Gang violence in Ecuador: Consequences for students 

Written by Iasmina-Măriuca Stoian 

Introduction 

The organized violence perpetrated by criminal gangs in Ecuador has almost taken over the lives of its citizens. Add menace and fear to fear, and several students have had to change the way they live and go to school forever. The unceasing violence follows students to school, as some students may be disrupted and killed in the process. It also hinders students’ education, and if businesses and schools are terminated, some may experience intimidation, losing any hope of ever going to school. Furthermore, it leads to economic and social insecurity due to the increase in poverty levels and unemployment where an affected student has reduced opportunity to pursue a decent future because of financial inability. The presence of gangs in the ensconced prisons and their occupancy of the streets has enabled forced recruitment and fear. Students’ capacity to learn and succeed is hampered by the hostile and unsafe environment that the persistent violence and instability produced. 

A persistent threat and an increasing concern 

In Ecuador, gang violence has been a major problem, especially in major cities like Quito and Guayaquil. The majority of killings in the nation have been committed by street gangs, including the Latin Kings, also referred to as the STAE. Concerns over the safety of the populace, particularly students, have been raised by this. To combat the rising threat posed by adolescent gangs, the government has put in place a number of measures, such as harsher penalties for individuals found in possession of weapons and without authorization. 

The fear and insecurity caused by the criminal gangs have made it necessary for students to change their patterns and live with fear daily. The education sector has been highly affected whereby shops and schools are closed to prevent being attacked, targeted, or extorted. The economic and social implications of the violence have left many in poverty and jobless, causing the majority to opt-out of essential amenities that would ensure the need for students to be in the precinct of their facilities. The recruiting of members and intimidation by gangs within prison and outside on the street has made the environment too hot for students since their safety is highly tampered with. Gangs have made the plight of students to be in an unsafe place by recruiting them and actively corrupting their morals. 

Gang violence in Ecuador has been a significant issue, especially in cities such as Guayaquil and Quito. The Latin Kings, also known as STAE, as well as other street gangs have been responsible for a large percentage of homicides in the country. This has raised concerns about the safety of the citizens, including students.  

Government’s response  

As a response to this issue, the government has implemented various policies to address the growing youth gang threat, including stricter punishment for those caught armed and without a permit. However, despite the risks of these policies, the government reports that its approach to security has been successful, with a significant reduction in homicide rates. This reduction in lethal violence has made Ecuador one of the safest countries in Latin America. The government’s approach to crime control has emphasized efforts to reach higher levels of social control based on policies of social inclusion and innovations in criminal justice and police reform. 

One notably innovative aspect of this approach was the decision to legalize several street gangs in 2007. The government claims the success of these policies can be seen in the drastic reduction in violence and criminality, including a decrease in inter-gang violence and homicide levels. The legalization process helped to improve the quality of life and security in communities, leading to a transformation in the way gangs operated and interacted with their surroundings. 

Consequences and impacts on students 

The key consequences of those violent acts were for students. The street gangs’ activity has generated the atmosphere of terror and fear, which influenced students’ capability to concentrate on the studies. Moreover, around 4.3 million children have been unable to receive an education due to the temporary transition to online classes and threats made by criminals. The latter factor also made it easier for school workers to conduct identification and try to tackle sexual violence cases, causing the reduction of the reports and the absence of help for victims. The organized crime spread only produced the negative effect, prompting the impossibility of elimination and secure reporting. Thus, the government should take urgent action to protect the rights of these children and ensure that they can learn in a safe and secure environment. 

Social inclusion as a key 

In response to this issue, the government has recognized the importance of engaging with marginalized subpopulations, including those involved in street gangs, to ensure the success of its Citizens’ Revolution. The approach to social inclusion and community empowerment has been crucial in addressing the root causes of gang violence and providing opportunities for behavioural change. 

Moving forward, the government needs to continue and highlight the social inclusion approach to street gangs as a model of best practices. This includes further formalizing the legalization process within institutions and developing strategies for effective intervention. By addressing the underlying social and economic factors that contribute to gang violence, the government can create a safer environment for students and all citizens in Ecuador. 

Conclusion 

In light of the significant consequences of gang violence on students in Ecuador, it is imperative for the government to prioritize social inclusion and reform efforts. By addressing root causes and promoting opportunities for behavioural change, Ecuador can create a safer and more conducive environment for students to learn and thrive. 

References

Amsterdam Housing Scams target International Students

As part of our ongoing commitment to safeguarding the interests of international students and renters, Broken Chalk presents this lobbying report to address the pervasive issue of housing scams in Amsterdam. With the rising incidence of fraudulent activities targeting renters, especially expats and students, urgent action is needed to protect vulnerable populations and preserve the integrity of the rental market.

Problem Statement

Amsterdam, like many major cities, faces a significant threat from housing scams, with scammers targeting expatriates and students seeking affordable accommodation. The financial losses incurred by victims of housing scams are substantial, posing a significant economic burden and jeopardising the financial well-being of renters.

Expatriates and students are particularly vulnerable to housing scams due to their limited familiarity with local housing norms and regulations, making them prime targets for exploitation. Victims of housing scams often fail to report incidents to authorities, contributing to a lack of accountability and perpetuating fraudulent activities within the rental market.

Recommendations

We advocate for stricter regulation of the rental market, including mandatory membership in established realtors’ organisations such as the MVA or the NVM and the strengthening of rental agencies to prevent fraudulent practices and hold perpetrators accountable.

We encourage the government to launch comprehensive educational campaigns targeting renters, particularly expatriates and students, to raise awareness of common housing scams provide guidance on identifying and avoiding fraudulent schemes and collaborate with organizations like !WOON to disseminate information and provide confidential advice to individuals seeking housing.

We urge the government and universities to implement measures to verify the legitimacy of rental listings and landlords, including access to resources such as the Kadaster property register and to encourage and raise awareness of renters to conduct thorough background checks and seek second opinions when evaluating rental opportunities. Proper measures should be taken against informal listings on social media, and penalties and fines should be placed to combat the surge of housing scams.

Furthermore, renters should be made aware of their rights regarding fees and financial transactions and guidance on legal deposits and recourse options for unjust fees should be provided. We urge the government to facilitate access to support services, such as those offered by!WOON, to assist victims of housing scams in reclaiming losses and seeking restitution.

Broken Chalk advocates for proactive measures to inform and support international students in navigating the Dutch housing market effectively. Our proposed solutions aim to empower students with the knowledge and resources needed to secure safe and legitimate accommodation during their time in the Netherlands.

We further recommend collaboration with home affairs departments at universities and colleges to incorporate housing education and assistance into orientation programs for international students. By integrating housing-related information sessions, workshops, and resources into existing initiatives, institutions can better prepare students for the challenges of finding accommodation in a new country.

We further advocate for legislation and policy frameworks that incentivize universities and colleges to prioritize housing support for international students. Encourage the establishment of dedicated housing offices or support services within educational institutions to provide tailored assistance and guidance to students throughout their housing search process.

The government has a duty to ensure that international students have access to comprehensive information on housing options, rights, and responsibilities from the moment they arrive in the country and to develop informational materials, online resources, and orientation sessions specifically focused on housing-related topics to equip students with the knowledge needed to make informed decisions.

Universities should be held to the same standard. We urge the government to implement specialised support programs or mentorship initiatives for first-year international students to address their unique housing needs and challenges and to pair incoming students with experienced mentors or peer advisors who can offer guidance, share personal experiences, and provide practical assistance in navigating the rental market.

We further fight for the establishment of mechanisms for monitoring the effectiveness of housing support initiatives and collecting feedback from international students to identify areas for improvement and regular assessments of student satisfaction with housing services and use this feedback to refine and enhance support programs over time should be conducted.

By prioritizing the integration of housing education and support services into existing institutional frameworks and advocating for policy changes to incentivize universities and colleges, we can ensure that international students receive the assistance they need to secure suitable housing and thrive in their academic pursuits.

Conclusion

In conclusion, addressing the scourge of housing scams in Amsterdam requires a coordinated and multi-faceted approach. By implementing the recommended measures, we can protect renters, uphold the integrity of the rental market, and create a safer and more equitable environment for all residents. We urge the Ministry of Education to prioritize these initiatives and collaborate with stakeholders to combat housing scams effectively.

Sincerely,

Broken Chalk

Anti-Scamming Team

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

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 15th 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-1st-till-15th-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.

Addressing Comprehensive Educational Challenges in São Tomé and Príncipe

Written by Liam Mariotti

São Tomé and Príncipe is a small island nation off the western coast of Central Africa, with a population of 220 000 people and a surface area of 964 square kilometers. Its issues stem mainly from the lack of economic and social capital within the country, a common feature across the African continent, compounded by the geographic isolation and remoteness of the island. The country grapples with numerous educational challenges that hinder its socio-economic progress.  This article delves into the key issues facing the education system in São Tomé and Príncipe and tries to identify some feasible solutions that can improve the conditions of education and the opportunities it can provide to young Santomeans. 

Education system 

   The first topic that will be discussed is the education system. São Tomé and Príncipe’s education system comprises pre-primary, primary, secondary, and tertiary levels. Education is compulsory for children between the ages of 6 and 14, but despite this mandate, many children still face barriers to accessing formal schooling.

  • Pre-Primary Education: Pre-primary education is available for children ages 3 to 6, although attendance rates are relatively low due to limited infrastructure and resources. Pre-primary education aims to provide a foundation for learning and development, preparing children for primary school.
  • Primary Education: Primary education in São Tomé and Príncipe typically spans six years, starting at age 6. The curriculum includes subjects such as Portuguese language, mathematics, science, social studies, and physical education. However, challenges such as overcrowded classrooms, insufficient teaching materials, and a shortage of trained teachers impact the quality of primary education.
  • Secondary Education: Secondary education consists of two cycles: a lower secondary cycle (grades 7 to 9) and an upper secondary cycle (grades 10 to 12). While completion rates for primary education have improved in recent years, enrollment in secondary education remains low, particularly in rural areas. The curriculum at the secondary level focuses on academic subjects as well as technical and vocational education to prepare students for further studies or entry into the workforce.
  •  Tertiary Education: Tertiary education in São Tomé and Príncipe is limited, with a few institutions offering higher education programs. The University of São Tomé and Príncipe, established in 2008, is the country’s primary institution of higher learning. Tertiary education opportunities are limited, and many students pursue higher education abroad due to the lack of diverse academic programs and research opportunities domestically.

General issues

The primary challenge to education in São Tomé and Príncipe is the limited access to it, particularly in rural areas. The country’s remote geographical location, coupled with insufficient infrastructure and transportation networks, makes it difficult for many children to attend school regularly. Additionally, poverty often forces families to prioritize immediate economic needs over education, further exacerbating the problem.

While access to education is crucial, ensuring quality is equally important. São Tomé and Príncipe struggles with inadequate resources, poorly trained teachers, and outdated curricula, leading to subpar educational outcomes. Moreover, the language barrier, as the official language of instruction is Portuguese, presents a significant challenge for students, many of whom speak local dialects at home. Gender disparities persist in São Tomé and Príncipe, with girls facing greater barriers to education compared to boys. Societal norms, early marriage, and traditional gender roles often restrict girls’ access to schooling, perpetuating a cycle of poverty and inequality. Furthermore, São Tomé and Príncipe’s economy faces numerous challenges, including limited fiscal resources and dependence on foreign aid. Budgetary constraints often result in underinvestment in education, hindering efforts to improve infrastructure, recruit qualified teachers, and provide essential learning materials.  Retaining qualified teachers in São Tomé and Príncipe is also a significant challenge due to various  factors such as low salaries, inadequate professional development opportunities, and difficult working conditions. Many teachers leave the profession or seek opportunities abroad, leading to a shortage of experienced educators and impacting the quality of education.

The country faces challenges in ensuring inclusive education for children with disabilities, marginalized communities, and those from disadvantaged backgrounds. Limited resources, lack of specialized support services, and social stigma contribute to the exclusion of these groups from educational opportunities. Effective governance and policy implementation are critical for addressing educational challenges and driving reform in São Tomé and Príncipe. However, governance issues such as corruption, bureaucratic inefficiencies, and political instability can hinder the effective implementation of education policies and initiatives. São Tomé and Príncipe’s education system should not only focus on providing formal schooling but also prioritize lifelong learning and skills development opportunities for individuals of all ages, equipping students with relevant skills and competencies is essential for their personal development and future success in a rapidly changing world.

Thus, to sum up, Sao Tomé’s education system is plagued by a lack of economic resources, which translate into lack of opportunity, for both students and educators, and an incapacity to govern effectively. The lack of social capital also is a major issue as it is very difficult to find skilled individuals who can educate others. The next section will focus on potential solutions to these issues.

Possible solutions

Strengthening governance structures, enhancing transparency and accountability mechanisms, and promoting participatory decision-making processes can improve the effectiveness of education governance in São Tomé and Príncipe. Additionally, fostering collaboration between government agencies, civil society organizations, and other stakeholders can facilitate coordinated efforts to address educational challenges.

To enhance access to education, the government and relevant stakeholders must invest in improving infrastructure, including building schools and enhancing transportation networks, especially in rural areas. Furthermore, targeted initiatives such as school feeding programs and scholarship opportunities can help alleviate the financial burden on families and encourage greater enrollment. Addressing the quality of education requires comprehensive reforms, including teacher training programs to enhance pedagogical skills and proficiency in Portuguese. Additionally, curriculum modernization aligned with the country’s socio-economic needs and cultural context is essential. Investing in educational technology and digital resources can also enhance learning outcomes and prepare students for the demands of the modern workforce.

Empowering girls through targeted interventions, such as awareness campaigns promoting the importance of girls’ education and providing support to families, can help break down these barriers. Implementing policies that promote gender equality in schools, including the recruitment of female teachers and the provision of menstrual hygiene facilities, is crucial. Moreover, addressing underlying socio-cultural norms through community engagement and advocacy efforts can foster a more inclusive and equitable educational environment.

While the government plays a central role in addressing economic challenges, partnerships with international organizations, NGOs, and the private sector are vital for mobilizing additional resources and expertise. Sustainable funding mechanisms, coupled with transparent governance and accountability mechanisms, can ensure that education remains a priority in national development agendas.

Implementing strategies to improve teacher retention and motivation, such as increasing salaries, providing ongoing professional development, and creating supportive working environments, can help attract and retain talented educators. Additionally, recognizing and rewarding teachers for their contributions to education can boost morale and job satisfaction.

Promoting inclusive education policies and practices that accommodate the diverse needs of all learners is essential. This includes providing access to inclusive classrooms, adapting teaching methodologies to meet individual learning styles, and offering support services such as assistive technologies and special education programs. Expanding access to non-formal and vocational education programs, promoting entrepreneurship and technical skills training, and fostering a culture of lifelong learning can empower individuals to pursue diverse educational pathways and adapt to evolving socio-economic demands.

Conclusion

In conclusion, addressing the comprehensive educational challenges in São Tomé and Príncipe requires a multifaceted approach that encompasses various aspects of access, quality, equity, governance, and lifelong learning. While the country faces significant hurdles in providing universal and high-quality education, there are viable solutions that can pave the way for sustainable development and positive societal transformation.

Investments in infrastructure, teacher training, and curriculum reform are essential to improve access to education and enhance learning outcomes. Additionally, efforts to promote gender equality, inclusive education, and community engagement can foster a more equitable and supportive educational environment for all learners.

Furthermore, addressing governance issues, including corruption and bureaucratic inefficiencies, is critical to ensuring effective policy implementation and resource allocation in the education sector. Strengthening partnerships between government agencies, civil society organizations, and international partners can facilitate coordinated efforts to address educational challenges and drive meaningful change.

By prioritizing education as a fundamental pillar of national development and investing in the well-being and potential of its youth, São Tomé and Príncipe can unlock opportunities for socio-economic progress and sustainable growth. Through collective action and sustained commitment from stakeholders at all levels, the transformative power of education can be harnessed to build a brighter future for generations to come.

In closing, addressing the comprehensive educational challenges in São Tomé and Príncipe is not only a moral imperative but also a strategic investment in the country’s future prosperity and well-being. By working together to overcome these challenges, São Tomé and Príncipe can realize its full potential and create a more inclusive, equitable, and prosperous society for all.

References

Cover Image: Children in São Tomé e Príncipe via Wikimedia Commons

Nepal: Discrimination in the Educational System

Written by Iasmina-Măriuca Stoian

Nepal, also known as the Federal Democratic Republic of Nepal, is situated in the southern part of the Himalayas.  It is famous for its breathtaking mountainous landscapes, diverse population, and rich cultural and spiritual heritage. However, behind this picturesque panorama lies a more stressful landscape full of millions of children facing a serious and persistent issue, spread all over the country. An issue which has been affecting the country’s prosperity and aspiration for socio-economic development.

Inclusion and access to education are two fundamental rights enshrined in the Universal Declaration of Human Rights (UDHR), specifically in Article 26. Furthermore, the education given must be provided without discrimination, as it is linked to another fundamental right, freedom from discrimination, as stated in Article 7.

However, the discrimination in the educational system in Nepal seems to have numerous causes, from political conflicts, that cause disruptions and displacements of entire families, to socio-economic backgrounds, that include poverty, inadequate infrastructure, and others. This article aims to explain the fragile connection between the causes and the results, namely the types of discrimination that exist in the educational system in Nepal. It will further present some of the solutions for those issues and the government’s perspective for the future, according to the School Education Sector Plan (2022)

Origin-based discrimination

While the term “Dalit” does not have an official definition, it can be understood from the Nepalese context as “untouchables” persons or as a minority caste group that is (especially) educationally disadvantaged. In Nepal, Dalits experience a poverty rate of 42%, compared to the national average of 25.2% (International Dalit Solidarity Network, 2021). While poverty is not a direct cause for educational exclusion for Dalit groups, it is one of the factors that lowers this group on the caste hierarchy

Despite the adoption of the Caste-based Discrimination and Untouchability (Crime and Punishment) Act in 2011, cast-based violence and discrimination towards Dalit people are still a reality. In the educational system, there is a discrepancy between what is taught in classrooms and what is effectively happening. While teachers are not always showing direct discrimination, some cases show the tendency to avoid staying, drinking or eating near them, a sort of ‘hidden’ or ‘silent’ discrimination. Caste-based discrimination is therefore one of the reasons why Dalit students are falling behind in education, whether it is related to the accessibility to education or discriminatory behaviour from other students or teachers. On a further basis, this discrimination can lead to other issues, such as the higher risk of child labour compared to other children.

Gender biases

In Nepal, Dalit female students experience double discrimination, as they are both females and part of Dalit culture. According to a survey from 2020 (World Economic Forum, 2020), Nepal is ranked as the 101st out of 153 countries on the Gender Gap Index. The statistics reflect gender-based discrimination on enrolment rates, dropout rates and academic performance rates. What is interesting is that, like origin-based discrimination, gender biases are interconnected with educational exclusion, influenced by social, cultural, and economic factors.

In the socio-cultural context, there is a tendency towards a patriarchal system of social relations, where male students experience less discrimination than female ones, and girls are under the burden of housework. Even the educational system promotes gender inequality, by providing textbooks and other materials that lack female representation or are mostly presented as passive characters. In contrast, male characters are represented as the main source of knowledge and wisdom.

Disability inequity

This issue has an underlying bigger issue, at the national level. It was reported that the current national disability classification system is very restrictive and does not meet international standards. Moreover, it lacks proper collection of data regarding persons with disabilities both inside and outside the school children. In the end, more and more children not only lack proper access to education, but they are also victims of discrimination, abuse and other injustices, but nothing has changed. Only about 50% of schools in Nepal are providing remote teaching and learning support for students with disabilities (Sherpa et al., 2020). This number increased especially after the pandemic. However, not only the quantity is important, but the quality of education given also plays a crucial role.

Despite the progress in policy and the adoption of new policies to promote disability rights, such as the Disability Rights Act and an Inclusive Education Policy for Persons with Disabilities in 2017, children are still offered poor education and are facing discrimination. Segregation from other children from other classrooms is one form of discrimination, as children with any kind of disabilities are divided from the other students, despite some children’s wish to learn in the same classrooms as normal people, according to some interviews conducted by Human Rights Watch. In the end, the lack of trained teachers, lack of reasonable accommodations, physical accessibility and segregation are some of the obstacles that are a constant burden on the backs of children with disabilities in Nepal.

Language barriers

This issue is closely linked to the discrimination between indigenous children in schools. Nepal, apart from its  diverse culture, is also one of the most linguistically diverse countries in the world, having 123 spoken languages and ethnic groups, according to the Census Report from 2011. Moreover, 36% of the total number of children in Nepal are indigenous. However, children from minority language backgrounds or who have limited proficiency in Nepali, also have limited access to education, while some children have access to education in their native language. As a result, the lack of educational materials combined with the lack of trained teachers in different languages heavily affects the education process of students who are indigenous or from minorities, leading to low academic performances, illiteracy, and high dropout rates.

Future Perspectives and solutions

To mitigate those issues, the Government took steps to improve the educational system and lower the discrimination rate. Most of them are outlined in the School Education Sector Plan, drafted by the Ministry of Education, Science and Technology.

Among the proposed solutions, the ministry highlighted the need to adopt an inclusive curriculum in schools that ensures equity (especially) for students that come from marginalized groups, such as the Dalits, and ones with disabilities. The plan also includes making the education system more effective, improving its quality, and including alternative pathways of education to be more accessible. Additionally, there is a recognized need for multilingual education to eradicate language-based discrimination and for more trained teachers and staff, for the purpose of encouraging community engagement.

Some policies drafted by UNICEF also recognize the need for collaboration between international organizations and the government, to make sure children’s rights are protected and help with implementing more protective programs.

Lastly, it is important to monitor and closely look at the progress, in the hope that is ensured the effectiveness of the policies and accountability in the battle to eliminate discrimination in the educational sector.

Reflections and summary

Reflecting on the multi-layered issues that affect the educational system in Nepal, discrimination is a main barrier to equitable education, whether it is based on origin, gender, disability or language. Despite the government’s efforts to tackle this issue, the problem persists. The mixture of the social, economic and cultural factors reflects the complexity of the issue. Looking into the future,  there is a need for a collective effort in order to make schools more inclusive, more accessible, and more supportive.

References

  • Nepal: Separate and Unequal Education | Human Rights Watch. (2011, August 24). https://www.hrw.org/news/2011/08/24/nepal-separate-and-unequal-education
  • How the Nepali education system furthers gender inequality—The Record. (n.d.). https://www.recordnepal.com/how-the-nepali-education-system-further-gender-inequality
  • International Labour Organization. (September 2023) Executive summary. Issue paper on child labour and education exclusion among indigenous children. https://www.ilo.org/wcmsp5/groups/public/—ed_norm/—ipec/documents/publication/wcms_894323.pdf
  • UNICEF. (August 2021). Disability-Inclusive Education Practices in Nepal https://www.unicef.org/rosa/media/17006/file/Country%20Profile%20-%20Nepal.pdf
  • Human Rights Watch.(2018).Nepal: Barriers to Inclusive Education. https://www.hrw.org/news/2018/09/13/nepal-barriers-inclusive-education
  • Human Rights Watch. (2021). World Report 2022. https://www.hrw.org/world-report/2022/country-chapters/nepal
  • Gupta, A. K., Kanu, P. K., & Lamsal, B. P. (2021). Gender Discrimination in Nepal. Journal of Contemporary Sociological Issues, 1(2), 145-165. https://doi.org/10.19184/csi.v1i2.25592
  • Maya S.,Aedo, Kartihka R. (2020, December 4). Making learning accessible to all in Nepal. https://blogs.worldbank.org/endpovertyinsouthasia/making-learning-accessible-all-nepal
  • Deviram Acharya.(2021). Status of Girls’ Participation in Higher Education in Nepal. 6(2), 68-85.https://files.eric.ed.gov/fulltext/EJ1328281.pdf
  • Sonu Kahali, Sipra Sagarika. (October 15 2021). Education and Caste Based Discrimination: A Sociological Understanding. 10(2). https://www.researchgate.net/publication/356161834_Education_and_Caste_Based_Discrimination_A_Sociological_Understanding
  • Damodar Khanal.(2015). The Quest for Educational Inclusion in Nepal: A Study of Factors Limiting the Schooling of Dalit Children. https://pure.manchester.ac.uk/ws/portalfiles/portal/84027010/FULL_TEXT.PDF
  • Government of Nepal, Ministry of Education, Science and Technology. (2022).School Education Sector Plan. https://moest.gov.np/upload_file/files/post/1668690227_1997409338_Nepal%20School%20Education%20Sector%20Plan%20final%202022%20.pdf
  • Adhikari, K. P., & Gellner, D. N. (2023). Two Steps Forward, One Step Back: Dalit Experiences of Primary and Secondary Education in West-Central Nepal. In K. Valentin & U. Pradhan (Eds.), Anthropological Perspectives on Education in Nepal: Educational Transformations and Avenues of Learning. Oxford University Press. https://doi.org/10.1093/oso/9780192884756.003.0005
  • UN General Assembly. (1948). Universal declaration of human rights (217 [III] A). Paris.
  • Gupta, A., Kanu, P., & Lamsal, B. (2021). Gender Discrimination in Nepal: Does It Vary Across Socio- Demographics? Journal of Contemporary Sociological Issues, 1, 61–82. https://doi.org/10.19184/csi.v1i2.25592
  • Convention on the Rights of the Child Shadow Report Submission: Indigenous Children’s Rights Violations in Nepal. (2016). https://www.culturalsurvival.org/sites/default/files/media/nepalcrcreport.pdf
  • Sangmo Yonjan-Tamang. Linguistic discrimination and conflict. (n.d.). Retrieved 18 March 2024, from https://kathmandupost.com/columns/2021/03/02/linguistic-discrimination-and-conflict

Cover image: Grade 8 student studies at Shree Dharmasthali Lower Secondary School, Pokhara, Nepal. Photo by Jim Holmes for AusAID. via Wikimedia Commons

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

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 16th and 31st of May, 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.

May-16th-till-31st-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.

International Day of Living Together in Peace – May 16th

Written by Astrid Euwe Wyss and Panashe Marie Louise Mlambo 

On 16 May, the world celebrates the International Day of Living Together in Peace, established by the UN General Assembly in its resolution 72/130 on 8 December 2017.1 This day calls upon individuals and communities globally to unite in the spirit of peace, understanding, and cooperation, fostering an environment where differences are respected and harmony is pursued. 

Broken Chalk, a dedicated advocate for educational rights and human rights, proudly reaffirms its commitment to promoting peace and understanding in educational settings worldwide. Our organization tirelessly engages with international bodies, governments, and key stakeholders to champion the cause of living together in peace, particularly within the education sector.2 

The essence of the International Day of Living Together in Peace aligns seamlessly with the principles enshrined in the Universal Declaration of Human Rights, which states, “Everyone has the right to education” and “Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms.”3 Broken Chalk stands firmly behind these ideals, advocating for educational environments where peace, tolerance, and mutual respect are paramount. 

Broken Chalk recognizes the urgent need to bridge this gap and ensure that educational laws worldwide promote peace and non-discrimination. By advocating for stronger legal frameworks and inclusive policies, we aim to uphold the fundamental right to education for all individuals, regardless of their background or circumstances. 

“Our work is driven by a commitment to fostering peace and understanding in education. On this International Day of Living Together in Peace, we urge governments and stakeholders to prioritize the promotion of peace in education and to take decisive action to address systemic inequalities and conflicts.” – 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 peaceful, inclusive, and respectful environment and continue to promote peace, tolerance, inclusion, understanding, and solidarity. 

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

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 15th of May, 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.

May-1st-till-15th-2024-Edition-2

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.

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

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

April-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.

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

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 15th of April, 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.

April-1st-till-15th-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.