UNIVERSAL PERIODIC REVIEW OF USA

The following report has been drafted by Broken Chalk as a stakeholder contribution to the fourth cycle of the Universal Periodic Review [UPR] for the United States of America (USA or U.S.). As Broken Chalk’s focus is on combating human rights violations within the educational sphere, the contents of this report and the following recommendations will focus on the Right to Education.

According to the latest available data from the World Bank, 81.4% of individuals in the USA’s population have achieved at least a fixed level of proficiency in functional literacy skills proportionally. The literacy percentage increased to 90.3% when examining only individuals with a high socioeconomic classification and decreased to 59.4% when examining only individuals with a low socioeconomic classification. Additionally, the literacy rate further increased to 83.9% relative to the mean level when the data was solely focused on individuals without an immigrant background. In contrast, the literacy rate dropped significantly to 67.2% when only individuals from an immigrant background were accounted for. i

Home to the top universities and tertiary education institutions around the globe, the United States of America performs slightly better than the OECD average for tertiary enrollment among individuals aged between 25 and 34, with 46% to 41% for men and 56% to 54% for women, respectively. However, when examining educational attainment for all individuals aged between 25 and 64, the USA performs significantly better than the OECD average of 40% attainment of tertiary-level education, with 50% of American individuals having obtained a tertiary-level educational degree. ii

The metrics on high degrees of educational attainment are further emphasised with figures such as an impressive 8% of American individuals aged between 25 and 64 not having completed at least an upper secondary education in 2022, in comparison to the OECD average of 20% of individuals aged between 25 and 64 not having completed at least an upper secondary level education. iii Evermore impressive, the percentage of individuals aged between 25 and 34 without an upper secondary education attainment decreased by 3% between 2016 and 2023, and with a measurement of 6%, it is eight percentage points below the OECD average in 2023. iv

As many countries across the globe have been negatively affected in the education sector from the COVID-19 pandemic, some even experiencing a double-digit decrease in the share of international students in tertiary education, the USA stands as an essential outlier with the share of international students remaining stable from 2019 to 2022, at 5% of all tertiary students. v

A significant amount of investment in education comes from the public sector globally, particularly in compulsory or primary education. The United States is no exception, with 93% of investment in primary institutions coming from the state. The U.S. has also sustainably spent around 5.8% of its national GDP on primary education institutions from 2016 to 2021, slightly above the broad OECD average of 4.9% during the same period.

Although private expenditure towards the sustaining of pre-primary and tertiary educational institutions is the global norm, the United States has a lower share of public expenditure, 81%, towards pre-primary institutions when compared to the OECD average of 86%, and a significantly lower share of public expenditure of 39% when compared to the OECD average of 68%. vi

 

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References

 

i World Bank. Education Statistics – All Indicators Databank. (June 25, 2024).  

ii Organisation for Economic Co-operation and Development. “Education at a Glance 2023 Country Note: United States.” OECD Publishing, (2023): https://doi.org/10.1787/044e6d2c-en 

iii Ibid. 

iv Organisation for Economic Co-operation and Development. “Education at a Glance 2024 Country Note: United States.” OECD Publishing, (2024)

v Organisation for Economic Co-operation and Development. “Education at a Glance 2023 Country Note: United States.” OECD Publishing, (2023): https://doi.org/10.1787/044e6d2c-en  

vi Organisation for Economic Co-operation and Development. “Education at a Glance 2024 Country Note: United States.” OECD Publishing, (2024).  

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UNIVERSAL PERIODIC REVIEW OF PANAMA

Broken Chalk has drafted the following report as a stakeholder contribution to the fourth cycle of the Universal Periodic Review UPR for the Republic of Panama. As Broken Chalk’s focus is on combating human rights violations within the educational sphere, the contents of this report and the following recommendations will primarily focus on the right to education.

Panama’s education system includes 6 years of compulsory primary education (Education Primaria) for children aged 6 to 12. Secondary education is divided into two stages. The lower secondary stage is 3 years of compulsory middle education (Educación Primaria) from ages 12 to 15. After completing mandatory education, students aged 15 to 18 can proceed to upper secondary education, known as Educación Media. This stage provides two primary pathways: the Academic Track, which emphasises general education subjects to prepare students for higher education, and the Technical/Vocational Track, which offers specialised training in various trades and professions. i

The enrollment rate in Panama’s education system has improved significantly in recent years, particularly over the last decade, starting at the primary level. According to the data from the World Bank, the net enrolment rate for primary education means that 95% ii（2023） of Children in the 6-12 age group are enrolled in school. Middle education involves a gross rate of 83% （2021）iii of students within the age bracket of 13 to 15 years.

Despite all those regarding the quality of education, according to the PISA study (2023), 6 out of 10 15-year-old students do not understand what they read. One hundred seventeen thousand seven hundred ninety-nine children and adolescents between the ages of 4 and 17 do not attend any educational center. Thirty percent of them drop out of school because they do not have an academic offer nearby (UNICEF Panama, 2023). iv Poverty and inequality are the primary challenges impacting access to and quality of education in Panama. Despite being a high Human Development Index country, Panama experiences significant disparities, particularly in education. The gaps are most pronounced in rural areas and among Indigenous communities, where students often face the necessity of working on the land.

Efforts have been made to close the gap. This year, 7% of the government’s expenditure on education, valued at $ 5.4 million, is allocated to the Minister of Education (MEDUCA), representing a decline of 11.9% from last year, according to the World Bankv. Despite the challenge posed by the National Plan for the Elimination of School Ranches (Plan Nacional de Eliminación de Ranchos Escolares), there are more than 400 aulas ranchos still to be eradicated.vi It is argued that it is impossible to eliminate due to the shortage of funds. Additionally, investment in infrastructure is much needed to provide clean water and facilities for students.

The government, in collaboration with multilateral agencies vii, is working together to promote and enhance the nation’s educational quality to a high level. In response to the COVID-19 pandemic, governments have accelerated the integration of technology tools into the educational system. This includes the development of online learning platforms and the

 

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References

i  

ii https://data.worldbank.org/indicator/SE.PRM.ENRR?locations=PA 

iii Ibid. 

iv https://www.unicef.org/panama/media/9646/file/Informe%20anual%20de%20UNICEF%20en%20Panamá%202023.pdf  

v https://data.worldbank.org/country/panama 

vi https://www.ecotvpanama.com/eco-news/programas/meduca-mantiene-mas-400-escuelas-rancho-erradicar-n5853548 

vii https://www.caf.com/en/currently/news/2024/01/multilateral-organizations-are-calling-for-improvements-in-education-in-panama/ 

 

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UNIVERSAL PERIODIC REVIEW OF MONGOLIA

Broken Chalk has drafted this report as a stakeholder contribution to the fourth cycle of the Universal Periodic Review (UPR) for Mongolia. As Broken Chalk’s focus is on combating human rights violations within the educational sphere, the contents of this report and the following recommendations will primarily focus on the Right to Education. 

The Mongolian school system consists of a 12-year structure, including primary, secondary and tertiary (higher) education. Primary school, mandatory for all children, begins at the age of 6 and consists of grades 1 through 5. Secondary education is divided into lower secondary and upper secondary education: the first, covering grades 6 through 9, is mandatory, whereas upper secondary education is optional. The latter spans from grades 10 to 12 and prepares students for higher education, while also including a vocational track. i

Enrolment rates in primary schools in Mongolia stand at 97%. Additionally, access to early childhood care and education (ECCE services) for children aged 3 to 5 stands at 83%, demonstrating Mongolia’s commitment to prioritizing education. Nevertheless, the number of students decreases in upper secondary schools, with 5.1% of girls and 13.4% of boys reportedly dropping out. This reveals a concerning disparity between genders, indicating broader socioeconomic issues or a lack of vocational education. ii

In recent years, Mongolia has made significant progress in raising enrolment rates and digitalizing education systems. However, due to the pandemic and a lack of infrastructure, many children remain vulnerable. The PISA 2022 results demonstrate a significant lack of reading skills and provide insight into the challenges affecting primary education. Most importantly, one in three children in Mongolia lack the necessary reading and math skills, while youths often lack access to extracurricular activities. iii 

In 2024, Mongolia continued to work on digitalization and teacher training in collaboration with UNICEF and the GIGA initiative. The government has pursued additional grants and scholarships to students enrolled in higher education, aiming to make universities and vocational training institutions more accessible. iv v

 

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References

i “Education.” n.d. UNICEF Mongolia. UNICEF. Accessed November 28, 2024. https://www.unicef.org/mongolia/education#:~:text=Enrollment%20rate%20in%20school%20is,been%20worsened%20by%20COVID%2D19. 

ii Kouassi-Komlan, Evariste. 2024. “Time to Revamp Education: Mongolia’s Path to a Brighter Future.” UNICEF Mongolia. UNICEF Mongolia. Accessed November 28, 2024. https://www.unicef.org/mongolia/stories/time-revamp-education-mongolias-path-brighter-future.  

iii Ibid. 

iv  “Q&A with the Minister of Education of Mongolia on the evolving right to education.” 2023. UNESCO. UNESCO. Accessed November 28, 2024. https://www.unesco.org/en/articles/qa-minister-education-mongolia-evolving-right-education.  

v “Giga Expands its Reach to 30 Countries.” 2023. November 9, 2023. https://giga.global/gigax30/.  

 

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UNIVERSAL PERIODIC REVIEW OF MARSHALL ISLANDS

The following report has been drafted by Broken Chalk as a stakeholder contribution to the fourth cycle of the Universal Periodic Review [UPR] for the Marshall Islands. Broken Chalk’s main objective is to combat educational human rights violations, and the contents of this report and its recommendations will primarily focus on the Right to Education.

The Marshall Islands have a 6-2-4 schooling system, which is compulsory for the first 8 years and is generally completed by the age of 14. i Education is free until secondary Education, and English is the language of instruction. ii

Over the past four years, the government of Marshall has advanced various reforms to improve education quality. The Ministry of Education, Sports, and Training drafted a new educational sector plan for 2021-2023. This report addresses the primary challenges in the education of the Marshall Islands, including improving schools, promoting inclusivity and equality, and enhancing collaboration among educational institutions. iii

The new educational sector plan has adopted several noteworthy projects. The Marshall Islands have chosen to enhance the institutional capacity of early childhood education. To achieve this, the Ministry has evaluated the current capacity of institutions and reinforced existing structures by developing regulatory frameworks, new curricula, and training programs. iv

In addition, the Ministry of Education has strengthened the quality of teachers in primary education, established a multi-track education system to improve chances of entry into college programs, and some learning achievements have been enhanced, as shown bythe MISAT tests (a national test verifying the proficiency of Marshallese students in various subjects). There has been an increase in performance for primary students from 26% in 2013 to 29% in 2023, while secondary students have had lower performances from 17 % in 2013 to 14 % in 2024.v The government also incorporated gender equality and social inclusion into the educational decision-making agenda. vi

While acknowledging these efforts, Broken Chalk deems that the Marshall Islands still face various educational challenges. The most prominent issues concern the impact of climate change on education, the challenges of children with disabilitiesvii, and labour mobility for teachers. viii

Despite new reform initiatives, the Marshall Islands ranks the lowest among the Pacific States regarding climate action and protection.ix Persistent challenges include a high prevalence of diabetes and deafness among children x, which underscores the need for new tailored policy plans. One of the most alarming trends is related to labour mobility, as teachers face difficulties commuting across the country due to its unique geographical configuration. This results in a shortage of available teachers and the presence of micro-classes. xi

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References

i Scholaro Database, ”Education System in Marshall Islands”, accessed 11 February 2025, https://www.scholaro.com/db/countries/marshall-islands/education-system 

ii AACRAO, ” Marshall Islands”, accessed 11 February 2025, https://www.aacrao.org/edge/country/marshall-islands#:~:text=Education,least%2012%20years%20of%20education. 

iii Minister of Education, Sports and Training, Education Sector Plan Republic of the Marshall Islands, 2023, 1. 

iv ibid. 

v Republic of the Marshall Islands Ministry of Education, MIEMIS: Education Statistics, 2023,1. 

vi ibid. 

vii United Nations General Assembly, Human Rights Council Working Group on the Universal Periodic Review Compilation on the Marshall Islands, 2020; United States Department of States, 2022 Country Reports on Human Rights Practices: Marshall Islands, 2022 

viii UNICEF, Country Office Annual Report 2023, Pacific Islands, 2023,1. 

ix Plan International, The 2022 Asia-Pacific Girls Report: Their Fight for the Future, Plan International Asia Pacific, 2022. 

xi Minister of Education, Education Sector Plan. 

 

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UNIVERSAL PERIODIC REVIEW OF MALDIVES

Broken Chalk has drafted the report that follows. This is a stakeholder contribution to the Fourth Cycle of the Universal Periodic Review (UPR) for the Maldives. This report will focus on the right to education in the Maldives, as Broken Chalk aims to combat human rights violations in the educational field. 

In the Maldives, schooling is mandatory for children aged 4 to 16, with free education guaranteed for preschool, primary, and secondary education. The educational system is structured into multiple levels:  pre-primary, primary, lower secondary, higher secondary, and tertiary education. Private and public institutions have formed the national education system. i

Although there is decentralization in addressing the geographically dispersed populations, the education system in the Maldives is centrally managed by the Ministry of Education, which sets national standards, policies, and curricula. The Ministry retains primary authority, adhering to national priorities and maintaining uniform quality. ii

The Maldives has articulated multiple goals for its educational system, focusing on quality, inclusivity, gender equality, and alignment with global standards. The government aimed to address the disparities in educational outcomes between urban and rural areas, with a focus on providing quality education for individuals with disabilities. iii With the aid of the United Nations International Children’s Emergency Fund, the Maldives launched the Maldives Education Management Information System, aiming to track educational development and ensure a high level of quality education. iv

Despite advancements, the Maldives’ educational system still faces significant challenges, including geographical challenges that further complicate the equality of education between remote and urban island communities, as well as the recruitment and retention of qualified educators. v

Furthermore, gender inequality persists as young women are restricted due to cultural and socio-economic barriers. vi

The Ministry of Education, in collaboration with local education stakeholders, has designated Equity and Inclusion as the key reform agenda and established a roadmap for transforming the education system. In partnership with UNICEF and the World Bank, the government has secured US$9.5 million through the Global Partnership for Education (GPE) to support education and learning transformation in the Maldives. vii

The key elements of this agenda (THAIBA) include promoting inclusive education, enhancing basic literacy and numeracy skills, and integrating digital learning and transferable skills. Additionally, the reform focuses on creating multiple learning pathways that emphasize 21st-century skills, improving the quality of teaching, and establishing safe learning environments within schools. viii

 

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References

i Ministry of Education. English Translation of Education Act 24/2020. Ministry of Education | Official Website, February 20, 2022. https://www.moe.gov.mv/storage/files/resources/English_translation_of_Education_Act.pdf.  

ii ibid 

iii United Nations Human Rights Council. ”Universal Periodic Review – Maldives.” Official Document System – UN, November 4, 2020. https://documents.un.org/doc/undoc/gen/g20/056/44/pdf/g2005644.pdf.  

iv UNICEF. ”Education Maldives.” UNICEF, 2020. https://www.unicef.org/maldives/what-we-do/education#programme-solution.  

v Corporate Maldives. ”World Teachers’ Day 2024: Celebrating the Voices Shaping Maldives’ Future.” Corporate Maldives, October 5, 2024. https://corporatemaldives.com/world-teachers-day-2024-celebrating-the-voices-shaping-maldives-future/.   

vii Ministry of Education, UNICEF, and World Bank. 2023. “Towards a More Inclusive and Equitable Education and Learning for Every Child.” UNICEF Maldives. September 7, 2023. https://www.unicef.org/maldives/press-releases/towards-more-inclusive-and-equitable-education-and-learning-every-child. 

viii ibid 

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Rumeysa Ozturk is among the 300 students to be deported for her advocacy for Gaza

By Lucia Grand & Edoardo Turco

Rümeysa Öztürk, a 30-year-old Turkish doctoral student at Tufts University, was abruptly detained on March 25, 2025, by plainclothes officers from the U.S. Department of Homeland Security (DHS) while walking to join friends for a Ramadan iftar dinner in Somerville, Massachusetts. The unsettling incident was captured on video and rapidly spread through mainstream media, sparking significant public concern. The footage revealed masked agents intercepting Öztürk, handcuffing her, and escorting her into an unmarked vehicle.

Öztürk had moved to the United States under an F-1 student visa, after previously earning a master’s degree from Columbia University and serving as a research assistant at Boston University. The day before her arrest, without any prior notification, DHS had revoked her visa based on allegations of her supporting Hamas, a political and militant organization in Gaza designated by the U.S. government as a foreign terrorist group. Despite these serious allegations, no tangible evidence has been provided to substantiate claims of Öztürk’s involvement in criminal activities or direct support of Hamas. Consequently, she has not been formally charged with any crime.

The allegations seem to stem primarily from an opinion piece co-authored by Öztürk and 32 other Tufts students, published in The Tufts Daily. In this article, the authors criticized Israel’s human-rights abuses in Gaza following the Hamas attacks against Israeli civilians on October 7, 2024, and urged the university to divest from companies linked to these practices. Although the piece did not contain explicit support for Hamas, Öztürk’s personal details were subsequently posted on “Canary Mission,” a controversial pro-Israel website that publicizes personal information about pro-Palestinian advocates, labeling them as antisemitic.

Immediately following her detention, Öztürk was moved from Massachusetts to an immigration detention facility in Louisiana, approximately 2,400 kilometers away from her residence. This relocation directly violated a judicial order requiring a 48-hour notice before moving detainees out of state, hindering her constitutional right to access legal counsel. Her lawyers and civil rights advocates have condemned the transfer, emphasizing that it obstructed her basic rights and due process protections. In response, U.S. government officials under the second Trump administration cited the Immigration and Nationality Act, stating it provides the State Department broad authority to deport non-citizens deemed adversarial to the nation’s foreign policy and national security interests. U.S. Secretary of State Marco Rubio publicly supported this interpretation, stating explicitly that visa and green-card holders could be deported for “virtually any reason.”

Öztürk’s detention reflects broader shifts in immigration enforcement under President Trump’s second term, which have seen intensified scrutiny of international students and residents expressing pro-Palestinian sentiments. Administration officials use extensive social media surveillance to flag individuals perceived as security risks, conflating nonviolent activism and political criticism of Israel with support for terrorism. Critics argue this practice dangerously blurs the distinction between legitimate free speech and violent extremism. Moreover, universities might lose government approval to enroll international students if they are perceived as lenient towards what authorities label extremist views, generating a climate of fear and self-censorship among scholars and administrators.

Furthermore, Trump’s January 2025 executive order pledging to combat antisemitism on campuses has heightened fears that any pro-Palestinian advocacy could provoke visa revocations and deportations. Multiple international students from prestigious universities, including Ivy League institutions, have similarly faced sudden visa cancellations after voicing support for Palestinian rights. Civil rights groups have widely criticized these measures as politically motivated and repressive, undermining democratic values of free speech and debate, and fueling a politics of fear intended to intimidate potential critics.

Currently, Öztürk remains detained in Louisiana, with her legal proceedings transferred from Massachusetts to Vermont. A federal judge in Vermont has temporarily halted her deportation, though her ultimate legal fate remains uncertain. The Turkish government is actively engaging in diplomatic efforts to secure her release and provide consular assistance.

The case of Rümeysa Öztürk raises profound concerns over freedom of expression, immigrant rights, and the increasingly politicized application of immigration laws. Amid deepening diplomatic ties between the U.S. and Israel under the Trump administration, her situation underscores a disturbing trend: human rights and personal freedoms risk becoming secondary to geopolitical alliances and political rhetoric, jeopardizing the fundamental principles of democracy and academic freedom.

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UNIVERSAL PERIODIC REVIEW OF MALAWI

The following report has been drafted by Broken Chalk as a stakeholder contribution to the fourth cycle of the Universal Periodic Review [UPR] for Malawi. Broken Chalk’s main objective is to combat educational human rights violations, and the contents of this report and its recommendations will primarily focus on the Right to Education.

Malawi is a landlocked country located in Southeast Africa. Its economy is primarily based on agriculture, with tobacco being the main cash crop. Despite its small size, Malawi is rich in natural resources, including forests, wildlife, and minerals. However, the country faces several challenges, including poverty, food insecurity, inadequate infrastructure, and limited access to quality education.

According to the Education Act and the Constitution of Malawi, primary education in Government schools shall be free of tuition and available to all. Education is compulsory for every child below eighteen years of age. [i]

However, the reality is different. According to UNESCO, Malawi has a total of 4.5 million pupils enrolled in primary and secondary education. About 3.7 million (83%) of these pupils are enrolled in primary education. An estimated 11% of primary-age children are out of school, with poorer children most likely to fall into this category. [ii]

Based on the educational attainment of 15 – 24-year-olds in 2010, 5% received no education at all, 57% failed to complete primary school, 19% attended secondary school but failed to complete their secondary education, 7% completed secondary education, and 1% studied beyond secondary level. [iii]

The illiteracy rate is higher among women in Malawi, with about 34.1% of females being illiterate compared to 28.4% of males. In rural areas, female illiteracy can reach as high as 35.2%. [iv]

UNESCO estimates that learning poverty—defined as the proportion of children unable to read and understand an age-appropriate text by age 10—is alarmingly high across sub-Saharan Africa, with estimates around 89%. [v]

Additionally, among those who transition to secondary education, only about 54% pass the Malawi School Certificate of Education (MSCE) examinations, which is an extremely low pass rate. [vi]

The report will evaluate the challenges and commitments made by Malawi in the 3rd cycle and provide recommendations based on primary and secondary research, including a qualitative interview.

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References

[i] Government of Malawi, The Constitution of the Republic of Malawi, 1994, accessed November 20, 2024, https://malawilii.org/mw/legislation/consolidated-act/constitution-republic-malawi. 

[ii] Ripple Africa. “Education in Malawi Africa.”  Accessed November 17, 2024. https://rippleafricausa.org/project/education-in-malawi-africa/  

[iii] Ibid  

[iv] DVV International. “The Painful Hefty Price for Illiteracy.” Accessed November 20, 2024. https://www.dvv-international.mw/malawi/news/article/the-painful-hefty-price-for-illiteracy  

[v] UNESCO IICBA. “Malawi.” Accessed November 10, 2024. https://www.iicba.unesco.org/en/malawi  

[vi] USAID. “Education Fact Sheet 2021.” Accessed November 15, 2024. https://www.usaid.gov/sites/default/files/2022-05/Education-Fact-Sheet-2021.pdf  

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UNIVERSAL PERIODIC REVIEW OF LIBYA

The following report has been drafted by Broken Chalk as a stakeholder contribution to the fifth cycle of the Universal Periodic Review [UPR] for Libya. As Broken Chalk’s focus is on combating human rights violations within the educational sphere, the contents of this report and the following recommendations will primarily focus on the Right to Education.

Libya’s education system comprises nine years of compulsory basic education, consisting of six years of primary education followed by three years of preparatory education. In secondary education, there are both general and specialised pathways, including, for example, vocational and technical schools. Furthermore, higher education is delivered through universities and higher technical and vocational institutes. [i]

Before 2011, Libya achieved near-universal enrolment in primary and secondary education. However, over the past decade, conflict and economic instability have severely impacted the education system, leading to damaged infrastructure, insufficient resources, and a shortage of qualified teachers. As of 2022, approximately 160,000 children and 5,600 teachers urgently require educational support. [ii]

The COVID-19 pandemic deepened Libya’s education crisis, with school closures starting in mid-March 2020. This disrupted access to learning for children already affected by conflict. At least 165,000 children require access to schooling, and the lack of digital infrastructure, compounded by limited internet connectivity, leaves vulnerable groups, such as internally displaced children and migrants, disproportionately affected. [​iii]

Despite Libya’s high enrolment rates in primary and secondary education, significant disparities persist, particularly among marginalized groups. Children with disabilities encounter substantial barriers to accessing education, including inadequate infrastructure and limited specialized support.

Approximately 27,500 migrant and refugee children face obstacles such as a lack of documentation, language differences, and discrimination, which hinder their educational opportunities. [iv] Additionally, children in conflict-affected areas suffer from damaged infrastructure and limited access to learning materials, further impeding their academic prospects. [v]

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References

[i] Scholaro. “Education System in Libya.” Accessed November 17, 2024. https://www.scholaro.com/db/Countries/Libya/Education-System. 

[ii] REACH Initiative. “Barriers and Enablers to Education in Libya – Situation Overview, April 2024.” ReliefWeb. May 7, 2024. Accessed November 17, 2024. https://reliefweb.int/report/libya/barriers-and-enablers-education-libya-situation-overview-april-2024. 

[iii] UNICEF. Humanitarian Action for Children: Libya 2021. UNICEF, 2021. https://www.unicef.org/appeals/libya. 

[v] REACH Initiative. “Barriers and Enablers to Education in Libya – Situation Overview, April 2024.” ReliefWeb. May 7, 2024. Accessed November 17, 2024. https://reliefweb.int/report/libya/barriers-and-enablers-education-libya-situation-overview-april-2024. 

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UNIVERSAL PERIODIC REVIEW OF LIBERIA

The following report has been drafted by Broken Chalk as a stakeholder contribution to the fourth cycle of the Universal Periodic Review [UPR] for Liberia. As Broken Chalk’s focus is on combating human rights violations within the educational sphere, the contents of this report and the following recommendations will focus on the Right to Education.

Liberia’s education system is structured into six subsectors: early childhood education (ECE), basic education (primary, junior secondary, and adult education), senior secondary education (academic and technical), junior colleges and post-secondary institutions, universities and colleges, and intermediate institutions for teacher and vocational training. The system follows a 3 9 3–4 structure, comprising three years of ECE, nine years of basic education (six years of primary education and three years of junior secondary education), three years of senior secondary or vocational education, and four years of tertiary education. Basic education is offered free of charge, but challenges remain in ensuring access and quality across all levels. [i]

Liberia’s education system, governed by the Ministry of Education, has improved access through school construction and teacher training initiatives; however, disparities persist, particularly between urban and rural areas. Notably, primary enrolment in rural areas is 27.2%, significantly lower than the 40.7% in urban areas, due to limited infrastructure and teacher shortages in remote regions. [ii]

The education sector has seen notable gains in student enrolment at the primary level and in girls’ access to schooling, thanks to policy reforms aimed at gender inclusivity and reducing dropout rates. However, variability in educational quality and resources continues to affect academic outcomes nationwide. [iii]

A significant step forward has been Liberia’s commitment to global education standards, aligning its goals with Sustainable Development Goal (SDG) 4 for quality and inclusive education. This focus is evident in recent efforts to reform the curriculum and adapt school infrastructure to support inclusive learning environments better. [iv]

The COVID-19 pandemic exposed digital access and resource challenges, impacting learning continuity. The government’s response included remote learning initiatives, but resource gaps revealed the need for further digital investment. [v]

Despite these challenges, Liberia’s dedication to improving educational access and quality is evident in its ongoing reforms. Continued investment and international support are essential to building on this progress and addressing areas where access to education remains limited. [vi]

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References

[i] UNESCO, Education Sector Analysis 2022: Republic of Liberia (Paris: UNESCO, 2022), https://unesdoc.unesco.org/ark:/48223/pf0000383314. 

[ii] International Institute for Educational Planning, Education Sector Analysis: Republic of Liberia (Paris: UNESCO, 2022), https://www.iiep.unesco.org/en/publication/education-sector-analysis-republic-liberia. 

[iii] World Bank. Education Sector Analysis 2022: Republic of Liberia. Washington, DC: World Bank, 2022. https://documents1.worldbank.org/curated/en/edu-liberia-analysis. 

[iv] United Nations, The Sustainable Development Goals Report 2022 (New York: United Nations, 2022), https://unstats.un.org/sdgs/report/2022/. 

[v] Ministry of Education, Republic of Liberia, and World Bank, Education Sector Analysis: Republic of Liberia (Monrovia: Ministry of Education, 2016), https://documents1.worldbank.org/curated/en/481011575583469840/pdf/Liberia-Education-Sector-Analysis.pdf. 

[vi] ibid 

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UNIVERSAL PERIODIC REVIEW OF JAMAICA

Jamaica faces significant challenges regarding poor educational outcomes, which have serious consequences for both individual opportunities and the nation’s development. Although there has been an increase in access to education, particularly at the primary level, notable disparities persist, resulting in inadequate learning outcomes for many students. [xiii]

The PISA 2022 results reveal a troubling situation regarding Jamaican students’ performance when compared to OECD averages. In mathematics, 15-year-olds in Jamaica scored 377 points, which is considerably lower than the OECD average of 472 points. Likewise, reading scores averaged 410 points, compared to 476 points in OECD countries, and science scores averaged 403 points versus 485 points in OECD countries. These significant gaps highlight a systemic issue that warrants immediate attention. [xiv]

The low levels of proficiency further highlight the seriousness of the issue. Only 26% of Jamaican students achieved at least Level 2 proficiency in mathematics, indicating a critical lack of basic math skills and understanding. The nearly complete absence of high achievers in mathematics (Levels 5 or 6) is especially concerning, with virtually no Jamaican students reaching these levels. [xv]

Other variables also contribute to these unsatisfactory outcomes. A considerably more significant percentage of Jamaican students reported feeling unsafe at school compared to their OECD counterparts: 22% on their way to school (OECD: 8%), 16% in classrooms (OECD: 7%), and 25% in other areas of the school (OECD: 10%). The extended school closures due to COVID-19, which impacted 76% of Jamaican students for over three months compared to 51% in OECD countries, likely worsened these issues. Even with high pre-primary education attendance rates (96% compared to 94% in OECD countries), the high-grade repetition rate (20% versus 9%) suggests inherent problems within the education system. [xvi] 

To address the low quality of education, Jamaica’s government has implemented several strategies, including the creation of a National Standards Curriculum (NSC) designed to enhance the quality of teaching and learning at all educational levels. This curriculum emphasises competency-based learning, incorporates technology, and fosters critical thinking skills. However, the execution and effectiveness of the NSC vary across schools and regions, influenced by factors such as resource availability and teacher training. [xvii]

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References

[xiii] Ibid 

[xiv]  OECD. PISA Database. Paris: OECD. Accessed November 15, 2024.  https://gpseducation.oecd.org/CountryProfile?primaryCountry=JAM&treshold=5&topic=PI 

[xv] Bose-Duker, Theophiline, Michael Henry, and Eric Strobl. “Child Fostering and the Educational Outcomes of Jamaican Children.” International Journal of Educational Development, vol.87, November 2021,https://doi.org/10.1016/j.ijedudev.2021.102483  

[xvi] OECD. PISA Database. Paris: OECD. Accessed November 15, 2024.  https://gpseducation.oecd.org/CountryProfile?primaryCountry=JAM&treshold=5&topic=PI 

[xvii] Powell, Sherila Elizabeth.  National Standards Curriculum Implementation and Implications for Effective Leadership and Organizational Change in a Group of Primary Schools in Jamaica.  Dissertation Manuscript, Unicaf University, March 2023.https://cdn.unicaf.org/websites/unicaf/wp-content/uploads/2024/06/Sherila-Elizabeth-Powell-FINAL-thesis.pdf 

[xviii] UNICEF Jamaica. Education Sectoral and DR+ (Thematic) Report: January – December 2018. March 2019.   

https://open.unicef.org/sites/transparency/files/2020-06/Jamaica-TP4-2018.pdf 

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