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.

Seychelles’ Educational Success: A Model for Sub-Saharan Africa?

Written by Zoë Alford

In February this year, the African Union (AU) announced that 2024 would be the “Year of Education”. With the AU working together with UNICEF, it hopes to bring the right to education to every child across the continent, while ensuring life long and resilient education systems (UNICEF, 2024).  

Substantial efforts have already been made in the last 20 years to increase education rates in Africa, with completion rates increasing from 52% to 69% between 2000 and 2022 in primary school (UNICEF, 2024). This impressive achievement means that more children are receiving an education than ever before. Despite this, the out of school population in Africa increased by 12 million between 2015-2020, with one in four school-age children still not in school (UNICEF, 2024). Quality of education is also a major concern, with 9 out of 10 children in sub-Saharan Africa unable to read and understand a simple text by age 10 (UNICEF, 2024). When looking at countries in the region that have transformed their education system, Seychelles emerges as a huge success in ensuring access to quality education for all as a fundamental human right. 

A Benchmark of Excellence

Seychelles’ educational success is underscored by its high literacy rates and strong school attendance. The government mandates free and compulsory education for children up to the age of 16, ensuring that all children, regardless of background, have access to schooling. As of 2021, the literacy rate stood at an impressive 96.9%, with over 90% of children completing their primary education (UNESCO, 2024). These metrics place Seychelles ahead of many of its sub-Saharan peers, highlighting the effectiveness of its education policies. 

Structural Foundations 

The foundation of Seychelles’ educational system lies in its well-structured policy framework. The government has consistently prioritized education, allocating a significant portion of its budget to the sector. In 2021, Seychelles dedicated 5.6% of its GDP to education, a higher rate than OECD members on average, and 2% more on average than its sub-Saharan neighbours (World Bank, 2024). This financial commitment has enabled the development of modern school facilities, updated learning materials, and enhanced the quality and number of teachers. 

One notable aspect of Seychelles’ approach is its emphasis on teacher training and professional development. By establishing thorough training programs, educators are now more prepared to meet the needs of their students. Regular workshops also help teacher’s profession development and their knowledge of the most current and effective educational practices (Campling et al., 2011).  

Inclusion and Equity  

Seychelles’ education system is also characterized by its commitment to inclusion and equity. The government has implemented policies to support children from disadvantaged backgrounds, including those with disabilities. Special education programs and inclusive education policies ensure that all children have the opportunity to learn in an environment that accommodates their needs (UNICEF Data, 2024). Seychelles has also made significant strides in achieving gender parity in its education system. Enrolmentrates for boys and girls are nearly equal and both genders perform equally well in national examinations (Okello, 2023). This achievement is particularly noteworthy in a region where gender disparities in education are often pronounced. 

The success of Seychelles’ education system is closely linked to its broader commitment to human rights. The government views education as a fundamental right and a cornerstone for national development. This perspective is enshrined in the country’s Constitution, which guarantees the right to education for all citizens (Okello, 2023). Curriculum reforms have also been introduced to integrate human rights education, promoting values such as respect, equality, and justice from an early age (UNESCO, 2022). 

Lessons for Other Countries

While Seychelles’ educational achievements are impressive, simply replicating their systemic changes onto other sub-Saharan countries would not guarantee success. Diverse socioeconomic, cultural, and infrastructural factors mean that each nation should consider Seychelles achievements and transfer only effective measures that best suit their country. The progress of Seychelles’ education system is also influenced by its several factors, for example, its small population and relatively high GDP per capita (ISS Africa, 2023). These conditions are not present is several neighbouring countries, that have larger populations and a large portion of the population living in poverty. However, there are several lessons that other countries can learn from Seychelles. By considering the most impactful structural changes in Seychelles, such as funding, teacher quality and progression development, other countries can select and prioritise what would be successful in their local contexts.  

Firstly, the prioritization of education through substantial budget allocations is crucial. While not all countries can afford to allocate such a high percentage of their GDP to education, even a modest increase in funding can significantly improve educational outcomes (World Bank, 2021). Secondly, focussing on teacher quality and professional development is essential for all countries to achieve greater education. Investing in teacher training programs and continuous professional development can enhance the effectiveness of educators, leading to better student performance (Purvis, 2017). Furthermore, policies promoting inclusion and equity can help bridge the educational gap for disadvantaged groups. Ensuring that children from all backgrounds have access to quality education can allows social cohesion and national development. Seychelles’ success in achieving gender parity in education serves as an inspiring example for other countries striving to address gender disparities (African Union, 2023). 

Conclusion 

Seychelles’ education system stands as a testament to the power of commitment, investment, and a human rights-based approach to education. Its success offers valuable lessons for other sub-Saharan countries seeking to improve their educational outcomes. While the replication of Seychelles’ model may not be straightforward, the principles underlying its achievements such as prioritising education, investing in teacher quality, promoting inclusion, and upholding human rights, are universally applicable. By embracing these principles, other countries in the region can take significant steps towards enhancing their education systems, ensuring that future generations are equipped with the knowledge and skills needed to thrive in a globalised world. 

References

The Potential Influence of a Right-Wing Government on Education in the Netherlands 

Written by Asiia Kilmukhametova 

The Netherlands, known for its progressive policies, has experienced a significant political shift with the election of right-wing parties like the Party for Freedom (PVV) and the newly founded Nationalist Socialist Coalition (NSC). With these parties securing a considerable number of seats in the Dutch House of Representatives, concerns arise regarding their potential impact on various aspects of Dutch society, including education. Particularly, their standpoint against the internationalization of higher education raises questions about the future direction of educational policies in the country. 

Historical context 

The Netherlands has been recognized for its progressive education system, which emphasizes inclusivity, diversity, and internationalization. According to the Dutch Government, of all incoming students in higher education, more than 25% are international students. Moreover, the country’s universities and schools of applied sciences are actively pursuing partnerships with institutions worldwide, providing Erasmus+ and Exchange programs, which are focused on attracting students from diverse cultural backgrounds. Dutch government have been emphasizing the importance of introducing students to international and intercultural society at a young age, and several studies showed that nearly a quarter of the Dutch population had a migrant background. 

However, the rise of nationalist movements and the growing popularity of right-wing ideologies may affect the internationalization of the Dutch education. Parties like the PVV and NSC advocate for stricter immigration policies and cultural preservation. PVV – a far-right and party leaded by Geert Wilders. Nationalist ideology mainly concerns immigrational and cultural concerns, supported by the call of PVV to ban the Quran and shut down all mosques in the Netherlands. Geert Wilders, leader of the party, stated in the past that he he hates Islam, which clearly indicates the party’s attitude toward Muslim population. The party opposes to the dual citizenships and immigration especially from non-Western countries. NSC, as well as PVV, represent conservative attitude towards immigration, stating that the number of immigrants taken each years should be halved. With right-wing coalition taking 81 out of the 150 seats in the parliament, Dutch educational system may experience major structural changes. 

Potential influence on Dutch education 

As nationalist parties gain power, minority communities, particularly Muslims, may find themselves marginalized within educational institutions. Discrimination may present itself in various forms, and it is expected that student community will particularly experience hardened admissibility rules and immigration processes. People with double citizenships may also be caught in these situations. Calls to Dutch culture may put pressure on Muslim students to conform, leading to their inability to express their cultural and religious identities.  

Furthermore, right-wing parties, namely PVV and NSC are expected prioritize policies aimed at preserving Dutch culture and language by reducing the number of foreign students in the educational institutions. This could entail stricter visa regulations, higher tuition fees for non-EU students, which are already 5 times higher than EU fee, and quotas on the enrollment of international students. The number of English-taught and double-degrees may be reduced, leading to international students choosing other destinations for their academic pursuits. 

Exchange and Erasmus + programs have long been essential components of the Dutch higher education, fostering cross-cultural exchange, and mutual understanding among students. The future of these programs may also be compromised, as the Netherlands will not be able to insure an inclusive and welcoming atmosphere for the incoming students, possibly endangering and complication their studies in the Netherlands. PVV states that the universities’ primary responsibility should be to Dutch students. From the perspective of Dutch students, the prioritization of Dutch sovereignty over international engagement can lead to the reduction of exchange programs. 

Under the rule of right-wing government, international universities whose ideologies are different from nationalist ideas may find themselves at risk of receiving less funding or facing other forms of institutional pressure. In its election manifesto, the PVV writes that all English-language undergraduate courses should be eliminated. Policies aimed at cultural preservation could prioritize funding for institutions that align with these objectives. Reduced financial support may constrain the governmental ability to attract top talent and reduce the supply of resources and opportunities for students that need them to in an increasingly competitive environment. 

Conclusion 

The potential influence of right-wing Dutch government on education raises important questions about the future direction of the country’s educational policies. While parties like the PVV and NSC may seek to limit the internationalization of higher education and promote nationalist ideas, they are likely to encounter resistance from within the education sector and broader society.  

As the Netherlands experiences the unstable and unforeseen period of political change, it must aim to uphold the principles of diversity, and academic inclusivity that have long been the merit of its education system. 

References

  • Castelvecchi, D. (2023, June 14). Shock election win for far-right worries academics in the Netherlands. Science. https://www.science.org/content/article/shock-election-win-far-right-worries-academics-netherlands
  • Buruma, I. (2008, February 17). The Muslim next door. The Guardian. https://www.theguardian.com/world/2008/feb/17/netherlands.islam
  • Groothuis, F. (2023, March 9). Internationalisation in the Netherlands: An uncertain and volatile landscape. The PIE News. https://thepienews.com/the-view-from/internationalisation-netherlands-uncertain-volatile-landscape/
  • Wikipedia contributors. (2023, June 8). New Social Contract. In Wikipedia, The Free Encyclopedia. https://en.wikipedia.org/wiki/New_Social_Contract
  • ABN AMRO Research. (2023, March 9). Dutch rates focus: Dutch elections won by far-right party PVV. ABN AMRO. https://www.abnamro.com/research/en/our-research/dutch-rates-focus-dutch-elections-won-by-far-right-party-pvv
  • Schinkel, W. (2022). Not only has the number of international students in the Netherlands increased, but so has their contribution to the economy. In R. Beckers & W. Schinkel (Eds.), Internationalisation and Higher Education (pp. 23-45). Springer. https://link.springer.com/chapter/10.1007/978-3-031-14224-6_2#:~:text=Not%20only%20has%20the%20number,than%2023%25%20(see%20Fig.
  • Nuffic. (2023). Internationalisation facts and figures. Nuffic. https://www.nuffic.nl/en/subjects/research/internationalisation-facts-and-figures
  • Van der Heijden, M. (2023, March 15). PVV and NSC win Dutch election: What’s the impact on education and research? UToday. https://www.utoday.nl/news/73552/pvv-and-nsc-win-dutch-election-whats-the-impact-on-education-and-research

Broken Chalk’s Press Release on World Refugee Day 

Mamta Rao, Rieke Lahrsen

Every year on June 20th, the world comes together to commemorate World Refugee Day – a day to raise awareness about the plight of refugees and celebrate their courage, resilience, and contributions to societies around the globe. It is a day marked by various events hosted globally that are organized by or include participation of refugees, government officials and inclusive communities.

This year’s theme is “Hope away from home”, emphasizing the importance of enabling refugees to pursue education, employment and healthy living in their place of refuge. Inclusion stands at the forefront as the most effective way to help refugees not only rebuild their own lives, but also contribute to their new communities and place of safety.

According to the United Nations High Commissioner for Refugees (UNHCR), there are currently over 100 million forcibly displaced people worldwide, including refugees, asylum-seekers, and internally displaced persons. These individuals have been uprooted from their homes due to conflict, violence, human rights violations, and increasingly, the impacts of climate change and natural disasters.

The journey of a refugee is one marked by unimaginable hardship, loss, and trauma. They have fled their homelands in search of safety, leaving behind everything they once knew and loved. Yet, in the face of such adversity, refugees continue to demonstrate an extraordinary capacity for resilience and hope.

World Refugee Day is an opportunity to honor this resilience and to remind ourselves of our shared responsibility to support and protect those seeking refuge. It is a day to amplify the voices of refugees, to listen to their stories, and to recognize the immense contributions they make to host communities.

Refugees bring with them a wealth of skills, knowledge, and cultural diversity that enriches the societies in which they settle. They are entrepreneurs, artists, scientists, and community leaders, whose determination and perseverance inspire us all.

On this World Refugee Day, let us reaffirm our commitment to upholding the rights and dignity of refugees. Let us advocate for policies that promote their inclusion and integration, and work towards creating a more just and compassionate world where no one is forced to flee their home.

Here are a few ways you can make a difference this June 20th and beyond:

Educate yourself and others: read, listen and learn about the refugee crisis and how it impacted innocent lives worldwide

Support refugee organizations: donate or volunteer your time and energy to help refugees through organizations such as UNHCR, IOM, IRAP or local assistance groups

Advocate in your community: advocate for policy changes through local engagement, support refugee-owned businesses, participate in awareness campaigns or engage with schools to integrate refugee issues into their curricula

Spread positive stories: success stories and positive personal experiences of individuals can highlight the resilience of these strong individuals and fight the negative stereotypes portrayed in the media!

Remember, refugees are not just statistics; they are mothers, fathers, sons, and daughters seeking a better life and a haven. Their stories remind us of our shared humanity and the power of hope in the face of adversity.

Together, we can build a world where refugees are welcomed, supported, and empowered to rebuild their lives and thrive.

References

International Day for Countering Hate Speech

Written by Astrid Euwe Wyss and Panashe Marie Louise Mlambo 

On 18 June, the world observes the International Day for Countering Hate Speech, established by the UN General Assembly in its resolution 75/309 on 21 July 2021.1 This day serves as a global call to action to combat hate speech in all its forms, fostering a culture of respect, tolerance, and understanding. 

The principles enshrined in the International Covenant on Civil and Political Rights emphasize that “Everyone shall have the right to hold opinions without interference” and “Any advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence shall be prohibited by law.” Broken Chalk stands firmly behind these ideals, advocating for educational environments where respect, tolerance, and mutual understanding are promoted. 

Educational institutions are critical arenas for fostering values of respect and tolerance. However, many regions around the world still struggle with the harmful effects of hate speech, which can create hostile learning environments and impede students’ educational progress.2 Broken Chalk’s efforts focus on raising awareness about these challenges and urging the international community to implement effective strategies to counter hate speech. As an international organization, Broken Chalk remains steadfast in its mission to achieve both local and global perspectives in its advocacy efforts. Through collaborative action and collective engagement, we strive to create a world where every individual has access to quality education in a peaceful, inclusive, and respectful environment. Our press releases, monitoring articles, and UN-UPR submissions are all the strides we have take to address the gaps in education and challenges affecting individuals in the educational sphere.  

“Our work is driven by a commitment to fostering respect and understanding in education. On this International Day for Countering Hate Speech, we urge governments and stakeholders to the UN to prioritize the fight against hate speech in education and to take decisive action to address systemic issues.” is a sentiment that is agreed by the Broken Chalk representatives.  

As an international organization, Broken Chalk remains steadfast in its mission to achieve both local and global perspectives in its advocacy efforts. Through collaborative action and collective engagement, we strive to create a world where every individual has access to quality education in a safe, inclusive, and respectful environment. 

Education Monitor: Around The Globe between the 16th and 30th of June, 2024

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 16th and 30th of June, 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.

June-16th-till-30th-2024-Edition

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.

Educational Challenges in Afghanistan

Written by Charlotte Lagadec-Jacob

Introduction 

The Taliban’s takeover in 2021 has had a devastating impact on the education system in Afghanistan. The declining quality of education and the promotion of gender inequality have become major concerns for the international community. Last year, UNESCO dedicated its International Day of Education to Afghan girls and women. 

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Picture by Nk Ni via Unsplash

Although Afghanistan has signed multiple UN human rights treaties and conventions, which aim for access to education to all, gender equality and children’s rights, the new education system established by the Taliban restricts access to education for young women, allows the use of corporal punishment at school and has led to a deterioration of the overall quality of education for both boys and girls.

Impact on girls and women’s educational rights

The Taliban takeover in Afghanistan had a negative impact on access to education for girls and women. This issue has been raised by the United Nations as well as NGOs in several reports. Education is a fundamental right enshrined in the Convention of the Rights of the Child. The restrictions imposed on girls and women violate several treaties signed by Afghanistan which prohibit gender-based discrimination. 

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Picture by Wanman uthmaniyyah via Unsplash 

Decrease of the school attendance rate among girls and women

The bans imposed by the Taliban on access to secondary and higher education for girls and women have resulted in a rising drop-out rate among female students in Afghanistan.  

Article 28.1 (e) of the Convention on the Rights of the Child 1989 states: 

Governments should “take measures to encourage regular attendance at schools and the reduction of drop-out rates.”

Despite the ratification of this Convention by Afghanistan, 75% girls are currently out of school. This makes Afghanistan one of the countries with the highest out-of-school rates for girls in the world.

While the ban on access to secondary education for girls was introduced in 2021 as a temporary measure, it is still ongoing. Moreover, the ban on access to university for women violates the Universal Declaration of Human Rights which states that higher education should be ‘accessible to all on the basis of merit’ as opposed to gender. 

Low literacy rate among women 

Most women in Afghanistan are currently illiterate. Despite Afghanistan being a party to the Convention on the Rights of the Child which encourages the elimination of illiteracy, the literacy rate in Afghanistan is currently among the lowest in the world. This particularly applies to women as only 20.6% of Afghan women are literate. 

Being literate is important for daily tasks and cannot be neglected. In the long term, restricting access to education might worsen this situation and jeopardise Afghan girls and women’s independence and future, as it also makes accessing information about humanitarian support more difficult. 

Impact on boys’ educational rights 

Boys are also negatively affected by the new education system introduced under the Taliban. According to Human Rights Watch, boys and their parents have noticed a deterioration in boys’ access to education as well as the quality of their education.

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Photo de Wanman uthmaniyyah sur Unsplash

Corporal punishment 

The use of corporal punishment on boys is becoming more prevalent at school and constitutes a severe violation of human rights law. The Human Rights Watch has reported an increasing use of corporal punishment at school and interference of the “Ministry for the Propagation of Virtue and the Prevention of Vice” with the functioning of Afghan schools since the new education measures were put in place by the Taliban. 

Corporal punishment violates international law and the Convention of the Rights of the Child which was signed by Afghanistan. This convention is complemented by Article 39 the Afghanistan’s education act 2008 which prohibits all forms of punishment at school. 

Afghan students have reported an increasing use of corporal punishment for moral crimes since the Taliban took power in 2021. Mental health issues such as depression and anxiety among boys are unfortunately common consequences of the restrictive measures imposed by the Taliban at school. 

Decreased school attendance rate 

As with girls, the attendance rate of boys at school has decreased since the Taliban takeover.  This may be related to the economic and humanitarian situation of the country which puts more pressure on boys, thus resulting in decreased attendance. Moreover, the regime of fear established by the Taliban at school and a loss of motivation due to the low quality of education may lead some male students to stop coming to class.

Promotion of a misogynistic society 

Barring girls and women from studying and teaching also has a negative impact on the quality of learning of boys in Afghanistan and promotes values in contradiction with human rights treaties and conventions signed by the country.

Under the Taliban regime, female teachers are restricted to teach boys and were replaced by men regardless of their qualifications and experience. Sometimes, no replacement could be found, leading to the disruption of classes.  This certainly has had a deteriorating effect on the quality of education of boys.

In addition to the decline of the quality of education caused by these replacements or teacher shortage, the new education system established under the Taliban promotes values in contradiction with rights enshrined in human rights treaties. Gender-based segregation by excluding girls from secondary schools and universities as well as the modification of the school curriculum may also have a negative impact on boys as it shows them an example of society where men and women are not equal. This promotion of misogyny violates several human rights treaties ratified by Afghanistan which provides that men and women should enjoy the same rights and be equal. 

These new decrees introduced by the Taliban regarding education constitute severe violations of human rights law.  

Impact on the overall quality of education

In addition to the ban on female teachers which severely undermines the quality of education in Afghanistan, the change of curriculum by the Taliban and the condition of facilities in some schools constitute significant challenges to the current education system of the country.

Change in curriculum 

The new curriculum established under the Taliban does not align with human rights law and appears to deny women’s rights. Human rights treaties provide that education should encourage the full development of the human personality and the respect of human rights. 

Despite the ratification of these treaties by Afghanistan, important subjects such as English, civic education, physical education, arts have been removed and the new curriculum focuses primarily on religion as well as on the view of women’s Islamic rights. A report obtained by Human Rights Watch in January 2022 which is believed to be an internal proposal for the revision of the curriculum contains discriminatory statements such as: 

“Many books have presented women’s rights as human rights. The teachers must explain women’s rights through the framework of Islam, not what the West calls women’s rights.”

Issues with the condition of educational facilities and infrastructure

Poor standards of hygiene and a lack of clean water, toilets and soap may also have an impact on school attendance. In over 50% of schools in Afghanistan, there is no clean drinking water and in over one-third of schools, there are no toilets where students can wash their hands. 

Conclusion and recommendations

Despite the ratification of multiple human rights treaties and conventions by Afghanistan, the Taliban have established an education system which causes gender-based discrimination, promotes illiteracy and allows human rights violations such as corporal punishment at school. Different recommendations can be made to address these issues. 

Combating illiteracy among girls and women in Afghanistan

The high rate of illiteracy (particularly among girls and women) in Afghanistan calls for action. For example, the EU, UN Women and UNESCO have collaborated in implementing the project “Empowering women and adolescent girls in Afghanistan through literacy and skills development for sustainable livelihoods”. Other projects could be initiated in this regard. 

Encouraging vocational and community-based education for girls and women

Among options currently available to girls and women to remedy the ban on secondary and higher education imposed by the Taliban, vocational education can be considered. This alternative can help women secure self-employment, thus allowing them to obtain financial independence. UNESCO currently provides literacy and pre-vocational training to over 55,000 young people and adolescents (over 68% of students are women and adolescent girls) in Afghanistan. UNICEF also provides children (mostly girls) with community-based education classes and teaching and learning materials. 

Providing women with teacher training

Teacher training could be provided to women who aspire to teach. This was the approach taken by UNICEF for its Girls’ Access to Teacher Education (GATE) programme. 

Addressing corporal punishment at school

The use of corporal punishment on children constitutes a severe violation of human rights law and might severely undermine the quality of education of boys as it may lead some students to drop out of school. It is urgent to act to prevent such punishments at school. 

Improving the condition of educational facilities to foster attendance at school.

Since 2024, UNICEF and the EU have joined forces in improving the condition of buildings and classrooms in 385 public primary schools in Afghanistan. UNICEF stressed the importance of ‘rehabilitating classrooms, building toilets and water systems’.

References