UNIVERSAL PERIODIC REVIEW OF HONDURAS

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 Republic of Honduras. 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 education system in Honduras is structured into four levels: pre-primary (pre-basic education for ages 3-6), primary (ages 6-14), secondary (ages 15-17), and higher education (including university). [i]

Articles 155 and 156 of the Honduran Constitution guarantee the right to education and academic freedom. Article 157 stipulates that education is to be funded entirely by the state, except for certain exceptions in higher education. Article 171 of the constitution mandates one year of pre-basic education and all intermediate education, totaling 10 years of mandatory education, which are to be provided entirely unburdened by the state. [ii] [iii]

The Secretaría de Educación (Education Secretariat) is tasked with managing and regulating all policies related to education, as well as overseeing the national education budget.

In recent years, the government has undergone reforms that have decentralized state funding of schools and educational programmes, instead delegating the funding responsibility to regional governments. [iv] This has led to increasing privatization of education in Honduras over the past two decades, where the government has struggled to meet the demand and needs of the population. [v]

The Honduran government has outlined a vision for the National Education System to be inclusive, effective, and efficient in meeting the nation’s needs, regardless of region, providing life training for citizens that enables them to build well-being and contribute to the nation’s sustainable development. [vi]

In 2019, Honduras received a grant of approximately $ 40 million from the World Bank as part of an early childhood development project. The project spans from 2020 to 2025 and includes building, expanding, and/or rehabilitating public preschool centers in 224 classrooms, providing training and support to over 2,000 teachers, and increasing community engagement in preschool education. The progress on the project as of October 2024 was “moderately satisfactory.” [vii] [viii]

Despite 10 years of mandatory, free education being available to Hondurans over the age of 25, the average number of schooling years is 6.4 years. Moreover, the out-of-school rate in Honduras is two and a half times the Latin American average in primary school and nearly four times the average in secondary school. While this issue is experienced nationwide, across demographic groups, low-income and rural communities are more affected. [ix]

Download the PDF

50th_Session_UN-UPR_Honduras
References

i  [i] Paz-Maldonado, E., H. Flores-Girón, and I. Silva-Peña. “Education and social inequality: The impact of covid-19 pandemic on the public education system in Honduras.” Education Policy Analysis Archives 29 (2021): 133 

[ii] “Honduras 1982 (Rev. 2013) Constitution – Constitute,” n.d. https://www.constituteproject.org/constitution/Honduras_2013. 

[iii] Murphy-Graham, Erin, Diana Pacheco Montoya, Alison K. Cohen, and Enrique Valencia Lopez. “Examining school dropout among rural youth in Honduras: Evidence from a mixed-methods longitudinal study.” International Journal of Educational Development 82 (2021): 102329. 

[iv] Levy, Jordan. “Reforming schools, disciplining teachers: Decentralization and privatization of education in Honduras.” Anthropology & Education Quarterly 50, no. 2 (2019): 170-188. 

[v] Edwards Jr, D. Brent, M. Moschetti, and Alejandro Caravaca. “Globalization and privatization of education in Honduras—Or the need to reconsider the dynamics and legacy of state formation.” Discourse: Studies in the Cultural Politics of Education 44, no. 4 (2023): 635-649. 

[vi] Secretaría De Educación. “INFORMACIÓN INSTITUCIONAL,” 2024. https://www.se.gob.hn/se-detalle-institucional/#section3. 

[vii] World Bank. “Early Childhood Education Improvement Project.” International Development Association, December 9, 2019. https://www.globalpartnership.org/node/document/download?file=document/file/2021-11-program-document-honduras.pdf. 

[viii] World Bank. “Honduras Early Childhood Education Improvement Project,” October 1, 2024. https://documents1.worldbank.org/curated/en/099100124074023054/pdf/P1691611cc18410e71b7a017bfe23868d22.pdf. 

[ix] Murphy-Graham, Erin, Diana Pacheco Montoya, Alison K. Cohen, and Enrique Valencia Lopez. “Examining school dropout among rural youth in Honduras: Evidence from a mixed-methods longitudinal study.” International Journal of Educational Development 82 (2021): 102329. 

Featured Photo by Héctor Emilio Gonzalez on Unsplash

UNIVERSAL PERIODIC REVIEW OF CROATIA

Croatia was last reviewed in May 2020. The country received 229 recommendations, 198 of which were supported. Ten of the recommendations pertained to the Right to Education, with 9 being supported. [viii] 

Among the most prevalent topics addressed in the recommendations were the improvements in the accessibility of education for individuals with disabilities, the provision of adequate living conditions and access to education for the Roma national minority, and the enhancement of inclusivity and equal opportunities in education. [ix] 

Additionally, implementing a curriculum on age-appropriate and comprehensive sexuality education, to be provided throughout schooling, was recommended by Fiji and Iceland. [x]

The 2020 Compilation on Croatia included observations and recommendations from several international bodies regarding the country’s educational system. The most prevalent topics in the Compilation were recommendations to encourage non-traditional career paths and diversifying academic and career options for both genders, accelerating the Croatian language course application process to increase unaccompanied and separated children’s access to education, and ensuring Roma children receive quality education in their mother tongue and eradicate segregation of Roma children in the educational system. Furthermore, UNESCO reported that Croatia had developed the National Roma Inclusion Strategy (2013-2020), which prioritized education to increase Roma children’s inclusion and educational quality to the national average. [xi]

The 2020 Summary of Stakeholders’ submissions on Croatia included recommendations from stakeholders, such as: ensuring effective and non-discriminatory access to education for asylum-seeking children; addressing the limited access to education for people with disabilities; improving the quality of sexual education and decreasing the influence of the Catholic Church on educational policies; eliminating segregation of Roma children in the educational system; and removing discriminatory content from textbooks and addressing discrimination against minorities in schools. [xii] 

Croatia’s 2020 National report for the UN-UPR highlights the country’s efforts in addressing many of these challenges. Firstly, the Anti-Discrimination Act and the CPA prohibit all forms of discrimination, with national documents reinforcing protection against discrimination. Furthermore, education is provided for 29,868 students with developmental disabilities in regular and special primary and secondary schools. The National Strategy for the Equalisation of Opportunities for Persons with Disabilities (2017-2020) promotes universal design principles, enhances access to public services and transportation, and trains education professionals to work effectively with individuals with disabilities. [xiii]

Additionally, education in the language and script of national minorities is guaranteed by the Constitution, the Constitutional Act on the Rights of National Minorities (CARNM), and the Act on Education in Languages and Scripts of National Minorities. Equal access to education for Roma children is ensured, with an annual allocation of over HRK 10 million for Roma education. [xiv]

Finally, unaccompanied children have the right to education under the same conditions as Croatian nationals, supported by the protocol on the Treatment of Unaccompanied Children (2018). [xv] 

Download the PDF

50th_Session_UN-UPR_Croatia
References

[viii] “UPR Info.” 2022. UPR Info. 2022. https://upr-info-database.uwazi.io/library/?q=. 

[ix] “UPR Info.” 2022. UPR Info. 2022. 

[x] “UPR Info.” 2022. UPR Info. 2022. 

[xi] Human Rights Council and Office of the United Nations High Commissioner for Human Rights. 2020. “Compilation on Croatia.” Report of the Office of the United Nations High Commissioner for Human Rights. https://documents.un.org/doc/undoc/gen/g20/063/46/pdf/g2006346.pdf. 

[xii] Human Rights Council, Working Group on the Universal Periodic Review, and Office of the United Nations High Commissioner for Human Rights. 2020. “Summary of Stakeholders’ Submissions on Croatia.” Report of the Office of the United Nations High Commissioner for Human Rights. https://documents.un.org/doc/undoc/gen/g20/053/56/pdf/g2005356.pdf.  

[xiii] United Nations. 2020. “National Report Submitted in Accordance With Paragraph 5 of the Annex to Human Rights Council Resolution 16/21.” A/HRC/WG.6/36/HRV/1. https://documents.un.org/doc/undoc/gen/g20/050/17/pdf/g2005017.pdf. 

[xiv] United Nations. 2020. “National Report Submitted in Accordance With Paragraph 5 of the Annex to Human Rights Council Resolution 16/21. 

[xv] United Nations. 2020. “National Report Submitted in Accordance With Paragraph 5 of the Annex to Human Rights Council Resolution 16/21. 

 

Featured Photo by Niels Bosman on Unsplash

UNIVERSAL PERIODIC REVIEW OF BULGARIA

Out of the 23 recommendations concerning the right to education, four specifically addressed the school dropout rates. Including the recommendations made by Japan, Cyprus, the Holy See, and Austria, which focus on reducing dropout rates and ensuring inclusive, equitable access to education, specifically those outlined in 134.133, 134.134, 134.135, and 134.199.

The UPR Midterm report indicates that Bulgaria has implemented recommendations to reduce school dropout rates by establishing a Mechanism for joint work among institutions. This initiative formed 1,222 teams nationwide to identify at-risk children and address the causes of dropout. Consequently, 1,324 previously unenrolled children were enrolled in schools during the 2022/2023 academic year. [vi]

Furthermore, seven recommendations focused on the Roma children’s right to education, including recommendations 134.132, 134.159, 134.190, 134.195, 134.202, 134.204, and 134.207, made by Nepal, the USA, the Netherlands, Switzerland, Croatia, France, and Iran. These recommendations emphasize protecting Roma children’s right to education by addressing discrimination, increasing preschool attendance, reducing dropout rates, and ensuring equal access to quality education and social services.

The UPR Midterm report indicates that Bulgaria has made significant progress in implementing recommendations to improve educational opportunities for Roma children. This effort is part of the National Strategy for Equality, Inclusion, and Participation of the Roma (2021–2030). Key initiatives include targeted programs designed to increase access to education for Roma children, campaigns aimed at reducing stereotypes, and investments in educational infrastructure.

Five of the recommendations concerning the right to education were regarding people with disabilities, including 134.215, 134.219, 134.220, 134.212, and 134.183 from Japan, Ethiopia, Greece, Mexico, and Laos, which focus on ensuring that children and young people with disabilities have access to inclusive education.

The UPR Midterm report highlights that efforts to improve access to education for children with disabilities are ongoing. Current measures include legislative reforms, enhanced teacher training, and initiatives aimed at making mainstream schools more accessible. Bulgaria is also focused on data collection to monitor progress.

Bulgaria’s national report states that the Ministry of Education and Science recorded a 40% reduction in dropout rates due to the Mechanism for Inter-institutional Work on Enrolment and Inclusion. [vii]

The Mechanism for Inter-institutional Work on Enrolment and Inclusion coordinates efforts across various institutions to identify, support, and reintegrate students at risk of dropping out. By engaging with social services, schools, and child protection agencies, it addresses issues such as poor attendance and provides targeted support to vulnerable families. [viii]

 

Download the PDF

46th_Session_UN-UPR_Country_Review_North_Macedonia_S
References

[vi] Republic of Bulgaria and United Nations Human Rights Council, “INTERIM REPORT on the Implementation of the Recommendations Received During the Third Universal Periodic Review.” 

[vii] Government of Bulgaria. National Report Submitted in Accordance with Paragraph 5 of the Annex to Human Rights Council Resolution 16/21: Bulgaria. United Nations Human Rights Council, May 2020. https://upr-info.org/sites/default/files/documents/2020-05/national_report_bulgaria_english.pdf. 

[viii] UNICEF Bulgaria. “Poor Educational Outcomes, Dropping Out of School, Increasing Incidences of Violence and Harassment among Bulgarian Adolescents.” UNICEF Bulgaria, November 20, 2020. https://www.unicef.org/bulgaria/en/press-releases/poor-educational-outcomes-dropping-out-school-increasing-incidences-violence-and. 

 

Featured Photo by aboodi vesakaran on Unsplash

UNIVERSAL PERIODIC REVIEW OF BELARUS

Belarus was last reviewed in May 2020. The country received 284 recommendations, of which 143 were supported and 141 noted. Regarding the Right to Education, 11 recommendations were made, all of which were supported by the state. [vi]

Among the topics of remarks were to continue efforts to ensure equal access to education, including primary one, which is free of charge, to strengthen the rights of people with disabilities, to improve school attendance among Roma children, and to verify that the rights of women and children are protected.[vii] 

The Committee on the Elimination of Racial Discrimination expressed concern over the significant percentage of Roma children not attending school, despite the country’s high literacy rate. The Human Rights Committee recommended that Belarus strengthen its efforts to guarantee equal access to education and adequate standards for all children in the country. [viii] 

The Committee on the Rights of the Child and UNESCO encouraged Belarus to continue strengthening its policies for people with disabilities to ensure inclusive education and integration for everyone, particularly in higher education. [ix]

Following these recommendations, Belarus implemented a 5-year education modernization project, aiming to improve the teaching and learning environment and the information on labor market relevance of higher education. This plan aimed to improve learning conditions for children with disabilities and foster a more inclusive environment. [x] 

The Committee on the Elimination of Discrimination against Women raised concerns about certain state institutions of higher education, including the Academy of the Ministry of Internal Affairs, which impose higher admission score requirements for female students and limit the number of women who can be admitted to the institution. [xi]

Belarus introduced policies emphasizing equal access to education for both genders, with a focus on increasing women’s participation in higher education. There is an increasing trend of women enrolling in tertiary and secondary education compared to men, constituting 56% of all students. [xii]

 

Download the PDF

50th_Session_UN-UPR_Belarus
References

[vi] UPR Library. “Recommendations Received by Belarus,” 2020. https://upr-info-database.uwazi.io/en/library/?q=(allAggregations:!f,filters:(cycle:(values:!(%27567eec7b-d5ab-4c36-a712-57c38fae9124%27)),state_under_review:(and:!t,values:!(gdnfyzks07w))),from:0,includeUnpublished:!f,limit:30,order:desc,searchTerm:%27belarus%20%27,sort:_score,treatAs:number,types:!(%275d8ce04361cde0408222e9a8%27),unpublished:!f)  

[vii] United Nations Human Rights Council. Compilation on Belarus: Report of the Office of the United Nations High Commissioner for Human Rights. A/HRC/WG.6/36/BLR/2. Geneva: United Nations General Assembly, 27 February 2020. 

[viii] United Nations Human Rights Council. Compilation on Belarus: Report of the Office of the United Nations High Commissioner for Human Rights. A/HRC/WG.6/36/BLR/2. Geneva: United Nations General Assembly, 27 February 2020.  

[ix] United Nations Human Rights Council. Compilation on Belarus: Report of the Office of the United Nations High Commissioner for Human Rights. A/HRC/WG.6/36/BLR/2. Geneva: United Nations General Assembly, 27 February 2020.  

[x] World Bank. Belarus Higher Education Modernization Project: Combined Project Information Documents / Integrated Safeguards Datasheet (PID/ISDS). Appraisal Stage, October 14, 2019. Washington, DC: World Bank Group.  

[xi] United Nations Human Rights Council. Compilation on Belarus: Report of the Office of the United Nations High Commissioner for Human Rights. A/HRC/WG.6/36/BLR/2. Geneva: United Nations General Assembly, 27 February 2020.  

Featured Photo by aboodi vesakaran on Unsplash

UNIVERSAL PERIODIC REVIEW OF ANDORRA

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

In the third Universal Periodic Review (UPR) cycle, Andorra received 126 recommendations, 60 of which were supported. Three of the recommendations were regarding education. Andorra has supported all three recommendations, demonstrating its determination and commitment to increasing access to high-quality education. It is worth noting that Andorra’s support for three recommendations in the third cycle represents an improvement over the second cycle, where it supported only two and mentioned the third. [vi]

The recommendations included providing full access to various educational fields, as well as social care and healthcare, for children, adolescents, and people with disabilities. Moreover, the recommendations also advocate for equal participation of girls and women in STEM fields and providing women at risk of trafficking an opportunity to pursue their studies and participate in reintegration programs. [vii]

Andorra’s national report for UN-UPR highlights their decision to prioritize children and education by enacting the Qualified Act No. 14/2019. The act was set to safeguard children’s rights and promote their well-being through creating a safe environment and addressing any potential risks that might impact their healthy development. Moreover, the act mandates the development of a national plan for children and adolescents within two years of its enactment. Andorra has made significant strides in enhancing education and youth development. Developing a national strategy that guarantees access to free, high-quality public education within any of the country’s three education systems. [viii]

Andorra started promoting development skills that foster values such as inclusivity, justice, respect and tolerance. The University of Andorra and the Ministry of Education have collaborated to modernize the teacher training programs and added a new master’s degree program for teachers. New modules were created in collaboration with the Council of Europe through long-distance learning. Prevention workshops were set up in schools to address various societal issues. [ix]

In response to the recommendation regarding the rights of people with disabilities, Act No. 27/2017 was enacted. Allowing persons with disabilities to benefit from various social and health services in education, employment and leisure. [x]

 

Download the PDF

50th_Session_UN-UPR_Andorra

 

References

[vi] United Nations. (2020). Report of the Intergovernmental Committee of Experts on Sustainable Development Financing. Retrieved from https://documents.un.org/doc/undoc/gen/g20/041/36/pdf/g2004136.pdf 

[vii] UPR Library. Recommendations Received by Andorra (2021). https://upr-info-database.uwazi.io/library/?q=(allAggregations:!f,filters:(cycle:(values:!(%27567eec7b-d5ab-4c36-a712-57c38fae9124%27)),issues:(values:!(%27660e6cc6-8624-4858-9cfd-ae4051da1241%27)),state_under_review:(values:!(pf2ypge88kr))),from:0,includeUnpublished:!f,limit:30,order:desc,sort:creationDate,treatAs:number,types:!(%275d8ce04361cde0408222e9a8%27),unpublished:!f)  

  [viii] National report submitted by paragraph 5 of the annex to Human Rights Council resolution 16/21. Human Rights Council. United Nations General Assembly, May 2020. http://daccess-ods.un.org/access.nsf/Get?Open&DS=A/HRC/WG.6/36/AND/1&Lang=E  

[ix] European Commission / EACEA / Eurydice, 2024. The European Higher Education Area in 2024: Bologna Process Implementation Report. Luxembourg: Publications Office of the European Union. 

[x] Council of Europe. (2024). Andorra – Observatory on History Teaching in Europe. Retrieved from https://www.coe.int/en/web/observatory-history-teaching/andorra 

Featured Photo by aboodi vesakaran on Unsplash

Education Monitor: Around The Globe between February26th and February18th, 2024 Edition

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between February 16th and February 28th, 2024. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

You can contribute to our work if you like. If you witness any violations in the scope of education, you can write the comment part of this post. Broken Chalk will try to address the issue in its next monitor edition.

February-16th-till-February-28th-2025

To download this edition as a PDF, click here

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

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

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

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

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

İran Eğitim Sistemindeki Sıkıntılar

Yazar: Uzair Ahmad Saleem

Fotoğraf: Unsplash sitesinde sina drakhshani adlı kullanıcı tarafından.

İran’ın, Pers İmparatorluğu olarak bilindiği eski zamanlara dayanan zengin bir kültürü ve üstün bir eğitim geleneği geleneği var. Ancak mevcut durumda ülke, vatandaşlarına yüksek kaliteli eğitim vermesini zorlaştıran çeşitli sorunlarla başbaşa.

Yaklaşık 7 milyon çocuk eğitim göremezken, tahmini 25 milyon kişi de okuma-yazma bilmemektedir.

 

Yoksulluk

Eğitim İran’da 6 ila 11 yaş arası çocuklar için zorunludur. Ne var ki, eğitime ulaşamamak özellikle düşük-gelirli ailelerin çocukları için bir problem olmaya devam etmektedir.

Eğitimin önündeki en büyük engellerden biri yoksulluk. Özellikle de okul imkanlarının, kalifiye öğretmen sayısının, ve ulaşımın kısıtlı olduğu taşrada.

Son üç senedir daha az öğrenci üniversiteye gidiyor. İran devlet medyasına göre bunun sebebi yoksulluk, eğitimin paralı olması, ve üniversite öğrencilerine devlet desteğinin yetersiz olması. Toplam üniversite öğrenci sayısı 2014-2015 dönemindeki 4.811.581’den 2017-2018 döneminde 3.616.114’e geriledi.

 

Cinsiyet Eşitsizliği

Ek olarak, İran’ın eğitim sistemi cinsiyet eşitsizliği konusunda sıkıntılar yaşamaya devam ediyor. Her ne kadar kız çocukları son birkaç on-yıllık sürede ilk ve orta okula ciddi düzeyde daha fazla gitmeye başlasa da, kadınlar üniversite eğitiminden yeterince yararlanamıyor.

Dünya Bankası’na göre İran’da kadınların %85’i ve erkeklerin %92’si okuma yazma biliyor. Birçok aile kızlarının evlenmesine hala onların eğitiminden daha çok önem veriyor.

Bu sebeple, birinci sınıftan sonra birçok kız çocuğu okula devam etmekte ciddi engellerle karşılaşırken, okullarda kız ve erkeklerin ayrı okuması da kız çocuklarının eğitime devam etmesini zorlaştırıyor.


Maddi Sıkıntılar

İran’ın eğitim sistemine bir diğer tehdit ise öğretmen sıkıntısı, bakımsız binalar, ve eskimiş gereçlere sebep olan sermaye eksikliği. Öyle ki, her üç okuldan biri öyle güvensiz ki yıkılıp yeninden yapılması gerekiyor.

Birçok okul binası vasatın altında ve güvensiz, ve öğrenim görülebilecek bölümler yetersiz.

Tahran, Rey, ve Tecriş belediyeleri meclis başkanı Mohsen Hashemi bir açıklamasında “Tahran’daki 700 okul bırak depremi, güçlü bir fırtınada bile yıkılır” demiştir.

Hükümetin eğitime yatırımı artırma çabalarına rağmen, İran’ın eğitim harcamaları bölgedeki diğer ülkelere kıyasla düşük kalmaktadır.

Dünya Bankası’na göre İran’ın eğitim harcaması 2020 yılında Gayri Safi Yurtiçi Hasıla’sına oranla %3.6 olarak orta-yüksek gelirli ülkelerin oldukça gerisinde kalmıştır.

İran anayasası “Devlet, ülke kendi kendine yetecek duruma gelene kadar bütün vatandaşlarına ilk ve ortaokul eğitimini ücretsiz vermek ve üniversite eğitiminin de ücretsiz olmasını sağlamak mecburiyetindedir.” dese de Ruhani, son senelerde taşradaki birçok okulu kapatma ve eğitime ayrılan bütçeyi azaltma emri vermiştir.

Allameh Üniversitesi’indeki bir öğretim üyesi, İran’ın eğitime ayırdığı bütçenin Birleşmiş Milletler’in tavsiye ettiği orandan çok daha az olduğunu ifade etmiştir.

Buna ek olarak, eğitim sistemi bütçe eksikliğinden dolayı en yeni teknolojileri yakalayamıyor. Teknolojiye yeterince yatırım yapılmadığı için eski eğitim gereçleri kullanılıyor ve öğretmenler eğitiliemiyor, bu da teknolojinin eğitimde yetersiz kullanılmasına ve öğrencilerin Teknik beceriler öğrenememesine yol açıyor.

 

Dijital Eşitsizlik

Bunlara ek olarak, dijital eşitsizlik de öğrencilerin karşı karşıya kaldığı problemlerden birisi. 2017 yılında yapılan bir ankete göre İranlıların %28’inin internete erişimi ya yoktu, ya da kısıtlıydı. İnternete erişimi olanların %80’I şehirde, ve sadece %20’si taşrada yaşadı.

2019’daki koronavirüs döneminde virüsün yayılmasını önlemek amacıyla uzaktan eğitimin öncelendiği zamanlarda, ciddi sayıda öğrenci okulu bıraktı. Bunun sebepleri internet bağlatmaya maddi durumlarının yetmemesi ve bulundukları bölgelerde internet bağlantısının olmamasıydı.

 

Siyasi Müdahaleler

Buna ek olarak, İran’da eğitim sistemi devlet tarafından etki altına alınıyor, bu da eğitim sisteminin siyasileşmesine ve tek bir ideolojinin öğretilmesine sebep oluyor.

İran hükümeti okullarda ve üniversitelerde kullanılan müfredatı, ders kitaplarını ve öğretim materyallerini sıkı bir şekilde kontrol ediyor. Okul müfredatları sıklıkla devletin siyasi ve dini fikirleriyle bağlantılı olup, İslami değerlerin, ve devletin İran kültür ve tarihine ilişkin kendi versiyonunun öğretilmesine odaklanmaktadır.

İran hükümetinin eğitim sistemi üzerindeki etkisi sınıf içeriğinin dışında da devam ediyor.

Bu durum aynı zamanda öğretmenlerin ve üniversite profesörlerinin işe alınmasını ve işten çıkarılmasını ve idarecilerin atanmasını da etkiliyor. Bu, ayrımcı işe alma uygulamalarına ve hükümetin ideolojileriyle uyumlu olmayan bireylerin dışlanmasına yol açarak eğitim sisteminin farklı perspektifler ve fikirlerden mahrum kalmasına yol açabilir.

Ayrıca İran hükümeti, eğitim kurumları içindeki akademik araştırmaları, yayınları ve faaliyetleri aktif olarak izliyor ve kontrol ediyor.

Karşıt bakış açılarını ifade eden veya hükümetin anlatılarını baltalayan eleştirel düşünceye sergileyen akademisyenler, eğitimciler ve öğrenciler kısıtlama, korkutma ve hatta zulümle karşı karşıya kalıyor. Bu, eğitimciler ve öğrenciler arasında korku ve otosansür yaratarak akademik bağımsızlığı ve çeşitli fikir ve görüşlerin paylaşımını kısıtlıyor.

Sonuç olarak İran’daki eğitim politikaları, öğrencilerin eleştirel düşünme, sorgulama ve alternatif bakış açılarını değerlendirme becerilerini zedeleyebilmektedir. Farklı bakış açıların duymalarını, akademik bağımsızlıklarını sınırlayabilir ve kişisel gelişim, toplumsal ilerleme ve açık ve kapsayıcı bir entelektüel ortamın teşvik edilmesi için gerekli olan eleştirel düşünme becerilerini edinme kapasitelerine zarar verebilir.

 

Yeteneğin Yok Olması

Son olarak beyin göçü, İran’ın şu anda karşı karşıya olduğu bir başka eğitim sorunudur. Pek çok yetenekli ve eğitimli İranlı, daha iyi kariyer fırsatları ve daha yüksek maaş için ülkeden kaçıyor.

61 ülkeyi inceleyen IMF’ye göre, her yıl 150.000 eğitimli İranlının kendi ülkelerini terk etmesiyle İran en yüksek beyin göçüne sahip ülke. Beyin göçünden kaynaklanan yıllık ekonomik kaybın 50 milyar dolar veya daha yüksek olduğu tahmin ediliyor.

Bu beyin göçü ülkeyi en parlak beyinlerden mahrum bırakıyor ve ülkenin ekonomik büyüme ve ilerleme potansiyelini azaltıyor.

Bu zorlukların üstesinden gelmek, eğitim sisteminde önemli reformlar ve yatırım yapılmasını gerektirmektedir.

İran hükümeti, okullara ve üniversitelere ayrılan bütçeyi artırarak, nitelikli öğretmenleri işe alıp eğiterek ve müfredatı eleştirel düşünmeyi, problem çözmeyi ve yaratıcılığı vurgulayacak şekilde geliştirerek eğitime öncelik vermelidir.

Ayrıca hükümet, özellikle taşradaki kız öğrencilerin yaşadığı eğitim sorunlarına çözüm bulmalı ve eğitimde cinsiyet eşitliğini teşvik etmelidir.

Teknolojiye yatırım yapmak da İran’ın eğitim sistemini geliştirmek için gereklidir. Hükümet, okullara ve kurumlara en güncel teknolojiyi sunmalı ve öğretmenlerin bu teknolojiyi sınıfta başarılı bir şekilde kullanabilmeleri için eğitime yatırım yapmalıdır. Bu sadece öğrencilerin dijital yetenekler geliştirmesine yardımcı olmakla kalmayacak, aynı zamanda onları 21. yüzyılın iş piyasasının gerekliliklerine de hazırlayacaktır.

İran bunu yaparak bu zorlukların üstesinden gelebilir ve daha müreffeh ve başarılı bir gelecek inşa edebilir.

 

Kaynaklar:

https://www.britannica.com/place/Iran/Education

https://data.worldbank.org/indicator/SE.ADT.LITR.MA.ZS?locations=IR

https://data.worldbank.org/indicator/SE.XPD.TOTL.GD.ZS?locations=IR

https://iranfocus.com/life-in-iran/33917-the-iranian-education-system-in-tatters-due-to-poverty/

https://iran-hrm.com/2019/09/22/repressive-state-and-low-quality-of-education-in-iran/

https://observers.france24.com/en/20200421-iran-internet-covid19-distance-learning-poverty

http://www.us-iran.org/resources/2016/10/10/education

https://shelbycearley.files.wordpress.com/2010/06/iran-education.pdf

featured image by David Pennington via Unsplash