousa 2023)  

 

The Generational Impact  

The long-term implications of the current crisis in Gaza on education are profound, leaving many students without access to schooling now and potentially in the future if conditions do not improve. The loss of education raises the alarming prospect of a “lost generation,” as prolonged school absences deprive children of the essential skills and knowledge needed for meaningful economic and social contributions. (Rose and Sayed 2024) Education offers a vital pathway for children to improve their circumstances and provides individuals from impoverished backgrounds a chance to break free from their limitations and establish stability. The erosion of educational opportunities not only jeprodises the future of these children but also threatens the overall future of Palestinian society. (Ali 2024) 

 

The degradation of educational opportunities in Gaza has far-reaching implications that extend beyond academic knowledge, encompassing the essential values and aspirations that a school environment fosters. Interviews conducted by aid workers have revealed that many children in Gaza are grappling with fundamental questions regarding the concepts of equality and human rights. (United Nations Relief Works Agency 2024) These inquiries arise from the stark contradiction between these ideals and the pervasive violence and trauma they endure. If ongoing loss of hope, intervention, and values persists, it may rise to significant social challenges in the future. (UN Office of the High Commissioner for Human Rights 2024)   

 

The Role of International Aid  

International organisations and governments must prioritise the right to education in their response to the ongoing crisis, particularly through the provision of humanitarian aid. The United Nations Relief and Works Agency (UNRWA) has taken significant steps to address this issue by calling for an immediate ceasefire and urging international organisations to increase funding for their “Education in Emergencies” program. This initiative provides non-formal education, mental health support, and temporary learning spaces. (United Nations Relief Works Agency 2024) A commitment to educational recovery is essential to safeguard the future of children in Gaza. This commitment should encompass measures that ensure safe learning environments during emergencies and humanitarian crises. This will help foster hope and stability for Palestinian youth. (Hinnawi 2024) 

 

Conclusion  

The humanitarian crisis in Gaza underscores the profound disruptions to both educational opportunities and humanitarian rights, leading to enduring and detrimental effects on physical infrastructure and mental health. Immediate intervention and assistance are essential, as the cycle of trauma and interrupted education is likely to escalate, resulting in long-term repercussions for the Palestinian children and the wider community. Education is a fundamental human right, and by prioritising aid initiatives, the international community has a critical opportunity to alleviate the impacts of the current crisis. Restoring educational access can provide the children of Gaza with a sense of normalcy, hope, and stability, which is crucial for both their present circumstances and future prospects. 

 

References  

Ali, Eman Alhaj. 2024. “In Gaza, education is resistance.” Al Jazeera, August 12, 2024. https://www.aljazeera.com/opinions/2024/8/12/in-gaza-education-is-resistance. 

Education International. 2024. “War and trauma: Addressing mental health in Palestine.” Education International, July 8, 2024. https://www.ei-ie.org/en/item/28781:war-and-trauma-addressing-mental-health-in-palestine. 

Graham-Harrison, Emma, and Aseel Mousa. 2023. “War’s toll on education in Gaza casts shadow over children’s future.” the Guardian, December 18, 2023. https://www.theguardian.com/world/2023/dec/18/wars-toll-on-education-in-gaza-casts-shadow-over-childrens-future. 

Hinnawi, Mohammed. 2024. “UNRWA Education activities in Gaza.” UNRWA EDUCATION RESPONSE IN GAZA, June 2024. https://www.unrwa.org/sites/default/files/content/resources/education_response_in_gaza_graphic_brief.pdf. 

Inger Ashing, Inger, Yasmine Sherif, and Jan Egeland. 2024. “Education Under Attack in Gaza, With Nearly 90% of School Buildings Damaged or Destroyed.” Save The Children, April 16, 2024. https://www.savethechildren.net/blog/education-under-attack-gaza-nearly-90-school-buildings-damaged-or-destroyed. 

Rose, Pauline, and Yusuf Sayed. 2024. “Palestinian Education ‘under Attack’, Leaving a Generation Close to Losing Hope, Study Warns.” University of Cambridge. September 25, 2024. https://www.cam.ac.uk/research/news/palestinian-education-under-attack-leaving-a-generation-close-to-losing-hope-study-warns. 

United Nations. 2024. “UN experts deeply concerned over ‘scholasticide’ in Gaza.” UN experts deeply concerned over ‘scholasticide’ in Gaza OHCHR, April 18, 2024. https://www.ohchr.org/en/press-releases/2024/04/un-experts-deeply-concerned-over-scholasticide-gaza. 

United Nations Relief Works Agency. 2024. “Education Under Attack.” Education Under Attack UNWRA, September 9, 2024. https://www.unrwa.org/newsroom/photos/education-under-attack. 

UN Office of the High Commissioner for Human Rights. 2024. “UN Human Rights Office – OPT: The UN Human Rights Office condemns Israeli Defense Force’s Strike on Al Tabae’en School in Gaza City – occupied Palestinian territory.” ReliefWeb, August 10, 2024. https://reliefweb.int/report/occupied-palestinian-territory/un-human-rights-office-opt-un-human-rights-office-condemns-israeli-defense-forces-strike-al-tabaeen-school-gaza-city?_gl=1*1gb7d68*_ga*MTczOTcwNTI5NC4xNzE3NTA5ODY5*_ga_E60ZNX2F68*MTcyMzU1MDMzNi4yMi4xLjE3MjM1NTAzMzguNTguMC4w. 

Cover Image by Honsy Salah, Gaza, Palestine, 2011, photograph, Pixabay, https://pixabay.com/photos/gaza-palestine-poverty-child-boy-6782232/ 

 

Housing challenges for international students in the Netherlands (in comparison to Dutch students)

The Netherlands has major challenges in the housing market, mainly because of scarcity. Finding affordable and decent accommodation can be a struggle, especially when not native to the language or common from a different country. International students are particularly vulnerable because of the discrimination and exploitation they face in the current housing market.   

The Problem: 

The main issue is the severe shortage of suitable housing options, especially for (international) students. Exploitation and deception are commonly faced when international students try to find a suitable housing situation.  

Various sources explain why internationals are more vulnerable than Dutch students: 

  • Lack of awareness and cultural differences: 
  • International students often struggle to navigate the local student culture, making it harder for them to recognize warning signs and easier to become victims of exploitation. 
  • Language barriers: 
  • Constantly speaking English at home is often the reason why Dutch students are less likely to select international housemates, contributing to social clustering. 
  • Preference for familiarity: 
  • Dutch students may prioritize living with friends from high school or their student association, making them less likely to welcome new international students. 
  • Shorter stay duration: 
  • International students typically stay for shorter periods. Landlords (and housemates) might prefer tenants with longer commitments. 
  • Practical considerations: 
  • Landlords and housemates may exclude international students from their selection process to manage overwhelming responses to housing advertisements. 

Unveiling Scammer Tactics: 

Scammers take advantage of the housing crisis, employing various (although often similar) tactics to deceive potential renters: 

  • Urgent payment requests: 
  • Scammers pressure individuals to pay immediately by claiming that delaying payment could result in losing the opportunity. 
  • False identification: 
  • To appear trustworthy they often offer false identification, and scammers use stolen or forged identity documents. 
  • Posing as current tenants: 
  • Pretending to be current occupants, scammers assure prospective tenants of the landlord’s reliability, enhancing their credibility. 
  • Emotional manipulation: 
  • Making up sympathetic stories, scammers exploit emotions to facilitate deception. 
  • Flexibility with preferences: 
  • Scammers are often very flexible and easily adapt to tenants’ preferences (regarding lease start dates or furnishing options) to gain trust. 
  • Advance payment requests without viewing: 
  • Scammers demand upfront payments before viewing the property and often request the money to be transferred to foreign accounts or through specific payment links. 

Awareness of these tactics empowers renters to take precautionary measures against scams and safeguard themselves effectively. 

 

Annotated bibliography: 

Everyone in the housing market may be affected by enormous scarcity, but international students are even more vulnerable due to increased desperation in their housing search. 

University of Groningen https://ukrant.nl/magazine/sorry-no-internationals-alleen-nederlanders-krijgen-een-kamer/ 

Reasons for not wanting internationals: 

Language barrier: Dutch students may struggle with the idea of constantly speaking English at home. After a long day of studying or working, they want to relax, which can be made difficult by the need to communicate in another language. 

Cultural differences: It is suggested that international students may not be familiar with the local student culture, such as attending housing interviews and joining student associations. This can lead to a sense of alienation between international and Dutch students. 

Preference for acquaintances: Dutch students sometimes prefer to live with friends from high school, making them less inclined to welcome new people, such as international students. 

Short stays: International students often stay for a shorter period, which some houses prefer to avoid. Landlords often prefer housemates who will stay for a longer period. 

Practical considerations

Due to the large number of responses to advertisements for available rooms, landlords may choose to exclude international students to limit the selection and keep the process manageable. 

Unfamiliarity and prejudice

Dutch students may have a distorted view of international students and may not be aware of the challenges they face in finding housing. Prejudices may exist that hinder the acceptance of international students. 

https://www.parool.nl/nederland/internationale-studenten-slachtoffer-van-oplichting-door-woningnood-er-zitten-schrijnende-gevallen-tussen~ba41b0d6/?referrer=https://www.google.com/ 

The main idea of the article is that international students in the Netherlands often face abuse by landlords and difficulties in finding affordable and decent housing. This is supported by reports to the National Student Union (LSVb) and the Amsterdam Student Union ASVA, which point to discrimination, fraud, and neglect of housing. The shortage of student housing is emphasized, especially in Amsterdam, and calls are made for targeted government investments to address this problem. 

https://nos.nl/artikel/2441000-1620-euro-kwijt-maar-geen-kamer-studenten-extra-kwetsbaar-voor-oplichting-door-kamernood 

The main idea of the article is that students in the Netherlands, especially international students, are particularly vulnerable to fraud due to severe housing shortages. Due to the scarcity of student housing and the increase in the number of students, they easily fall victim to scammers who place fake advertisements for housing. These scammers use various tactics to pressure students and gain their trust, such as providing false identification and telling sad stories. Despite efforts by administrators of Facebook groups and warning groups on the platform, fraud remains a major problem. 

https://www.youtube.com/watch?v=HxfR376lPMs 

Fang Cheung saw so much fraud happening that she started a Facebook group to warn house hunters. 

https://lsvb.nl/2021/10/22/woningnood-maakt-internationale-studenten-slachtoffer-van-misbruik-en-oplichting/ 

International students are victims of abuse and fraud due to the severe shortage of student housing. Many international students search for a room from abroad, so they may not always have the opportunity to physically view the room and struggle to find reliable landlords. Landlords take advantage of the vulnerable position of international students by refusing repairs, asking for excessively high rent, and threatening eviction. International students often have no alternative and must accept poor conditions or risk becoming homeless. Targeted investments in student housing are needed to address the shortage of rooms, but there is still a lack of real action from the national government. 

https://vizieroost.nl/housing-discrimination/ 

The municipality of Nijmegen collaborates with Radboud University and HAN University of Applied Sciences to address housing discrimination against international students. At Vizier, people can report discrimination and receive advice on how to deal with it. Vizier provides support in finding a solution, helps with complaints, and can assist with filing a report with the police if necessary. By reporting discrimination, you not only help yourself but also contribute to making the problem visible to the authorities so that targeted action can be taken. Examples of housing discrimination include charging higher rent, deposit, or mediation fees to international students because of their nationality, which is against the law. 

https://nos.nl/artikel/2246698-internationale-studenten-makkelijke-prooi-kamerzwendelaars 

https://dutchreview.com/expat/rental-housing-scams-netherlands/ 

NOS) 

According to experts, these are tactics that scammers often use: 

  • Scammers put pressure on people. They say: if you wait to pay, then the room will be taken by someone else, so pay quickly. 
  • They often offer to provide identification, making it seem reliable. But they use (hacked) identity cards of others for this purpose. 
  • They often initially pose as the current resident, who then emphasizes that the landlord is really trustworthy. 
  • They say they are abroad, so you cannot view the property. And often accompany this with a sad story, such as their wife being treated there for illness or helping at the border with Ukraine. 
  • The scammers are usually very accommodating to your wishes. Later or earlier in the property? No problem. Preferably unfurnished? That’s also possible. 
  • They ask (in most cases) if the money can be transferred before the property can be viewed. The money must be sent to a foreign account or via a specific payment link. 

 

Featured Photo by Breno Assis on Unsplash

 

 

The Right to Education Act in India: Success and Challenges in Implementation

By Mahnoor Ali

The Right to Education (RTE) Act, officially known as the Right of Children to Free and Compulsory Education Act is a landmark piece of legislation in India that requires free and compulsory education for children aged 6 to 14. It was enacted by the Parliament of India on August 4, 2009, and came into effect on April 1, 2010. The Act is a significant step towards achieving universal primary education and ensuring that every child has access to a quality education.[1] However, in addition to its successes, the RTE Act has faced numerous challenges during its implementation. This article covers the RTE Act’s historical background, key provisions, success, and challenges in India, offering a broad picture of the legislation’s influence on the nation’s educational system.

Historical Context of the Right to Education in India

In the 86th Amendment Act of 2002, free and compulsory education for children was intended to become a basic right. In October 2003, a draft of the Free and Compulsory Education for Children Bill was created and underwent revision in 2004. In June 2005, the ‘Right to Education’ Bill was written by the Central Advisory Board of Education (CABE) committee and submitted to the Prime Minister, the National Accountability Committee (NAC), and the Ministry of HRD. But, in July 2006, the bill was rejected by the planning commission and finance committee because of a lack of funding. States were given a sample bill to make the required arrangements. The Right of Children to Free and Compulsory Education Bill, 2008, was ratified by the President in August 2009 after passing both Houses of Parliament in 2009. On April 1, 2010, the RTE Act and Article 21-A went into force.[2]

Key Provisions of the Right to Education Act (2009)

Some of the key provisions of the Right to Education Act include:

  • Free and Compulsory Education: The Act emphasises that no child should be denied education because of financial limitations by requiring children between the ages of 6 and 14 to receive free education.[3]
  • Infrastructure Standards: Classrooms, restrooms, and drinking water facilities must all adhere to a set of requirements for schools.
  • Reservation in Private Schools: The Act mandates that private schools set aside 25% of their seats for students from economically disadvantaged groups and economically weaker sections (EWS) in order to foster inclusion.[4]
  • Comprehensive and Continuous Evaluation: The RTE Act promotes child-friendly, comprehensive assessment techniques that support lifelong learning while discouraging the use of traditional pass/fail tests.
  • Special Provisions for Marginalised Groups: The Act aims to provide protection and additional support for children from marginalised backgrounds, such as scheduled castes, scheduled tribes, and children with disabilities, acknowledging the special problems they confront.

Successes of the Right to Education Act

The RTE Act has produced a number of beneficial results since it was put into effect, most notably a rise in enrollment rates nationwide. The reservation in private schools has brought economically disadvantaged kids into mainstream education, resulting in a notable increase in the integration of underprivileged communities.

  • Enrollment and Inclusivity: The data indicates that enrollment rates have significantly improved, particularly for girls and kids from disadvantaged families. As more girls enrol in basic and secondary education, the gender gap has substantially closed.[5]
  • Infrastructure and Teacher Quality: While the effects vary from state to state, some areas have witnessed increases in student-teacher ratios and greater infrastructure, guaranteeing that students have access to learning environments that are better suited to high-quality education.[6]
  • Public-Private Synergy: By requiring private schools to allow underprivileged pupils, the Act has contributed to a decrease in socioeconomic segregation in urban schools. Not only has this integration given disadvantaged children options, but it has also sparked some accountability and improved the standard of instruction.

Challenges in Implementing the Right to Education Act

Despite the success that the RTE Act had, its wider goals have been hampered by the difficulties in implementing it. Some of the major challenges faced in the implementation of this Act are discussed below:

  • Infrastructure Gaps: Inadequate infrastructure continues to plague many public schools, particularly those in remote areas. Some schools have struggled to satisfy RTE criteria due to a shortage of functional restrooms (particularly for ladies), poorly kept premises, and inadequate instructional resources. While urban areas have experienced advancements, rural schools frequently fall behind.
  • Teacher Shortages and Quality: Lack of qualified instructors, especially in rural regions, is a major problem. Several schools continue to fall short of the required teacher-to-student ratio. In addition, there is a clear disparity in the quality of instruction, with underqualified or poorly trained teachers having a negative impact on student achievement. Lack of accountability and absenteeism exacerbate this problem.
  • Private Schools’ Non-Compliance: Despite the RTE’s demand that private schools reserve 25% of their enrollment for students from underprivileged families, many establishments choose not to comply. Many private schools refuse to accept the necessary number of EWS pupils, either on purpose or due to ignorance. They cite a variety of operational issues, such as financial hardship.[7]
  • Shortcomings in Monitoring and Evaluation: The absence of strong systems to keep an eye on and assess how the Act is being implemented is another serious problem. Ineffective implementation and monitoring are caused by inconsistent data and a lack of collaboration between state and federal entities.
  • Socioeconomic Barriers: Children’s access to education is nevertheless hampered by socioeconomic issues like poverty, child labour, and cultural views despite of ‘free’ education. Dalit[8] children continue to face social exclusion due to caste discrimination, which is still a significant barrier for underprivileged people, particularly in rural areas.
  • COVID-19’s effects and the digital divide: The COVID-19 pandemic made already-existing disparities in educational access worse. Children from low-income households experienced a digital divide as a result of the change to online learning due to lack of access to computers, smartphones, or reliable internet connections. This brought to light the shortcomings of the RTE Act, which does not adequately address the growing significance of digital infrastructure and literacy in contemporary schooling.

Policy Recommendations

A coordinated effort from several stakeholders, including the public and private sectors, governments, and educational institutions, is necessary to overcome these obstacles. Important suggestions consist of:

  • Infrastructure Investment: The government needs to put the allocation of funding for improvement of school infrastructure as their top priority especially in rural areas. Sanitation, energy, and digital infrastructure also need to be given special consideration.
  • Teacher Training and Accountability: To raise the calibre and attendance of teachers, rigorous accountability procedures and ongoing professional development are required.
  • Improved Monitoring and Evaluation: To guarantee adherence to RTE regulations, it is imperative to fortify the monitoring structures at the federal and state levels. A more transparent process and data-driven decision-making ought to direct changes to policies.
  • Digital Inclusion: The digital divide needs to be addressed especially after the COVID-19. In order to make education egalitarian in the digital age, it is imperative that low-income students have access to gadgets, inexpensive internet, and online resources.

Conclusion

Ensuring that every kid in India has access to high-quality education has been made possible largely by the Right to Education Act. Even though there have been some noticeable achievements, such as enrollment and gender parity, the process is far from over. Achieving the entire objective of the RTE Act will require tackling implementation issues, guaranteeing compliance, and planning for the future of education. Moreover, in order to establish an education system that does not leave any child behind, stakeholders must collaborate and acknowledge that education is not only a fundamental human right but also the cornerstone of a fair and just society.

 

Featured Image source: https://shorturl.at/1s8tz

References

[1] Gorav Sharma. (2021, May 15). What is Right to Education Act (RTE Act)? Times of India Blog. Retrieved August 20, 2024, from https://timesofindia.indiatimes.com/readersblog/igoravsharma/what-is-right-to-education-act-rte-act-32034/.

[2] Balram. (2020, August 17). Right of Children to Free and Compulsory Education Act, 2009 (Right to Education Act). Vikaspedia. Retrieved August 22, 2024, from https://vikaspedia.in/education/policies-and-schemes/right-to-education/right-of-children-to-free-and-compulsory-education-act-2009-right-to-education-act.

[3] Warrier, V. S. (2023, July 4). Right to Education in India: Challenges and Opportunities – The Lex-Warrier: Online Law Journal. The Lex-Warrier: Online Law Journal. https://lex-warrier.in/right-to-education-in-india-challenges-and-opportunities.html.

[4]Rai, D. (2021, August 27). All you need to know about the Right to Education in India. iPleaders. https://blog.ipleaders.in/right-to-education-3/#Main_features_of_the_Right_to_Education_Act.

[5] Banerjee, S. (2019). Ten years of RTE Act: Revisiting achievements and examining gaps. Observe Research Foundation, 304. https://www.orfonline.org/research/ten-years-of-rte-act-revisiting-achievements-and-examining-gaps.

[6] Child Rights and You. (2024, July 30). Right to Education Act (RTE) – Know importance & responsibilities. CRY – Give Children a Happy, Healthy and Creative Childhood | CRY – India’s Leading Non-profit. https://www.cry.org/blog/what-is-the-right-to-education-act/.

[7] Goodpal, V. a. P. B. (2024, February 23). RTE Act 2009 — Issues and challenges. Issues and Challenges in India. https://socialissuesindia.wordpress.com/2020/07/17/rte-act-2009-anomalies-and-challenges/.

[8] ‘Dalit’ is a term for untouchables and outcasts, who represented the lowest stratum of the castes in the Indian subcontinent.

Educational Challenges in the Caribbean Netherlands – Italian Translation

 

BY Sterre Krijnen

Ogni studente conta! Nel 2011, questo slogan fu il primo tentativo dei Paesi Bassi Caraibici ed Europei di raggiungere equità educativa e aumentare la qualità dell’educazione nelle isole di Bonnaire, San Eustasio e Saba. Nonostante la qualità e l’equità siano aumentate, i Paesi Bassi Caraibici devono ancora fare i conti con degli ostacoli educativi significative nel 2023. Questo articolo esplorerà i tre ostacoli principali: la cura per gli studenti con bisogni speciali, il multilinguismo, e gli effetti della povertà.

Questo articolo analizza le tre difficoltà per capire l’accessibilità e la qualità dell’educazione nei Paesi Bassi Caraibici. Ma prima, dobbiamo capire a pieno la struttura governativa delle isole e i loro legami con i Paesi Bassi Europei, in modo da capire le barriere da abbattere e i tentativi da compiere per affrontarle. Inoltre, verrà data particolare attenzione alle procedure legislative riguardanti l’educazione e ai programmi educativi così da evidenziare le giuste procedure e spiegare il contesto in cui le difficoltà attuali continuano.

I tentativi ad-hoc per risolver l’inuguaglianza educativa

Nel 1948 Bonnaire, San Eustasio e Saba divennero parte delle Antille Olandesi, uno stato separato del Regno dei Paesi Bassi. Esse divennero nuovi governi locali. Ogni stato è governato da un consiglio esecutivo, un consiglio dell’isola e il governo nazionale Olandese. Da allora, le isole sono spesso chiamate i Paesi Bassi Caraibici o le Isole BES. (1)

Il Ministro dell’educazione, della cultura e delle scienze olandese è responsabile per l’educazione. Le scuole sulle isole fanno parte del sistema educativo olandese e sono monitorate dall’ispettorato educativo olandese. (2) Il Ministero dell’Educazione, il consiglio dell’isola e altri interessati hanno cooperato negli scorsi 12 anni per tre creare programmi legislativi, i cosiddetti “Programmi Educativi”.

I Programmi Educativi affrontano il tema dell’equità educativa tra le due parti dei Paesi Bassi. L’idea di base è che non dovrebbe essere importante se il bambino cresce nei Paesi Bassi Europei o Caraibici; le opportunità educative dovrebbero essere le stesse. (3) I programmi affrontano contesti specifici delle isole, siccome ci sono numerose differenze culturali, storiche, d’identità, linguistiche e organizzative rispetto ai Paesi Bassi Europeo. (4)

I primi due programmi trattano di tutte e tre le isole all’interno di un unico programma. Durante la stesura del primo Programma per l’Istruzione (2011-2016), il livello di istruzione di molte scuole delle isole BES non soddisfaceva gli standard europei né quelli dell’Olanda Caraibica. (5) Nel 2016, la maggior parte delle scuole ha raggiunto gli standard di qualità base. Tuttavia, alcune aree richiedevano ancora miglioramenti, che sono stati affrontati nel secondo Programma (2017-2020). (6) La valutazione di questo Programma nel 2020 mostra che le sfide principali sono l’assistenza agli studenti con bisogni speciali e il multilinguismo. (7)

Il terzo Programma per l’Istruzione, che non è ancora stata pubblicata, affronterà queste sfide. (8) Inoltre, questo Programma affronterà le sfide di ciascuna isola separatamente, dimostrando un ulteriore impegno nella definizione di politiche specifiche per il contesto, che si spera migliori l’efficacia del terzo Programma per l’Istruzione.

 

Educational Challenge I: Assistenza agli studenti con bisogni speciali

La prima sfida da discutere è l’assistenza agli studenti con bisogni speciali. Il diritto all’istruzione per i bambini con bisogni speciali è un diritto umano. È sancito nella Dichiarazione Universale dei Diritti Umani, dalla Convenzione dei Diritti dei Bambini e dalla Convenzione sui Diritti delle Persone con Disabilità. Quest’ultima Convenzione è stata ratificata dei Paesi Bassi Europei, ma non si applica ai Paesi Bassi Caraibici.

Una dichiarazione dei Centro di Competenza Education Cara Saba del 2021 riassume l’importanza dell’assistenza a questi studenti: “Gli studenti hanno il diritto di sentirsi incluso in un ambiente sicuro e affidabile, con un clima pedagogico strutturato che sia tollerante e incoraggiante per lo sviluppo di tutti”. (9) Attualmente, i bambini con i bisogni speciali si trovano ancora ad affrontare situazioni in cui l’istruzione come i loro coetanei o che finiscono per abbandonarla. Alcuni bambini non hanno affatto accesso all’istruzione. I bambini con un maggiore bisogni di assistenza incontrano difficoltà. (10)

Un esempio di assistenza inadeguata è il caso di Arianny, una bambina di dieci anni di Bonaire. Nel 2022, la bambina non parlante è stata al centro delle cronache per l’impossibilità di frequentare l’istruzione a Bonaire. Arianny non aveva accesso. I membri del parlamento olandese chiesero all’allora ministro dell’Istruzione, Dennis Wiersma, domande sulla sua situazione e su quella generale di Bonaire. Il ministro rispose che tutti i bambini dovrebbero avere accesso all’istruzione e sono tenuti a frequentare la scuola, nonostante le situazioni specifiche. La situazione di Arianny e le ricerche in altri rapporti ci mostrano che questa non è ancora la realtà. (11)

Perché questi problemi continuano anche dopo le due Agende per l’istruzione?

L’assistenza agli studenti nelle isole BES non è paragonabile a quella dei Paesi Bassi europei. Sebbene entrambe sperimentino problemi simili, il centro di esperti di Saba osserva che la differenza principale deriva dalle dimensioni e dalla cultura scolastica, ad esempio la mancanza di consapevolezza delle diverse esigenze degli studenti. Questo vale anche per le altre isole: i bambini con bisogni speciali continuano a seguire lo stesso programma dei loro coetanei anche se hanno bisogno di cure aggiuntive. Inoltre, gli studenti con esigenze speciali sono relativamente più numerosi a Saba che nei Paesi Bassi europei. Le possibili spiegazioni sono la mancanza di pianificazione educativa, di differenziazione in classe e di insegnanti con esigenze educative speciali. (12) Inoltre, cause non legate alla scuola influiscono sulle capacità di apprendimento dei bambini, come la povertà e la violenza domestica. (13)

Questa continua mancanza di assistenza agli studenti con bisogni speciali richiede quindi un impegno supplementare. È necessaria una rinnovata attenzione a questo problema e politiche che lo affrontino, garantendo l’accesso all’istruzione per i bambini come Arianny. Le esigenze individuali devono essere prese in considerazione per ottimizzare l’esperienza di apprendimento di studenti già vulnerabili.

 

Educational Challenge II: Il Multilinguismo

A causa delle diverse lingue parlate su ogni isola, la lingua dell’istruzione è stata una questione spinosa. Le sfide incontrate sono state l’imperialismo linguistico, le difficoltà di apprendimento e la difficoltà di accesso all’istruzione terziaria in olandese.

A Bonaire, la maggior parte degli abitanti parla il papiamento come lingua madre. A Saba e St. Eustasius, una varietà locale di inglese caraibico ha il sopravvento. Nonostante ciò, l’olandese era l’unica lingua ufficialmente riconosciuta fino all’inizio del secolo e quindi l’istruzione era in olandese. (14) Oggi, il papiamento e l’inglese possono essere utilizzati entrambi nell’istruzione. Questo rappresenta la realtà delle isole e il rispetto per le lingue locali, il che lo rende uno sviluppo lodevole e un allontanamento dall’imperialismo linguistico.

Tuttavia, ciò comporta anche nuove sfide educative, soprattutto per quanto riguarda i risultati dell’apprendimento e la formazione continua. A Saba e St. Eustatius, la lingua di insegnamento è l’inglese. L’olandese viene insegnato come lingua straniera. (15) A Sant’Eustachio si è passati all’inglese come lingua d’insegnamento nell’istruzione secondaria nel 2014. L’olandese ha dimostrato di influire negativamente sui risultati dell’apprendimento e sull’atteggiamento nei confronti della lingua olandese. (16) Saba ha utilizzato l’inglese come lingua di insegnamento per un periodo più lungo. Tuttavia, l’insegnamento dell’olandese solo come lingua straniera ostacola l’accesso all’istruzione terziaria. Una bassa conoscenza dell’olandese significa che gli studenti di queste isole non possono accedere a (tutti) gli istituti di istruzione terziaria dei Paesi Bassi europei.https://brokenchalk.org/educational-challenges-in-the-caribean-netherlands/ (17)  Questo è particolarmente problematico perché i Paesi Bassi caraibici non hanno università o università di scienze applicate, il che significa che gli abitanti devono spostarsi per perseguire l’istruzione terziaria. (18)  

A Bonaire, l’istruzione inizia in Papiamento – la lingua madre della maggior parte degli studenti – per i primi due anni della scuola primaria. Dopo questi anni, la lingua di insegnamento diventa l’olandese. Questo comporta dei rischi, come ha dimostrato il caso di Sant’Eustazio prima del 2014. Inoltre, può ostacolare i risultati dell’apprendimento, poiché i bambini potrebbero avere difficoltà con l’olandese.https://brokenchalk.org/educational-challenges-in-the-caribean-netherlands/ (19)

Pertanto, il multilinguismo comporta sfide specifiche per gli studenti per quanto riguarda l’accesso all’istruzione superiore e i risultati di apprendimento. È stato difficile trovare un equilibrio tra l’olandese, il papiamento e l’inglese caraibico per affrontare queste sfide. È necessario sviluppare una politica linguistica globale per ogni isola, in cui le lingue native e l’olandese ottengano un posto equilibrato all’interno del sistema educativo.

 

Educational Challenge III: La Povertà

Questa terza sfida educativa va al di là delle agende educative, poiché si intreccia con la situazione generale delle isole BES: la vita sulle isole è diventata sempre più costosa, e gli stipendi e il sostegno del governo non sono sufficienti a permetterla.

Per questo motivo, nel 2021 i bambini delle isole BES hanno indicato la povertà come una delle maggiori sfide della loro vita. Da allora i livelli di povertà sono rimasti elevati: 11.000 persone vivono sotto la soglia di povertà nel 2023. Si tratta di un numero estremamente elevato, considerando che la popolazione totale delle isole è di 30.000 persone. (20)  In confronto ai Paesi Bassi europei: 800.000 persone vivono in povertà su una popolazione di quasi 18 milioni. (21)

Cosa significano questi numeri per gli studenti caraibici?

Il rapporto tra l’Ombudsman olandese e l’Ombudsman dei bambini ci offre l’angosciante esempio di Shanice, una bambina di 11 anni di Bonaire. Sua madre è una badante single, che fa diversi lavori per rimanere a galla. È più spesso al lavoro che a casa. Shanice si prende cura dei suoi fratelli e sorelle più piccoli, si occupa della spesa e lava i piatti, invece di avere la possibilità di concentrarsi sugli studi. Va a scuola: le piace. Tuttavia, spesso si sente stressata a causa delle numerose responsabilità. Non riesce quindi a concentrarsi e a imparare. Allo stesso tempo, Shanice fa pressione su se stessa per imparare: vuole avere una vita diversa da quella di sua madre. (22)

Questo esempio mostra come la povertà dia ai bambini molte responsabilità e influisca negativamente sul loro apprendimento. Questo esempio non comprende tutti gli effetti negativi. Quando non si hanno abbastanza soldi, il cibo sano non è sempre una priorità, così come i libri di scuola o un buon posto per studiare. Le spese scolastiche extra potrebbero non essere pagate. Sia i genitori che i figli sono sottoposti a livelli di stress elevati, che possono portare i genitori a non essere disponibili (emotivamente) e i figli ad avere problemi di concentrazione. Tutto ciò influisce negativamente sui risultati scolastici dei bambini. (23)

Per affrontare il problema della povertà e i suoi effetti, è necessario un sostegno governativo per sollevare i bambini e i loro genitori dalla povertà. Tuttavia, le politiche governative sono una delle cause della povertà: il modello del costo della vita per l’isola BES presenta il costo della vita come più basso di quanto non sia. Le politiche vengono sviluppate sulla base di questo modello. Inoltre, questo è un argomento ricorrente per non aumentare il benessere sociale: garantire il benessere sociale demotiva le persone, che non lavoreranno più. (24) Quindi, le politiche hanno contribuito al problema della povertà.

Inoltre, gli abitanti delle isole BES non sempre hanno accesso alle stesse risorse di cui dispongono gli olandesi europei. Queste risorse sono tuttavia di grande importanza: Gli olandesi europei ne dipendono, ma gli olandesi dei Caraibi non possono nemmeno accedervi. (25) Ciò è possibile grazie allo status speciale delle isole. Il Comitato delle Nazioni Unite per l’eliminazione della discriminazione razziale ha osservato nel 2021 che tali differenze tra i Paesi Bassi europei e i Paesi Bassi caraibici sono deplorevoli, che la discriminazione dovrebbe essere combattuta e che l’uguaglianza dovrebbe essere perseguita.

Il governo olandese ha preso provvedimenti. Per i Paesi Bassi caraibici entrerà in vigore una legge che garantisce la parità di trattamento di tutti i cittadini nei Paesi Bassi. (26) La data esatta, tuttavia, non è chiara. Inoltre, il modello del costo della vita sarà adeguato nel luglio 2024. A partire da quella data, gli abitanti dei Paesi Bassi caraibici potranno colmare il divario tra la sicurezza sociale e il costo della vita che esiste attualmente. Inoltre, il governo olandese intraprende altri sforzi per affrontare la povertà, ma l’Istituto olandese per i diritti umani li giudica insufficienti. (27)

Il governo olandese sembra assumersi sempre più la responsabilità degli alti livelli di povertà nei Paesi Bassi caraibici. Uno sviluppo necessario: nonostante dichiarazioni come “Ogni studente conta!”, il governo olandese ha discriminato i cittadini caraibici olandesi. Il trattamento sfavorevole che subiscono li pone in ritardo rispetto ai loro concittadini europei.

 

Conclusione

La qualità dell’istruzione è aumentata in modo significativo nelle isole di Bonaire, St. Eustatius e Saba. Sono stati compiuti grandi sforzi per adattare le politiche ai contesti locali delle isole, il che è essenziale per l’equità dell’istruzione tra i Paesi Bassi europei e caraibici. Questo è lodevole e si spera che continui con la terza Agenda per l’istruzione.

Tuttavia, persistono grandi sfide educative nelle isole. I benefici e l’accesso all’istruzione sono sotto pressione. Mentre il multilinguismo riguarda tutti gli studenti, la povertà e la mancanza di cure speciali colpiscono alcuni studenti in modo sproporzionato. Inoltre, il problema della povertà e la mancanza di cure speciali mostrano chiari segni di discriminazione, che dovrebbero essere condannati e fermati. Il caso delle isole di Bonaire, St. Eustatius e Saba indica quindi la necessità di politiche che affrontino la discriminazione e di un piano globale per migliorare ulteriormente l’istruzione.

 


Bibliografia

Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. https://www.eerstekamer.nl/overig/20210708/evaluatie_tweede_onderwijsagenda/document3/f=/vlkch545eltd_opgemaakt.

Den Hartog, Tobias and Laurens Kok. (2023). Op weg naar 1 miljoen armen: bij dit inkomen leef je volgens de overheid in armoede. Het Parool. https://www.parool.nl/nederland/op-weg-naar-1-miljoen-armen-bij-dit-inkomen-leef-je-volgens-de-overheid-in-armoede~b9c9b7ed/

Haringsma, Phaedra. (2022). Zo wordt ongelijkheid tussen Europees en Caribisch Nederland al jaren in stand gehouden. De Correspondent. https://decorrespondent.nl/13713/zo-wordt-ongelijkheid-tussen-europees-en-caribisch-nederland-al-jaren-in-stand-gehouden/2f84b44f-db88-0d7c-029d-9c1d00ae02b3

Inspectie van het Onderwijs. (2017). De Ontwikkeling van het Onderwijs in Caribisch Nederland 2014-2016. Onderwijsinspectie. https://www.onderwijsinspectie.nl/documenten/rapporten/2017/03/21/rapport-onderwijsontwikkelingen-caribisch-nederland-20142016

Kinderombudsman, and Nationale Ombudsman. (2023). Caribische kinderen van de rekening. Kinderombudsman. https://www.nationaleombudsman.nl/publicaties/rapporten/2022058#:~:text=Dit%20rapport%20beschrijft%20de%20knelpunten,zelf%20als%20voor%20hun%20kinderen

Kinderombudsman. (2021). Als je het ons vraagt: kinderen op de BES-eilanden. Kinderombudsman. https://www.kinderombudsman.nl/publicaties/rapport-als-je-het-ons-vraagt-onderzoek-kinderen-op-de-bes

Kloosterboer, Karin. (2013). Kind op Bonaire, St. Eustatius en Saba. UNICEF. https://content.presspage.com/uploads/688/samenvattingkindopbeslowres.pdf

Langerak, Lisa. (2021). Inclusive Special Education on Saba. Expertise Center Education Care. https://www.learningsaba.com/2021_Care_Coordinator/210614%20Project%20plan%20Inclusive%20Special%20Education%20Saba.pdf

Mijts, Eric, Ellen-Petra Kester and Nicholas Faraclas. (2014). Multilingualism and education in the Caribbean Netherlands. A community-based approach to a sustainable language education policy. The case study of St. Eustatius. NT2. https://www.nt2.nl/documenten/meertaligheid_en_onderwijs/kambel_meertaligheid_binnenwerk_eng_h5.pdf

Ministerie van Onderwijs, Cultuur en Wetenschap. (2022). Antwoord op schriftelijke vragen van de leden Van den Berg en Peters (beiden CDA) over het bericht ‘Moeder vraagt om hulp: 10-jarige Arianny kan op Bonaire niet naar school. Open Overheid. https://open.overheid.nl/documenten/ronl-b6d4ce01be3eac9fe87130ee6b9b0f08d72e664e/pdf

Nederlands Jeugdinstituut. (N.d). De invloed van armoede op schoolprestaties. Nederlands Jeugdinstituut. https://www.nji.nl/armoede/invloed-op-schoolprestaties

Netherlands Institute for Human Rights. (2023). Caribisch Nederland krijgt wetgeving gelijke behandeling. College voor de Rechten van de Mens. https://www.mensenrechten.nl/actueel/nieuws/2023/01/25/caribisch-nederland-krijgt-wetgeving-gelijke-behandeling#:~:text=Iedereen%20die%20zich%20in%20Nederland,2010%20bijzondere%20gemeentes%20van%20Nederland

Netherlands Institute for Human Rights. (2023). Report to UN Committee on economic, social and cultural human rights in the Netherlands. College voor de Rechten van de Mens. https://publicaties.mensenrechten.nl/file/5803a853-0bbe-b495-7932-3bb751e0aed4.pdf

NOS. (2023). Derde van Caribisch Nederland onder armoedegrens, pleidooi voor hoger minimumloon. NOS. https://nos.nl/artikel/2493122-derde-van-caribisch-nederland-onder-armoedegrens-pleidooi-voor-hoger-minimumloon

Polak, Anneke. (2014). Engels als instructietaal ‘ingrijpend’. Caribisch Netwerk. https://caribischnetwerk.ntr.nl/2014/06/19/engels-als-instructietaal-statia-ingrijpend/

Rijksdienst Caribisch Nederland. (N.d). Higher Education and Science. Rijksdienst Caribisch Nederland. https://english.rijksdienstcn.com/education-culture-science/higher-education-and-science

Rijksdienst Caribisch Nederland. (N.d). Onderwijs, Cultuur en Wetenschap. Rijksdienst Caribisch Nederland. https://www.rijksdienstcn.com/onderwijs-cultuur-wetenschap

Rijksdienst Caribisch Nederland. (N.d). Onderwijsagenda voor Caribisch Nederland: samen werken aan kwaliteit. Rijksdienst Caribisch Nederland. https://www.rijksdienstcn.com/binaries/rijksdienstcn-nederlands/documenten/brochures/onderwijs-cultuur/onderwijsagendas/eerste-onderwijsagenda-caribisch-nederland/index/Eerste_Onderwijsagenda_NL.pdf

Rijksdienst Caribisch Nederland. (N.d). Taal in het Onderwijs. Rijksdienst Caribisch Nederland. https://www.rijksdienstcn.com/onderwijs-cultuur-wetenschap/ouders-leerlingen/taal-in-het-onderwijs

Rijksoverheid. (N.d). Caribisch deel van het Koninkrijk. Rijksoverheid. https://www.rijksoverheid.nl/onderwerpen/caribische-deel-van-het-koninkrijk/rechtspositie-politieke-ambtsdragers-bonaire-sint-eustatius-saba

[i] Rijksoverheid. (N.d). Caribisch deel van het Koninkrijk. Rijksoverheid. https://www.rijksoverheid.nl/onderwerpen/caribische-deel-van-het-koninkrijk/rechtspositie-politieke-ambtsdragers-bonaire-sint-eustatius-saba

[ii] Rijksoverheid. (N.d.). Caribisch deel van het Koninkrijk. Rijksoverheid.

[iii] Rijksdienst Caribisch Nederland. (N.d). Onderwijs, Cultuur en Wetenschap. Rijksdienst Caribisch Nederland. https://www.rijksdienstcn.com/onderwijs-cultuur-wetenschap

[iv] Rijksdienst Caribisch Nederland. (N.d). Onderwijsagenda voor Caribisch Nederland: samen werken aan kwaliteit. Rijksdienst Caribisch Nederland. 1. https://www.rijksdienstcn.com/binaries/rijksdienstcn-nederlands/documenten/brochures/onderwijs-cultuur/onderwijsagendas/eerste-onderwijsagenda-caribisch-nederland/index/Eerste_Onderwijsagenda_NL.pdf

[v] Rijksdienst Caribisch Nederland. (N.d). Onderwijsagenda voor Caribisch Nederland: samen werken aan kwaliteit. 1.

[vi] Inspectie van het Onderwijs. (2017). De Ontwikkeling van het Onderwijs in Caribisch Nederland 2014-2016. Onderwijsinspectie. 39-41. https://www.onderwijsinspectie.nl/documenten/rapporten/2017/03/21/rapport-onderwijsontwikkelingen-caribisch-nederland-20142016

[vii] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 20. https://www.eerstekamer.nl/overig/20210708/evaluatie_tweede_onderwijsagenda/document3/f=/vlkch545eltd_opgemaakt.

[viii] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 22.

[ix]. Langerak, Lisa. (2021). Inclusive Special Education on Saba. Expertise Center Education Care. 2. https://www.learningsaba.com/2021_Care_Coordinator/210614%20Project%20plan%20Inclusive%20Special%20Education%20Saba.pdf

[x] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 20.

[xi] Ministerie van Onderwijs, Cultuur en Wetenschap. (2022). Antwoord op schriftelijke vragen van de leden Van den Berg en Peters (beiden CDA) over het bericht ‘Moeder vraagt om hulp: 10-jarige Arianny kan op Bonaire niet naar school. Open Overheid. 2-3. https://open.overheid.nl/documenten/ronl-b6d4ce01be3eac9fe87130ee6b9b0f08d72e664e/pdf

[xii] Langerak, Lisa. (2021). Inclusive Special Education on Saba. Expertise Center Education Care. 5.

[xiii] Kinderombudsman. (2021). Als je het ons vraagt: kinderen op de BES-eilanden. Kinderombudsman. 10-11. https://www.kinderombudsman.nl/publicaties/rapport-als-je-het-ons-vraagt-onderzoek-kinderen-op-de-bes

[xiv] Mijts, Eric, Ellen-Petra Kester and Nicholas Faraclas. (2014). Multilingualism and education in the Caribbean Netherlands. A community-based approach to a sustainable language education policy. The case study of St. Eustatius. NT2. 2. https://www.nt2.nl/documenten/meertaligheid_en_onderwijs/kambel_meertaligheid_binnenwerk_eng_h5.pdf

[xv] Rijksdienst Caribisch Nederland. (N.d). Taal in het Onderwijs. Rijksdienst Caribisch Nederland. https://www.rijksdienstcn.com/onderwijs-cultuur-wetenschap/ouders-leerlingen/taal-in-het-onderwijs

[xvi] Polak, Anneke. (2014). Engels als instructietaal ‘ingrijpend’. Caribisch Netwerk. https://caribischnetwerk.ntr.nl/2014/06/19/engels-als-instructietaal-statia-ingrijpend/

[xvii] Buys, Marga. (2021). Evaluatie Tweede Onderwijsagenda Caribisch Nederland 2017-2020. Eerste Kamer. 20.

[xviii] Rijksdienst Caribisch Nederland. (N.d). Higher Education and Science. Rijksdienst Caribisch Nederland. https://english.rijksdienstcn.com/education-culture-science/higher-education-and-science

[xix] Kloosterboer, Karin. (2013). Kind op Bonaire, St. Eustatius en Saba. UNICEF. 15. https://content.presspage.com/uploads/688/samenvattingkindopbeslowres.pdf

[xx] NOS. (2023). Derde van Caribisch Nederland onder armoedegrens, pleidooi voor hoger minimumloon. NOS

https://nos.nl/artikel/2493122-derde-van-caribisch-nederland-onder-armoedegrens-pleidooi-voor-hoger-minimumloon

[xxi] Den Hartog, Tobias and Laurens Kok. (2023). Op weg naar 1 miljoen armen: bij dit inkomen leef je volgens de overheid in armoede. Het Parool.

https://www.parool.nl/nederland/op-weg-naar-1-miljoen-armen-bij-dit-inkomen-leef-je-volgens-de-overheid-in-armoede~b9c9b7ed/

[xxii] Kinderombudsman, and Nationale Ombudsman. (2023). Caribische kinderen van de rekening. Kinderombudsman. 4. https://www.nationaleombudsman.nl/publicaties/rapporten/2022058#:~:text=Dit%20rapport%20beschrijft%20de%20knelpunten,zelf%20als%20voor%20hun%20kinderen.

[xxiii] Nederlands Jeugdinstituut. (N.d). De invloed van armoede op schoolprestaties. Nederlands Jeugdinstituut. https://www.nji.nl/armoede/invloed-op-schoolprestaties

[xxiv] Haringsma, Phaedra. (2022). Zo wordt ongelijkheid tussen Europees en Caribisch Nederland al jaren in stand gehouden. De Correspondent. https://decorrespondent.nl/13713/zo-wordt-ongelijkheid-tussen-europees-en-caribisch-nederland-al-jaren-in-stand-gehouden/2f84b44f-db88-0d7c-029d-9c1d00ae02b3

[xxvi] Netherlands Institute for Human Rights. (2023). Caribisch Nederland krijgt wetgeving gelijke behandeling. College voor de Rechten van de Mens. https://www.mensenrechten.nl/actueel/nieuws/2023/01/25/caribisch-nederland-krijgt-wetgeving-gelijke-behandeling#:~:text=Iedereen%20die%20zich%20in%20Nederland,2010%20bijzondere%20gemeentes%20van%20Nederland

[xxvii] Netherlands Institute for Human Rights. (2023). Report to UN Committee on economic, social and cultural human rights in the Netherlands. College voor de Rechten van de Mens. 4-6. https://publicaties.mensenrechten.nl/file/5803a853-0bbe-b495-7932-3bb751e0aed4.pdf

Educational Challenges in Azerbaijan – Urdu Translation

Educational Challenges in Azerbaijan

آذربائیجان میں تعلیمی چیلنجز

 

تحریر: زینت اسدوا

مترجم: ماہ نور علی

: آذربائیجان میں غیر شفافیت: تعلیمی مشکلات کی رہنمائی

آذربائیجان، قفقاز کے علاقے میں واقع ایک ملک ہے، اور 1991 میں اپنی آزادی تک یہ سوویت یونین کے زیر حکومت تھا۔ آذربائیجان کے قدرتی وسائل کی وسعت کے باوجود، اس کا بنیادی ڈھانچہ متعدد شعبوں کو متاثر کرتا ہے، جن میں خاص طور پر تعلیمی شعبہ شامل ہے۔

اگرچہ سرکاری اسکولوں میں تعلیم مفت ہے، مگر زیادہ اعلی تعلیم کا انحصار خاندان کی مالی حالت پر ہوتا ہے۔ [1] ایک عام آذربائیجانی خاندان کی سالانہ آمدنی 4250 منات (2500$) ہے، جو کہ عام خاندانوں کے تعلیمی بجٹ کو متاثر کرتی ہے۔ نجی اساتذہ کی خدمات حاصل کرنا اور اسکول کے مواد کی ادائیگی کا خرچ ان کی استطاعت سے زیادہ ہوتا ہے۔ اعلی تعلیمی ادارے اکثر امیر پس منظر کے طلبہ کو ترجیح دیتے ہیں اور دیہی یا کم آمدنی والے خاندانوں کے طلبہ کو نظر انداز کرتے ہیں۔ [2]

جہاں تک تعلیمی نظام کے معیار کا تعلق ہے، ثانوی اسکولز طلبہ کو یونیورسٹی کے داخلہ امتحانات کے لیے مناسب تیاری فراہم کرنے میں ناکام ہیں، جس کی وجہ سے کئی طلبہ کمزور کارکردگی کی وجہ سے ان امتحانات میں ناکام ہو جاتے ہیں۔ [3] تعلیم کے اس خراب نظام کے پیش نظر، امیر پس منظر کے والدین نجی اساتذہ کی خدمات حاصل کرتے ہیں تاکہ اپنے بچوں کو معیاری تعلیم فراہم کی جا سکے۔ اس صورتحال سے فائدہ اٹھانے والے سرکاری اشرافیہ ہوتے ہیں، کیونکہ ان کے پاس اپنے بچوں کو بہتر تعلیم فراہم کرنے کے زیادہ مواقع ہوتے ہیں۔ بعض اوقات یہ بچے امریکہ، کینیڈا اور مغربی یورپی ممالک جیسے ملکوں میں بھیجے جاتے ہیں تاکہ وہ وہاں معیاری تعلیم حاصل کر سکیں۔ جو لوگ اس استطاعت سے محروم ہوتے ہیں، وہ ناکافی تعلیمی سطح کے ساتھ پیچھے رہ جاتے ہیں۔

تعلیمی مواد جیسے کتابیں، مضامین، جرنل وغیرہ تک رسائی بہت کم ہوتی ہے، خاص طور پر وہ مواد جو آذربائیجانی زبان میں ہو۔ یونیورسٹی کی لائبریریاں تعلیمی مقاصد کے لیے ضروری وسائل سے محروم ہیں اور طلبہ ان مواد کے پرانے اور آج کے دور کے لحاظ سے غیر متعلقہ ہونے کی شکایت کرتے ہیں۔

تعلیمی مواد اور وسائل کی کمی کی ایک بڑی وجہ حکومت کی جانب سے علمی تحقیق اور تراجم کے لیے ناکافی معاونت ہے۔ تعلیمی شعبے کی ترقی کے لیے بجٹ کی تجاویز اور علمی تحقیق کے لیے مالی معاونت کی کمی ملک کو ذہنی قلت میں مبتلا کر رہی ہے۔ اس کے ساتھ ساتھ اکثر اوقات ماہرین ترقی یافتہ ممالک کی طرف ہجرت کر جاتے ہیں جہاں انہیں تحقیق کے لیے بہتر مراعات فراہم کی جاتی ہیں۔

آذربائیجان میں پوسٹ گریجویٹ تعلیم کو اپنے نظام میں نمایاں تبدیلیوں کی ضرورت ہے۔ ماسٹرز کی ڈگریوں کی تعلیم کو مزید پیشہ ورانہ اور خصوصی بنانے کے لیے کافی ترقی کی ضرورت ہے۔ ایسٹ ٹینیسی اسٹیٹ یونیورسٹی کے پروفیسر ایمریٹس رچرڈ ڈی کورٹم کے مطابق، “آذربائیجان میں ماسٹرز کے طلبہ کو عام طور پر وہی کورس، وہی انسٹرکٹر، وہی کتاب، وہی لیکچر مواد، اور وہی ٹیسٹ دوبارہ لینے پڑتے ہیں جو انہوں نے انڈر گریجویٹ کے دوران لیے تھے۔” [4]

آذربائیجان میں اس وقت موجود ایک اور بڑا مسئلہ رشوت ہے۔ اگرچہ آئین میں یہ غیر قانونی ہے، لیکن آبادی کے لیے بقا کے لیے ایک معمول کا حصہ بن چکا ہے۔ عوام کو تعلیم، صحت، سرکاری خدمات، ملازمتوں اور دیگر شعبوں تک رسائی کے لیے رشوت دینا پڑتی ہے۔ ان اداروں کے سربراہان ان رشوتوں سے فائدہ اٹھاتے ہیں اور عوام کو ایسی صورتحال میں ڈالتے ہیں کہ ان کے مسائل حل کرنے کے لیے انہیں پیسے دینے پڑتے ہیں۔

یونیسکو انسٹیٹیوٹ فار سٹیٹسٹکس کے مطابق، آذربائیجان میں دوسرے قفقاز ممالک اور وسطی ایشیائی ممالک کے مقابلے میں ثانوی (اعلیٰ) تعلیم کے داخلے کی شرح سب سے کم ہے، کیونکہ 77% آذربائیجانی جو اسکول سے فارغ التحصیل ہوتے ہیں، وہ یونیورسٹی میں داخلہ نہیں لیتے۔ یہ ممکنہ طور پر “غلط طریقے سے تشکیل دیے گئے اور انتہائی مرکزی ریاستی کوٹا مختص کرنے کے نظام” کی وجہ سے ہوتا ہے۔ [5] نیچے دیا گیا ٹیبل 1 2010 سے 2014 تک آذربائیجان، آرمینیا، جارجیا، اور قازقستان میں یونیورسٹی میں داخلے کے لیے درخواست دینے والے طلبہ کا تناسب دکھاتا ہے۔[6]

Educational Challenges in Azerbaijan

Sources:

[1] Mammadova, S., Guliyev, F., Wallwork, L. and Azimli, N., 2016. Human Capital Development in Azerbaijan. Caucasus Analytical Digest, (90), pp. 8,. Available at: <https://www.academia.edu/30431942/The_Quality_of_Education_in_Azerbaijan_Problems_and_Prospects>

[2] Mammadova, S., Guliyev, F., Wallwork, L. and Azimli, N., 2016. Human Capital Development in Azerbaijan. Caucasus Analytical Digest, (90), pp.8,. Available at: <https://www.academia.edu/30431942/The_Quality_of_Education_in_Azerbaijan_Problems_and_Prospects>

[3] Mammadova, S., Guliyev, F., Wallwork, L. and Azimli, N., 2016. Human Capital Development in Azerbaijan. Caucasus Analytical Digest, (90), pp. 7,. Available at: <https://www.academia.edu/30431942/The_Quality_of_Education_in_Azerbaijan_Problems_and_Prospects>

[4] Richard D. Kortum, “Emerging Higher Education in Azerbaijan”, Journal of Azerbaijani Studies, 12, 2009.

[5] Mammadova, S., Guliyev, F., Wallwork, L. and Azimli, N., 2016. Human Capital Development in Azerbaijan. Caucasus Analytical Digest, (90), pp. 7,. Available at: <https://www.academia.edu/30431942/The_Quality_of_Education_in_Azerbaijan_Problems_and_Prospects>

[6] Souce: Mammadova, S., Guliyev, F., Wallwork, L. and Azimli, N., 2016. Human Capital Development in Azerbaijan. Caucasus Analytical Digest, (90), pp. 8,. Available at: <https://www.academia.edu/30431942/The_Quality_of_Education_in_Azerbaijan_Problems_and_Prospects>

Cover Image by OpenClipart-Vectors from Pixabay

Onderwijskundige uitdagingen op Aruba

 

Written by Fenna Eelkema

The Flag of Aruba.

Aruba is een van de zes Caribische eilanden die deel uitmaken van het Koninkrijk der Nederlanden. Het eiland heeft 100 duizend inwoners die zichzelf identificeren als meertalige individuen die leven in een meertalige samenleving. De meerderheid van de bevolking spreekt de lokale taal, Papiamento, als moedertaal. Toch is het Nederlands sinds 1636 de officiële en dominante taal in administratieve en onderwijssystemen. Deze vertakking is te wijten aan het feit dat de koloniale autoriteiten gedurende 360 jaar kolonialisme het idee voorstonden dat iedereen in de Nederlandse koloniën Nederlands moest spreken. Pas in 2003 heeft de Arubaanse overheid zowel Nederlands als Papiamento wettelijk erkend als officiële talen voor Aruba. Daarnaast zijn door migratie, toerisme, de invloed van sociale media en de ligging van Aruba (voor de kust van Venezuela), wereldtalen als Engels en Spaans ook belangrijke onderdelen geworden van de taalkunde van het eiland. Hierdoor kan de taalsituatie op Aruba erg complex zijn, aangezien de vier dominante talen – Papiamento, Engels, Nederlands en Spaans – allemaal een rol spelen in de dagelijkse communicatie van individuen. Volgens de cijfers van de volkstelling (2020) heeft het Centraal Bureau voor de Statistiek (CBS) vastgesteld dat de meerderheid van de bevolking van Aruba (92%) thuis Papiamento spreekt, gevolgd door Engels (15%), Spaans (14%) en tot slot Nederlands (10%).

 

Het onderwijssysteem van Aruba

Het onderwijssysteem van Aruba wordt gekenmerkt door zijn uitgebreide structuur en toewijding aan kwaliteitsonderwijs. Het onderwijssysteem op Aruba is gebaseerd op het onderwijsmodel dat in Nederland wordt gebruikt. Onderwijs is verplicht voor kinderen van 4 tot 16 jaar. Kinderen beginnen op hun vierde met de kleuterschool. Als ze zes zijn, gaan ze naar het basisonderwijs voor kinderen, en als de kinderen twaalf zijn, gaan ze naar het beroepsonderwijs, dat 4 jaar duurt, of ze gaan naar het algemeen voortgezet onderwijs, dat tussen de 4 en 6 jaar duurt. Algemeen Voortgezet onderwijs bereidt leerlingen voor op hoger onderwijs, terwijl beroepsonderwijs de nadruk legt op praktische vaardigheden en hen voorbereidt op de arbeidsmarkt.

Tot de leeftijd van 10 jaar was de dominante taal in het onderwijs Papiaments gemengd met wat Nederlands; daarna wordt het Nederlands de dominante taal gemengd met wat Papiaments. Om precies te zijn, bijna al het voortgezet onderwijs wordt in het Nederlands gegeven, behalve één sector, die volledig in het Papiaments wordt onderwezen.

 

Taal

Aruba wordt geconfronteerd met een unieke taaluitdaging in haar onderwijssysteem. Terwijl het merendeel van het onderwijs in het Nederlands wordt gegeven, is de meest gesproken taal thuis het Papiamento. De dominantie van het Papiamento thuis draagt bij aan een lagere beheersing van het Nederlands, een cruciale taal voor academisch succes op Aruba. Slechts 10% van de studenten spreekt thuis Nederlands; veel studenten hebben dus geen voorkennis van het Nederlands wanneer ze op school beginnen. Deze taalkundige ongelijkheid vormt een belangrijk obstakel voor veel studenten. Zich uitdrukken en hun kennis in het Nederlands demonstreren wordt een uitdaging, wat leidt tot gemiste kansen en belemmeringen in hun academische vooruitgang. Daarnaast is het duidelijk dat Nederlands niet de voorkeurstaal is voor alledaagse communicatie en dat er, buiten de academische wereld, minimale noodzaak is voor de Nederlandse taal. Uit een enquête die op Aruba werd gehouden bleek dat de meeste mensen geen positieve gevoelens hebben ten opzichte van de Nederlandse taal of cultuur. Deze negatieve perceptie kan studenten verder ontmoedigen om zich met de taal bezig te houden, waardoor de taalbarrière groter wordt.

Op Aruba wordt academisch succes vaak gecorreleerd aan iemands vermogen om ideeën vloeiend in het Nederlands uit te drukken in plaats van aan feitelijke vakkennis. Dit benadeelt studenten die moeite hebben met het Nederlands nog meer, omdat hun ware potentieel niet de juiste erkenning krijgt. De slaagpercentages weerspiegelen dit probleem: slechts één sector van het secundair onderwijs haalt consequent slaagpercentages van 75% of hoger; toevallig is dit de enige sector van het secundair onderwijs die in het Papiaments wordt onderwezen. Hieruit blijkt eens te meer de impact van taal op academische resultaten.

Lesgeven in voornamelijk het Nederlands brengt uitdagingen met zich mee vanwege het beperkte begrip van leerlingen en mogelijk de taalvaardigheid van docenten. Effectieve communicatie en leren kunnen worden belemmerd. Daarnaast moeten Arubaanse studenten dezelfde examens afleggen als studenten in Nederland, maar door de taalbarrière zijn de Arubaanse studenten in het nadeel, waardoor hun kansen om te slagen en af te studeren afnemen.

In het algemeen vereist de taaluitdaging van Aruba in het onderwijs proactieve maatregelen om ervoor te zorgen dat alle studenten gelijke kansen hebben om te slagen. Een gebalanceerde aanpak is noodzakelijk om het Nederlands efficiënt naast het Papiaments te integreren. Door deze balans te vinden kunnen studenten academisch excelleren terwijl de culturele en taalkundige betekenis van het Papiaments behouden blijft.

Students from the International School of Aruba. Photo by Laura de Kwant.

Brain drain

Aruba is een klein eiland en daardoor zijn de mogelijkheden beperkt. Hoewel de overheid twee instellingen voor hoger onderwijs subsidieert, het Instituto Pedagogico Arubano en de Universiteit van Aruba, die diverse bachelor- en masteropleidingen aanbieden, blijven de mogelijkheden relatief beperkt in vergelijking met grotere landen. Daarom hebben veel studenten die verder willen studeren na het afronden van hun middelbare schoolopleiding maar een beperkte keuze. Om hun academische horizon te verbreden, kiezen een groot aantal Arubaanse studenten ervoor om in het buitenland te studeren, zoals Nederland, de Verenigde Staten en Spaanstalige landen, waar er een grotere verscheidenheid aan studies is om uit te kiezen.

Het gevolg van deze trend is echter dat niet alle studenten terugkeren naar Aruba na het afronden van hun studie in het buitenland. Uit een onderzoek dat in 2011 werd uitgevoerd onder Arubaanse studenten die in Nederland studeerden bleek dat slechts 50% van de respondenten van plan was om binnen vijf jaar na afronding van hun studie terug te keren naar Aruba. Verschillende factoren dragen bij aan de beslissing van studenten om in het buitenland te blijven. Een belangrijke reden is het werkgelegenheidslandschap op Aruba, dat sterk gedomineerd wordt door de toerisme-industrie, die meer dan 80% van het BBP (bruto binnenlands product) produceert. Terwijl deze sectoren waardevolle mogelijkheden bieden voor veel mensen, zijn de vooruitzichten voor werkgelegenheid op sommige andere gebieden beperkt. Als gevolg hiervan zijn mensen genoodzaakt om werk te zoeken in landen waar een meer divers scala aan industrieën beter aansluit bij hun opleiding en expertise.

Dit wordt braindrain genoemd, oftewel de emigratie van hoogopgeleide mensen op zoek naar betere kansen in het buitenland. Om dit probleem van braindrain aan te pakken en getalenteerde mensen aan te moedigen om terug te keren naar Aruba, heeft de regering van Aruba beleid geïmplementeerd om mensen aan te moedigen om terug te komen na hun studie, zoals het geven van korting op de schulden van studenten als ze terugkeren na het behalen van hun diploma.

 

Conclusie

Samenvattend, Aruba is erg goed bezig met het creëren van onderwijs van hoge kwaliteit en heeft over het algemeen, niet veel onderwijskundige uitdagingen. De belangrijkste uitdaging komt voornamelijk voort uit de unieke linguïstische situatie op Aruba. De meertalige samenleving van Aruba, met Papiamento als de dominante taal thuis, zorgt voor obstakels bij het onderwijzen en leren van Nederlands, de meest gebruikte taal in administratie en onderwijs. Deze taalbarrière belemmert academische vooruitgang en erkenning van het ware potentieel van studenten, wat uiteindelijk van invloed is op het afstudeerpercentage en de algehele onderwijsresultaten.

Om dit probleem aan te pakken is een gebalanceerde aanpak cruciaal, die tweetaligheid benadrukt en de culturele en linguïstische betekenis van zowel het Papiaments als het Nederlands erkent. Door het bevorderen van een ondersteunende en inclusieve omgeving kan het onderwijssysteem van Aruba studenten beter toerusten voor academisch succes terwijl hun culturele identiteit behouden blijft.

De andere uitdaging voor het onderwijs op Aruba is dat, vanwege de kleine omvang en beperkte mogelijkheden, veel studenten hoger onderwijs en betere vooruitzichten op werk in het buitenland zoeken. Dit fenomeen leidt tot de emigratie van individuen die hoog opgeleid zijn, waardoor het eiland mogelijk beroofd wordt van sommige individuen met waardevol talent en expertise.

Om braindrain tegen te gaan heeft de overheid van Aruba beleid geïmplementeerd om de terugkeer van geschoolde individuen aan te moedigen door het aanbieden van stimuleringsmaatregelen zoals schuldkortingen voor terugkerende studenten. Er zijn echter duurzame inspanningen nodig om een meer diverse lokale arbeidsmarkt te creëren die ruimte biedt aan de verschillende vaardigheden die afgestudeerden die terugkeren kunnen hebben.

Concluderend, het aanpakken van de onderwijsuitdagingen in Aruba vereist een veelzijdige aanpak die prioriteit geeft aan taalintegratie, cultureel behoud en initiatieven om geschoolde individuen terug naar Aruba te trekken.

 

Bibliografie

Nuffic (2015) Education system: Aruba, described and compared with the Dutch system. Retrieved from https://www.nuffic.nl/sites/default/files/2020-08/education-system-aruba.pdf.

Lo-Fo-Sang, K. (2022) The current context of the language of instruction in Aruban Education. Utrecht University. Retrieved from https://studenttheses.uu.nl/bitstream/handle/20.500.12932/42633/The Current Context of the Language of Instruction in Aruban Education – Master Thesis – Kristi Lo-Fo-Sang.pdf?sequence=1.

Upegui, J. (2011) Return Migration of Aruban Students. Tilburg University. Retrieved from http://arno.uvt.nl/show.cgi?fid=116259.

Van Dalen, H. Upegui, J. (2011) Aruba volgt heilloze weg om studenten terug te lokken. MeJudice. Retrieved from https://www.mejudice.nl/artikelen/detail/aruba-volgt-heilloze-weg-om-studenten-terug-te-lokken.

Van der Linden, A. (2017) Language Planning: Education in Aruba. Radboud universiteit Nijmegen. Retrieved from https://theses.ubn.ru.nl/server/api/core/bitstreams/67b2c6ac-daa0-4047-b96f-5e34427eaa8c/content.

Dijkhoff, M. Pereira, J. (2010) Language and education in Aruba, Bonaire and Curaçao. Creoles in Education. Retrieved from https://www.researchgate.net/publication/300471435_Language_and_education_in_Aruba_Bonaire_and_Curacao.

Centrale examens in het Caribisch gebied. College voor toesten en Examens. Retrieved from https://www.cvte.nl/onze-toetsen-en-examens/centrale-examens-in-het-caribisch-gebied.

Educational Challenges Faced by Refugee Children in Turkey – Arabic Translation

الصعوبات التعليمية التي يواجهها الأطفال اللاجئون في ترك

 

Written by Caren Thomas

اللاجئون هم أولئك الذين لديهم خوف مبرر من التعرض للاضطهاد لأسباب تتعلق بالعرق أو الدين أو الجنسية أو الانتماء إلى مجموعة اجتماعية معينة أو الرأي السياسي. إن تجربة مثل هذه المخاوف في مرحلة الطفولة المبكرة سيكون لها تأثير خطير على التطور المعرفي والاجتماعي والعاطفي والجسدي للطفل.

كما تنص اتفاقية الأمم المتحدة لحقوق الطفل،يتمتع الأطفال بحقوق معينة. وتشمل هذه الحقوق مبادئ الحماية من الأذى، وتوفير الاحتياجات الأساسية، والاعتراف بالأطفال ومشاركتهم كأصحاب حقوق.

من خلال لائحة الحماية المؤقتة التي صدرت عام 2014، يتمتع اللاجئون السوريون بحمايات لحقوق محددة، و منها التعليم والمأوى والغذاء والمياه والإسكان وآليات الضمان الاجتماعي وسوق العمل.

ومن خلال خطة العمل المشتركة بين الاتحاد الأوروبي وتركيا لعام 2015، يهدف الجانبان إلى تعزيز الفرص التعليمية على كافة المستويات والالتزام بمساعدة الدولة المضيفة (تركيا)، وخاصة في جوانب مثل البنية التحتية والخدمات المختلفة.

في عام 2018، حدد الميثاق العالمي بشأن اللاجئين هدفاً يتمثل في أن تكون الحكومات في وضع يسمح لها بإدراج الأطفال والشباب اللاجئين في أنظمة التعليم الوطنية في غضون فترة زمنية مدتها ثلاثة أشهر من تاريخ النزوح.

تسبب الزلزال الذي وقع في فبراير/شباط 2023 في معاناة إضافية للاجئين وغيرهم من الأطفال النازحين في تركيا، مما أثر بشكل خاص على حصولهم على التعليم.

التعليم حق أساسي لكل لاجئ وطالب لجوء. تواجه تركيا تدفقًا كبيرًا من طالبي اللجوء كما تستضيف أيضًا عددًا كبيرًا من اللاجئين، أغلبهم من السوريين. لكن للاسف هؤلاء الأطفال اللاجئين غير قادرين على الوصول إلى التعليم بسبب ظروفهم. إن الإطار التعليمي الحالي للاجئين في تركيا مثقل بالعديد من الصعوبات والعقبات.

Photo by Julie Ricard on Unsplash.

التوثيق

يلتحق العديد من اللاجئين السوريين بالمدارس التركية بعد حصولهم على وثيقة هوية الحماية الدولية التي تحمل رقم تعريف الأجنبي. ينطبق الإعفاء من الرسوم الدراسية الذي أعلن عنه مجلس الوزراء على الطلاب القادمين من سوريا فقط. و يتم تقديم دروس اللغة التركية في مراكز التعليم العام مجاناً.ولتحقيق هذه الغاية، يلزم تقديم وثيقة هوية الحماية الدولية. ومع ذلك، في حالة عدم وجود عدد كاف من الأشخاص المسجلين، فقد لا تبدأ هذه الفصول في تاريخ التسجيل المطلوب

يحق للأفراد القادمين من سوريا التسجيل في مراكز التعليم المؤقتة، في حين يُسمح للاجئين وطالبي اللجوء من دول مختلفة بالتسجيل في المدارس العامة التركية حصراً. المراكز التعليمية المؤقتة هي المدارس التي تقدم الخدمات التعليمية للأشخاص القادمين إلى تركيا لفترة مؤقتة. كان يعمل في هذه المراكز في البداية متطوعين سوريين قامت اليونيسف وغيرها من المنظمات غير الحكومية بتعويضهم مالياً.وفقًا لوزارة التربية الوطنية، كانت نسبة كبيرة من الأطفال اللاجئين خارج المدارس في عام 2019. ومع ذلك، حدث انخفاض كبير في عدد الأطفال الذين لم يلتحقوا بالمدارس منذ السنوات الأولى لأزمة اللاجئين السوريين. واعتباراً من عام 2017، اتخذت السلطات التركية تدابير لدمج اللاجئين السوريين في نظام التعليم العام في البلاد.

يمثل انعدام الجنسية بين السكان السوريين المقيمين في تركيا قضية ملحوظة. لا تزال التحديات قائمة بسبب عوامل مثل عدم وجود وثائق مدنية مناسبة، وصعوبات الحصول على شهادات الميلاد في تركيا، وأنظمة الجنسية السورية. والجدير بالذكر أن الجنسية السورية لا يمكن أن يرثها الطفل من والدته إلا إذا حدثت الولادة داخل الحدود السورية.

أما داخل تركيا، إذا كانت علاقة الأم بأب سوري أو تركي غير مؤكدة أو غير واضحة ، فإن الطفل يواجه خطر انعدام الجنسية ويؤدي عدم حصولهم على الجنسية التركية أو الإقامة الدائمة إلى أن يصبحوا ضيوفاً داخل البلاد وعدم اندماجهم في المجتمع التركي.

على الرغم من أن تركيا من الدول الموقعة على اتفاقية الأمم المتحدة للاجئين، إلا أنها قدمت طلباً لتحديد جغرافي. وبالتالي، فإن أشخاص مثل السوريين والقادمين من مختلف الدول الأخرى غير مؤهلين للحصول على وضع اللاجئ الكامل في تركيا. وبدلاً من ذلك، يتم تسجيلهم بموجب نظام الحماية المؤقتة.

تسمح لائحة الحماية المؤقتة للاجئين بالحصول على الموارد الأساسية مثل الرعاية الصحية والتعليم. وبمجرد تسجيل اللاجئين بموجب لائحة الحماية المؤقتة، يتوجب عليهم البقاء داخل تلك المقاطعة.

تنشأ مشاكل إضافية نتيجة لعدم الاعتراف بوضع الحماية المؤقتة والدولية في 16 مقاطعة في جميع أنحاء تركيا. ولا يزال انخفاض عدد السكان الأجانب بنسبة 25٪ إلى 20٪ من السكان الأجانب داخل حي معين يسبب مشاكل كبيرة. يصبح العثور على وظائف أمراً صعباً لأن الفرد يضطر إلى البحث عن وظائف في المنطقة المسجل فيها الفرد فقط، مما يحد من فرص العمل التي قد تكون متاحة له في أماكن أخرى، مثل إسطنبول.

من الأمور الشائعة عالميًا أنه خلال أوقات الأزمات، غالبًا ما يكون قطاع التعليم أول من يتوقف عن العمل وآخر من يعود إلى العمل. من الضروري إمكانية الحصول على التعليم بغض النظر عما إذا كان الشخص طالبًا للحماية الدولية أو حاملًا للحماية الدولية أو إذا كان يخطط لإعادة التوطين في بلد آخر أو العودة إلى بلده. هو يساعد الأطفال على تنمية مهاراتهم واستقرارهم ودمجهم اجتماعياً وأكاديمياً في النظام التعليمي.

 

العوائق اللغوية

وفي إحدى الدراسات التي أجريت، تبين أن المشكلة الرئيسية هي مشكلة اللغة. حيث لم يستطع المعلمون الذين تم توظيفهم تحدث اللغة العربية، ولم يستطع الأطفال تحدث اللغة التركية. لم يكن هناك أنشطة يتم تنفيذها داخل الفصول الدراسية لتسهيل تعليم الأطفال و لم يوجد مواد متنوعة يتم إحضارها للمساعدة في فهم الأمور. يجب تزويد المعلمين بالتدريب المهني لتسهيل عملية التعلم للأطفال اللاجئين بشكل أفضل من خلال استراتيجيات التدريس والوسائل التعليمية.

لا يملك المعلمون وعي كافٍ بهؤلاء الأطفال اللاجئين ليس فقط من الناحية التعليمية ولكن أيضًا على المستوى النفسي. حيث قد تعرض غالبية هؤلاء الطلاب لاضطراب ما بعد الصدمة، ويرجع ذلك في المقام الأول إلى الظروف التي أتوا منها.

إن حاجز التواصل الذي يواجهه الأطفال يزيد من تعقيد هذه القضية في مجال التعليم. فعندما يوضع الأطفال اللاجئون مع طلاب آخرين يستطيعون التحدث باللغة التركية، فإنهم غالباً ما يتعرضون للسخرية، ويفتقرون إلى الثقة، ويتعرضون للعزلة بسبب حاجز اللغة.

Syrian children and youngsters attending informal education and integration courses at Relief International communıty centre.
Photo by: EU/ECHO/Abdurrahman Antakyali , Gaziantep.

الخلفية العائلية والصدمات النفسية

في تحليل جندري أجري في عام 2019 لدراسة رحلة اللاجئين السوريين مع التركيز على الصعوبات التي يواجهها اللاجئون في تركيا، تبين أن جزءًا كبيرًا من الأطفال السوريين اللاجئين لم يلتحقوا بالمدارس. ومن بين أولئك الذين كانوا في المدرسة، كانت هناك مستويات مرتفعة من الصدمات النفسية. مما أدى إلى إعاقة التقدم التعليمي لهؤلاء الأطفال بشكل كبير.

لم يتم إرسال الأطفال في البداية إلى المدارس لأن الآباء شعروا أن إقامتهم في البلد الذي طلبوا اللجوء إليه ستكون مؤقتة. ومع ذلك، بمجرد أن أدركت العائلات دوام إقامتهم في تركيا، ازداد معدل التحاق الأطفال اللاجئين بالمدارس بشكل مستمر.

وقد أظهرت الأبحاث باستمرار الآثار الإيجابية للتعليم على الأطفال الذين يعانون من الإجهاد النفسي عقب الصدمة وتطوير مهارات التأقلم والمرونة. وقد يكون ذلك مفيداً وفعالاً بشكل خاص للأطفال اللاجئين على المدى الطويل.

ومع ذلك، وعلى الرغم من الأثر الإيجابي للتعليم، إلا أنه يأتي مع بعض التعقيدات. فالبيئة المنزلية غير المستقرة أو غير الداعمة تعيق العملية التعليمية السلسة لهؤلاء الأطفال وتؤثر على جودة التعليم.

عادة ما تجد العائلات اللاجئة نفسها وقد فقدت كل ما لديها. وهذا، إلى جانب الضغط المالي، يجبر أطفالهم على الزواج المبكر، مما يدفعهم إلى ترك المدرسة. وتجدر الإشارة إلى أنه في عام 2020 كان هناك انخفاض في عدد الأولاد الملتحقين بالمدارس. وقد لوحظ أن أسبابًا مثل إرسال الأطفال إلى العمل بسبب زيادة المصاعب الاقتصادية كانت أحد أسباب انسحاب الأولاد من المدارس.

 

تراجع الخدمات

لا تستثني الكوارث الطبيعية والأوبئة والحروب الأطفال. فقد اجتاحت تركيا في أعقاب جائحة كوفيد-19 وزلزال فبراير/شباط 2023. فغالباً ما يتعرض الأطفال اللاجئون للفقر والظروف المعيشية السيئة والحد الأدنى من إمكانية الحصول على مياه الشرب المأمونة والرعاية الصحية والغذاء، فضلاً عن اضطرارهم للعمل بسبب الظروف الاقتصادية غير المواتية التي تواجهها الأسرة، مما يؤدي إلى إهمال الأطفال لتعليمهم. واعتبرت التحويلات النقدية المشروطة لتعليم السوريين وغيرهم من اللاجئين وتعزيز دمج الأطفال السوريين في التعليم التركي من الطرق لمعالجة العوائق الاقتصادية التي تحول دون الالتحاق بالمدارس والحضور.

لقد وقع هؤلاء الأطفال ضحايا لتجارب مؤلمة في سن مبكرة، مثل إصابة وموت أقربائهم وأعزائهم. وبسبب البيئة غير المستقرة، يؤدي ذلك إلى تأخير حصولهم على التعليم. وقد ينتهي الأمر بهؤلاء الأطفال إلى تلقي التعليم في مرافق تعليمية غير ملائمة، مما يعيق قدرتهم على استيعاب كامل إمكانياتهم وإطلاق العنان لها.

 

العنصرية وكراهية الأجانب

وقد شهدت حالات الاعتداءات العنصرية والمعادية للأجانب ارتفاعًا كبيرًا أيضًا. وقد تفاقم هذا الأمر من قبل العديد من السياسيين داخل البلاد. ويستمر هذا الأمر في تعريض اللاجئين القادمين من سوريا وغيرها من الأماكن الأخرى للخطر المستمر في المدارس والمنازل وأماكن العمل. ومع الأخذ بعين الاعتبار الواجب الذي يقع على عاتق تركيا تجاه لاجئيها، خاصة وأنها من الدول الموقعة على اتفاقية الأمم المتحدة للاجئين، يجب على السياسيين وأعضاء الحكومة وصناع القرار وغيرهم من الأشخاص المؤثرين بذل جهد كبير لعدم التحريض على معاداة اللاجئين داخل البلاد.

يحتاج المعلمون وغيرهم من الأشخاص ذوي الخبرة إلى بذل جهد واضح لتوعية أطفال الدولة المضيفة بأن التمييز والعنصرية والتنمر وغيرها من الأفعال المماثلة سلوك غير مقبول. كما يجب أيضًا توعية مواطني أو أولياء أمور الطلاب في الدولة المضيفة لوضع حد للمعاملة التمييزية تجاه هؤلاء الأطفال اللاجئين وتعليم أطفالهم أن يكونوا محترمين تجاه أقرانهم. ومن شأن المهارات اللغوية الأساسية بين الأطفال اللاجئين أن تتيح لكلا الطرفين مستوى أساسي من التفاعل. وإذا لم يكن الأمر كذلك، سيستمر اللاجئون في مواجهة المشكلة الملحوظة المتمثلة في الإقصاء والتهميش.

يجب على الدولة المضيفة أن تسعى جاهدة لفهم التحديات التي يواجهها اللاجئون في البيئة التعليمية، والتي تشمل قضايا مثل التنمر والعنصرية والعوائق اللغوية والمخاوف المماثلة. حيث تؤثر هذه العوامل على ضرورة إقامة الروابط وتعزيز الشعور بالانتماء.

 

Hatay, Turkey, 9 February 2023. Members of the UK’s International Search & Rescue Team continue working in coordination with other search and rescue teams looking for survivors. Photo by UK ISAR Team

زلزال فبراير/شباط 2023

أدى الزلزال الذي أصاب البلاد في فبراير/شباط 2023 إلى تفاقم التحديات التي يواجهها اللاجئون. فالموارد الأساسية، مثل التعليم، أصبحت الآن غير متاحة للأطفال. يتم إعادة استخدام العديد من المدارس كملاجئ للمتضررين من الزلزال.

تمكّنت اليونيسف من مساعدة 140,000 طفل في الحصول على التعليم الرسمي وغير الرسمي، ووفرت لأكثر من 260,000 طفل إمكانية الحصول على خدمات الصحة النفسية والدعم النفسي والاجتماعي. وقد لعبت اليونيسف ومنظمة AFAD دورًا فعالاً في مساعدة وزارة التربية الوطنية من خلال تدابير تعليمية مؤقتة مثل الخيام لصفوف الاستدراك والتحضير للامتحانات. لكن حتى اليونيسف تدرك الحاجة إلى دعم طويل الأجل لإعادة بناء واستعادة حياة هؤلاء الأطفال وأسرهم.

من الشائع أن يتم تجاهل التعليم، وخاصة بالنسبة للفئات الضعيفة، وإعطائه أولوية أدنى. وقد يدفع هذا الوضع هؤلاء الأطفال الضعفاء إلى الانخراط في عمالة الأطفال كوسيلة لدعم أنفسهم أو أسرهم خلال هذه الظروف الصعبة. ومن المحتمل أن يدفع هذا الوضع هؤلاء الأطفال الضعفاء إلى الانخراط في عمالة الأطفال كوسيلة لإعالة أنفسهم أو أسرهم في هذه الظروف الصعبة. ازدياد التحيز والإفقار بين اللاجئين السوريين، بالإضافة إلى محدودية فرص الحصول على التعليم، يجد اللاجئون السوريون أنفسهم مضطرين للعمل لمجرد الحفاظ على سبل عيشهم.

 

الخاتمة

يجب على البلد المضيف بذل الجهود لضمان اندماج الأطفال النازحين، بغض النظر عن تصنيفهم المحدد كلاجئين أو نازحين داخلياً أو طالبي لجوء أو قاصرين غير مصحوبين بذويهم، في نظام التعليم المحلي في مناطق إقامتهم.

وبالنظر إلى التدفق الهائل للهجرة التي تستقبلها تركيا بسبب الأزمات الإنسانية العالمية، سيكون من الحكمة أن تتخذ تركيا مبادرة فعالة ليس فقط في صنع السياسات ولكن في تنفيذها فيما يتعلق بالوضع التعليمي للأطفال النازحين المذكورين.

يجب على الشركاء داخل البلد وكذلك على الصعيد الدولي تقديم المساعدة للسلطات التركية من خلال تزويدها بالدعم المطلوب في شكل مساعدات مالية ومساعدة فنية وخبرة من حيث المعلمين الذين يتمتعون بالموهبة في التحدث باللغات ذات الصلة والمعرفة بالموضوعات ذات الصلة والقدرة على تلبية مختلف أنواع الصعوبات التي تأتي مع تعليم الأطفال القادمين من بيئات متقلبة.

من المهم الاعتراف بأن المعلم المكلف بتعليم الأطفال اللاجئين، إلى جانب الأطفال النازحين داخلياً أو طالبي اللجوء أو القاصرين غير المصحوبين بذويهم، يقوم بتعليم مجموعة تواجه تحديات تتجاوز ما يواجهه عادةً في الفصول الدراسية العادية.

قد يكون هؤلاء الأطفال يعانون من إعاقات منذ الولادة أو بسبب العنف في بلدانهم، أو شهدوا مقتل أو إصابة أفراد من أسرهم وأصدقائهم، أو حتى وقعوا ضحايا للعنف الجنسي. ومن المحتمل جدًا أن يكون تعليمهم قد تعطل قبل وصولهم إلى البلد المضيف بفترة طويلة. نتيجة لذلك، لا يحتاج المعلمون في هذه السياقات إلى امتلاك مهارات تدريس قوية فحسب، بل يحتاجون أيضًا إلى فهم عميق لبيئتهم الصفية وحساسية تجاه المواقف الفريدة التي يواجهونها. وهذا تحدٍ صعب.

كما يجب على البلد المضيف والشركاء الآخرين الذين يساعدون البلد المضيف أن يضعوا هذه الحقيقة في اعتبارهم أثناء توظيف المعلمين وغيرهم من الأشخاص ذوي الخبرة. إن التعليم، وخاصة بالنسبة للاجئين، مفيد بشكل استثنائي لإعادة الهيكلة الاجتماعية والتنمية الاجتماعية والاقتصادية.

ونظراً لأن إمكانية تطبيق الاتفاق التركي لا تزال قيد التقييم المستمر، لا سيما بالنظر إلى الصعوبات التي تواجهها تركيا، فإن تنفيذه سيساهم بشكل ملحوظ في دعم تركيا وتعزيز اقتصاد البلاد. بالإضافة إلى ذلك، سيساعد اللاجئين في تحقيق قدر أكبر من الاكتفاء الذاتي وتقليل اعتمادهم على تمويل المساعدات الإنسانية.

إن اعتماد نظام تصديق معترف به عالميًا لهؤلاء الأطفال من شأنه أن يعزز من سهولة الانتقال التعليمي، في حال حدوثه. ومن شأن هذا النظام أن يسهل الالتحاق والحضور والاستبقاء والتقدم وإكمال الدراسة، مما يعزز تعليماً أكثر شمولاً وإنصافاً وجودة عالية للأطفال والشباب اللاجئين على حد سواء.

التجاهل والتخويف والرفض والتمييز هي كلمات شائعة تستخدم لوصف تجربة الأطفال اللاجئين في المدارس. لقد حان الوقت لتغيير هذا الوصف وهذه المحنة. يجب على تركيا أن تفي بالتزاماتها التعاهدية بموجب اتفاقية اللاجئين لعام 1951 والعهد الدولي الخاص بالحقوق المدنية والسياسية واتفاقية مناهضة التعذيب، وأن تستمر في التمسك بمبدأ عدم الإعادة القسرية. إن ضمان التعليم يوفر منبراً قوياً للأطفال من أجل تشجيعهم وإثراء مستقبلهم. إنها مسؤولية هائلة يجب أن تتحملها الجهات الفاعلة الحكومية وغير الحكومية على المستوى المحلي والوطني والدولي لمضاعفة الجهود المبذولة لضمان توفير بيئة آمنة لهؤلاء الأطفال.

 

المراجع:

Diamond, M., & Oberg, C. (2019).التحديات المتعلقة بالجنس في التدخلات التعليمية مع الآباء اللاجئين السوريين لأطفال متأثرين بالصدمات في تركيا. مجلة Children (بازل، سويسرا)، 6(10)،

110.https://doi.org/10.3390/children6100110

 

الأسئلة الشائعة التعليمية. المفوضية السامية للأمم المتحدة لشؤون اللاجئين https://help.unhcr.org/turkiye/faqs/education-faqs/

خطة العمل المشتركة بين الاتحاد الأوروبي وتركيا (2015). المفوضية الأوروبية

https://ec.europa.eu/commission/presscorner/detail/de/MEMO_15_5860

 

إدماج الأطفال السوريين اللاجئين في نظام التعليم الوطني (تركيا). (2021). اليونيسف https://www.unicef.org/documents/inclusion-syrian-refugee-children-national-education-system-turkey-2

 

Kirisci, K. (2023) بعد الزلزال: يجب إدراج اللاجئين في إعادة إعمار تركيا. معهد بروكينغ. https://www.brookings.edu/blog/order-from-chaos/2023/02/16/after-the-earthquake-refugees-should-be-included-in-turkeys-reconstruction/

 

Levkowitz, J. (2023)منعطف تركيا المعادي للأجانب يستهدف السوريين غير المجنسين . السياسات الأجنبية.https://foreignpolicy.com/2023/03/26/turkey-stateless-syrians-earthquake-elections-erdogan-assad/

 

Ozmen, Z.K. (2020) المشاكل التي يواجهها الأطفال السوريون اللاجئون ومعلمو الصف والأطفال الأتراك في البيئة المدرسية من وجهة نظر المعلمين المتدربين. المجلات الأكاديمية https://pdfs.semanticscholar.org/5b97/43d9d825b8c0b251da40b55b72103db652c0.pdf

 

التعافي من الزلازل في سوريا وتركيا. (2023). يونيسف

https://www.unicef.org/emergencies/Syria-Turkiye-earthquake

 

الأسئلة الشائعة حول اللاجئين السوريين في تركيا. المفوضية السامية للأمم المتحدة لشؤون اللاجئين.

https://www.unhcr.org/tr/wp-content/uploads/sites/14/2017/02/frequently_asked_questions.pdf

 

Talbot, C (2021) التقييم الاستراتيجي النصفي لمرفق اللاجئين في تركيا. سياسة الجوار الأوروبية ومفاوضات التوسيع

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تركيا: ترحيل مئات اللاجئين إلى سوريا. (2022). هيومن رايتس ووتش https://www.hrw.org/news/2022/10/24/turkey-hundreds-refugees-deported-syria