El 7 de octubre, Hamas lanzó un ataque en el territorio israelí, durante un festival a las afueras de la Franja de Gaza. Este suceso resultó en la trágica pérdida de más de 250 vidas de civiles israelíes, y el secuestro y captividad de incontables más en la comarca. En respuesta al ataque, Israel inició un conflicto a gran escala contra Hamas, derivando en ataques aéreos contra Gaza, y un asedio de sus fronteras. El conflicto ha tenido consecuencias devastadoras, incluyendo 3000 bajas palestinas atribuidas al ataque inicial de Hamas y 1300 civiles israelís. Este conflicto ha desencadenado una crisis humanitaria para más de 2 millones de palestinos en Gaza, la ciudad más densamente poblada del mundo.
Reflexionando sobre el coste humano, resulta desgarrador destacar que más de 1000 niños han muerto en Gaza desde el inicio del conflicto, según las cifras reveladas por el Ministerio de Sanidad de Gaza. Dado que la mitad de los 2,3 millones de habitantes de Gaza son menores de 18 años, las Naciones Unidas (ONU) y la comunidad internacional deben multiplicar sus esfuerzos para fomentar un alto al fuego inmediato, y escudriñar la adherencia de ambas partes a las normas de derecho internacional. El secretario general de la ONU, Antonio Guterres, ha pedido un alto al fuego humanitario inmediato, afirmando que “los ataques de Hamas no pueden justificar el castigo colectivo del pueblo palestino”
Los obstáculos de las conversaciones en curso más recientes, en las que participan Estados Unidos, la Unión Europea, Israel y Egipto son profundamente preocupantes. El objetivo principal de estas conversaciones es facilitar la entrada de ayuda humanitaria crítica desde Egipto a Gaza, mediante la apertura del paso fronterizo de Rafah; pero lamentablemente, estas conversaciones han sufrido dificultades, ya que Israel ha atacado el paso fronterizo de Rafah mediante ataques aéreos hasta en cuatro ocasiones distintas desde el inicio del conflicto el 7 de octubre. Cientos de camiones humanitarios egipcios están bloqueados en el paso de Rafah, y el gobierno egipcio está intentando presionar a Israel y Estados Unidos para que declaren un alto al fuego que pueda permitir que la ayuda humanitaria llegue sin restricciones a los civiles heridos.
El 17 de octubre, una violenta explosión sacudió el Hospital Baptista Al-Ahli de Gaza, donde médicos y enfermeras atendían a palestinos heridos, entre ellos mujeres y niños, y donde muchos civiles buscaban refugio. Este incidente se convirtió en el escenario del mayor número de víctimas mortales en un solo suceso durante el transcurso del conflicto, cobrándose la vida de 500 personas, según informaron las autoridades sanitarias palestinas. Los dos principales actores militares del conflicto, Hamas y las Fuerzas de Defensa israelíes, afirman que el otro bando es el responsable del incidente.
Dado que este conflicto ha provocado una crisis humanitaria sin precedentes, con casi 2,2 millones de palestinos que se han quedado sin acceso a suministros básicos, como alimentos, agua y electricidad; Broken Chalk alza la voz para pedir que se tomen medidas inmediatas para poner fin a las constantes violaciones extremas de derechos humanos, con el fin de lograr la estabilidad en la región y para toda la humanidad. Apelamos al gobierno israelí y a la comunidad internacional para que establezcan urgentemente un alto al fuego y permitan el paso de ayuda humanitaria a través de la frontera de Rafah, que abastecerá a un gran número de palestinos desplazados y afectados. Pedimos al gobierno israelí que cumpla estrictamente las normas del derecho internacional relativas a la protección de hospitales, periodistas y civiles. Creemos que es imprescindible que la comunidad internacional ejerza un mayor escrutinio sobre el gobierno de Israel para garantizar que se respetan los derechos humanos. Es urgente que Israel suspenda el asedio a Gaza para permitir que el agua, los alimentos, la electricidad y el combustible lleguen a los hospitales palestinos.
Broken Chalk lo anuncia al público con el debido respeto.
No dia 7 de outubro, Hamas lançou um ataque significativo ao território israelense durante um festival próximo às muralhas que cercam a Faixa de Gaza. Este ataque resultou na trágica perda de mais de 250 vidas de civis israelenses, sequestros e civis sendo mantidos em cativeiro. Em resposta, Israel iniciou um conflito em grande escala com o Hamas, levando a ataques aéreos em Gaza e a um cercamento de fronteira. O conflito teve consequências devastadoras, com uma estimativa de perda de 3.000 vidas palestinas durante o ataque inicial do Hamas, juntamente com a perda de mais de 1.300 vidas de civis israelenses. Estes acontecimentos desencadearam uma trágica crise humanitária para mais de 2 milhões de palestinos na cidade mais densamente povoada do mundo.
Refletindo sobre o custo humano, é desolador o notar que mais de mil crianças morreram em Gaza desde o início do conflito, conforme estimado pelo Ministério de Saúde de Gaza. Considerando que metade da população de Gaza, aproximadamente 2,3 milhões de habitantes, possui menos de 18 anos, é urgente que as Nações Unidas e a comunidade internacional redobrem esforços para promover um cessar-fogo imediato e fiscalizar a aderência ao direito internacional de ambos os lados. O Secretário-Geral da ONU, Antônio Guterres, pediu um cessar-fogo imediato, afirmando que “os ataques do Hamas não podem justificar o castigo coletivo do povo palestino”.
Os desafios das recentes discussões em andamento envolvendo os Estados Unidos, a União Europeia, Israel e o Egito são profundamente preocupantes. O objetivo principal dessas discussões é facilitar a entrada de ajuda humanitária essencial do Egito para Gaza, abrindo a passagem de Rafah; infelizmente, essas negociações têm enfrentado obstáculos significativos, levando em consideração o ataque de Israel à passagem de Rafah em quatro ocasiões desde o início do conflito, em 7 de outubro. Centenas de caminhões de ajuda humanitária egípcia estão retidos no cruzamento de Rafah, com o governo egípcio pressionando Israel e os Estados Unidos a manterem um cessar-fogo para que a ajuda humanitária irrestrita possa chegar aos civis feridos.
No dia 17 de outubro, uma explosão maciça abalou o Hospital Al-Ahli Baptist em Gaza, onde médicos e enfermeiros cuidavam de palestinos feridos, incluindo mulheres e crianças, e onde outros palestinos buscavam abrigo. Este incidente se tornou a cena com o maior número de mortes em um único evento desde o início do conflito atual, tirando a vida de 500 pessoas, conforme relatado pelas autoridades de saúde palestinas. Os dois principais atores militares no conflito, o Hamas e as Forças de Defesa de Israel, afirmam que o outro lado foi responsável pelo incidente.
Visto que este conflito resultou em uma crise humanitária sem precedentes, com quase 2,2 milhões de palestinos sem acesso a provisões básicas, como comida, água e eletricidade, a Broken Chalk eleva sua voz para pedir ação imediata a fim de interromper as contínuas e graves violações dos direitos humanos e para promover a estabilidade na região e para toda a humanidade. Pedimos ao governo israelense e à comunidade internacional que realizem urgentemente um cessar-fogo e permitam a passagem de ajuda humanitária pela fronteira de Rafah, atendendo a muitos palestinos deslocados e afetados. Exigimos que o governo israelense respeite estritamente as regras do direito internacional relacionadas à proteção de hospitais, jornalistas e civis. Acreditamos ser essencial que a comunidade internacional exerça maior escrutínio sobre o governo de Israel para garantir a proteção dos direitos humanos. É urgente que Israel suspenda o bloqueio a Gaza para permitir que água, comida, eletricidade e combustível cheguem aos hospitais palestinos.
A organização Broken Chalk anuncia isso ao público com devido respeito,
Il 7 ottobre, Hamas ha lanciato un attacco sul territorio israeliano, durante un festival appena fuori le mura che circondano la Striscia di Gaza. Questo evento ha portato alla tragica perdita di oltre 250 vite di civili israeliani, con molti altri rapiti e tenuti in ostaggio in un territorio isolato. In risposta, Israele ha dato inizio a un conflitto su larga scala con Hamas, portando a bombardamenti su Gaza e a un completo assedio dei confini. Il conflitto ha avuto conseguenze devastanti, con una stima di 3.000 vittime palestinesi attribuite all’iniziale attacco di Hamas, assieme alla perdita di 1.300 vite di civili israeliani. Ciò ha scatenato una tragica crisi umanitaria per oltre 2 milioni di palestinesi nella città più densamente popolata del mondo.
Riflettendo sui costi umanitari, è straziante notare che più di 1.000 bambini sono morti a Gaza dall’inizio del conflitto, come stimato dal Ministero della Salute di Gaza. Dato che la metà dei 2,3 milioni di abitanti di Gaza ha meno di 18 anni, le Nazioni Unite e la comunità internazionale devono raddoppiare i loro sforzi per incoraggiare una immediata tregua e monitorare entrambe le parti nel rispetto delle regole del diritto internazionale. Il Segretario Generale delle Nazioni Unite, Antonio Guterres, ha richiesto una immediata tregua umanitaria, dichiarando: “L’attacco di Hamas non può giustificare una punizione collettiva per la popolazione palestinese.”
I problemi nelle recenti discussioni in corso che coinvolgono gli Stati Uniti, l’Unione Europea, Israele e l’Egitto sono motivo di profonda preoccupazione. L’obiettivo primario di queste discussioni è di facilitare l’entrata di aiuti umanitari vitali dall’Egitto a Gaza, attraverso l’apertura del passaggio di Rafah; sfortunatamente, queste negoziazioni hanno incontrato ostacoli significativi, dal momento che Israele ha preso di mira il passaggio di Rafah con bombardamenti in quattro occasioni dall’inizio del conflitto il 7 ottobre.
Il 17 ottobre, una violenta esplosione ha scosso l’Al-Ahli Baptist Hospital a Gaza, dove medici e infermieri stavano assistendo i palestinesi feriti, tra cui donne e bambini, mentre altri cercavano ancora rifugio. Questo incidente è diventato il luogo del più alto bilancio delle vittime in un singolo evento dall’inizio del conflitto, con la perdita di 500 persone, come riportato dalle autorità sanitarie palestinesi. Entrambi i principali attori militari nel conflitto, Hamas e le Forze di Difesa Israeliane, affermano che l’altra parte sia responsabile dell’incidente.
Data la crisi umanitaria senza precedenti dovuta a questo conflitto, con quasi 2,2 milioni di palestinesi senza accesso a provviste come cibo, acqua, elettricità, Broken Chalk necessita di un’azione immediata per fermare le correnti estreme violazioni dei diritti umani, per portare stabilità nella regione e per tutta l’umanità. Chiediamo al governo israeliano e alla comunità internazionale di dichiarare urgentemente una tregua e permettere il passaggio di aiuti umanitari attraverso il valico di Rafah, fornendo assistenza a numerosi palestinesi sfollati e colpiti. Riteniamo che la comunità internazionale debba esercitare maggiore vigilanza sul governo israelita per assicurare il rispetto dei diritti umani. Israele deve urgentemente ritirare l’assedio di Gaza per permettere agli ospedali palestinesi di ricevere acqua, cibo, elettricità e carburante.
17 Ekim’de Hamas, Gazze Şeridi’ni çevreleyen duvarların hemen dışında düzenlenen bir festival sırasında İsrail topraklarına önemli bir saldırı başlattı. Bu olay, 250’den fazla İsrailli sivilin trajik ölümüyle sonuçlandı, birçok kişi kaçırıldı ve enklavda tutsak edildi. Yanıt olarak İsrail, Hamas’la tam ölçekli bir çatışma başlattı, Gazze’ye hava saldırıları düzenledi ve kapsamlı bir sınır kuşatması gerçekleştirdi. Çatışma, tahmini 3.000 Filistinli’nin Hamas’ın ilk saldırısına bağlı ölümüyle ve 1.300’den fazla İsrailli sivilin kaybıyla yıkıcı sonuçlara yol açtı. Dünyanın en yoğun nüfuslu kentindeki 2 milyondan fazla Filistinli için trajik bir insani krizi tetikledi.
İnsan maliyeti üzerine düşünüldüğünde, Gazze Sağlık Bakanlığı’nın tahminlerine göre, çatışmanın başından bu yana Gazze’de 1.000’den fazla çocuğun öldüğünü belirtmek yürek burkucudur. Gazze’nin 2.3 milyonluk nüfusunun yarısı 18 yaşın altında olduğundan, Birleşmiş Milletler ve uluslararası toplum, derhal bir ateşkesi teşvik etmek ve her iki tarafı da uluslararası hukuk kurallarına uygunluk konusunda sorgulamak için çabalarını iki katına çıkarmalıdır. BM Genel Sekreteri Antonio Guterres, “Hamas saldırıları Filistin halkının toplu cezalandırılmasını haklı çıkaramaz” diyerek derhal insani bir ateşkes çağrısında bulundu.
ABD, Avrupa Birliği, İsrail ve Mısır’ı içeren devam eden tartışmalardaki son zorluklar derin endişe vericidir. Bu tartışmaların temel amacı, Rafah geçiş noktasının açılması suretiyle Mısır’dan Gazze’ye kritik insani yardımların girişini kolaylaştırmaktır; fakat, bu müzakereler, 17 Ekim’de çatışmanın başlamasından bu yana İsrail’in Rafah geçiş noktasını dört kez hava saldırılarıyla hedef alması nedeniyle önemli engellerle karşılaşmıştır. Yüzlerce Mısır insani yardım kamyonu Rafah geçiş noktasında sıkışıp kalmış durumda, Mısır hükümeti ise birçok yaralı erkek, kadın ve çocuğa engelsiz insani yardım ulaşabilmesi için İsrail ve ABD’ye ateşkes yapmaları için baskı yapıyor.
17 Ekim’de, Gazze’deki Al-Ahli Baptist Hastanesi’nde yaralı Filistinli’lere, kadın ve çocuklar da dahil olmak üzere yardım eden doktor ve hemşirelerin bulunduğu, diğer Filistinlilerin de sığınak aradığı bir hastanede büyük bir patlama meydana geldi. Filistin sağlık makamlarının bildirdiğine göre, bu olay, şu anki çatışmanın başlamasından şimdiye kadar yer alan olaylardan en yüksek ölüm sayısının görüldüğü olay oldu ve 500 kişi hayatını kaybetti. Çatışmanın her iki ana askeri aktörü Hamas ve İsrail Savunma Kuvvetleri, olaydan diğer tarafın sorumlu olduğunu iddia ediyor.
Bu çatışma, neredeyse 2.2 milyon Filistinlinin gıda, su ve elektrik gibi temel ihtiyaçlara erişimden mahrum bırakılmasıyla emsalsiz bir insani krize yol açtığından, Broken Chalk, bölgede ve tüm insanlık için istikrarı sağlamak amacıyla devam eden aşırı insan hakları ihlallerini durdurmak için derhal harekete geçilmesi çağrısında bulunuyor. İsrail hükümetine ve uluslararası topluma, birçok yerinden edilmiş ve etkilenmiş Filistinli’ye yardım sağlamak için Rafah sınırından insani yardımın geçişine izin vermek üzere derhal ateşkes yapılması çağrısında bulunuyoruz. İsrail hükümetinin hastaneleri, gazetecileri ve sivilleri koruma konusunda uluslararası hukuk kurallarına sıkı sıkıya uymasını talep ediyoruz. Uluslararası toplumun, insan haklarının korunmasını sağlamak için İsrail hükümetine daha fazla denetim uygulamasının şart olduğuna inanıyoruz. İsrail’in, Filistin hastanelerine su, gıda, elektrik ve yakıtın ulaşabilmesi için Gazze üzerindeki kuşatmayı kaldırması acil bir ihtiyaçtır.
In the chronicles of global education, Taiwan has etched its name with an education system renowned for academic excellence and unwavering standards. However, beneath the surface of this claim lies a pressing concern – the mental health challenges faced by high school students. The Taiwanese education system, marked by intense competition and high expectations, places an enormous burden on students striving for scholastic distinction and coveted spots in prestigious universities. This relentless pursuit of achievement, compounded by societal expectations and the looming fear of failure, exacts a toll on the mental well-being of students, giving rise to pervasive issues such as chronic stress, anxiety, depression, or burnout.
Navigating the landscape of mental health in Taiwanese high schools is further complicated by deeply ingrained cultural stigmas. These often shroud the struggles in silence and shame, creating barriers that hinder students from seeking help and perpetuating a distressing cycle. While strides have been made in addressing these concerns, there remains an imperative to foster a culture of openness and support. This article endeavours to unravel the complex layers of these struggles and aims to spark conversations that propel positive transformation.
Education in Taiwan
The Taiwanese education system is deeply rooted in the legacy of Confucian values and places a strong emphasis on academic achievement, discipline, and respect for authority. Spanning several years of education, it aims to prepare students for future scholastic and career pursuits. It begins with six years of elementary education, where students acquire foundational knowledge in subjects such as mathematics, Chinese language, English, science, and social studies. This phase focuses on building a strong educational base and developing essential skills in communication and problem-solving. Following elementary school, students progress to three years of junior high school. Here, they delve deeper into various subjects and receive more specialised instruction.
The curriculum expands to include subjects such as literature, history, geography, biology, chemistry, and physics. Additionally, students begin to explore elective courses based on their interests and career aspirations. The final stretch of the Taiwanese education system consists of three years in senior high school. This phase is crucial as it prepares students for the university entrance exams, which have a significant impact on their future academic pursuits. Senior high school students focus intensively on exam preparation, dedicating considerable time and effort to studying and reviewing the required curriculum.
The pinnacle of this academic odyssey culminates in the monumental university entrance exams, a rite of passage that echoes Confucian principles of meritocracy. The General Scholastic Ability Test (GSAT), commonly known as the joint college entrance exam, assesses students’ knowledge and skills across various subjects, including Chinese language, English, mathematics, natural sciences, and social sciences. The results of this exam play a vital role in determining students’ eligibility for admission into universities and colleges. Success in these exams is often equated not just with educational achievements but with societal stature.
To support students in their academic journey, Taiwan has made significant investments in education, with a focus on providing modern facilities and resources to enhance the learning experience. Schools are well-equipped with advanced laboratories, libraries, and multimedia classrooms. The integration of technology in education has become increasingly prevalent, with the use of computers, tablets, and online resources to support teaching and learning. The country also has a robust network of cram schools, also known as buxiban. Approximately 70 per cent of high school students in Taiwan attend cram schools, and 60 per cent of middle school students attend them as well. These privately-run institutions offer supplemental education and exam preparation services. Cram schools provide additional tutoring, practice exams, and study resources to help students excel in their studies and increase their chances of success in the university entrance exams.
The Taiwanese education system is characterised by a strong commitment to quality education and continuous improvement. Schools in Taiwan are equipped with modern facilities, and teachers undergo rigorous training to ensure their competence and ability to deliver effective instruction. The emphasis on discipline and respect for authority creates a structured learning environment that promotes academic excellence and personal growth. Yet, woven into this tapestry of academic dedication are the challenges that underpin the mental health of high school students. The intense competition inherent in the system, coupled with societal expectations and the fear of failure, casts a looming shadow. Stress, anxiety, and, at times, depression become companions in this arduous journey.
In Taiwan, high school students face significant mental health challenges that have a profound impact on their well-being, academic performance, and overall quality of life. Stress, anxiety, depression, and burnout are common issues experienced by Taiwanese high school students, with alarming statistics highlighting the prevalence of these mental health concerns. Academic pressure is a major contributor to the mental health issues faced by high school students in Taiwan. The intense focus on academic achievement and the competitive nature of university entrance exams places immense pressure on students. According to a study conducted by the Child Welfare League Foundation, over 70 per cent of high school students in Taiwan experience high levels of stress. The fear of not meeting expectations and the pressure to excel academically can lead to heightened anxiety levels and burnout.
One of the significant barriers to addressing mental health issues among Taiwanese high school students is the cultural stigma surrounding mental health. Traditional beliefs and cultural norms often view mental health problems as a sign of weakness or personal failure. This stigma prevents students from seeking help and perpetuates the cycle of suffering. According to research conducted by the Taiwan Suicide Prevention Center, the suicide rate among students aged from 15 to 24 has been increasing, underscoring the urgency of addressing mental health concerns.
Efforts have been made in Taiwan to address mental health issues among high school students. Schools have implemented counselling services and mental health programs to provide support and resources for students. The Ministry of Education has also developed guidelines for mental health promotion in schools, emphasising the importance of awareness, prevention, and early intervention. These initiatives aim to create a supportive environment and reduce the stigma surrounding mental health. However, despite these efforts, there are still many challenges in effectively addressing mental health issues among Taiwanese high school students. One of the key challenges is the lack of sufficient resources and funding for mental health support in schools. The demand for mental health services often exceeds the available resources, leading to long waiting lists and limited access to timely support for students.
Another challenge is the need to increase awareness and education around mental health. While progress has been made in reducing the stigma associated with mental health, there is still a long way to go. Many students, parents, and educators may still lack understanding and knowledge about mental health issues, which can hinder early identification and intervention. Additionally, the pressure to achieve high academic performance remains deeply ingrained in the education system and society, making it difficult to shift the focus towards holistic well-being. The emphasis on standardised tests and university entrance exams creates a competitive environment that prioritises academic success over mental well-being. To address this challenge, a comprehensive approach is needed, involving not only schools but also policymakers, parents, and the wider community.
To truly address mental health issues among high school students in Taiwan, it is crucial to rely on facts and statistics to highlight the severity of the problem. By emphasising the prevalence of stress, anxiety, depression, and burnout among students and showcasing the impact of these issues on their well-being and academic performance, we can raise awareness and advocate for better support and resources. Additionally, it is important to continue promoting a supportive and inclusive environment in schools, where students feel comfortable discussing their struggles and seeking help without fear of judgment or stigma.
Conclusion
In conclusion, the Taiwanese education system, deeply rooted in Confucian values, places a strong emphasis on academic achievement. High school students face intense competition and pressure to excel academically and secure admission to prestigious universities. This, combined with a rigorous curriculum, heavy workload, and societal expectations, can contribute to mental health challenges such as stress, anxiety, and a sense of constant pressure. Promoting a supportive environment, addressing stigma, and prioritising students’ well-being are essential steps toward addressing these challenges and fostering a healthier educational culture in Taiwan. Last but not least, it is essential to recognise that the problem discussed above extends beyond the Taiwanese borders, resonating with many other countries in the Sino-sphere where the pressures of academic achievement and the accompanying mental health challenges are shared experiences.
References
Chiang, Y-L. (2022). “Exams or applications? Elite Taiwanese students’ perceptions and navigation of college admissions system”, International Journal of Comparative Sociology, 63(1-2): 30 – 50.
Hong, X. (2021). “[The Melancholy Generation] Teenagers are suspended from classes … Staying at home all days. 4 ways to avoid depression”, https://vip.udn.com/vip/story/121160/5487735. Consulted on 28 September 2023.
Broken Chalk proudly presents the eleventh edition of “Education Monitor: Around the Globe” between the 16th and 31st of August, 2023. 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.
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.
The following report has been drafted by Broken Chalk as a stakeholder contribution to the fourth cycle of the Universal Periodic Review [UPR] for the Islamic Republic of Afghanistan. As Broken Chalk’s primary focus is to combat human rights violations within the educational sphere, the contents of this report and the following recommendations will focus on the Right to Education.
Four decades of sustained conflict have heavily affected Afghanistan’s educational landscape. Recurrent natural disasters, chronic poverty, drought, and the COVID-19 pandemic have exacerbated the situation for Afghan children and have taken a toll on the fragile education system.[i]
The current Taliban policies governing education are enshrined in documents distributed to education officials across different levels within the movement.[ii] The Taliban education philosophy follows a unique mixture of Pashtun culture and Islamic law, highly prioritising religious education. However, the Taliban’s High Commission for Education also emphasises the need for “modern” education alongside religious teachings.[iii]
Although the overarching education policy acknowledges the need for secular subjects to be taught alongside religious ones in schools, these statements are directly followed by religiously motivated restrictions that imply that a series of topics included in the state curriculum should be eliminated and not taught (particularly about subjects such as history and biology).[iv]
The current practices and decisions on education established by the Taliban regime contradict national and international laws. Afghanistan’s Constitution (Articles 43-44), adopted in 2004, guaranteed equal access to education for boys and girls. The Education Law 2008 once again addressed equal rights for all children, free and compulsory education until ninth grade, and free education until attaining a Bachelor’s degree. At the international level, Afghanistan has ratified the 1948 Universal Declaration of Human Rights (UDHR, Article 26 recognising the Right to Education) and other human rights treaties that reaffirm the Right to Education (i.e. CESCR Articles 13-14; CRC Articles 28-29; CEDAW Article 10).[v]
Gender inequality, poverty, and questionable legislation, combined with factors such as traditional gender norms and practices, a shortage of schools, insufficient transportation, and geographical barriers, have led to an estimated 3.7 million Afghan children being out of school, 60% being girls.[vi]
[i] UNESCO. “Protecting Education in Afghanistan.” Unesco.org. February 2, 2023. https://www.unesco.org/en/emergencies/education/afghanistan.
[ii] Amiri, Rahmatullah, and Ashley Jackson. “Taliban Attitudes and Policies towards Education.” ODI Centre for the Study of Armed Groups: (February 2021): 13. https://cdn.odi.org/media/documents/taliban_attitudes_towards_education.pdf
[iii] Ibid.
[iv] Amiri and Jackson, “Taliban Attitudes and Policies towards Education”, 19.
[v] Rezai, Hussain. “The Taliban Rule and the Radicalisation of Education in Afghanistan.” GlobalCampus of Human Rights – GCHR. November 24, 2022. https://gchumanrights.org/preparedness-children/article-detail/the-taliban-rule-and-the-radicalisation-of-education-in-afghanistan-4945.html.
At first glance, Austria seems ideal for living and studying. Its capital, Vienna, has been named the most liveable city in the world for the second year in a row. Its educational system is known for its high standards, high quality, and a strong diversification of programmes at all levels of education. According to Article 14 of the Austrian Federal Constitutional Law, “democracy, humanity, solidarity, peace and justice, openness and tolerance towards everyone regardless of race, social status and financial background” are fundamental principles that lay at the core of education in Austria. Unlike many other European countries, Austria offers free higher education for EU citizens, making it attractive for international students. The generous government spending on education is undoubtedly a factor making this possible. Add onto this a rich cultural heritage and some stunning landscapes, and the picture looks flawless. However, in reality, Austria, just like any other country, has to face its own set of educational challenges.
Cross-regional disparities
In Austria, regional inequalities in children’s access to and participation in education become increasingly evident when looking at non-compulsory levels of education. The enrolment rate of 3-5 year-olds varies from 82% in the region of Styria to 95% in Lower Austria. When looking at other age groups, enrolment rates range from 97% to 100% across regions for 6-14 year-olds and from 67% to 91% for 15-19 year-olds.
Similarly, the share of 25-64 year-old adults with tertiary education varies from 29% in the region of Vorarlberg to 43% in Vienna. These variations across different regions of the country reflect more than just differences in educational opportunities. To a large degree, they are caused by economic conditions and internal migration patterns.
Tracking of students at a young age
The tracking of students into different types of schools starts at 10, much earlier than the OECD average age of 14. Such an approach may pose significant challenges in terms of equity if not managed properly. OECD evidence shows that early tracking can increase
inequities in students’ learning and exacerbate socioeconomic background’s impact on performance. Although in Austria, the selection into educational tracks is formally based on academic achievements and the recommendations of teachers, in practice, socioeconomic background plays an essential role for families when deciding on a track at the end of primary education.
To reduce the impact of early tracking and provide more equitable learning outcomes for all students, a new lower secondary school model, the New Secondary School (Neue Mittelschule, NMS), was introduced in 2007-2008. However, according to a summative evaluation from 2015, the project has had mixed results. Deficiencies in the implementation process were found, with interpretations of the new model varying between schools and students’ overall levels of achievement were needing improvement.
Teacher Helping a Student / Picture by Max Fischer via Pexels
Integration of students with immigrant backgrounds
Austria faces challenges in increasing the participation of children from certain backgrounds in Early Childhood Education and Care (ECEC), including immigrant children and reducing the achievement gaps between students from disadvantaged or immigrant backgrounds and their peers.
According to data from PISA 2015, students with an immigrant background made up 20.3% of the total student population in Austria, a percentage significantly higher than the OECD average of 12.5%. Education outcomes for students with an immigrant background remain significantly below those of other students. Additionally, grade repetition is higher amongst immigrant students, with 26.5% of immigrant students reporting having repeated a grade, compared to 12.1% of non-immigrant students (above the OECD average of 19.9% and 10.9%, respectively). According to Eurostat evidence, foreign-born students also have almost three times the early school leaving rates of native-born students.
In analyzing and comparing the situation of children of Turkish migrants in France, Sweden, and Austria, academic Philipp Schnell finds that when it comes to the scale of the disadvantages suffered by children of this background in the education system, Austria is the unequivocal leader. Schnell gives the following explanation for this disparity:
“ The crucial factors are the intensity of the interaction between the structures of the school system and family resources, as well as the time at which this interaction begins. In the Austrian education system, it has to begin at an earlier point than in other countries.”
Thus, in other words, Turkish families and families of different migrant backgrounds often cannot find and allocate the resources that the Austrian system requires at such an early point in time.
Furthermore, when admitting a pupil into the Austrian school system, there are no formal test procedures for assessing the child’s competence in German. Children whose competence in German is insufficient to follow classes are admitted as so-called ex-matriculate pupils for a maximum of two years. Afterwards, it is automatically assumed that pupils can generally follow tuition in the classroom, even though their competence in German is not yet comparable with that of native speakers. This language barrier could have a negative impact on pupils’ education, literacy, and their further trajectory in life. Indeed, a 2022 report shows that the Austrian educational system has yet to fully succeed in guaranteeing that immigrant children can read and write German fluently after nine years of schooling.
Access to education for asylum seekers
Asylum-seeking children can attend primary and secondary school only after their asylum application has been admitted to the regular procedure. Attendance in public schools is not provided for them during the period in which they reside in the initial reception center of the state.
Obtaining access to education for asylum seekers older than 15 can pose difficulties, as schooling is not compulsory after the age of 15 for asylum seekers. Moreover, children who did not attend the mandatory school years in Austria have difficulties continuing their education. Special courses are available free of charge only for unaccompanied children who have not successfully finished the compulsory last school year. This possibility is often not available for free for children accompanied by their families.
Discrimination
In addition to the practical challenges described above, students from various backgrounds face discrimination, which remains a prominent issue in Austrian schools. In 2022, 158 discrimination cases in the education system were reported to the Austrian Initiative for a Non-Discriminatory Education System (IDB – Initiative für ein diskriminierungsfreies Bildungswesen). According to the organization, 84% of reports are cases of racial discrimination. Around 36% of all cases of discrimination reported to the IDB involved decidedly anti-Muslim, racist and/or Islamophobic discrimination and 1% of all cases reported involved anti-Semitic discrimination.
The Matura exam
The Matura, officially called Reifeprufung, is the Austrian “general school-leaving examination” and represents a prerequisite for higher education such as university, academy, technical university, and college. The exam consists of written examinations, three to four tests lasting for up to five hours each on consecutive mornings in May, and oral examinations, which are held about one month after the written ones.
The Austrian Matura has gone under severe criticism over the years. Critics argue that the exam’s structure is too rigid and fails to assess students’ practical skills and critical thinking abilities adequately. Many experts argue that the system encourages students only to memorize certain subjects and themes, hindering creative thinking. Some specialists have called the Matura “a real lottery system”, with a lot depending on whether the students studied and memorized the particular subject more in-depth than others. Additionally, the Matura exam can be criticized from a socioeconomic perspective, as it may favour students from more privileged backgrounds with access to additional tutoring and resources.
Conclusion
Beneath Austria’s charming exterior, its educational system grapples with hidden challenges. These challenges aren’t exclusive to Austria; they mirror issues prevalent in educational systems worldwide. The disparities in education attainment across regions aren’t just about geography; they echo global struggles with economic inequality. Early student tracking highlights the perennial debate between early specialization and nurturing diverse talents. The challenges immigrant students face mirror those in many diverse societies striving for inclusive education. Discrimination, an unfortunate reality, persists not only within Austrian classrooms but in classrooms everywhere.
Austria’s educational journey is a reminder that no nation is immune to these challenges. It’s a call to action for policymakers, educators, and communities in Austria and worldwide. Before them stands the question: How do we balance tradition and innovation, inclusivity and excellence, uniformity and individuality? This is no simple question, but it brings us closer to reaching the universal goal of a fairer, more equitable education system.
On October 7th, Hamas launched a significant attack on Israeli territory during a festival just outside the walls surrounding the Gaza Strip. This event resulted in the tragic loss of over 250 Israeli civilians’ lives, with many others kidnapped and held captive in the enclave. In response, Israel initiated a full-scale conflict with Hamas, leading to airstrikes on Gaza and a comprehensive border siege. The conflict has had devastating consequences, with an estimated 3,000 Palestinian casualties attributed to Hamas’ initial attack, alongside the loss of over 1,300 Israeli civilian lives. It has triggered a tragic humanitarian crisis for over 2 million Palestinians in the world’s most densely populated city.
Reflecting on the human cost, it is heartbreaking to note that over 1,000 children have died in Gaza since the start of the conflict, as estimated by the Gaza Health Ministry. As half of Gaza’s 2.3 million population is under 18, the United Nations and the international community must redouble their efforts to encourage an immediate ceasefire and scrutinise both sides on their adherence to the rules of international law. UN Secretary-General Antonio Guterres has called for an immediate humanitarian ceasefire, stating that “Hamas attacks cannot justify the collective punishment of the Palestinian people.”
The challenges of recent ongoing discussions in progress involving the United States, the European Union, Israel, and Egypt are deeply concerning. The primary goal of these discussions is to facilitate the entry of critical humanitarian aid from Egypt to Gaza by opening the Rafah crossing; regrettably, these negotiations have faced significant obstacles, as Israel has targeted the Rafah crossing with airstrikes on four occasions since the onset of the conflict on October 7th. Hundreds of Egyptian humanitarian trucks are stuck at the Rafah crossing, with the Egyptian government pressuring Israel and the US to hold a ceasefire so that unrestricted humanitarian aid may reach many wounded men, women, and children.
On October 17th, a massive blast rocked Al-Ahli Baptist Hospital in Gaza, where doctors and nurses were tending to injured Palestinians, including women and children, and other Palestinians still were seeking shelter. This incident became the site of the highest death toll of any single event since the start of the current conflict, claiming the lives of 500 people, as reported by the Palestinian health authorities. Both main military actors in the conflict, Hamas and the Israeli Defense Force, claim that the other side was responsible for the incident.
As this conflict has brought about an unprecedented humanitarian crisis, with almost 2.2 million Palestinians left without access to introductory provisions such as food, water, and electricity, Broken Chalk raises its voice to call for immediate action to stop ongoing extreme human rights violations to bring stability within the region and for all humanity. We call on the Israeli government and the international community to urgently hold a ceasefire and allow humanitarian aid to pass through the Rafah border, providing for many displaced and affected Palestinians. We call on the Israeli government to strictly abide by the rules of international law concerning protecting hospitals, journalists, and civilians. We believe that it is contingent that the international community exercise more scrutiny on Israel’s government to ensure that human rights are upheld. It is urgent that Israel lift the siege on Gaza to allow for water, food, electricity and fuel to reach Palestinian hospitals.
Broken Chalk announces it to the public with due respect.
In a significant judgement on the 26th of September, the Grand Chamber of the European Court of Human Rights held that Türkiye has to address a systematic problem of terrorism convictions decisively based on using a messaging application by the accused. The Court held that there had been a violation of Article 7 ECHR (no punishment without law), Article 6(1) ECHR (right to a fair trial) and Article 11 (freedom of assembly and association).
Facts of the case
The case had to deal with the conviction of a former teacher, Yüksel Yalçınkaya, who was assumed to have participated in an armed terrorist organisation called the “FETÖ/PDY” formerly known as the “Gülen movement” and considered by the Turkish authorities to be behind the attempted coup d’état of 15 July 2016.
The teacher was arrested in 2016 on suspicion of membership in a terrorist organisation. He was put in pre-trial detention and received his bill of indictment in 2017. According to the authorities, the accusation and the following arrest were based on the following evidence: suspicious banking activity, membership of a trade union, which allegedly had a terrorist link and the use of a mobile application called ByLock, which had reportedly been used for communication purposes by the members of the terrorist organisation.
Following his trial, Mr. Yalçınkaya was sentenced to six years and three months in prison. A decision later upheld by the Court of Appeal in Ankara and the Cassation Court. The decisive evidence in the case was using the mobile application, which was considered exclusively employed by the “FETÖ/PDY”. The Bank Asya account and the participation in the trade union served as supportive evidence due to their affiliation with the terrorist organisation.
Applicant’s submission before the Court of Human Rights
Following his conviction, Mr Yalçınkaya lodged an application with the European Court of Human Rights in 2020 due to alleged violations of his rights under the European Convention on Human Rights.
He relied on Article 6(1) ECHR, which stipulates the right to a fair trial. According to the applicant, there were irregularities regarding the collection and the admissibility of the evidence regarding the ByLock application. Furthermore, according to the applicant, there were difficulties in challenging said evidence, which is an essential procedure constituting a fair trial.
Mr Yalçınkaya also alleged a violation of Article 7 (stipulating that there shouldn’t be a punishment if the act or the omission were not categorised as a crime at the time of committing) and 11 ECHR (stipulating the freedom of assembly and association) because his conviction was based on acts which did not constitute a crime under Turkish law—mainly, the participation in a trade union and the possession of a bank account.
Government’s submission
The Turkish Government argued that a state of emergency justified all measures taken following an attempted military coup. Therefore, according to its representatives, Türkiye has not violated any applicant’s rights under the ECHR. The Government used in its defence article 15 ECHR, which stipulates that in the case of any nation-threatening emergency, the country might derogate from its obligations under the Convention.
Judgement of the Court
Regarding the defence put forward by the Turkish Government regarding Article 15 ECHR, the Court of Human Rights has decided that Article 15 does not allow for a derogation from Article 7 ECHR. Therefore, it will be considered only about the other articles mentioned in the case.
Regarding the violation of Article 7 ECHR, the Court established that it prescribes that only an existing legal provision can define a criminal act and lay out a penalty. Such a law should not be enacted to the detriment of the accused. The Court agreed that article 314(2) of the Turkish Criminal Code and the provisions of the Prevention of Terrorism Act, which constitute the legal framework under which Mr Yalçınkaya was convicted in Türkiye are clear and well-defined enough for the applicant to understand whether he has committed a criminal offence.
Under Turkish legislation, for the convicted to be liable for participation in a terrorist organisation, there has to be proof of his specific knowledge and intent to be a member of the terrorist group. For example, there had to be an “organic link” with the organisation; that link should be continuous, and they must be well aware that the group’s activities are illegal and the person must possess a specific intent to further such unlawful activities. There should also be proof that the accused willingly participated in the organisation’s hierarchical structure. It is not enough that the law was well defined. The law had to be applied precisely, following all of its requirements regarding a conviction. Something the Turkish authorities failed to do.
The ECtHR held that the Turkish authorities failed to prove every requirement of the law but instead automatically presumed that Mr Yalçınkaya was a member of the “FETÖ/PDY” solely because he was using the app ByLock. That assumption was made irrespective of the nature of his messages or the receivers of his messages. The applicant had no opportunity to defend himself nor challenge such presumptions and allegations. Therefore, his rights under Article 7 ECHR were violated as the article aims to ensure safeguards against arbitrary convictions.
The Court also sided with the applicant regarding the violation of Article 6 ECHR, or the right to a fair trial. The Court held that for Article 6 to be ensured correctly, evidence in a problem had to be collected fairly and legally, and the accused should be able to challenge and review the evidence against him. Those are some of the factors required for a fair trial to be ensured.
In this case, the Turkish courts had failed to ensure the safeguards prescribed by Article 6(1) ECHR. Firstly, there was no valid reason why the ByLock data was kept from the applicant, nor why the applicant was not allowed to comment on the evidence against him, which would have also allowed him to challenge its validity. The Courts have also denied the applicants’ request that the ByLock data be submitted to an independent examination to ensure its validity. The disregard for such safeguards constitutes a violation of Article 6 ECHR.
Regarding Article 11 ECHR, the Court held that the applicant’s conviction of membership in a terrorist organisation based on his participation in a trade union constitutes a violation of his rights. The mere participation in a trade union that has operated lawfully before the coup cannot be foreseen as an indication of criminal conduct.
According to the court
There are currently approximately 8,500 applications on the Court’s docket involving similar complaints under Articles 7 and 6 of the Convention, and given that the authorities had identified around 100,000 ByLock users, many more might potentially be lodged. The problems which had led to findings of violations were systemic. Under Article 46 (binding force and implementation of judgments), the Court held that Türkiye had to take general measures appropriate to address those systemic problems, notably regarding the Turkish judiciary’s approach to Bylock evidence.
Following the decision
The Court’s judgement received criticism from the Turkish Minister of Justice Yılmaz Tunç, who described it as unacceptable due to the ECtHR “overstepping its jurisdiction” by examining the credibility or lack of evidence used in the national trial. On the contrary, the applicant’s lawyer, Johan Heymans, characterised the judgement as a “milestone” and stated his belief that the decision of the Court would set an important precedent for similar Turkish cases.
Sources:
YÜKSEL YALÇINKAYA v TÜRKİYE App no 15669/20 (ECtHR, 26 September 2023)
European Court of Human Rights, ‘Türkiye must address systemic problem of convictions for terrorism offences based decisively on accused’s use of the ByLock messaging application’ (Press Release issued by the Registrar of the Court, 26.09.2023) accessed 17 September 2023
‘Conviction based on app use violated Turkish teacher’s rights, European court rules’ (Euronews, 26 September 2023) <https://www.euronews.com/2023/09/26/conviction-based-on-app-use-violated-turkish-teachers-rights-european-court-rules> accessed 17 September 2023
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