Advocating for Justice in Education: Broken Chalk’s Global Commitment

Good afternoon, ladies and gentlemen,
My name is Jonathan Murphy, and I am here today on behalf of Broken Chalk. I am honoured to be asked to speak here in front of you, alongside so many capable experts committed to the cause of human rights. It feels that this commitment is being tested more and more every day in the current climate.
A little bit about us – Broken Chalk is an Amsterdam based NGO focused on human rights violations in the education sector. We are a relatively new organisation established in the aftermath of the worst of Covid in October of 2020. We are a broad tent of human rights advocates, researchers, lawyers, campaigners, and interns. We aim to advocate for those targeted or pushed aside by states and governments. We do this through engagement with international bodies, including the UN, to provide swift redress to those having their rights infringed. We also seek to shine a light on the status of human rights in education all over the world, from Armenia to Zambia. We have an army of interns and volunteers who research and produce detailed reports for international organisations, stakeholders, and governments. The comprehensiveness of these reports aims to shine a light on underdiscussed issues which prevail all over the world. We believe that through raising awareness we can compel states and international institutions to honour the basic human right to education.
We envision a world where every person, regardless of background or location, has safe access to quality education.
There was a time after the fall of the Berlin wall where an assumption about human rights prevailed – one that declared the end of history and the beginning of a global acceptance of free markets, free states, and free people – in that order. This assumption imagined a world where human rights would be inalienable from the individual. Unfortunately, reality has not complied. “Human rights” are often discussed with a distinct curl of the lip – particularly by far right and totalitarian regimes. Basic rights, including the right to education are being threatened all over the world.
At Broken Chalk, we regard the right to education as one of the most fundamental human rights. However, this right, like others, is under threat. The right to education is enshrined in innumerable covenants and conventions, not least the Universal Declaration of Human Rights. We believe that education allows for the flourishing of the individual and society. It lifts people out of poverty, it leads society out of ignorance, and it propels the world into a fairer and more hopeful future. There are no excuses for governments seeking to suppress its’ access. However, UNESCO reports that at least 244 million children and young people are still not receiving education for a host of social, cultural, and economic factors. We seek to provide a bulwark between government repression of this right and the students seeking to fulfil their potential.
We do this by documenting how different factors are eroding students’ rights to education and providing non-exhaustive recommendations.
I’d like to start by talking about how state repression can affect the right to education through the targeting of students.
For example, we have documented how in Turkey, students are being targeted under the guise of security from terrorism. In May 2024, 40 individuals were arrested – including 14 minors. From this coercion where minors were interrogated for up to 15 hours without the right to legal access, prosecutors charged 37 women, predominantly university students, with terrorism. These were active, outgoing, normal students who were identified using coercive interrogations and flimsy evidence. Their student apartments were framed as “operative cells” for the Gulen movement. Yet searches found nothing. No propaganda, no documents, no incriminating materials whatsoever. What they found was the typical student room – laptops, books, and personal devices. These university students have been accused of recruiting and indoctrinating youngsters under the guise of organising social activities – shopping, tutoring, even bowling. To say the least, this is not the type of recruitment that other international terrorist organisations have sought to implement in the overthrow of the government.
Evidence of the nefarious motives of these students include the use of modern messaging apps such as Whatsapp, Telegram, and Instagram. Authorities made 75 references to the use of these platforms as proof of suspicious activity. If this were the case, I suspect each and every person in this room would be under intense scrutiny. That is to say – the use of these platforms as proof highlights the arbitrariness of the evidence being used to support one of the most serious crimes in law. To quote from the Arrested Lawyers Initiative:
The right to use encrypted communication is protected under international human rights law. Article 19 of the ICCPR and the UDHR affirm the rights to freedom of expression and privacy, both of which are reinforced by encryption. The UN has emphasized that States must protect encryption, and any interference with these rights must meet strict criteria of legality, necessity, and proportionality. Criminalizing encrypted communication without meeting these standards violates the fundamental rights of privacy and free expression.
We at Broken Chalk publicised this case and recommended the following non-exhaustive list of next steps to be taken:
1. Advocate for legal and humanitarian assistance by encouraging NGOs to provide support for the affected persons. For example, providing counselling services, funding legal defence and monitoring the conditions for the detainees to see if they align with the international standards.
2. Promote awareness and mobilize support for the current issue, as well as encouraging campaigns that support human rights. Additionally, these could also compel the Turkish authorities to adhere to international standards.
3. Call for investigation by demanding the UN organs or different human rights organizations initiate an independent investigation into the alleged violations of human rights.
Secondly, I would like to highlight how gender discrimination has had a profound effect on the right to education:
The current Taliban Government of Afghanistan have waged war on girls’ education. Since the withdrawal of US troops, the Taliban have taken control of government and society. While some may have predicted that Human Rights would not be a priority for the new regime, the swiftness of the regimes’ dismantling of the right to education has taken many aback. According to the UN, Afghanistan’s Taliban government has “deliberately deprived” at least 1.4 million girls of their right to an education since coming to power. Girls are barred access to schooling above grade 6 (around 12 years old). Young women are not allowed to take entrance exams for universities in Afghanistan; so even those who have received an education before the ban are unable to pursue further education. Chillingly, reports coming from Afghanistan indicate that further restrictions include women showing their face or speaking outside of the home. Female teachers also face significant barriers in attaining professional credentials which has had a significant impact on the number of qualified teachers available in the country. This is exacerbated by the ban on female educators teaching classes for boys. The attack on women’s right to education is, predictably, also negatively affecting the boys. At Broken Chalk, we have indicated that these measures violate numerous treaties that Afghanistan have committed to in the past.
In the face of these reforms, Broken Chalk has recommended that the following steps may be taken to redress the balance towards the universal right to education:
1. Advocate for educational programs aimed at reducing illiteracy, especially for girls and women, by encouraging partnerships between international organizations such as the EU, UN Women, and UNESCO. One example is the initiative “Empowering women and adolescent girls in Afghanistan through literacy and skills development for sustainable livelihoods”. This project could be expanded or replicated to reach more women.
2. Promote the establishment of vocational training programs and community-based education for girls and women as an alternative to the ban on secondary and higher education imposed by the Taliban. This approach would help women achieve self-employment and financial independence. Organizations like UNESCO and UNICEF have already provided such training, benefiting over 55,000 young people and adolescents, with a significant majority being women and girls.
3. Advocate for the development of teacher training programs specifically targeted at women, enabling them to pursue careers in education. This could follow the model of the UNICEF Girls’ Access to Teacher Education (GATE) programme, which empowers women by providing them with the skills needed to become educators.
Finally, I’d like to discuss how broader discrimination can negatively affect the right to education.
Gender, of course, is not the only factor which governments take into account when deciding whose rights are repressed. The decision of where money is channelled also has a direct impact on who benefits within the education sector. For example, in Russia inclusive education has not been prioritised. Educators capable of providing specific assistance to student in need are scarce, undertrained, and lack the required educational and mythological material required to meaningfully assist disabled students. This leads to student, parent, and administrator frustration with disabled students often ending their education as soon as possible. However, this is far from solely a Russian problem – countries throughout the world are struggling to provide a comprehensive, inclusive education system.
Discrimination also occurs on theological and ideological grounds. In Iran, teachers must meet “moral, doctrinal, and political obligations”. These include commitment to the rules of Islam, belief and commitment to the Republic of Iran and the constitution, and no history of support for political parties which have been OR WILL BE proscribed, unless their REPENTENCE is proven. The implication on the right to education is clear. Teachers are not selected on their ability to provide a comprehensive, quality education – but through ideological purity. This effects students too. Areas mostly populated by Sunni or other minority religions students, instead of the majority Shia, face school and resource shortages. This is not a bug, it’s a feature. In a mixed methods analysis of the curriculum of the Islamic Republic, it was also found that ‘discriminatory attitudes’, mainly towards women and religious and ethnic minorities, are not ‘accidental or sporadic’. They are rather ‘continuous, consistent, and systematic’.
Finally, I’d like to discuss structural discrimination in regard to race in the education sector. I could point to a host of nations as an example of this type of discrimination, including some uncomfortably close to home. The USA, UK, France, and even the Netherlands have not fulfilled the promise of colour bind equal education opportunities. However, I’d like to discuss the formalised system of racial discrimination in Israel. Israeli schools are divided into four different tracks: state-secular, state-religious, independent religious, and Arab. We have documented the clear budget disparities between the Jewish and Arab schools – approximately a 30% deficit. Arab students have access to fewer classrooms, fewer libraries, fewer laboratories, and fewer qualified teachers than their Jewish counterparts. Yet Palestinian Arabs must learn more subjects as Hebrew is compulsory– leaving Arab students with a higher workload and fewer resources. We have also seen organised settler violence directed against schools in the West Bank – sometimes called Judea and Samaria. At Broken Chalk, we have documented how the Israeli Government have demolished EU funded schools in this area too – under the proviso of a lack of proper permitting and building regulations.
We stand against all forms of discrimination be it racial, ideological, theological or ableism. We call on these states to help fulfil the promise of students by building a more inclusive, more equal, and more empathetic education system. We believe that the only barrier to making these essential changes is political will.
To conclude
I have tried to give a snapshot of the challenges which young people face in various countries while simply trying to pursue their fundamental right to education. These are only some examples. Our own systems are far from perfect, and there are many others which are struggling with host of equally important issues ranging from educating in a war zone to indigenous rights. This was not a speech designed to demonise political states. Yet equally, when governments blindly ratify covenants and conventions to uphold various human rights to receive the plaudits, it is the duty of international organisations, states, NGOs, and civil society to hold them to account. The right to education is not a platitude, it is a promise to our youth that we will do all we can to ensure that their potential, their life, and their happiness will be fulfilled, regardless of who they are, where they’re from, or what they believe.

Thank you so much for your time and attention today.

Featured image by Photo by Lusma Trading on Unsplash

दक्षिण अफ्रीका की शिक्षा प्रणाली में चुनौतियाँ

 

राष्ट्रीय और अंतर्राष्ट्रीय दोनों मानवाधिकार मानकों का पालन करने के लिए, दक्षिण अफ्रीका को अपने शैक्षिक क्षेत्र में कई बाधाओं का सामना करना होगा। यह लेख देश में कुछ सबसे प्रचलित शैक्षिक चुनौतियों को प्रस्तुत करेगा।

आधारभूत संरचना

आज शैक्षिक क्षेत्र में मुख्य समस्याओं में से एक छात्रों के लिए उपलब्ध सुविधाएं हैं। यह अत्यंत महत्वपूर्ण है कि स्कूलों में ऐसी सुविधाएं शामिल हैं जो बच्चों के लिए सुरक्षित हैं, और छात्रों के लिए उनकी शिक्षा को आगे बढ़ाने के लिए आवश्यक उपकरण हैं। 2013 में समान शिक्षा (ईई, 2016) के अनुसार, बुनियादी शिक्षा मंत्री एंजी मोंटशेगका ने देश भर के स्कूलों को कम से कम पानी, बिजली, इंटरनेट, कक्षा में 40 छात्रों के साथ सुरक्षित कक्षाओं के लिए बाध्य करने वाले कानून को स्वीकार किया, सुरक्षा, और विभिन्न खेलों के अध्ययन और अभ्यास के लिए आवश्यक सुविधाएं। हालांकि, लक्ष्य 2016 के लिए निर्धारित किया गया था, आज, कई स्कूलों में खराब इंटरनेट कनेक्शन की तुलना में कहीं अधिक समस्याएं हैं। देश निर्धारित लक्ष्यों को पूरा करने की ओर देख रहा है, लेकिन अभी भी एक लंबा रास्ता तय करना है। कई लेख खराब सुविधा बुनियादी ढांचे के कारण शिक्षार्थियों की मौत की सूचना पर प्रकाश डालते हैं। इसके अतिरिक्त, स्कूलों की अपर्याप्त स्वच्छता एक ऐसा मुद्दा है जो छात्रों के स्वास्थ्य को प्रभावित करता है। इसका एक उदाहरण उनके शौचालयों और गड्ढे वाले शौचालयों में देखा जाता है, जहां छात्रों को उनकी अनुचित स्वच्छता के कारण स्वास्थ्य संबंधी समस्याओं का खतरा होता है। ये बाधाएं छात्रों को उनकी शिक्षा और विकास पर ध्यान केंद्रित करने से रोकती हैं।

शिक्षा में असमानता

दक्षिण अफ्रीकी स्कूलों में असमानता काफी हद तक दिखाई देती है। एमनेस्टी इंटरनेशनल के अनुसार, शीर्ष 200 स्कूलों के बच्चे गणित में अन्य 6,600 स्कूलों के बच्चों की तुलना में अधिक अंक प्राप्त करते हैं। अन्य आंकड़े बताते हैं कि नौ साल के 75% से अधिक बच्चे अर्थ के लिए नहीं पढ़ सकते हैं। कुछ प्रांतों में यह प्रतिशत 91% तक है। शिक्षा प्रणाली अभी भी रंगभेद युग से ठीक हो रही है, जिसके परिणामस्वरूप बच्चों को उनकी पृष्ठभूमि, धन या त्वचा के रंग के कारण अलग तरह से व्यवहार किया जाता है। दक्षिण अफ्रीका में प्राथमिक शिक्षा की गुणवत्ता, यूनेस्को की एक रिपोर्ट में कहा गया है कि सैद्धांतिक रूप से, देश में सभी बच्चों की शिक्षा के तीन स्तरों तक समान पहुंच है। हालांकि, कम आय वाले समुदायों के छात्रों को स्कूली शिक्षा देने वाले कई संस्थान अपने द्वारा प्रदान की जाने वाली शिक्षा की गुणवत्ता में सुधार करने में विफल रहे हैं। सरकार को गरीबी और शिक्षा की समस्या से निपटना चाहिए।

 

 

खराब शिक्षा

इसके अलावा, स्कूलों की शिक्षा की गुणवत्ता दक्षिण अफ्रीका में एक प्रचलित मुद्दा है। 2021 में गुस्ताफसन द्वारा किए गए शोध के अनुसार, दक्षिण अफ्रीका में शिक्षकों की सेवानिवृत्ति 2030 तक चरम पर पहुंच जाएगी, जिसके परिणामस्वरूप नए प्रशिक्षित शिक्षकों और कक्षाओं और संस्थानों के पुनर्गठन की आवश्यकता होगी। वर्तमान में, आधी कक्षाओं में प्रति कक्षा 30 छात्र हैं, लेकिन अन्य 50% एक कक्षा में 50 बच्चों से अधिक हो सकते हैं। संख्या को कम करने के लिए, यह अनुमान है कि लगभग 100,000 नए शिक्षक शैक्षिक प्रणाली में प्रवेश करते हैं, जिसके लिए बड़े पैमाने पर प्रशिक्षण और वित्तपोषण की आवश्यकता होती है।

एक और चुनौती जो आज दक्षिण अफ्रीका में शैक्षिक क्षेत्र के सामने है, वह है प्रशिक्षकों की गुणवत्ता। वर्तमान शिक्षकों में से 5,000 से अधिक अपने पेशे के लिए अयोग्य हैं। नौकरी के बाजार में प्रशिक्षक प्रतिस्पर्धी नहीं हैं; उन्हें पाठ्यक्रम की बहुत कम समझ है और कोई शैक्षणिक योग्यता नहीं है, जिसके कारण छात्रों को आवश्यक ज्ञान के बिना स्कूल से स्नातक होना पड़ता है।

निरक्षरता का चक्र

अंत में, 2019 से ओईसीडी की रिपोर्ट के अनुसार, दक्षिण अफ्रीका में एनईईटी क्षेत्र (न तो रोजगार और न ही शिक्षा) में 20 से 24 वर्ष की आयु के लोगों की हिस्सेदारी सबसे अधिक है। दक्षिण अफ्रीका ने इस मानदंड पर लगभग 50% स्कोर किया, ओईसीडी रिपोर्ट द्वारा जांचे गए सभी देशों में सबसे बड़ा। प्रोफेसर खुलुवे की 2021 की रिपोर्ट में निरक्षरता की समस्या की गंभीरता पर चर्चा की गई है, जिसमें कहा गया है कि 2019 में, निरक्षर वयस्कों की दर (20 वर्ष से अधिक आयु) ) 12,1% या लगभग 4,4 मिलियन थी। यह आबादी के एक बड़े हिस्से के बराबर है जो 7वीं कक्षा या उच्च स्तर की शिक्षा प्राप्त नहीं कर रहा है। निरक्षरता अशिक्षित संतानों और समाज के लिए गैर-योगदान सहित जनसंख्या के लिए दूरगामी परिणाम प्रस्तुत करती है, इस प्रकार देश की अर्थव्यवस्था को नुकसान पहुंचाती है। दक्षिण अफ्रीका को इस मुद्दे से निपटने और जहां तक ​​संभव हो निरक्षरता के प्रतिशत को कम करने की जरूरत है।

 

संदर्भ

ईई (2006, 19 जुलाई)। स्कूल का बुनियादी ढांचा। Eqaleducation.Org.Za। 17 फरवरी, 2022 को https://equaleducation.org.za/campaigns/school-infrastructure/ से लिया गया।

अंतराष्ट्रिय क्षमा। (2020, 7 फरवरी)। दक्षिण अफ्रीका: गरीबी और असमानता को कायम रखने वाली टूटी-फूटी और असमान शिक्षा। वाह.एमनेस्टी.संगठन. 17 फरवरी, 2022 को https://www.amnesty.org/en/latest/news/2020/02/south-africa-broken-and-unequal-education-perpetuating-poverty-and-inequality/ से लिया गया।

गुस्ताफसन, एम। (2021, 26 अगस्त)। दक्षिण अफ्रीका में शिक्षक सेवानिवृत्ति की लहर आने वाली है: कक्षा के आकार के लिए इसका क्या अर्थ है। बातचीत। 17 फरवरी, 2022 को https://theconversation.com/a-teacher-retirement-wave-is-about-to-hit-south-africa-what-it-means-for-class-size-164345 से लिया गया

खुलुवे, एम. के. (2021, 1 मार्च)। दक्षिण अफ्रीका में वयस्क निरक्षरता। Www.Dhet.Gov.Za। 17 फरवरी, 2022 को https://www.dhet.gov.za/Planning%20Monitoring%20and%20Evaluation%20Coordination/Fact%20Sheet%20on%20Adult%20Illiteracy%20in%20South%20Africa%20-%20March% से प्राप्त किया गया 202021.pdf

संपादक। (2019, 27 दिसंबर)। राय: दक्षिण अफ्रीका में शिक्षा प्रणाली का सामना करने वाली चुनौतियाँ। आईअफ्रीका। 17 फरवरी, 2022 को https://iafrica.com/opinion-the-challenges-facing-the-education-system-in-south-africa/ से लिया गया।

Sfide nel sistema educativo del Sudafrica

 

Per rispettare gli standard nazionali e internazionali in materia di diritti umani, il Sudafrica deve affrontare diversi ostacoli nella sua sfera educativa. Questo articolo presenterà alcune delle sfide educative più diffuse nel Paese.

Infrastrutture

Uno dei problemi principali del settore educativo oggi è rappresentato dalle strutture a disposizione degli studenti. È di fondamentale importanza che le scuole includano strutture sicure e protette per i bambini e le attrezzature necessarie agli studenti per proseguire la loro istruzione. Secondo Equal Education (EE, 2016), nel 2013 il ministro dell’Istruzione di base, Angie Montshegka, ha accettato una legge che obbliga le scuole di tutto il Paese a disporre almeno di acqua, elettricità, internet, aule sicure con un massimo di 40 studenti in classe, sicurezza e le strutture necessarie per studiare e praticare diversi sport. Sebbene l’obiettivo sia stato fissato per il 2016, oggi molte scuole hanno problemi ben più gravi di una cattiva connessione a Internet. Il Paese sta cercando di raggiungere gli obiettivi prefissati, ma la strada da percorrere è ancora lunga. Numerosi articoli evidenziano i casi di morte di studenti a causa di infrastrutture inadeguate. Inoltre, le carenze igieniche delle scuole sono un problema che influisce sulla salute degli studenti. Un esempio è dato dai servizi igienici e dalle latrine a fossa, dove gli studenti sono a rischio di problemi di salute a causa dell’igiene inadeguata. Questi ostacoli impediscono agli studenti di concentrarsi sull’istruzione e sullo sviluppo.

Disuguaglianza nell’istruzione

Le disuguaglianze sono ampiamente visibili nelle scuole sudafricane. Secondo Amnesty International, i bambini delle prime 200 scuole ottengono punteggi più alti in matematica rispetto ai bambini delle altre 6.600 scuole. Altre statistiche evidenziano che oltre il 75% dei bambini di nove anni non è in grado di leggere in modo significativo. In alcune province, la percentuale raggiunge il 91%. Il sistema educativo si sta ancora riprendendo dall’era dell’Apartheid, con il risultato che i bambini vengono trattati in modo diverso a causa della loro provenienza, della ricchezza o del colore della pelle. The Quality of Primary Education in South Africa, un rapporto dell’UNESCO, afferma che, in teoria, tutti i bambini hanno uguale accesso ai tre livelli di istruzione del Paese. Tuttavia, molti istituti che ospitano studenti provenienti da comunità a basso reddito non sono riusciti a migliorare la qualità dell’istruzione impartita. Il governo deve affrontare il problema della povertà e dell’istruzione.

 

 

Istruzione scadente

Inoltre, la qualità dell’istruzione scolastica è un problema prevalente in Sudafrica. Secondo una ricerca condotta da Gustafsson nel 2021, il pensionamento degli insegnanti in Sudafrica raggiungerà il picco massimo entro il 2030, il che comporterà di conseguenza la necessità di nuovi educatori formati e la ristrutturazione di classi e istituti. Attualmente, la metà delle classi ha 30 studenti per classe, ma il restante 50% può superare i 50 bambini in una classe. Per ridurre il numero, si stima che circa 100.000 nuovi insegnanti entrino nel sistema educativo, il che richiede formazione e finanziamenti su larga scala.

Un’altra sfida che il settore educativo sudafricano deve affrontare oggi è la qualità degli insegnanti. Oltre 5.000 degli attuali insegnanti non sono qualificati per la loro professione. Gli insegnanti non sono competitivi sul mercato del lavoro; hanno una scarsa comprensione dei programmi di studio e nessuna competenza pedagogica, il che porta gli studenti a diplomarsi senza le conoscenze necessarie.

Ciclo di analfabetismo

Infine, secondo il rapporto OCSE del 2019, il Sudafrica ha la più alta percentuale di persone di età compresa tra i 20 e i 24 anni nel settore NEET (né occupazione né istruzione). Il Sudafrica ha ottenuto un punteggio di quasi il 50% su questo criterio, il più alto tra tutti i Paesi esaminati dal rapporto dell’OCSE. Il rapporto 2021 del professor Khuluvhe parla della gravità del problema dell’analfabetismo, affermando che, nel 2019, il tasso di adulti analfabeti (di età superiore ai 20 anni) era del 12,1%, ovvero circa 4,4 milioni. Ciò equivale a una parte considerevole della popolazione che non ha raggiunto un livello di istruzione di 7° grado o superiore. L’analfabetismo comporta conseguenze di vasta portata per la popolazione, tra cui una prole non istruita e il mancato contributo alla società, danneggiando così l’economia del Paese. Il Sudafrica deve affrontare questo problema e ridurre il più possibile la percentuale di analfabetismo.

 

Bibliografia

EE. (2006, July 19). School Infrastructure. Eqaleducation.Org.Za. Retrieved February 17, 2022, from https://equaleducation.org.za/campaigns/school-infrastructure/

Amnesty International. (2020, February 7). South Africa: Broken and unequal education perpetuating poverty and inequality. Www.Amnesty.Org. Retrieved February 17, 2022, from https://www.amnesty.org/en/latest/news/2020/02/south-africa-broken-and-unequal-education-perpetuating-poverty-and-inequality/

Gustafsson, M. (2021, August 26). A teacher retirement wave is about to hit South Africa: what it means for class size. The Conversation. Retrieved February 17, 2022, from https://theconversation.com/a-teacher-retirement-wave-is-about-to-hit-south-africa-what-it-means-for-class-size-164345

Khuluvhe, M. K. (2021, March 1). Adult illiteracy in South Africa. Www.Dhet.Gov.Za. Retrieved February 17, 2022, from https://www.dhet.gov.za/Planning%20Monitoring%20and%20Evaluation%20Coordination/Fact%20Sheet%20on%20Adult%20Illiteracy%20in%20South%20Africa%20-%20March%202021.pdf

Editor. (2019, December 27). Opinion: The Challenges Facing The Education System In South Africa. iAfrica. Retrieved February 17, 2022, from https://iafrica.com/opinion-the-challenges-facing-the-education-system-in-south-africa/

Desafios Educacionais no Brasil

Escrito por Daniel Ordoñez

Traduzido por Christiano Oliveira

O Brasil se destaca como o país de maior biodiversidade do planeta Terra e, com um território de mais de 8,51 milhões de km², é o maior país do continente sul-americano. Desde a sua independência como colônia de Portugal, sua extensão territorial e seus sistemas políticos influenciaram diretamente o desenvolvimento da população, principalmente em como o sistema educacional vem sendo estruturado e projetado. As constantes mudanças sociopolíticas e as circunstâncias econômicas têm sido fatores que influenciam diretamente o sistema educacional do país.

Este artigo descreverá os diferentes mecanismos e fatores que influenciaram a educação no Brasil, bem como as diferentes modificações sofridas ao longo das administrações federais, os projetos em andamento e os desafios enfrentados pelo sistema.

O contexto sociocultural e o sistema educacional

Com a chegada dos colonizadores portugueses ao continente sul-americano, o Brasil mudaria para sempre seu destino histórico, tornando-se a colônia mais importante e o futuro do reino português, além de influenciar a política, a estruturação do Estado brasileiro moderno e sua evolução socioeconômica. A Igreja Católica influenciou fortemente a sociedade brasileira devido ao seu passado como colônia portuguesa. Ao contrário de muitas nações europeias, o Brasil não foi afetado pelas mudanças provocadas pelo movimento da Reforma na Europa.

Durante seus primeiros anos de colonização, o Brasil foi o destino de várias missões jesuítas. Esses missionários estabeleceram as primeiras faculdades e centros educacionais no país. No entanto, no século XVIII, durante o florescimento dos movimentos iluministas, as missões jesuítas foram expulsas do país. Esse período também trouxe reformas no sistema político brasileiro, de acordo com Schwartzman (2006). Essas reformas iluministas levaram à criação do sistema nacional de educação primária do Brasil, o que significou o desmantelamento de grande parte da educação católica no país. Finalmente, vale a pena mencionar que, em 1838, o Colégio Pedro II foi fundado como a primeira escola primária do Rio de Janeiro e representou um marco importante na evolução do sistema educacional do país.

 

Crianças frequentam escola perto de Manaus, Brasil, na região amazônica. Brasil. Foto: https://www.flickr.com/photos/worldbank/3633392178

 

No século XIX, o Brasil era uma sociedade predominantemente rural com um governo altamente centralizado que tentava se adaptar às ideias dos estados-nação europeus. Além disso, a maior parte da população estava em um estado econômico precário, com várias províncias desconectadas e modelos econômicos focados exclusivamente na mineração e na exploração do açúcar (Schwartzman 11, 2006). Uma pequena elite branca de ascendência portuguesa liderava a maior parte do processo decisório, seguida por uma maioria mista de descendentes de escravos, nativos americanos e colonos portugueses.

Durante os séculos XIX e XX, a demografia do país mudou consideravelmente, recebendo um influxo de imigrantes de todos os continentes e países do mesmo hemisfério para substituir a mão de obra escrava que trabalhava nas plantações de café, tabaco e milho e, com a revolução industrial, uma parte considerável da população rural se mudou para as grandes cidades, com a promessa de empregos mais bem remunerados e melhor qualidade de vida. Em meados do século XX, estima-se que 25% da população era alfabetizada, sendo que a educação primária e secundária era responsabilidade do estado local. Imigrantes alemães, japoneses e italianos criaram suas escolas particulares, com forte influência de seus países de origem.

Em 15 de novembro de 1889, o Império foi substituído pelo regime republicano, que promoveu um estado ainda mais moderno, capaz de integrar a comunidade nacional de forma mais coerente, e estabeleceu as primeiras escolas públicas. Durante o processo de industrialização do país, iniciado no final do século XIX, as escolas não tinham um sistema que as unificasse e regulamentasse, o que, de certa forma, promoveu a implementação de políticas de modernização, com foco na criação de “grupos escolares”, utilizando as mais avançadas tecnologias arquitetônicas para a construção de escolas; organizando os alunos de acordo com sua idade e proficiência, seguindo um programa multisseriado e sequencial. Da mesma forma, foram fundadas escolas para a formação de professores profissionais denominadas “escoltas normais”, introduzindo novas técnicas de ensino e treinamento.

Com o governo de Getúlio Vargas, de 1930 a 1945 e de 1951 a 1954, foram criadas as primeiras reformas fundamentais no sistema educacional, promovendo uma metodologia mais centralizada e criando o Ministério da Educação e Cultura. Durante essa época, a oferta de educação elementar ou primária, que deveria ser obrigatória e de acesso universal, se estendia por quatro anos, acomodando crianças entre 7 e 10 anos de idade. O ginásio sucedeu a essa fase inicial, considerada como ensino secundário, que também durava quatro anos. Por fim, havia a fase do “colégio”, com duração de dois a três anos, concebida como precursora do ensino universitário. Uma característica vital que marcaria o futuro da educação no país foi a falta de interesse governamental em treinar alunos e professores em carreiras técnicas e industriais, o que deixou a porta aberta para o setor privado atender a essa demanda. Em 1931, a primeira legislação para promover universidades foi criada com o “Manifesto dos Pioneiros da Educação Nova”, implementando um modelo educacional francês e um italiano para as faculdades de Filosofia, Ciências e Letras.

Após a ditadura militar, que terminou em 1988, a nova constituição estabeleceu o direito à educação para todos os cidadãos do Brasil, permitindo às universidades autonomia em pesquisa e ensino e promovendo a educação pública gratuita do ensino fundamental ao médio. Posteriormente, em 1996, o Congresso aprovou uma nova reforma que daria às instituições educacionais maior liberdade e flexibilidade na criação de cursos e programas.

Desafios do Sistema Educacional

A tentativa de compreender e interpretar porque a educação no Brasil não progrediu tão rapidamente quanto em outros países depende do contexto histórico. Em resumo, o principal motivo é a ausência de fatores na sociedade brasileira que incentivassem seus cidadãos a estabelecer e nutrir suas instituições acadêmicas. Além disso, tanto em escala nacional quanto regional, o governo brasileiro precisava de mais recursos humanos e financeiros e do impulso necessário para integrar sua população em um sistema educacional uniforme de cima para baixo. Quanto ao desenvolvimento do sistema educacional, duas fortes tendências marcaram sua evolução: a primeira foi a proliferação do ensino fundamental e médio, e a segunda foi o estabelecimento de instituições para conferir competências profissionais e certificações oficiais.

Em seu artigo de 2006 intitulado “The Challenges of Education in Brazil” (Os desafios da educação no Brasil), Simon Schwartzman afirma que o país não tinha um sistema educacional adequadamente desenvolvido devido a vários fatores que dificultaram sua evolução. O domínio da formação de professores foi rebaixado a componentes de menor prestígio das instituições de ensino superior e do setor privado. Ele não cultivou programas robustos de pós-graduação e pesquisa como os das ciências sociais mais acadêmicas, como economia, sociologia, ciência política e ciências naturais.

O isolamento da formação de professores e do tradicional “ensino” de ciências sociais resultou em alguns resultados não intencionais. Isso levou a uma nova geração de professores bem organizados e politicamente motivados que, muitas vezes, precisam de mais habilidades de ensino ou conhecimento do assunto. Muitas vezes, eles precisam de esclarecimentos sobre metodologias ou conteúdo de ensino; surpreendentemente, descartam esses aspectos como insignificantes. Eles percebem a sociedade como injusta, com exploração desenfreada e governos demonstrando apatia em relação aos educadores e à educação. Acreditam que uma mudança significativa só pode ocorrer por meio de uma transformação ou revolução social substancial.

De acordo com Schwartzman, outro fator foi a expansão rápida e descontrolada do sistema educacional sem uma orientação clara e a aposentadoria precoce de muitos professores aposentados, com duas consequências claras. Em primeiro lugar, o ônus financeiro do ensino superior público aumentou drasticamente, o que limitou a capacidade do governo de atender à crescente demanda por ensino superior e manter salários superiores à inflação. Em segundo lugar, apenas uma fração dos indivíduos nomeados possuía a formação e as habilidades necessárias para tarefas acadêmicas avançadas. Para melhorar a qualidade da educação, novas leis foram promulgadas, com o objetivo de promover e aumentar os salários com graus educacionais mais altos, resultando em um crescimento inflacionado de programas de especialização e mestrado.

Outro aspecto essencial a ser destacado é a taxa de jovens que abandonam a educação primária no Brasil. Muitos alunos perdem a motivação para concluir seus estudos primários ou secundários devido à baixa qualidade dos professores e das aulas, ou precisam trabalhar para ganhar dinheiro para si ou para suas famílias. Isso se deve à expansão do sistema acadêmico sem a devida estruturação, com cursos irrelevantes para os jovens ou professores que precisam ser mais motivados.

 

Uma escola na região nordeste do Brasil (Escola Duarte Coelho) Foto de: https://commons.wikimedia.org/wiki/File:School_in_the_Northeast_of_Brazil.jpg

 

Durante o relatório econômico da OCDE para 2020 e 2021, durante a era Covid-19, foram destacados vários aspectos do sistema educacional que faltam ao Brasil, e foram apresentados desafios sobre seu futuro e evolução. De acordo com o relatório, a composição governamental do país e sua burocracia de dois níveis entre estados e municípios significam que nenhum sistema nacional permite o funcionamento harmônico de papéis e responsabilidades nas diretrizes de como administrar escolas e apresentar uma política educacional coerente. Considerando a estrutura educacional descentralizada do Brasil, que coloca em pé de igualdade os órgãos federais, estaduais e municipais, o estabelecimento de um Sistema Nacional de Educação é complexo. Essa questão, juntamente com as inúmeras propostas mencionadas anteriormente, continua sendo um tema de discussão entre os órgãos governamentais, a sociedade civil e o público em geral.

Outro aspecto destacado pelo relatório da OCDE é a crescente disparidade entre os sistemas de ensino público e privado. Enquanto o sistema público cobre mais de 81% da população jovem, o sistema privado atende à demanda por educação terciária, tecnologia e treinamento universitário. No Brasil, mais de 75% dos alunos de graduação estão matriculados em universidades privadas, em contraste com menos de um terço nos países da OCDE. Nas décadas anteriores, houve um aumento no número de matrículas no setor privado e no número de instituições privadas de ensino superior devido à flexibilização das regulamentações desde o final da década de 1990. Os programas de financiamento do governo, como o Fundo de Financiamento Estudantil (FIES) e o Programa “Universidade para Todos” (ProUni), facilitaram o acesso de estudantes carentes a instituições privadas. Entretanto, uma proporção mais significativa de indivíduos menos abastados está matriculada na rede pública de ensino superior em comparação com as instituições privadas (9,7% versus 5,5%). Em geral, o ensino superior é acessado principalmente pelos indivíduos mais favorecidos.

Esses números também são corroborados pelo relatório apresentado pelo Departamento de Comércio dos EUA em 2023, que mostra como as instituições privadas representam a maior parte do sistema educacional, enquanto as instituições públicas se mostram como órgãos pequenos, incapazes de atender à demanda por ensino superior. As instituições públicas de ensino superior são posicionadas como centros de aprendizado e pesquisa de alta qualidade, com procedimentos de admissão extremamente seletivos e capacidades de expansão limitadas. Por outro lado, as instituições de ensino superior privadas criaram um papel distinto, atendendo principalmente às demandas profissionais do mercado de trabalho. Consequentemente, elas formularam programas adaptáveis para atender às exigências da população ativa.

Projetos e políticas recentes

No relatório apresentado pelo UNICEF em 2018, o Brasil apresentou um programa de desenvolvimento do sistema educacional para o ano de 2021. De acordo com as prioridades nacionais e seguindo as diretrizes estabelecidas nos Objetivos de Desenvolvimento Sustentável (ODS) da ONU, o país focou seus projetos de educação em promover e “facilitar a geração e a troca de conhecimento para identificar as crianças mais excluídas e monitorar e medir o progresso das ações no cumprimento de seus direitos” (UNICEF 4, 2018). Usando a “Teoria da Mudança”, o Brasil se concentrou na criação de parcerias entre entidades públicas e privadas, abrangendo a sociedade civil, a mídia e os setores privados, para garantir o acesso à educação de qualidade para todas as crianças do Brasil, independentemente de seus estratos, etnia ou condições sociais.

Essas políticas impulsionadas pelo UNICEF tinham quatro componentes fundamentais. Em primeiro lugar, “Políticas aprimoradas para crianças excluídas”. Em segundo lugar, “Políticas sociais de qualidade para crianças vulneráveis”. Em terceiro lugar, “Prevenção e resposta a formas extremas de violência”. Além disso, como quarto e último componente, “Cidadania e participação engajadas”.

O relatório final do UNICEF mostrou resultados e progressos em várias facetas da educação no Brasil. Em primeiro lugar, foram reunidas mais evidências sobre as causas do aumento da exclusão de crianças por meio do desenvolvimento da estratégia Busca Ativa Escolar (SAS) e dos programas Caminho Escolar de Sucesso (SSP), usando o sistema SAS para monitorar e medir a identificação e a reintegração de crianças fora da escola.

Como segundo desenvolvimento, foram criados programas especializados para as crianças mais excluídas em nível nacional e subnacional; “pela implementação do SAS, por meio de articulação intersetorial, engajamento da população, diálogo com as famílias e envolvimento das escolas e troca de experiências entre os municípios e estados participantes” (UNICEF 5, 2018).

Em terceiro lugar, a retenção de meninas e meninos no sistema de educação primária aumentou significativamente, graças a políticas intersetoriais que enfatizam a diversidade e incorporam a educação contextualizada. Essas políticas estão incorporadas em uma variedade de iniciativas. Por exemplo, foi realizada uma pesquisa sobre a distorção idade-série e foram produzidos guias práticos para apoiar as estratégias educacionais. Além disso, foi realizado um seminário para apresentar a “Metodologia de Indicadores da Educação Infantil”. Essa iniciativa teve como objetivo promover um estilo de gerenciamento democrático que incentiva a participação de crianças, famílias, professores e funcionários. Um esforço notável é a “Iniciativa Portas Abertas para a Inclusão”, um Curso Online Aberto e Massivo (MOOC). Esse curso orienta como melhorar a inclusão de crianças com deficiências nas escolas, significando uma etapa essencial para a educação inclusiva.

O quarto avanço, apresentado pelo UNICEF, é a melhoria na orientação e nas políticas para a promoção de trajetórias escolares satisfatórias, incluindo crianças e adolescentes que foram vítimas de violência e abandonaram a escola ou estão em risco de abandoná-la, bem como vítimas de trabalho infantil e crianças sem registro civil.

Em quinto lugar, o envolvimento dos cidadãos na defesa dos direitos de meninos e meninas cresceu, principalmente por meio de esforços de defesa pública. A eleição geral no segundo semestre de 2018 foi aproveitada como uma oportunidade única para destacar os direitos de crianças e adolescentes. Isso foi feito por meio da campanha de defesa “More than Promises” (Mais do que promessas), criada em torno de seis questões centrais que os jovens enfrentam. A campanha também propôs ações específicas para que as autoridades eleitas abordassem essas questões, demonstrando uma abordagem proativa para a realização dos direitos das crianças.

Por fim, o relatório afirma que o nível de conhecimento e as oportunidades de mobilização e participação de adolescentes em fóruns públicos de tomada de decisão aumentaram significativamente. Esse crescimento tem sido particularmente evidente em ações que visam aprimorar o desenvolvimento e a participação de adolescentes e jovens em vários debates. Os principais tópicos incluem o uso seguro da Internet e questões de gênero. Como resultado desses esforços, mais de 30.000 adolescentes foram autorizados a participar do programa Busca Ativa Escolar em 2019, refletindo um aumento notável no engajamento dos jovens.

Imagem da capa por Matheus Câmara da Silva em https://unsplash.com/photos/6MA7HufwJkI?utm_source=unsplash&utm_medium=referral&utm_content=creditCopyText

 

Referências

The Brazilian education system | Education in Brazil : An International Perspective | OECD iLibrary. (n.d.). Retrieved May 9, 2023, from https://www.oecd-ilibrary.org/sites/c61f9bfb-en/index.html?itemId=/content/component/c61f9bfb-en

Brazil – Education and Training. (n.d.). Retrieved May 9, 2023, from https://www.trade.gov/country-commercial-guides/brazil-education-and-training

Brazil Education System. (n.d.). Retrieved May 9, 2023, from https://www.scholaro.com/db/Countries/Brazil/Education-System

Education GPS – Brazil – Overview of the education system (EAG 2022). (n.d.). Retrieved May 9, 2023, from https://gpseducation.oecd.org/CountryProfile?primaryCountry=BRA&;treshold=10&topic=EO

Education system Brazil. (n.d.). Retrieved June 11, 2023, from https://www.nuffic.nl/sites/default/files/2020-08/education-system-brazil.pdf

Reforming Brazil’s Education System – BORGEN. (n.d.). Retrieved June 11, 2023, from https://www.borgenmagazine.com/brazils-education-system/

The education system of described and compared with the Dutch system. (n.d.).

The_Challenges_of_Education_in_Brazil.pdf. (n.d.). Retrieved May 9, 2023, from https://www.researchgate.net/publication/225088750_The_Challenges_of_Education_in_Brazil

UNICEF BRAZIL Programmatic Area – Education Thematic Report March – December 2018. (n.d.). Retrieved May 24, 2023, from https://open.unicef.org/sites/transparency/files/2020-06/Brazil-TP4-2018.pdf

Press Release: International Day for Education

Children in classroom with food

On the 24th of January, the world celebrates the importance of education for peace and development with the International Day of Education. In light of this celebration, Broken Chalk reiterates the importance of education as a human right, and reaffirms its mission to address human rights violations in the educational field today. 

UNESCO has declared the theme for this year ”Learning for Lasting Peace” and is dedicating this year’s International Day of Education to the crucial role education and teachers play in countering hate speech. Education is a powerful tool that has the potential to influence future societies. If inclusive and of quality, it promotes understanding, tolerance, and peaceful coexistence among individuals and communities.

Today, a staggering 250 million children and youth find themselves out of school, while 763 million adults grapple with illiteracy. Access to education is highly unequal, meaning not every child has the same opportunity for development. Broken Chalk deems this situation unacceptable, recognizing that the right to education is being violated on a massive scale.

Broken Chalk reiterates its commitment towards Goal 4 of the 2030 Agenda for Sustainable Development (SDG4), in ensuring inclusive and equitable quality education. Considering the theme of International Day of Education 2024, “Learning for Lasting Peace”, Broken Chalk recognises that the worryingly high number of international conflicts in the last year has detrimentally affected the ability of people to access equitable and quality education. Broken Chalk calls for all stakeholders to do their utmost to focus on peaceful resolutions and policies in order to allow for greater educational accessibility and peace for students around the world.

On this International Day of Education, it is essential to recognise the importance of teachers for their role in the journey towards inclusive and equitable education. Regrettably, there is a growing shortage of teachers across the world, significantly impacting educational access and quality. Broken Chalk commits to continuing its practice of publishing “Educational Challenges” articles. Broken Chalk hopes that these articles will bring to light the difficulties teachers and other stakeholders face in their respective countries. By ensuring that the narrative around education development is broadened to include the perspectives and challenges of teachers, Broken Chalk believes that there will be more significant progress towards achieving universal education accessibility, quality and equity.

In addition to its ongoing efforts, Broken Chalk will publish several articles in celebration of the International Day of Education. Broken Chalk will continue to raise awareness, encourage dialogue, address human rights violations in education, and drive action to achieve quality education for all. 

Broken Chalk announces it to the public with due respect.

Signed,

Broken Chalk

Desafíos en el sistema educativo de Sudáfrica

 

Para cumplir con las normas nacionales e internacionales de derechos humanos, Sudáfrica debe hacer frente a varios problemas en su ámbito educativo. Este artículo presentará algunos de los desafíos educativos más prevalentes del país.

 

Infraestructura

Uno de los problemas principales del sector educativo de Sudáfrica es la infraestructura. Las facilidades de las que disponen los estudiantes son inadecuadas a las necesidades de estos. Es de suma importancia que las escuelas incluyan instalaciones que sean seguras para los niños y el equipo necesario para que los estudiantes puedan continuar la educación. Según Equal Education (EE, 2016) de 2013, la Ministra de Educación Básica, Angie Montshegka, aceptó una ley que obligaba a las escuelas de todo el país a tener como mínimo agua, luz, internet, aulas seguras con hasta 40 alumnos por clase, seguridad, y las instalaciones necesarias para estudiar y practicar una variedad de deportes. Aunque el objetivo se fijó para 2016, hoy en día muchas escuelas cuentan con problemas mucho mayores que una mala conexión a Internet. El país mira hacia el cumplimiento de las metas trazadas, pero aún queda un largo camino por recorrer. Numerosos artículos destacan las muertes reportadas de estudiantes debido a la mala infraestructura de las instalaciones. Adicionalmente, el saneamiento inadecuado de las escuelas es un problema que afecta la salud de los estudiantes. Un ejemplo de esto se ve en sus baños y letrinas de pozo, donde los estudiantes corren el riesgo de tener problemas de salud debido a su higiene inadecuada. Estos obstáculos impiden que los estudiantes se concentren en su educación y desarrollo.

Desigualdad en la educación

La desigualdad es notoriamente visible en las escuelas sudafricanas. Según Amnesty International, los niños educados en las 200 mejores escuelas obtienen mejores calificaciones en matemáticas que los niños de las otras 6,600 escuelas. Otras estadísticas destacan que más del 75% de los niños de nueve años no tienen niveles suficientes de comprensión lectora. En algunas provincias, este porcentaje alcanza el 91%. El sistema educativo aún se está recuperando de la era del Apartheid, lo que hace que los niños reciban un trato diferente debido a su origen, riqueza o tono de piel. La Calidad de la Educación Primaria en Sudáfrica, un informe de la UNESCO, establece que, en teoría, todos los niños tienen el mismo acceso a los tres niveles de educación en el país. Sin embargo, muchas de las instituciones que educan a estudiantes de comunidades de bajos ingresos no han logrado mejorar la calidad de la educación que brindan. El gobierno debe abordar los problemas de la pobreza y la educación, pues son problemas directamente conectados.

 

Mala educación

La calidad educativa que ofrecen las escuelas en Sudáfrica es otro de los problemas más prevalentes en este sector. Según una investigación realizada por Gustafsson en 2021, la jubilación de docentes en Sudáfrica alcanzará niveles máximos en el año 2030, lo que, consecuentemente, resultará en la necesidad de establecer un nuevo profesorado y una reestructuración de aulas e instituciones. Actualmente, la mitad de las clases tienen 30 alumnos por clase, pero el otro 50% puede superar hasta los 50 niños por clase. Para reducir las cifras, se estima que alrededor de 100,000 nuevos docentes deberán integrarse en el sistema educativo, lo que requiere capacitación y financiamiento a gran escala.

Otro desafío que enfrenta el sector educativo en Sudáfrica hoy en día es la calidad de los instructores. Más de 5,000 de los profesores actuales no están lo suficientemente capacitados para su profesión. Los instructores no son competitivos en el mercado laboral; tienen poca comprensión de los planes de estudios y ninguna competencia pedagógica, lo que hace que los estudiantes se gradúen de la escuela sin los conocimientos necesarios.

Ciclo del analfabetismo

Finalmente, según el informe de la OCDE de 2019, Sudáfrica tiene la mayor proporción de personas de entre 20 y 24 años en el sector NINI (ni trabajo ni educación). Sudáfrica obtuvo casi el 50% en este criterio, el mayor de todos los países examinados por el informe de la OCDE. El informe de 2021 del profesor Khuluvhe analiza la gravedad del problema del analfabetismo y afirma que, en 2019, la tasa de adultos analfabetos (mayores de 20 años) era del 12,1%, o alrededor de 4,4 millones. Esto equivale a que una parte considerable de la población no haya alcanzado un nivel superior de educación. El analfabetismo tiene consecuencias de gran alcance para la población, incluida la descendencia sin educación y la falta de contribución a la sociedad, lo que perjudica la economía del país. Sudáfrica necesita hacer frente a este problema y minimizar el porcentaje de analfabetismo lo máximo posible.

 

Traducido por Olga Ruiz Pilato

 

Referencias

EE.UU. (2006, 19 de julio). Infraestructura Escolar. Eqaleeducation.Org.Za. Recuperado el 17 de febrero de 2022 de https://equaleducation.org.za/campaigns/school-infrastructure/

Amnistía Internacional. (2020, 7 de febrero). Sudáfrica: Educación rota y desigual que perpetúa la pobreza y la desigualdad. Www.Amnistía.Org. Consultado el 17 de febrero de 2022 en https://www.amnesty.org/en/latest/news/2020/02/south-africa-broken-and-unequal-education-perpetuating-poverty-and-inequality/

Gustafsson, M. (2021, 26 de agosto). Una ola de jubilación de maestros está a punto de golpear Sudáfrica: lo que significa para el tamaño de la clase. La conversación. Recuperado el 17 de febrero de 2022 de https://theconversation.com/a-teacher-retirement-wave-is-about-to-hit-south-africa-what-it-means-for-class-size-164345

Khuluvhe, MK (2021, 1 de marzo). Analfabetismo de adultos en Sudáfrica. Www.Dhet.Gov.Za. Recuperado el 17 de febrero de 2022 de https://www.dhet.gov.za/Planning%20Monitoring%20and%20Evalue%20Coordination/Fact%20Sheet%20on%20Adult%20Illiteracy%20in%20South%20Africa%20-%20March% 202021.pdf

Editor. (2019, 27 de diciembre). Opinión: Los desafíos que enfrenta el sistema educativo en Sudáfrica. iÁfrica. Recuperado el 17 de febrero de 2022, de https://iafrica.com/opinion-the-challenges-facing-the-education-system-in-south-africa/

التحديات التعليمية في إيطاليا

“الشجاعة… أيها الجندي الصغير في الجيش الهائل. كتبك هي أسلحتك، صفك هو كتيبتك، ساحة المعركة هي الأرض بأكملها، والنصر هو الحضارة الإنسانية” (من كتاب القلب). هكذا يعالج دي أميسيس، مؤلف كتاب القلب، أحد أهم الأعمال في الأدب الإيطالي في القرن التاسع عشر، موضوع التعليم. 

بعيدًا عن النغمة الوطنية التي كانت شائعة في فترة ما بعد توحيد إيطاليا، يضع دي أميسيس على الورق أحد أبسط المفاهيم، ولكنه أيضًا من أكثر المفاهيم الأساسية التي تدور حول موضوع التعليم: الحضارة الإنسانية. 

الثقافة هي أحد العناصر التأسيسية لهوية الإنسان، ولهذا السبب يُعتبر التعليم حقًا أساسيًا يجب أن يُضمن لكل فرد بشكل عالمي وقطعي. 

هذا المفهوم يزداد أهمية عندما نضعه في سياق المجتمع المعاصر، الذي يضع العمل في قلب نموذج الإنتاج والاستهلاك. تنص المادة الأولى من الدستور الإيطالي على أن إيطاليا هي جمهورية ديمقراطية، قائمة على العمل، ولهذا السبب، ورغم التحفظات، من المثير للاهتمام التفكير في فرضية ماركس عن العمل غير القسري كوسيلة للتحرر. 

العمل المُحرَّر من الاستغلال هو “الحرية الحقيقية”: بغض النظر عن الدلالة السياسية، فإن التفسير الاجتماعي والاقتصادي لهذه الفكرة يبرز أهمية التعليم في العالم المعاصر (ماركس، ك.، 2005). إذا كان التعليم الجيد، من منظور براغماتي، هو المرحلة الأولية للحصول على وظيفة ماهرة، فيمكن القول إنه يشكل أساس استقلال الفرد الاقتصادي وبالتالي حريته الشخصية. 

تاريخ التعليم في إيطاليا 

من هذا المنظور، يصبح من الواضح أكثر مدى أهمية التعليم باعتباره جوهرًا أساسيًا حوله تطورت الحضارة الإنسانية لعدة قرون. 

بدءًا من نظام الكوروس أونوروم في روما القديمة وصولاً إلى الأديرة المسيحية في العصور الوسطى، كان التعليم دائمًا يُعتبر وسيلة للارتقاء. كانت إيطاليا مهد الثقافة النهضوية، وكذلك المكان الذي وُلدت فيه أولى الجامعات والأكاديميات العلمية (بياجيولي، م.، 1989). 

منذ الأيام الأولى بعد توحيد المملكة الإيطالية، كان من بين الأهداف الرئيسية توحيد الشعب الإيطالي تحت لغة واحدة من خلال حملة واسعة النطاق لمحو الأمية. في عام 1877، تم تقديم إصلاح مدرسي شامل بموجب قانون كوبينو، والذي نص على أن السنتين المجانيتين من التعليم الابتدائي، التي سبق إدخالها بموجب قانون كاساتي، أصبحتا إلزاميتين. بالإضافة إلى ذلك، تم إنشاء مدارس عادية لتعليم المعلمين، وزادت رواتب المعلمين بنسبة 10 في المئة، وتم بناء مدارس جديدة. جعل إصلاح كوبينو المدارس علمانية: تم إزالة التعليم الديني من المنهاج المدرسي واستبداله بالتربية المدنية. 

ومع ذلك، كان للقانون ثغرات: كانت تكاليف المدارس الابتدائية تتحملها البلديات، وتكاليف المدارس الثانوية تتحملها المقاطعات. 

هذا أظهر أول وأكبر المشكلات المتعلقة بالنظام التعليمي الإيطالي: الفجوة بين الشمال والجنوب بسبب الاختلاف في الموارد الاقتصادية للمؤسسات (دي سانكتيس، ف. وكابيلتي، 2020). 

بعد بضعة عقود، ظهرت الفجوة الاجتماعية كأحد المشاكل الأخرى ذات الأهمية الأساسية إلى جانب الفجوة الجغرافية. 

تحت الحكم الفاشي، كانت قضية بناء الإجماع أمرًا بالغ الأهمية: فقد كانت الدعاية وقمع المعارضة الأداتين الرئيسيتين اللتين استخدمهما النظام لتأميم الجماهير. وفي هذا السياق، أدرك النظام منذ البداية أهمية التعليم كوسيلة لذلك، وبدأ عملية “فاشستة” المدارس: حيث أعادت إصلاحات جنتيلي هيكلة المسار التعليمي على نموذج الهرمية الاجتماعية الفاشية، موجهة أبناء العمال والفلاحين والطبقة الحاكمة إلى مدارس مختلفة بناءً على الخلفية الاجتماعية. 

ومن هنا، يُستمد النهج الطبقي الذي لا يزال قائماً في بعض الجوانب في النظام المدرسي الإيطالي الحالي (غابرييلي، ج.، ومونتينو، د. (محرران).، 2009). 

التعريف العام وشروط التعليم في إيطاليا 
ينقسم التعليم للطالب الإيطالي إلى ثلاث مراحل مختلفة: المدرسة الابتدائية (5 سنوات)، المدرسة الثانوية الدنيا (3 سنوات)، وأخيرًا المدرسة الثانوية العليا (5 سنوات). 

المرحلتان الأوليان موحدتان، في حين تضم المرحلة الأخيرة أنواعًا مختلفة من المدارس، بما في ذلك ليتشيوم والمعاهد المهنية والمعاهد التقنية. بمجرد اختيار نوع المدرسة، يتعين على الطالب متابعة دورات محددة تتناسب مع مسار تلك المدرسة. 

يختلف اختيار المدرسة في إيطاليا عن الأنظمة الأوروبية الأخرى، حيث لا يعتمد على مكان الإقامة، مما يسمح بمرونة أكبر للطلاب وتقليل الفصل الاجتماعي. يغطي التعليم الإلزامي مدة 10 سنوات تشمل الفئة العمرية من 6 إلى 16 عامًا. 

هذا يعني أن الحصول على شهادة الثانوية العامة ليس إلزاميًا، وهذا يفسر أن نسبة السكان الذين تتراوح أعمارهم بين 25 و64 عامًا ممن حصلوا على تعليم ثانوي على الأقل تبلغ 62.9%، وهي نسبة أقل بكثير من المتوسط الأوروبي (79.0% في دول الاتحاد الأوروبي) وكذلك مقارنة ببعض الدول الكبرى في الاتحاد الأوروبي . 

قضية الجنوب 

تزداد هذه المشكلة تفاقمًا إذا ركزنا على المنطقة الجنوبية من شبه الجزيرة، التي تتمتع، كما سبق ذكره، بتنمية اقتصادية وصناعية أقل. 

ظل النظام التعليمي في منطقة ميزوجورنو بإيطاليا موضع انتقاد وقلق لفترة طويلة. فالمنطقة تواجه عددًا من المشكلات المتعلقة بالتعليم، مثل ارتفاع معدلات التسرب وانخفاض معدلات الالتحاق بالمدارس، مما يؤثر سلبًا على آفاق التنمية الاجتماعية والاقتصادية في المنطقة. ونتيجة لهذه العوامل، فإن السكان في الجنوب أقل تعليماً بشكل عام مقارنة بالشمال والمناطق الوسطى من البلاد، مما يؤثر على فرص التوظيف والتقدم المهني. 

على وجه التحديد، تبلغ نسبة البالغين الحاصلين على شهادة الثانوية العامة في الجنوب 38.5%، بينما حصل 16.2% فقط على درجة تعليمية جامعية. وعلى النقيض، في المناطق الوسطى والشمالية، تصل نسبة الحاصلين على شهادة جامعية إلى 45% وأكثر من خمس السكان. 

الفجوة الاجتماعية والاقتصادية 

كما ذكرنا سابقًا، يعد الوضع الاجتماعي والاقتصادي لعائلة الفرد مشكلة أساسية أخرى مرتبطة بالتسرب من المدرسة. 

أظهرت العديد من الدراسات البحثية أن الشباب الذين ينحدرون من أسر ذات دخل منخفض ومستوى تعليمي منخفض هم أكثر عرضة للتسرب من المدرسة مقارنة بأقرانهم من الأسر الأكثر ثراءً. الفقر وعدم الاستقرار الاقتصادي والصعوبات المالية يمكن أن تمنع الشباب من الوصول إلى الفرص التعليمية، مما يجعل التسرب من المدرسة خيارًا أكثر احتمالاً. بالإضافة إلى ذلك، قد يجد الآباء ذوو المستويات التعليمية المنخفضة صعوبة في دعم أطفالهم في التعليم بسبب القيود المالية أو نقص المهارات اللازمة. 

يبدو أن الحالة غير المؤاتية للبيئة العائلية تؤثر بشكل أكبر على معدلات التسرب المبكر من المدرسة بين الشباب الذين يعيشون في المناطق الجنوبية. في الواقع، تتشابه معدلات التسرب من المدرسة بين الشباب الذين ينحدرون من آباء ذوي تعليم متوسط وعالٍ في كل من الشمال والجنوب، لكن هناك فروقًا كبيرة في حالة الآباء الذين لديهم شهادة مدرسية متوسطة كحد أقصى (25.5% في الجنوب مقابل 18.9% في الشمال) (ISTAT، 2021). 

معالجة المشكلة 

من المهم التأكيد على أن الحالة الاجتماعية والاقتصادية للعائلة ليست قدراً محتوماً، بل هي عامل يمكن ويجب معالجته من خلال السياسات العامة والاستثمار في التعليم. 

في ضوء ذلك، تحتاج إيطاليا إلى معالجة العديد من القضايا المتعلقة بالنظام التعليمي لمواجهة عدم المساواة في الوصول إلى التعليم. يجب تقليل التفاوتات وضمان الوصول العادل إلى التعليم لجميع الطلاب، بما في ذلك من خلال الدعم الاقتصادي وبرامج الإدماج الاجتماعي. 

من الضروري الاستثمار في المدارس وتدريب المعلمين وتنفيذ برامج التوجيه والدعم للطلاب. 

يجب تحسين فعالية السياسات التعليمية من خلال تبني استراتيجيات مبتكرة تعتمد على الأدلة لتحسين جودة التدريس والتعلم. يمكن أن يساعد التدريب المستمر للمعلمين واستخدام التكنولوجيا الحديثة في تحسين جودة التعليم وزيادة اهتمام الطلاب وتحفيزهم. 

في الختام 

يتعين على إيطاليا مواجهة التحديات التعليمية باستراتيجية طويلة الأجل تستند إلى الاستثمار في البنية التحتية، وتدريب المعلمين، ودعم الطلاب. فقط من خلال التزام مشترك بين المؤسسات والمجتمع المدني والأفراد، سيكون من الممكن التغلب على التحديات الحالية وضمان مستقبل تعليمي أفضل للسكان الإيطاليين. 

بقلم ماتيلدا ريبيتي  

ترجمة رويفة الريامية  

المراجع

Marx, K. (2005). Grundrisse: Foundations of the critique of political economy. Penguin UK.

Biagioli, M. (1989). The social status of Italian mathematicians, 1450–1600. History of science, 27(1), 41-95.

De Sanctis, F., & Cappelletti, V. LA NASCITA DELLA SCUOLA ITALIANA E LA SUA EVOLUZIONE NEI PRIMI TRENT’ANNI DEL’900.

Gabrielli, G., & Montino, D. (Eds.). (2009). The fascist school: institutions, watchwords and places of the imagination. Verona: Ombre corte.

Obbligo scolastico. (n.d.). Ministero Dell’istruzione. https://www.miur.gov.it/obbligo-scolastico

Livelli di istruzione e partecipazione alla formazione. (n.d.). Livelli Di Istruzione E Partecipazione Alla Formazione. https://www.istat.it/it/archivio/262190

The Role of NGOs in Improving Access to Education in Pakistan 

Written by Mahnoor Ali

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

Current Situation of the Education System in Pakistan 

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

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

The Role of NGOs in Improving Educational Access 

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

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

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

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

Challenges and the Way Forward 

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

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

Conclusion 

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

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

References 

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

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

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between July 16th and July 31st, 2024. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

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

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

To download this edition as a PDF, click here

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

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

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

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

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

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

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 15th of July, 2024. Broken Chalk aims with this letter to increase public awareness of  Educational problems, challenges, and violations in the scope of the world. This newsletter is unique. This is a weekly newsletter in which we attempt to monitor and convey educational news from around the world in a concise manner. This monitor will be published biweekly with the effort of our young and enthusiastic team.

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

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

To Download it as PDF: Follow this link.

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

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

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

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

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