Australia’s Struggle with Underachievement: A Socio-Cultural Dilemma

Australia’s Struggle with Underachievement: A Socio-Cultural Dilemma
Written by Alessio Manto

Introduction

 

Australia’s education standards are celebrated as among the best among OECD countries. Regarding international standards, Australian students perform well in the Programme for International Student Assessment (PISA) and achieve above fellow OECD countries. Aspects that are highly rewarded are the country’s goals of ‘’high equity’’ and ‘’high equality.’’ [i]

However, recent reports and declarations by the Australian Ministry of Education raise specific concerns about the country’s challenges. The OECD’s Programme of International Students Assessment of 2015 already highlighted that social segregation in Australia is amongst the highest in the world. Australia has the 8th highest social segregation rate out of seventy-one countries and the 4th highest in the OECD. [iii] Factors contributing to these numbers are entrenched in Australia’s unique history. This country faced intense colonial domination that impacted the Aboriginals, the first settlers in the country. Unfortunately, Aboriginals and Torres Strait Islanders (the two Indigenous groups in the country) are victims of high segregation in educational settings, including information and cultural barriers and overall stigma.

Individuals from these groups score remarkably lower than their classmates, with Australia still missing a plan to make them feel included in the educational system. Interestingly, the overall education achievements in Australia are declining, especially in maths and literacy. Research highlights that these poor results are often connected with socio-economic disadvantage and poor mental health. Hence, the next challenge for Australian policymakers is to diminish social inequalities, create screening programs and include the most vulnerable groups in education. These goals must be achieved while keeping in mind the unique Australian landscape, which is characterised by significant differences but at the same time has incredible human and economic resources.

The Challenges in Australian Schools Along Indigenous Lines

 

Challenges and Factors Affecting the Education of Indigenous Groups

Australia is characterised by a unique cultural, geographical, and socioeconomic heritage, which has a decisive impact on the country’s education landscape. For example, Australia’s vast regions in remote areas face challenges in providing education with limited resources and a lack of specialised support.[iv] These regions are vastly inhabited by different Indigenous groups that, according to various research, suffer the most prominent educational challenges in the country and have a significant education gap with non-Indigenous groups.

The National Assessment Program—Literacy of Numeracy (NAPLAN) is an annual assessment for all Australian students in years 3,5,7, and 9. It provides a national report on students’ abilities, with data used to formulate curricula and implement further education policies.[v] According to the 2024 NAPLAN results, persistent inequalities and challenges exist among disadvantaged students. Notable achievement gaps are present between Indigenous and non-indigenous students at the year 9 level, raising the alarm about the effectiveness of current educational strategies.[vi] Looking at the NAPLAN National result of 2024, on average, across all domains, Indigenous groups need additional support in proficiency level; they score less in each skill, including writing, spelling, grammar, punctuation, and numeracy, and their participation rate is substantially lower.[vii]

The factors causing lower outcomes among Indigenous groups are diverse and complex, and have been classified in research by the Australian Council for Educational Research (ACER). These can be classified into five main groups:

  1. Disengagement caused by living in remote areas
  2. Socio-Economic Disadvantages
  3. Informational Barriers
  4. Cultural Barriers
  5. Abuse and Dysfunctional families[viii]

These factors can further be classified as internal (inside the school) and external (outside the school).  Starting with external factors, informational barriers, for example, affect Indigenous groups due to the lower levels of English literacy within their communities, causing challenges in education compared to native speakers.

Living in remote areas is another external factor that challenges educational outcomes; various research has demonstrated that it enhances the risk of school absenteeism, with very remote areas (mainly inhabited by Aborigines) with almost 10 per cent higher absenteeism compared to students living close to urban areas.

Moving to socio-economic disadvantages, the most troubled area pertains to the region of Queensland, which is highly inhabited by Indigenous groups such as Aboriginal and Torres Strait Islanders. In this region, it is evidenced that the indigenous groups face difficulties accessing the costs of schools. ACER highlights the connection between socio-economic disadvantage and increased levels of school absenteeism, significantly higher than in other Australian regions. [ix]

Abuse and dysfunctional families are the last external factors hurdling a satisfactory right to education for Indigenous communities. Research shows that Indigenous children are more likely to experience family violence, mental health issues, overcrowded housing, and juvenile detention; all factors inhibiting successful learning.

 

The Initiatives of the Australian Government

In 2023, Australia’s Federal Minister of Education, Mr Jason Clare, affirmed that the Indigenous community is three times more likely to fall behind at school.[xi] In light of this declaration, the government of Australia, in the latest review of the National School Reform Agreement (a governmental report examining the efficacy of national educational policies), expressed the necessity to satisfy the learning needs and academic aspirations of students coming from unique backgrounds.

In the report, the Indigenous Education Consultative Meeting expressed the necessity to reshape the cultural labelling of Indigenous students as disadvantaged, since it further creates low expectations of students’ abilities and stigma. The Consultative Group expresses that even if Aboriginal and Torres Strait Islanders face various complex circumstances; they are not inherently disadvantaged by being Indigenous.

To adjust the educational expectations of such groups to their learning needs and aspirations, the government of Australia suggests adopting a person-centred approach, focusing on the quality of the individual rather than the specific group background. Other strategies to integrate Indigenous groups involve creating culturally responsive curricula to increase inclusion engagement and mutual respect between different groups. [xii]

In addition, since 2021, the government has created a system to provide study grants based on the number of undergraduate students coming from low socio-economic backgrounds and Indigenous students. Providers will then use these funds for specific activities tailored to students’ needs. [xiii]

The Challenge of ‘’Underachieving’’ Students

 

Recent reports indicate that issues related to poor academic performance in Australian schools are a widespread problem, which does not only affect Indigenous groups. [xiv] Throughout 2023 and 2024, about one in three school students fell short of minimum literacy expectations. According to the latest OECD Programme for International Student Assessment, a significant gap persists between advantaged and disadvantaged students. Sixty percent of disadvantaged students are not proficient, compared to twenty-five percent of their advantaged peers. [xv]

OECD believes that after 10 or more years of school, these students lack the reading skills to participate adequately in the workforce and be productive citizens. The worst data is in mathematics, where around 57000 Australian 15-year-olds fail to achieve international baseline levels. With such results, these students will lack sufficient mathematical knowledge to have an adequate life beyond school. [xvi]

As the Australian Council for Research (ACER) correctly points out, trajectories of low achievement often begin before school. Differences observed by year three often persist and widen in later educational stages, leading to lower cognitive, language, social, physical, and emotional development in subsequent years. This suggests that some children may need tailored support due to developmental delays and special needs, which are often linked to a disadvantaged socio-economic background. [xvii]

The Programme for International Student Assessment (PISA), conducted by the OECD, confirms the correlation between low school performance and disadvantaged backgrounds. This programme assesses the knowledge and skills of 15-year-olds in mathematics, reading, and science. The PISA index of economic, social, and cultural status shows that socio-economically advantaged students outperformed disadvantaged students by 25%, with 101 score points in mathematics, slightly above the OECD average (93). [xviii]

The Australian government’s policy response to the challenge of underachievement in schools has been to set higher standards and hold students and teachers accountable. The curricula have been expanded with specific standards students must meet, with an E to an A grading system. However, this strategy seems to be fallacious as it does not tackle the factors causing students to perform poorly. The only new expectation posed by the government is having stringent arrangements. However, such measures are not likely to solve pre-existing issues, requiring new policy strategies. [xix]

Addressing the Challenges in Australian Education

 

Education Strategies and Policy Plans for Indigenous Groups

When discussing Indigenous groups, several educational challenges have been identified.  Two central issues are disengagement and socio-economic disadvantages, along with informational and cultural barriers and higher rates of family abuse. Australia needs to consider developing new measures to address these specific challenges.

For instance, allocating funds for remote schools is crucial to ensure Indigenous students have access to education. The high absenteeism rates also call for partnerships with schools to track absenteeism in real time and incentivize school participation through student rewards.

Moreover, Indigenous communities’ involvement in education must include their active participation in policymaking. This means including new members with Indigenous backgrounds and specific knowledge on tackling informational and cultural barriers in the Education Advisory Board. Class activities should be interactive, allowing Indigenous individuals to share their values and educational strengths within the group rather than forcing them to adapt to an unfamiliar context.

To facilitate this, the government needs to create study programs tailored for Indigenous students, enabling them to learn their language in a more natural setting.

 

  1. Education and Policy Plans for Underachieving Students

 

 

The Australian government’s answer to this challenge is to develop new curricula to improve student achievements and overall education standards. However, Broken Chalk finds it crucial to tackle premature trajectories of low achievement. These may depend on a variety of factors, including socioeconomic disadvantages and mental health issues. Consequently, Broken Chalk deems it necessary to implement early screening interventions in Australia to discover any developmental delays in preschool-aged children.

Furthermore, to tackle the existing math and literacy challenges, Broken Chalk suggests launching a program offering supplemental math and literacy classes in the schools requiring the most support. To diminish the socio-economic disparities that, as discussed, represent one of the leading factors in education gaps, the government can develop policies to reduce inequalities, such as giving free school meals and transportation and motivating students with new extracurricular learning.

 

Conclusion and Recommendations

 

The overall image of Australian education is encouraging, with a firm structure, an active government, and economic resources. However, Australia must solve its socio-cultural dilemma to attract new creativity, originality, and identity inputs. Achieving such a goal would make Australia more compliant with its history and authenticity. Looking at Australian resources, this plan can likely be foreseeable shortly, making it one of the most interesting educational destinations.

Broken Chalk proposes some critical recommendations to enhance participation, prevent social issues, and tackle them:

  • Constantly monitor improvements in literacy and numeracy through the NAPLAN and PISA results, with special attention to social and cultural factors.
  • Track socio-economic and geographic disparities based on performances.
  • Assess early development indicators for the most disadvantaged families.
  • Evaluate mental health and engagement through surveys and based on the results, develop local and regional strategies.
  • Create on-campus counselling support for tracking possible abuses that students may face in their family environment.
  • Enhance cultural inclusion by inserting Indigenous history and language in the curricula.
  • Offer mentorship programs to Indigenous students with elders that would strengthen the importance of participation and education.
  • Provide specific courses for teachers and classes on cultural awareness to avoid social segregation in classes.

 

Refences

 

[i] Geoff N. Masters, ‘’Policy Insights: Five Challenges in Australian School Education’’, Australian Council for Educational Research: 2016, 1, https://research.acer.edu.au/cgi/viewcontent.cgi?article=1004&context=policyinsights

[ii] Kate Felton, “Education Minister: Australian education urgently needs practical reform’’, Education Matters, April 20, 2023, accessed 20 January 2025, https://www.educationmattersmag.com.au/education-minister-australian-education-urgently-needs-practical-reform/

[iii] State School Teachers Union of West Australia, ‘’Social Segregation in Australian Schools is Amongst the Highest in the World,’’ accessed 20 January 2025, https://www.sstuwa.org.au/research/social-segregation-australian-schools-amongst-highest-world

[iv] Therese M Cumming, Jennifer L Lolly and Aaron Saint-James, ‘’Australia at an educational crossroads: special schools and inclusive education.’’ Front. Educ.: 2024, 1, 10.3389/feduc.2024.1422089

[v] Matrix Blog, ‘’What Does My Child’s NAPLAN Report Mean?’’, Matrix Education, accessed 20 January 2025, https://www.matrix.edu.au/what-does-my-childs-naplan-report-mean/#:~:text=NAPLAN%20is%20used%20to%20provide,%2C%20grammar%2C%20punctuation%20and%20numeracy.

[vi] Evrim Ağacı Article

[vii] Australian Curriculum Assessment and Reporting Authority, ‘’ NAPLAN National Results’’, accessed 20 January 2025, https://www.acara.edu.au/reporting/national-report-on-schooling-in-australia/naplan-national-results

[viii] Tony Dreise, Gina Milgate, Bill Perrett and Troy Meston, “ Policy Insights: Indigenous School Attendance: Creating Expectations that are ‘Really High’ and ‘Highly Real’ “, Australian Council for Educational Research:2016, 1.

[ix] Toni Dreise et al. Policy Insights Article

[x] Toni Dreise et al. Policy Insights Article

[xi] Kate Felton Article

[xii] Productivity Commission 2022, ‘’ Review of the National School Reform Agreement: Interim Report”, (Canberra: Australian Government, 2022) 1.

[xiii] OECD(2023), ‘’Education policy outlook in Australia”, OECD Education Policy Perspectives, No.67, OECD Publishing, Paris, https://doi.org/10.1787/ce7a0965-en.

[xiv] Amy Haywood, ‘’ Australia’s Forgotten Education Problem”, Grattan Institute, December 2, 2024, accessed 20 January 2025, https://grattan.edu.au/news/australias-forgotten-education-problem/#:~:text=According%20to%20the%20latest%20OECD,with%2025%20per%20cent%20of; Bianca de Marchi, ‘’ NAPLAN results again show 1 in 3 students don’t meet minimum standards. These kids need more support’’, The Conversation, August 13, 2024, accessed 20 January 2025, https://theconversation.com/naplan-results-again-show-1-in-3-students-dont-meet-minimum-standards-these-kids-need-more-support-236688

[xv] Grattan Institute Article

[xvi] Geoff N Masters Article

[xvii] Geoff N Masters Article

[xviii] OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en.

[xix]  Geoff N Masters Article

 

 

Learning Under Army Rule: The Militarization of Education in Myanmar

Learning Under Army Rule: The Militarization of Education in Myanmar

Written By: Liina Knirsch

On February 1st, 2021, the military in Myanmar seized political power in a coup, abruptly ending a fragile decade of democratic progress. This coup has severely disrupted the social and political life of the people in Myanmar, leading to many fleeing the country and seeking asylum. For those who remain, engaging in conflict is inevitable. Myanmar has had a longstanding history of insurgency groups which have engaged in fighting against the national army (Maizland, 2022). Following the coup, oppositional parties have formed a shadow government, which has led to the mobilization of many different armed groups across the country. The fighting between these groups and the military junta has been increasing, amounting to a civil war (Maizland, 2022). According to UNHCR (2024), over 3.5 million people are now internally displaced in Myanmar, and many have fled to neighboring Thailand.      Further, the historically vulnerable and repressed Rohingya population are increasingly attempting to cross over into Bangladesh to escape violence and ethnic segregation after they have been caught in the crossfire between the army and the armed Arakan Army (UN News, 2025).

As a result of this civil war, many young people have been brought into this conflict. The military junta has enforced mandatory conscription for all men between the ages of 18-35 and all women between 18-27 (Human Rights Myanmar, 2025). Failure to comply with this rule can be punishable by up to five years in prison. As a result, more young people have fled the country or been driven to join the insurgency.

Historically, young people in Myanmar have been crucial in democratic movements, with schools and universities serving as grounds for discussion and organization against military rule. Consequently, the army views such institutions as a threat to their power, enforcing harsh measures to prevent such movements from forming again. Schools are now being used as sites for control and military recruitment (Human Rights Myanmar, 2025).

Censorship on Education

The military junta has been particularly adamant in its efforts to censor freedom of speech. The organization Freedom House has marked Myanmar with a “not free” status (Freedom House, 2024). Such censorship is also present in the national curriculum. Teachers are forced to exclude sensitive and political topics, such as the ethnic history of the country or education on democracy. Any deviation from the military junta approved subjects serves as grounds for imprisonment. Moreover, schools are now used to glorify the military regime and serve as recruitment grounds for the military (Brown, 2024).

In light of this censorship, many teachers have quit or have started teaching at underground schools. Following the coup, 230.000 teachers went on strike (Dejsupa, 2023). Many have left the capital, Yangon, to teach in rebel-controlled areas. Others have tried to teach alternative curricula online; however, this means having to bypass the extreme censorship placed on the internet. This means that there is a high number of Non-Formal Education (NFE) programs in the country, which can present further challenges when it comes to accreditation especially when moving on to higher education (Voices Team, 2025).  This means many students cannot convert their learning into officially recognized diplomas, sit for national exams, or attend university under the junta if they have received NFE education.

 

Detainment of Teachers and Students

Following the coup, 125.000 teachers in Myanmar were suspended for joining civil disobedience movements, comprising of more than ¼ of the entire teacher workforce.  Over 500 teachers have also been arrested (Human Rights Myanmar, 2025) since the coup, and several have received harsh prison sentences for their alleged involvement in anti-government activities. In 2023, Ei Shwe Sin Myint, who was head teacher at an anti-government school, was sentenced to 20 years in prison under anti-terrorism law (RFA Burmese, 2023).

Students are also facing grave consequences for their involvement in anti-governmental activities. Arrests against young people in Myanmar have been widespread. Sometimes a clear motive is given, such as the possession of textbooks. Other times such arrests are simply aimed at inciting fear (Human Rights Myanmar, 2025).

University student unions have been particularly scrutinized by the military junta. This is significant as student unions have historically played a major role in the struggle for democracy and resistance in the country, having had a prominent role in the 1962 and 1988 anti-military protests (Frontier, 2022). Student unions across universities have been forced to disband and have been replaced by student associations which are believed to be supported by the State Administration Council. Leaders of such unions also believe that the hostility they face today stems from their role in the mass strikes known as the Civil Disobedience Movement. Student Unions boycotted classes which embarrassed the military junta and have continued to result in low university enrollment rates of less than 10 percent today (Frontier, 2022).

Attacks on Schools

Particularly in areas in which the resistance has a strong influence, attacks on the education sector are widespread. On the 12th of May 2025, a military airstrike targeted a school run by the oppositional National Unity Government in the Sagaing region, killing 20 students and two teachers (Peck, 2025). While the military generally denies involvement, such airstrikes are justified by claims that resistance fighters were sheltering in the attacked areas. Attacks against schools are a violation of international law as such institutions are granted special status and protection.  Reports show that over 200 schools have been targeted by military airstrikes since 2021 with 146 being destroyed, 64 people killed, and 106 injured (RFA Burmese, 2024)[1]. This shows that the attacks are deliberate and targeted, reflecting the broader efforts to undermine education in the country.

Conclusion

The military junta’s systematic repression of education in Myanmar highlights how schools and universities are seen not only as centers of learning but also as potential sites of resistance. The efforts of the military junta to undermine the freedom of education are an attempt to control the young generation and rewrite history favorably towards them. Educational institutions are viewed as grounds for undermining dissent and places of active recruitment for the military. Through censorship, arrests, and airstrikes, the military is sending a clear message to young people and educators in the country: that dissent will be punished.

Yet, the resistance within society also demonstrates the resilience of educators and students, who, in the face of repression, are creating alternative education systems to protect the freedom of expression and speech in the country. However, the low school and university enrollment rates also paint a worrying picture about the future of the youth in Myanmar. With many educated young people leaving the country, rebuilding the education sector will become increasingly difficult in a future Myanmar that may struggle with a lasting brain drain and generational learning gaps.

Looking forward, many challenges will persist in the educational sector. However, more needs to be done internationally to exert pressure on the military junta to stop attacks on schools and the censorship of education. Further, initiatives which support Non-Formal Education will continue to be crucial in guaranteeing education for the youth. Organizations such as UNICEF, the World Bank, and the British Council are supporting these programs financially and with educational training. For the long-term future of education in Myanmar, it is pivotal that these alternative systems can endure the pressure they are placed under. Whether the country can eventually transition back to democratic governance is currently unpredictable, but the resistance and endurance of students and educators demonstrate a commitment to a better and more free future.

 

 

 

Bibliography

Brown, Martha. “Higher Education in Myanmar: Coup, Conflict, and Educational Crisis.” In Higher Education in Southeast Asia, edited by L. Pe Symaco, 67–89. Leeds: Emerald Publishing Limited, 2024. https://doi.org/10.1108/S1479-367920240000049006.

Dejsupa, Thanyarat. “Myanmar’s Education System Goes Underground.” NHK WORLD, March 30, 2023. https://www3.nhk.or.jp/nhkworld/en/news/backstories/1939/.

Freedom House. Freedom in the World 2024: Myanmar. 2024. https://freedomhouse.org/country/myanmar/freedom-world/2024.

Frontier. “Inside the Junta’s War on Student Unions.” Frontier Myanmar, May 24, 2022. https://www.frontiermyanmar.net/en/inside-the-juntas-war-on-student-unions/.

Human Rights Myanmar. “2025 Annual Report.” Human Rights Myanmar, 2025. https://humanrightsmyanmar.org/myanmars-militarisation-of-education/

Maizland, Lindsay. “Myanmar’s Troubled History: Coups, Military Rule, and Ethnic Conflict.” Council on Foreign Relations, January 31, 2022. https://www.cfr.org/backgrounder/myanmar-history-coup-military-rule-ethnic-conflict-rohingya.

Peck, Grant. “An Airstrike in Central Myanmar Kills up to 22 People at a Bombed School, Reports Say.” AP News, May 12, 2025. https://apnews.com/article/myanmar-airstrike-school-saigaing-resistance-military-00bcff30abb05c1210514b6adc5c6a7f.

Radio Free Asia Burmese. “Nearly 200 Schools in Myanmar Hit by Junta Air Strikes since Military Coup.” RFA Burmese, November 4, 2024. https://www.rfa.org/english/myanmar/2024/11/04/myanmar-schools-air-strikes/.

Radio Free Asia Burmese. “Teacher Sentenced to 20 Years in Prison under Anti-Terror Law.” RFA Burmese, 2023. https://www.rfa.org/english/news/myanmar/mandalay-teacher-sentenced-07202023035551.html

Reuters. “More than 125,000 Myanmar Teachers Suspended for Opposing Coup.” Reuters, May 23, 2021. https://www.reuters.com/world/asia-pacific/more-than-125000-myanmar-teachers-suspended-opposing-coup-2021-05-23/.

UNHCR. Myanmar Emergency. 2024. https://www.unhcr.org/emergencies/myanmar-emergency.

UN News. “Myanmar on the ‘Path to Self-Destruction’ if Violence Does Not End.” UN News, June 11, 2025. https://news.un.org/en/story/2025/06/1164231.

Voices Team. “Examining NFE in Myanmar: Challenges and Insights.” British Council, 2025. https://www.britishcouncil.org/voices-magazine/research-under-fire-%E2%80%93-finding-out-about-nfe-troubled-myanmar.

 

 

[1] Radio Free Asia Burmese. “Nearly 200 Schools in Myanmar Hit by Junta Air Strikes since Military Coup.” RFA Burmese, November 4, 2024. https://www.rfa.org/english/myanmar/2024/11/04/myanmar-schools-air-strikes/.

Van uitdagingen naar overwinningen: Het onderwijsverhaal van Letland

Van uitdagingen naar overwinningen: Het onderwijsverhaal van Letland

Geschreven door Anastasia Bagration-Gruzinski
Vertaald door Pina Bontius

Onderwijs speelt een cruciale rol in de ontwikkeling en welvaart van elk land. In Letland, een Baltische staat in Noord-Europa met 1,9 miljoen inwoners, bracht het post-Sovjettijdperk kansen voor groei en hervormingen in verschillende sectoren. Echter toen Letland zijn onafhankelijke weg insloeg, stond het voor grote uitdagingen binnen zijn onderwijssysteem. Dit artikel gaat dieper in op de diverse uitdagingen op onderwijsgebied waarmee Letland wordt geconfronteerd en stelt mogelijke oplossingen voor om een betere toekomst voor de jeugd en het land als geheel te waarborgen.

Kwaliteit van het onderwijs

Een van de belangrijkste uitdagingen voor het onderwijssysteem in Letland is de ongelijke kwaliteit van het onderwijs. Hoewel er in de loop der jaren enige verbetering is opgetreden, blijven de gemiddelde prestaties van Letse leerlingen in internationale beoordelingen, zoals het Programme for International Student Assessment (PISA), achter bij het gemiddelde van de Organisatie voor Economische Samenwerking en Ontwikkeling (OESO).

Zo stond Letland in de PISA-evaluaties van 2018 op de 30e plaats van 79 landen op het gebied van wiskunde, natuurwetenschappen en lezen, en op de 21e plaats in de PISA-evaluaties van 2022. Deze trends wijzen op onderliggende problemen op het gebied van lesmethodes, curriculumontwerp, beoordelingspraktijken en leeromgevingen die aandacht en hervorming behoeven. Onvoldoende opleiding voor leraren en beperkte financiering voor het onderwijs dragen bij aan deze uitdaging.

Regionale verschillen

Het onderwijssysteem van Letland vertoont aanzienlijke regionale verschillen in de toegang tot kwaliteitsonderwijs. Plattelandsgebieden en kleine steden, met name Latgale – de armste regio – kampen met ontoereikende onderwijsmiddelen. Dit omvat een tekort aan goed opgeleide leraren, vervallen schoolinfrastructuur, gebrek aan toegang tot technologie, beperkte cursusmogelijkheden en ontoereikende leerfaciliteiten zoals bibliotheken of laboratoria.

Zo hadden scholen op het platteland van Aluksne in 2020 tien leraren per 100 leerlingen, tegenover slechts zes leraren per 100 leerlingen in de stad Riga. Een dergelijke ongelijkheid in kansen op basis van geografische locatie is een ernstig probleem en vereist onmiddellijke beleidsmaatregelen en herverdeling van middelen.

Tekort aan leraren

Net als veel andere landen wereldwijd kampt Letland met een acuut tekort aan gekwalificeerde leraren voor verschillende vakken, wat de uitdagingen op onderwijsgebied nog vergroot. Lage salarissen, beperkte mogelijkheden voor professionele ontwikkeling, hoge werkdruk en stressvolle arbeidsomstandigheden dragen bij aan het gebrek aan nieuwe instroom in het lerarenberoep.

Zo bedroeg het gemiddelde maandsalaris voor leraren in 2019 slechts 930 euro, bijna 25% onder het nationale gemiddelde. Vooral voor vakken als wiskunde, natuurwetenschappen, vreemde talen en beroepsvaardigheden is er een nijpend tekort. De gevolgen van het lerarentekort zijn verstrekkend en hebben een negatieve invloed op de kwaliteit van het onderwijs en de resultaten van leerlingen.

 

Onderwijstaal

De etnisch diverse bevolking van Letland, waaronder een aanzienlijke Russisch sprekende minderheid die meer dan 30 % van de bevolking uitmaakt, vormt een uitdaging voor het beleid inzake onderwijstalen. Het huidige nationale onderwijsbeleid geeft voorrang aan het Lets als primaire onderwijstaal. Dit kan nadelig zijn voor leerlingen met een Russische of andere taalminderheidsachtergrond die moeite hebben met het academisch Lets.

Critici stellen dat deze taalbarrière kan leiden tot lagere onderwijsprestaties en beoordelingen voor leerlingen uit taalminderheden. Het evenwicht tussen het behoud van de nationale taal en de beginselen van gelijkheid en inclusie blijft dan ook een voortdurend dilemma.

Vroegtijdig schoolverlaten

Letland heeft een van de hoogste percentages vroegtijdige schoolverlaters in de Europese Unie, met meer dan 8% van de 18- tot 24-jarigen die in 2020 als vroegtijdige schoolverlaters werden aangemerkt. Deze voortijdige uitstroom uit het onderwijs beperkt de toekomstige kansen van studenten op hoger onderwijs en werkgelegenheid in de huidige kenniseconomie ernstig.

Complexe factoren als armoede, leermoeilijkheden, familieproblemen, handicaps of culturele vooroordelen dragen bij aan vroegtijdig schoolverlaten. Om dit urgente probleem aan te pakken, moeten de veelzijdige onderliggende oorzaken worden geïdentificeerd en aangepakt.

Mogelijke oplossingen voor de uitdagingen op het gebied van onderwijs in Letland:

  1. Lerarenopleiding en professionele ontwikkeling

Investeren in strenge opleidingsprogramma’s voor leraren, zowel voor afgestudeerden als voor leraren in dienst, is cruciaal om de kwaliteit van het onderwijs in Letland te verbeteren. Door leraren ruime mogelijkheden te bieden om moderne pedagogische methoden en vaardigheden op het gebied van onderwijstechnologie, vakkennis en strategieën voor klasmanagement te leren, kan de kwaliteit van hun onderwijs en het leren van leerlingen positief worden beïnvloed.

Stimulansen zoals salarisverhogingen voor professionele ontwikkeling, verminderde werkdruk voor nieuwe leraren en vergoeding van opleidingskosten kunnen voortdurende bijscholing aanmoedigen. Letland moet het beroep van leraar opwaarderen en leraren in staat stellen uitstekend onderwijs te bieden.

  1. Rechtvaardige toewijzing van middelen

Om regionale ongelijkheden te verminderen, moet de Letse regering prioriteit geven aan een rechtvaardige toewijzing van onderwijsmiddelen, waaronder gekwalificeerde leraren, verbetering van de infrastructuur, leertechnologieën en lesmateriaal. Op behoeften gebaseerde financieringsformules kunnen ervoor zorgen dat scholen op het platteland middelen krijgen die aansluiten bij de behoeften van hun leerlingen. Het verbeteren van de faciliteiten en voorzieningen van scholen op het platteland is essentieel om de kloof tussen stad en platteland te overbruggen.

  1. Meertalig onderwijs

Het bevorderen van competentiegericht meertalig onderwijs is essentieel om tegemoet te komen aan de diversiteit van de Letse bevolking. Leerlingen moeten een sterke basis in het Lets opbouwen en tegelijkertijd vaardigheid verwerven in talen als Engels en Russisch om te kunnen gedijen in een geglobaliseerde wereld. Het introduceren van meertalige programma’s, het werven van meertalige leraren en het stimuleren van uitwisselingsprogramma’s kunnen een inclusieve meertalige visie ondersteunen.

  1. Beroepsonderwijs

Letland moet beroepsonderwijs- en opleidingsprogramma’s (MBO) versterken en verbeteren als een haalbaar traject voor leerlingen. Het MBO biedt relevante vaardigheden voor beroepen en carrières zoals techniek, IT, gezondheidszorg, bedrijfsleven, horeca en meer. Werkgericht leren door middel van stages en partnerschappen met het bedrijfsleven kan de inzetbaarheid op de arbeidsmarkt vergroten. Het is van cruciaal belang om beroepsonderwijs te promoten via initiatieven voor loopbaanbegeleiding en de voordelen ervan te benadrukken.

  1. Programma’s voor vroegtijdige interventie

Het implementeren van gerichte programma’s voor vroegtijdige interventie is van cruciaal belang om studenten die het risico lopen om voortijdig te stoppen met school te identificeren en te helpen. Academische, sociale, psychologische en loopbaanbegeleidingsdiensten kunnen studenten die het moeilijk hebben helpen om uitdagingen te overwinnen. Initiatieven zoals beroeps- of alternatieve scholen, online/afstandsonderwijs en aangepaste leerplannen of evaluaties kunnen studenten die het contact met school hebben verloren weer bij het onderwijs betrekken. Een holistisch ondersteuningssysteem kan studenten weer op het juiste spoor brengen.

6. Internationale samenwerking

Internationale samenwerking biedt waardevolle inzichten in wereldwijde successen die als basis kunnen dienen voor onderwijshervormingen in Letland. Deelname aan uitwisselingsprogramma’s, samenwerking met internationale onderwijsexperts en het verkennen van succesvolle initiatieven van goed presterende schoolsystemen wereldwijd kunnen verbeteringen versnellen. De OESO en de EU bieden belangrijke technische begeleiding en netwerkplatforms.

  1. Betrokkenheid van ouders

Scholen moeten de deelname van ouders aan het onderwijs actief stimuleren door middel van frequente communicatie en workshops over het ondersteunen van het leren van kinderen. Door ouders te voorzien van hulpmiddelen als leesondersteuning, disciplinaire technieken en huiswerkstrategieën wordt een positieve leeromgeving thuis bevorderd. Regelmatige ouder-leerkrachtgesprekken en vrijwilligersmogelijkheden kunnen de samenwerking tussen gezin en school versterken en de resultaten van leerlingen verbeteren.

  1. Integratie van technologie

De integratie van digitale technologieën zoals online leerplatforms, interactieve simulaties, onderwijsapps en tools voor het maken van multimedia kan het onderwijs en het leren verbeteren. Dit vereist echter investeringen in infrastructuur, opleiding van leerkrachten, goed ontworpen e-content en gelijke toegang voor alle leerlingen. Door online-elementen te combineren met traditioneel klassikaal onderwijs kan het leren boeiend, collaboratief en afgestemd op diverse behoeften worden gemaakt.

  1. Kwaliteitsborgingstechnieken

Robuuste kwaliteitsborgingskaders zijn essentieel om de prestaties van scholen, de werkwijzen van leerkrachten en de resultaten van leerlingen te monitoren en te evalueren. Gestandaardiseerde beoordelingen, inspecties, enquêtes en prestatiedoelstellingen kunnen helpen bij het identificeren van verbeterpunten. Data-analyse moet als leidraad dienen voor evidence-based hervormingen en de toewijzing van middelen. Het uitwisselen van successen uit het verleden tussen goed presterende en worstelende scholen bevordert ook de groei.

  1. Uitgebreide onderwijshervormingen

Fundamentele hervormingen zijn noodzakelijk om diepgewortelde, systemische uitdagingen aan te pakken. Beleidsinitiatieven kunnen bestaan uit het moderniseren van leerplannen, het verbeteren van de status van leraren, het invoeren van rechtvaardige financieringsstructuren, het verbeteren van beroepsonderwijs en het creëren van inclusief taalbeleid. Een langetermijnplan voor gefaseerde hervormingen met duidelijke doelstellingen en monitoringsystemen kan impactvolle veranderingen teweegbrengen.

  1. Verhoging van de overheidsinvesteringen

Voldoende overheidsmiddelen zijn van cruciaal belang om impactvolle hervormingen door te voeren, de infrastructuur te verbeteren, leerkrachten te ondersteunen en de algehele kwaliteit te verbeteren. De financiering van het onderwijs in Letland blijft onder het EU-gemiddelde. Beleidsmakers moeten onderwijs tot een topprioriteit maken in de jaarlijkse begrotingen. Aanvullende steun van ouders, gemeenschappen en de particuliere sector kan cohesie en samenwerking creëren.

Concluderend kunnen we stellen dat de belangrijkste uitdagingen voor het onderwijs in Letland bestaan uit ongelijke kwaliteit, regionale verschillen, een tekort aan leraren, taalbarrières en een hoog percentage voortijdige schoolverlaters. Om deze uitdagingen aan te pakken is een multidimensionale aanpak nodig, met onder meer lerarenontwikkeling, een rechtvaardige toewijzing van middelen, meertalig onderwijs, beroepsopleiding, preventieve maatregelen, digitale adoptie, kaders voor kwaliteitsborging, overheidsinvesteringen en internationale samenwerking. Investeren in dergelijke oplossingen kan de Letse jeugd in staat stellen om uit te blinken op academisch en professioneel vlak en tegelijkertijd inclusieve groei bevorderen. Onderwijs vormt de basis voor de vooruitgang, het concurrentievermogen en de welvaart van Letland in de mondiale economie van de 21e eeuw. Met uitgebreide hervormingen en gezamenlijke inspanningen van alle belanghebbenden kan Letland de uitdagingen op het gebied van het onderwijssysteem omzetten in successen.

Een speciale vermelding gaat naar mijn dierbare vriendin Ana Mamaladze, wier waardevolle inzichten en discussies de diepgang van mijn onderzoek aanzienlijk hebben vergroot.