Educational Challenges in Togo

https://www.flickr.com/photos/thomsonreutersfoundation/23177205770/in/photolist-nzTumY-4WNvz2-2kh9bFK-2m2LTit-ngfV4C-5vSCGb-4WSN4L-8nM8hw-4WSN5s-nxLv9o-ngfLEK-nvGBf3-nxKuWT-ngfVfG-b7TnKg-bYGPoG-9rc4wU-8gev1B-d1EWhj-ch3XPG-5vQ7VA-ch3Z1J-9tq7qZ-5vNisa-aoCQM7-og9EnD-Bj6eN3-5vSCVN-5vSCRf-5vNivi-diuqm1-24ZJHtP-7pwwCy-yCuEf7-4WSN4b-2kVthJT-9tt4JY-ANGPas-9tq7W6-2mB5DuR-vwwcF-2nSiEcm-d1EV5C-9tt4v1-ovBuSW-9tq7eD-dAvHto-9tt56h-4xVcSP-2njDVZS

Written by Mamta Rao

Children in class in Lome’ Togo photo by michndb via Flickr.

Togo, officially known as the Togolese Republic, is a small tropical nation on Africa’s west coast. It is bordered by Ghana, Benin, and Burkina Faso and is home to approximately 8.5 million people. Despite its scenic coastal location along the Gulf of Guinea, Togo remains one of the least developed countries in the region, with significant disparities between rural and urban areas.¹

This article aims to delve into several significant challenges confronting the education system in Togo.
Education is an essential part of Togo’s national development roadmap for 2020–2025. While crises in Togo have hindered progress in education, the government has committed to developing effective education strategies. The development of Togo’s education system includes addressing numerous challenges.²

Poverty

Upon the culmination of primary school, over 50% of children in low- and middle-income nations struggle to read and comprehend a basic story. This learning crisis threatens countries’ efforts to build human capital and achieve the Sustainable Development Goals (SDGs), undermining sustainable public disclosure. The poverty level is twice as high in rural areas (58.8%) as in urban areas (26.5%) in Togo. This disparity largely stems from concentrated economic growth in modern sectors and limited access to quality services. Notably, poverty is more prevalent in female-headed households, with a rate of 45.7% compared to 45.2% in male-headed households. Women face greater vulnerability due to limited access to economic opportunities, education, healthcare, and other essential socio-economic amenities.

Togo’s Human Capital Index (HCI) score, standing at 0.43, reflects the concerning reality that children born in Togo today will only achieve 43% of their potential productivity as adults due to limited access to essential services such as healthcare, education, and proper nutrition. The experiences children have in early childhood significantly impact their lifelong development. Providing nurturing care during this crucial period is essential. Pre-primary education is recognised as a vital intervention in early childhood.³

Primary Education Expenditure

Primary education expenditure per child of primary education age in Togo is USD 297 (PPP), 47.2% below the average for the Sub-Saharan Africa region and 65.3% above the average for low-income countries. Togo’s education sector suffers from chronic underfunding, leading to insufficient resources for schools, low teacher salaries, and inadequate infrastructure. This affects the overall quality of education and limits the government’s ability to address other educational challenges effectively.⁴

In Togo, some private elementary schools (e.g., École Française and the American School of Lomé) have computer laboratories, but the school fees are not within the reach of the average Togolese family. Some private secondary schools, particularly those following the French education system and participating in external French examinations, provide computer laboratories for their students’ use., but only about 5% of Togolese youth know how to use computers.⁵

Learning Poverty

Togo, as well as many other African countries, is facing a learning crisis. Learning poverty is one of the factors contributing to low educational attainment. As per the World Bank and UNESCO estimations, 82% of children are not able to read and understand an age-appropriate text by age 10. Boys are less likely to achieve minimum proficiency at the end of primary school (81.5%) than girls (79.8%) in Togo. Notably, learning poverty rates are higher among boys than girls in Togo. In Togo, data from large-scale student learning assessments reveals that 81 per cent of children fail to reach the Minimum Proficiency Levels (MPL) by the end of primary school, as indicated by statistics from grade 6 in 2019. 5 per cent of primary school-aged children are not enrolled in school.⁶

According to the 2016 PASEC assessment at the beginning of schooling, the Togolese education system is among the least effective, with at least 50% of students who do not sufficiently master the knowledge and skills to pursue schooling in good conditions.⁷

Adolescent Girls Out of School

In Togo, 28 per cent (2017) of adolescent girls are out of school. Violence against children is still frequent and rarely denounced because it is considered legitimate by adults. The practice of child marriage affects 11.2% of girls aged 15–19. Girls’ dropouts persist because of pregnancies and the risk of violence.⁸

School dropout rates

The share of out-of-school children is lower for boys (2.8%) than for girls (7.8%). According to the UNESCO Institute of Statistics, the primary school completion rate was 87 per cent in 2022 for girls and 91 per cent for boys. However, the completion rates for lower secondary education indicate a significant decline, with only 59.9 per cent of girls and 66.8 per cent of boys completing their education. Gross enrolment rates for secondary education were 58 per cent for females and 70 per cent for males. Gross enrolment in tertiary education was 11 per cent for women in 2020 versus 19 per cent for men. This shows a significant drop-off in enrolment and completion as students progress to the next levels.⁹ ¹⁰

AFRICAN CHILDREN, TOGO photo by Patty vermillion$baby via Flickr.

Language barrier

The language of instruction throughout the school system is French, the official language of Togo. However, local languages are used in public and denominational kindergartens, but they remain confined to this level of education. ¹¹ There exists a concern within certain segments of the Togolese population regarding the potential premature erosion of the effectiveness of French. As it stands, French is the exclusive medium of education and serves as the primary language for communication across various sectors of society, including infrastructure and commercial endeavors. There is an observable deterioration in the teaching standards of the French language.¹²

Economic and social development issues

Togo faces significant challenges in achieving universal primary education. There are pronounced social disparities, particularly in academic programs, with girls and disadvantaged groups bearing the brunt of these inequalities. Regional disparities also persist, limiting schooling opportunities across different areas. Primary and secondary education suffer from high repetition rates, highlighting inefficiencies in the education system. Additionally, there is a notable gap between the skills acquired through education and the job market demands.

Togo’s education sector’s learning and working conditions are substandard, characterised by insufficient resources for purchasing equipment. Access to various levels and types of learning remains limited, exacerbating the educational divide. Furthermore, the distribution of teachers is uneven, with many being underqualified and exploited. The scarcity of books and teaching materials further hampers the learning process for both educators and students.

The utilisation of information and statistical systems is minimal, hindering effective planning and decision-making in education. Administrative management is also lacking, contributing to inefficiencies and bureaucratic hurdles. Moreover, there is inadequate oversight of the demands from the socio-professional sectors, leading to mismatches between educational outputs and the needs of the workforce. Addressing these multifaceted challenges is crucial for improving the quality and accessibility of education in Togo.¹³

Disputes between the government and teachers

Togo has experienced significant tensions and disputes between the government and teachers in recent years. These disputes often revolve around inadequate pay, poor working conditions, a lack of resources, and demands for educational reforms.

The SDI study (2016) has shown that most teachers do not master teaching content. On average, only 45% of the teachers scored well on a test designed to measure student achievements.¹⁴ ¹⁵

Highlight success stories and initiatives

Togo is ranked 162nd in 2021-2022 in terms of human development. The index of the gender development rate is 0.849, and the gender inequality index is 0.580. The government continues to expand access to social services and strengthen the institutional framework for gender.¹⁶

The country is making enormous efforts to recruit 3,300 teachers, but the State is still facing a demand to improve student performance. Despite these challenges, the transition rate from primary to secondary education increased to 84.5 per cent.¹⁷

For the past four years, a mobile library has been travelling through remote areas in Togo. It is suitable for those parents who cannot afford the books. This effort made Togo’s history known to generations in the French language through storytelling, with the belief that modern education must be combined with traditional ways that were lost due to colonisation.¹⁸

Owing to funding from Japan, the World Bank, and UNICEF, the refrigeration of vaccines during the pandemic has been reinforced or renewed in almost 95% of the country’s health facilities. The percentage of children with access to primary health care at the community level in the Savannah and Kara regions increased from 80.4% in 2021 to 82.2% in 2022.¹⁹

The UNICEF office in Togo has received vital support from financial partners, covering 32% of the COVID-19 Response Plan. These funds, provided by the Government of Japan, USAID, the Global Partnership for Education, and VLISCO, have played a crucial role in implementing measures to combat the spread of the virus and mitigate its socio-economic impact in Togo.

Togo’s formal education system operates on a 2-6-6 structure, and efforts have been made to enhance its quality and effectiveness. UNICEF and UNESCO conducted a comprehensive analysis of the Togolese education sector, proposing strategies to improve learning outcomes. As a result, Togo has adopted a national teacher policy aimed at enhancing teacher training, professionalism, and effectiveness, thereby improving educational standards across the country.

UNFPA has initiated a national program targeting teenage pregnancies and marriages, both within school and out-of-school settings. Aligned with Togo’s National Equity, Equality, and Gender Policy, this program aims to tackle gender disparities in education and promote gender equality. By addressing issues such as early marriages and pregnancies, the program contributes to fostering a more inclusive and equitable education system in Togo.

The country took steps in early 2022 to make birth registration free, the rate of which is nearly 83%. Several investments have improved children’s access to justice without reducing the extent of children’s deprivation or improving their care.²⁰

Conclusion

Addressing these challenges requires comprehensive reforms, including investments in infrastructure, teacher training, curriculum development, and policies aimed at promoting gender equality and inclusivity in education and enhancing social protection initiatives. Additionally, fostering partnerships with international organisations and donors can help mobilise resources to support education initiatives in Togo.

References

¹ World Bank. (2018). Overview. World Bank. https://www.worldbank.org/en/country/togo/overview

² Global Partnership for Education. (n.d.). Togo. Retrieved from https://www.globalpartnership.org/where-we-work/togo

³ Update on the context and situation of children. (n.d.). Retrieved February 12, 2024, from https://www.unicef.org/media/136456/file/Togo-2022-COAR.pdf

⁴ World Bank. (n.d.). Togo – Education Sector Support Project: Project Information Document. Retrieved from https://documents1.worldbank.org/curated/en/099107507212210595/pdf/IDU0455ed0610479e0409d0911707b844ab0e59b.pdf

⁵ Togo Country Fact Sheet. Retrieved from https://wikieducator.org/images/6/63/Togo.pdf

⁶ Togo Learning Poverty Brief. (2022). https://documents1.worldbank.org/curated/en/099107507212210595/pdf/IDU0455ed0610479e0409d0911707b844ab0e59b.pdf

⁷ UNICEF. (2018). Togo – Thematic Programme 4 (TP4) – 2018. UNICEF. https://open.unicef.org/sites/transparency/files/2020-06/Togo-TP4-2018.pdf

⁸ Update on the context and situation of children. (n.d.). Retrieved February 12, 2024, from https://www.unicef.org/media/136456/file/Togo-2022-COAR.pdf

⁹ UNESCO. (2024). Togo: Education Country Brief. Retrieved from: https://www.iicba.unesco.org/en/node/89

¹⁰ UNESCO. “UFC TOGO – Rapport de l’Unesco sur l’éducation au Togo.” Retrieved from http://www.ufctogo.com/Rapport-de-l-Unesco-sur-l-066.html

¹¹ UNESCO. “UFC TOGO – Rapport de l’Unesco sur l’éducation au Togo.” Retrieved from http://www.ufctogo.com/Rapport-de-l-Unesco-sur-l-066.html

¹² Education.stateuniversity.com. (n.d.). Togo – Educational System—overview. Retrieved from https://education.stateuniversity.com/pages/1536/Togo-EDUCATIONAL-SYSTEM-OVERVIEW.html

¹³ Togo: Sectorial Plan for Education 2010-2020: Meeting the Challenge of Economic, Social and Cultural Development, issued in 2010. (2020). Unesco.org. https://www.uil.unesco.org/en/articles/togo-sectorial-plan-education-2010-2020-meeting-challenge-economic-social-and-cultural-development#:~:text=Main%20challenges%201%20Togo%20is%20far%20from%20achieving

¹⁴ Al Jazeera. (2022, April 7). Togo dismisses more teachers in fresh row with teachers union. Retrieved from https://www.aljazeera.com/news/2022/4/7/togo-dismisses-more-teachers-in-fresh-row-with-teachers-union

¹⁵ World Bank. (n.d.). Schooling in Sub-Saharan Africa: Challenges and Opportunities. World Bank. https://openknowledge.worldbank.org/server/api/core/bitstreams/d7677add-4100-5198-9c93-841072cb5e07/content

¹⁶ Togo First. “Togo improves ranking in UNDP’s Human Development Index.”, https://www.togofirst.com/en/economic-governance/2205-11945-togo-improves-ranking-in-undp-s-human-development-index.

¹⁷ UNESCO. (n.d.). Title of the Document. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000387400

¹⁸ Togo education: A better focus on indigenous authors • FRANCE 24 English. (n.d.). www.youtube.com. Retrieved February 14, 2024, from https://www.youtube.com/watch?v=0M6ax4BS4_c

¹⁹ UNICEF. “COVID-19 Situation Report No. 21 for Togo: January 2022.” Accessed February 20, 2024. https://www.unicef.org/media/136456/file/Togo-2022-COAR.pdf

²⁰ UNESCO. (2024). Togo: Education Country Brief. Retrieved from https://www.iicba.unesco.org/en/node/89

Education Monitor: Around The Globe between the 1st and 30th of November, 2023

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 30th of November, 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_November_Edition1

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.

Press Release: International Women’s Day 2024

Shattering Stereotypes, Building Strength: Broken Chalk’s Stand Against Violence

As the world marks International Women’s Day, Broken Chalk reaffirms its unwavering commitment to combating gender-based violence and dismantling the harmful stereotypes and systemic barriers that perpetuate it.

Violence against women is a global epidemic, transcending borders, cultures, and socioeconomic statuses. It manifests in various forms, including domestic violence, sexual assault, harassment, and harmful traditional practices. Despite progress in gender equality efforts, millions of women continue to suffer in silence, trapped in cycles of abuse and oppression.

The recent regional research sheds light on alarming trends, revealing that societal norms often blame women for the violence they experience, perpetuating a culture of victim-blaming. Shockingly, seven out of 10 young men aged 15–19 in the LAC region attribute women’s attire or behaviour as justification for violence against them. Furthermore, rigid gender roles impose expectations of submission on women, leading to instances of physical violence as punishment for transgressions.

Femicide is also a big issue in the LAC region,  femicide is not only about the description of crimes committed by homicides against girls and women but about the social construction of these hate crimes, the culmination of gender violence against women, as well as the impunity that configures them. According to the United Nations Committee on the Elimination of Discrimination Against Women (CEDAW),  femicide is a term used to refer to the gender-based killing of women and it is regarded as a grave form of assault on the right to life directed against women, constituting an extreme form of gender-based violence.

The problem of femicide is not only faced in the LAC region. According to the United Nations Office on Drugs and Crime, in 20223 nearly 89,000 women and girls were killed globally, the highest yearly number recorded in the past two decades.

Broken Chalk recognises that gender-based violence stems from deeply ingrained patriarchal and sexist views that legitimise violence as a means to exert power and control over women. Gender-based violence is a significant hurdle that impedes women’s ability to exercise their civil, political, economic, cultural, and social rights. This issue is recognized as one of the most significant barriers that women face in achieving their full potential in society.  Cultural factors, including religious and historical traditions, perpetuate notions of entitlement and ownership over women, contributing to the normalisation of violence in society.

Access to justice is a fundamental human right, yet many obstacles hinder women’s ability to seek justice, including judicial stereotyping and discrimination within the legal system. Judicial bias and harmful stereotypes often lead to miscarriages of justice, re-victimisation of survivors, and perpetuation of inequality.

Gender-based violence (GBV) remains a pervasive and deeply concerning issue affecting communities worldwide. As we observe International Women’s Day, it is crucial to confront the harsh reality that millions of individuals, predominantly women and girls, continue to suffer from various forms of violence solely because of their gender. From physical and sexual abuse to psychological and economic coercion, GBV takes numerous insidious forms, inflicting profound and lasting harm on its victims.

Within the context of GBV, women are disproportionately affected, enduring systemic inequalities and discriminatory practices that exacerbate their vulnerability. The COVID-19 pandemic further exacerbated this crisis, as lockdowns and social distancing measures trapped many survivors in unsafe environments with their abusers, while simultaneously disrupting essential support services. As a result, reports of domestic violence surged globally, highlighting the urgent need for comprehensive and coordinated responses to address GBV in all its manifestations.

It is imperative to recognize that GBV is not confined to the private sphere but permeates every facet of society, including workplaces, educational institutions, and public spaces. The prevalence of sexual harassment, gender-based discrimination, and intimate partner violence underscores the pervasive nature of this phenomenon, which impedes progress towards gender equality and undermines the fundamental rights and dignity of individuals.

Addressing GBV requires multifaceted approaches that prioritize prevention, protection, and support for survivors. Education plays a pivotal role in challenging harmful gender norms and fostering respectful relationships based on equality and consent. By promoting gender-sensitive curricula and awareness campaigns, we can empower individuals to recognize and confront GBV in their communities, fostering a culture of zero tolerance for violence.

Moreover, robust legal frameworks and enforcement mechanisms are indispensable in holding perpetrators accountable and ensuring access to justice for survivors. Legislative reforms aimed at criminalizing GBV, enhancing victim support services, and strengthening law enforcement responses are critical steps towards eradicating impunity and fostering a culture of accountability.

Equally important is the provision of comprehensive support services that address the diverse needs of survivors, including medical care, psychosocial support, legal aid, and economic empowerment initiatives. By investing in survivor-centered approaches, we can facilitate healing and recovery while mitigating the long-term consequences of GBV on individuals and communities.

Collaboration between governments, civil society organizations, and other stakeholders is essential for achieving meaningful progress in the fight against GBV. By fostering partnerships and sharing best practices, we can leverage collective expertise and resources to implement effective interventions that address the root causes of violence and promote gender equality.

As we commemorate International Women’s Day, let us reaffirm our commitment to ending GBV in all its forms. Together, we must strive towards a future where every individual, regardless of gender, can live free from violence and discrimination, and where gender equality is not merely an aspiration but a reality for all.

 In response to these challenges, Broken Chalk is launching a comprehensive initiative to raise awareness, advocate for policy change, and provide support to survivors of gender-based violence. Through educational programs, community outreach, and advocacy efforts, Broken Chalk aims to challenge societal norms, dismantle systemic barriers, and promote a culture of equality and respect.

Join us in our mission to break down barriers and create a world where every woman can live free from fear and violence.

Happy International Women’s Day!

Signed by

Broken Chalk

https://brokenchalk.org/wp-content/uploads/2024/03/International_Womens_Day_2024_Press_Release_Eng.pdf

  • Sources
  • Veen, S., Cansfield, B. & Muir- Bouchard, S. (25 November 2018). Let’s Stop thinking it’s Normal, OXFAM International. Available at https://www.oxfam.org/en/research/lets-stop-thinking-it-normal.
  • OXFAM International (2018). Ten harmful beliefs that perpetuate violence against women and girls. Available at https://www.oxfam.org/en/ten-harmful-beliefs-perpetuate-violence-against-women-and-girls  
  • Council of Europe, Gender Matter, What causes Gender-Based Violence? Available at https://www.coe.int/en/web/gender-matters/what-causes-gender-based-violence
  • OHCHR, (2014). Eliminating judicial stereotyping: Equal access to justice for women in gender-based violence cases. Available at https://www.ohchr.org/sites/default/files/Documents/Issues/Women/WRGS/OnePagers/Gender_stereotyping.pdf. 
  • HRC, General comment No. 36 (2018) on article 6 of the International Covenant on Civil and Political Rights, on the right to life (2018).
  • Lagarde, M., EH Russell, D.,  & A Harmes, R., (2006)  Feminicidio: Una Perspectiva Global (Ceiich 2006) 76.
  • CEDAW, General recommendation No. 35 on gender-based violence against women, updating general recommendation No. 19, (2017).
  • UNODC, (2023). ‘Gender-related killings of women and girls (femicide/feminicide)’ https://www.unwomen.org/sites/default/files/2023-11/gender-related-killings-of-women-and-girls-femicide-feminicide-global-estimates-2022-en.pdf>.
  • Afrouz, R., & Robinson, K. (2022). Domestic and Family Violence for Culturally and Linguistically Diverse Communities in Australia during COVID-19 Pandemic. Practice, 1–20. https://doi.org/10.1080/09503153.2022.2114443
  • Dunkle, K. L., & Decker, M. R. (2012). Gender-Based violence and HIV: Reviewing the evidence for links and causal pathways in the general population and high-risk groups. American Journal of Reproductive Immunology, 69, 20–26. https://doi.org/10.1111/aji.12039
  • Heise, L. (1994). Gender-based abuse: the Global Epidemic. Cadernos de Saúde Pública, 10(suppl 1), S135–S145. https://doi.org/10.1590/s0102-311×1994000500009
  • Ozcurumez, S. (2020). Sexual and gender-based violence and social trauma. Social Trauma – an Interdisciplinary Textbook, 279–285. https://doi.org/10.1007/978-3-030-47817-9_29

Advocating for Zero Discrimination in Education on United Nations Zero Discrimination Day

Written by Gianna Chen and Panashe Marie Louise Mlambo

March 1 marks a significant day on the global calendar as the world commemorates United Nations Zero Discrimination Day. Led by the United Nations (UN) and supported by various international organisations, this annual observance aims to champion equality before the law and in practice across all UN member countries. Since its inception on March 1, 2014, Zero Discrimination Day has been a rallying cry for advocates and activists worldwide, urging society to confront and eliminate discrimination in all its forms. This year, Broken Chalk stands in solidarity with the UN and other organisations in this crucial endeavour.

Zero Discrimination Day is not just a symbolic gesture; it’s a call to action for all of us to actively combat discrimination and foster a more inclusive and equitable world. The significance of Zero Discrimination Day is particularly poignant for organisations like UNAIDS, which combat discrimination against people living with HIV/AIDS. Act as a reminder for worldwide leaders to withhold their commitment to protecting human rights. Discrimination remains a pervasive issue, hindering progress and perpetuating inequality in communities around the world.

Discrimination in education remains a pervasive issue globally, depriving countless individuals of their fundamental right to learn in an inclusive and equitable environment. On this important day, Broken Chalk reaffirms its commitment to challenging discriminatory practices and fostering a culture of acceptance and respect within educational institutions worldwide.

At Broken Chalk, we believe that education should be a beacon of hope and opportunity for all, regardless of race, gender, ethnicity, or any other characteristic, a sentiment held by the Broken Chalk shareholders, interns, and volunteers. Zero Discrimination Day serves as a reminder of the urgent need to address discriminatory barriers that hinder access and perpetuate inequality.

“As we reflect on the importance of Zero Discrimination Day, let us reaffirm our commitment to building a world where we treat every individual with dignity, respect, and equality. Together, we can create a future where discrimination has no place, and every person has the opportunity to reach their full potential.” Panashe Marie Louise Mlambo

On United Nations Zero Discrimination Day, let us come together to reaffirm our commitment to building a world where every individual has the opportunity to learn, grow, and thrive, free from discrimination.

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

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

March-1st-till-March-15th-2024-

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.

WORLD EDUCATION REPORT 2023

At Broken Chalk, we believe that education is not just a privilege, but a fundamental right for every person on this planet. That is why our team of dedicated individuals has poured their hearts and souls into creating the World Education Report 2023.


Each team member contributed with several reports. We aimed to focus on critical key topics concerning education, such as access to quality education; school infrastructure; discrimination in the educational system; teachers’ working conditions, and education in conflict settings. Each team member brought their own unique expertise and perspective, ensuring a well-rounded and comprehensive examination of the state of education worldwide.


We drew on a vast variety of sources concerning education in different countries to realize this report and ensure a comprehensive overview of the state of education in
2023, worldwide. This report, therefore, provides an important basis to ensure further developments within countries’ educational systems.


We did this report to further promote the goals of Broken Chalk. Broken Chalk is a non-profit organization devoted to addressing human rights violations in the educational sector. Broken Chalk advocates on behalf of educational victims. The interns working for Broken Chalk prepare comprehensive reports for international organizations, stakeholders, and governments to highlight human rights violations in education.


As you dive into the World Education Report 2023, we invite you to join us on this journey. Together, let’s rewrite the narrative of education—empowering individuals, eradicating inequality, and creating a brighter, more equitable future for all.

ORLD-EDUCATION-REPORT-2023_last_last-1Download

Download the full report!

Broken Chalk calls for recognition of the importance of access to education in the mother language

Written by Luzi Maj Leonhardt, Dooyum Stephanie Tseke, Sara Rossomonte

Today, on the International Day of the Mother Language, the acknowledgement and advancement of the mother language in education, and social and cultural development are inevitable.  

International Mother Language Day was first introduced by the UNESCO initiative of Bangladesh, at the 1999 General Conference. Since then, it was established by the UN General Assembly, and its importance was formalized as part of the Sustainable Development Goals (SDGs).  

However, limitations in access to education in the mother language remain, as approximately 40% of the global population lacks this fundamental right. In some regions, these numbers even go up to 90% of the population, according to the UN.  Access to education in the student’s mother language fosters an inclusive learning environment, which welcomes indigenous and minority groups and leads to better learning outcomes, especially in the early stages of education.  Broken Chalk recognises the need to address the issue of a lack of native language representation in education in many countries worldwide. Especially the educational sector in countries with a colonial or foreign administrative past continues to be strongly influenced by their language of instruction.  Broken Chalks strongly supports the creation of accessible and high-quality educational materials in the native languages of various countries.

The importance of mother language in education cannot be overstated. In most sub-Saharan African countries, approximately 85% of students receive instruction in a language other than their native tongue (UNESCO, 2017). Nigeria, a nation with over 600 different languages, solely employs English as the language of instruction in primary schools, prohibiting the use of local languages that are deemed informal.

Photo by Ismail Salad Osman Hajji dirir on Unsplash

Similarly, many Asian societies, formerly under colonial rule, such as the Philippines, Vietnam, Malaysia, Cambodia, and Indonesia, only began actively promoting their national languages after World War II. In Sri Lanka, Tamil was officially recognised as an official language in 1978, yet English has become the predominant language in recent years.

The absence of mother tongue instruction in education leads to knowledge gaps, particularly at the primary and secondary levels, hindering effective learning and exacerbating inequality and discrimination against diverse cultures, resulting in low student enrolment rates. Broken Chalk calls for urgent investments to lower the educational gaps of children with speak in their mother language.

Ethiopian schools have introduced instruction in students’ native tongues, resulting in significant improvements, including a half-year increase in education attainment and a 40% rise in the likelihood of students reading complete sentences (Rajesh, 2017). Similarly, the Bolivian Campaign for the Right to Education (CBDE) advocates for inclusive educational approaches, particularly for the indigenous population. Broken Chalk believes that education is crucial to working towards the elimination of discrimination against indigenous populations.

Children benefit from embracing both their own and others’ cultural identities while using the same language, as exemplified in Zimbabwe, where the government has prioritised mother tongue education. However, challenges persist globally, including inadequate funding for minority language education, lack of standardised teaching materials, and qualified teachers for indigenous languages. Colonial language policies contribute to linguistic inequality and marginalisation, necessitating governments and educational institutions to prioritise mother languages in curriculum development and teacher training programs. Funding is essential to preserve endangered languages and promote multilingualism through bilingual education initiatives. Broken Chalk calls for the allocation of more funding to promote multilingualism in education.

Photo by Markus Krisetya on Unsplash

At Broken Chalk,celebrating World Mother Language Day reaffirms our commitment to cultural diversity and acknowledges the value and heritage of all languages. In addition to efforts being made globally, Broken Chalk will continue to publish articles in different languages to encourage and advocate for Cultural and Language Diversity.

Broken Chalk announces it to the public with due respect. 

Signed, 

Broken Chalk 

Education Monitor: Around The Globe between the 15th and 29th of February, 2024

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 15th and 29th of February, 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.

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.

Red Hand Day Marks Urgent Call to End the Use of Child Soldiers

As the world observes an increase in conflicts across the globe, the use of child soldiers remains a reality on this day February 12. From the ongoing conflicts in Ukraine and in the Gaza Strip, to the escalating violence following Afghanistan’s political upheaval after Taliban’s takeover, the repercussions of the COVID-19 pandemic further destabilise regions like Yemen, amplifying the risk of conflict. In Somalia, conflict-related deaths have reached a five-year high, while many other countries struggle with prolonged crises that are frequently disregarded by the international community. Amidst this turmoil, the most vulnerable suffer the gravest injustices. Boys and girls are coerced into combat, exploited for labour, and subjected to unimaginable horrors. Despite a UN treaty prohibiting the involvement of children under 18 in hostilities, there has been a lack of enforcement from the international community.

Children continue to be embroiled in armed conflicts across numerous nations. Their lives are characterised by peril, deprivation, and fear. Stripped of their innocence, they face the constant threat of ambushes, landmines, and gunfire, their existence devoid of basic necessities like food, water, and healthcare. Subjected to brutal discipline, many children perish under inhumane conditions, while others survive with lifelong physical or psychological scars, with girls, comprising a significant portion of child soldiers, endure additional horrors, including sexual violence and exploitation. The reality is that children are robbed of their childhoods, and forced into roles no child should ever have to bear.

Hence, the Red Hand Day, or the International Day against the Use of Child Soldiers campaign is a rallying call for action: urging governments, organisations, individuals, and the international community to confront this reality and provoke change. The history of Red Hand Day traces back to February 12, 2002, when the Optional Protocol to the Convention on the Rights of the Child on the involvement of children in armed conflict came into force. This protocol, also known as the “Paris Principles,” reaffirmed the international community’s stance against the recruitment and use of children in armed conflicti. The protocol established 18 as the minimum age for compulsory recruitment and participation in hostilities, with the aim of shielding children from the horrors of war and ensuring their access to education, health, and a safe environmentii.


Release of child soldiers. UNMISS/Nektarios Markogiannis. On Flickr.

At Broken Chalk, we stand in solidarity with the global community on Red Hand Day. We believe that every child, regardless of their circumstances, deserves equal access to quality education in a safe environment. Red Hand Day serves as a reminder of the ongoing challenges faced by more than 7622 children who are recruited as soldiers and deprived of their fundamental right to education (as estimated in a 2022 Annual Reportiii of the Special Representative of the Secretary-General for Children and Armed Conflict to the UN General Assembly).

As we commemorate Red Hand Day, Broken Chalk is committed to advocating for policies and initiatives that prioritise the end of recruitment and use of children in armed conflict to fully implement the Paris Commitment. Moreover, we advocate for the protection, safety, financial support, peaceful education, reintegration, and support of children affected by armed conflict, ensuring that they can learn, grow, and thrive. Nevertheless, more actions need to be taken to hold accountable those who are responsible, in compliance with international humanitarian law, specifically the Convention on the Rights of the Child. Together, we can work towards a world where the red hands of child soldiers are replaced with books and pens, symbolising hope, resilience, and the promise of a brighter future.

Broken Chalk announces it to the public with due respect.

Signed,

Broken Chalk

i Human Rights Watch (n.d.). The Red Hand Day Campaign One million red hands against the use of child soldiers RESOURCE PACK. Available at https://www.hrw.org/sites/default/files/related_material/childsoldierresource.pdf

ii Red Hand Day: The suffering of the child soldiers. Red Hand Day. Available at https://www.redhandday.org/en/hintergrund

iii Children and armed conflict (2023, June 27). Report of the Secretary-General. Office of the Special Representative of the Secretary-General for Children and Armed Conflict. Available at https://childrenandarmedconflict.un.org/document/secretary-general-annual-report-on-children-and-armed-conflict-2/

Education Monitor: Around The Globe between the 1st and 31st of October, 2023

Broken Chalk proudly presents a new edition of “Education Monitor: Around the Globe” between the 1st and 31st of October, 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.

Education-Monitor_Oct-1-31

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.