UNIVERSAL PERIODIC REVIEW OF MONGOLIA

Broken Chalk has drafted this report as a stakeholder contribution to the fourth cycle of the Universal Periodic Review (UPR) for Mongolia. As Broken Chalk’s focus is on combating human rights violations within the educational sphere, the contents of this report and the following recommendations will primarily focus on the Right to Education. 

The Mongolian school system consists of a 12-year structure, including primary, secondary and tertiary (higher) education. Primary school, mandatory for all children, begins at the age of 6 and consists of grades 1 through 5. Secondary education is divided into lower secondary and upper secondary education: the first, covering grades 6 through 9, is mandatory, whereas upper secondary education is optional. The latter spans from grades 10 to 12 and prepares students for higher education, while also including a vocational track. i

Enrolment rates in primary schools in Mongolia stand at 97%. Additionally, access to early childhood care and education (ECCE services) for children aged 3 to 5 stands at 83%, demonstrating Mongolia’s commitment to prioritizing education. Nevertheless, the number of students decreases in upper secondary schools, with 5.1% of girls and 13.4% of boys reportedly dropping out. This reveals a concerning disparity between genders, indicating broader socioeconomic issues or a lack of vocational education. ii

In recent years, Mongolia has made significant progress in raising enrolment rates and digitalizing education systems. However, due to the pandemic and a lack of infrastructure, many children remain vulnerable. The PISA 2022 results demonstrate a significant lack of reading skills and provide insight into the challenges affecting primary education. Most importantly, one in three children in Mongolia lack the necessary reading and math skills, while youths often lack access to extracurricular activities. iii 

In 2024, Mongolia continued to work on digitalization and teacher training in collaboration with UNICEF and the GIGA initiative. The government has pursued additional grants and scholarships to students enrolled in higher education, aiming to make universities and vocational training institutions more accessible. iv v

 

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50th_Session_UN-UPR_Mongolia
References

i “Education.” n.d. UNICEF Mongolia. UNICEF. Accessed November 28, 2024. https://www.unicef.org/mongolia/education#:~:text=Enrollment%20rate%20in%20school%20is,been%20worsened%20by%20COVID%2D19. 

ii Kouassi-KomlanEvariste. 2024. “Time to Revamp Education: Mongolia’s Path to a Brighter Future.” UNICEF Mongolia. UNICEF Mongolia. Accessed November 28, 2024. https://www.unicef.org/mongolia/stories/time-revamp-education-mongolias-path-brighter-future.  

iii Ibid. 

iv  “Q&A with the Minister of Education of Mongolia on the evolving right to education.” 2023. UNESCO. UNESCO. Accessed November 28, 2024. https://www.unesco.org/en/articles/qa-minister-education-mongolia-evolving-right-education.  

v “Giga Expands its Reach to 30 Countries.” 2023. November 9, 2023. https://giga.global/gigax30/.  

 

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UNIVERSAL PERIODIC REVIEW OF LIBERIA

The following report has been drafted by Broken Chalk as a stakeholder contribution to the fourth cycle of the Universal Periodic Review [UPR] for Liberia. As Broken Chalk’s focus is on combating human rights violations within the educational sphere, the contents of this report and the following recommendations will focus on the Right to Education.

Liberia’s education system is structured into six subsectors: early childhood education (ECE), basic education (primary, junior secondary, and adult education), senior secondary education (academic and technical), junior colleges and post-secondary institutions, universities and colleges, and intermediate institutions for teacher and vocational training. The system follows a 3 9 3–4 structure, comprising three years of ECE, nine years of basic education (six years of primary education and three years of junior secondary education), three years of senior secondary or vocational education, and four years of tertiary education. Basic education is offered free of charge, but challenges remain in ensuring access and quality across all levels. [i]

Liberia’s education system, governed by the Ministry of Education, has improved access through school construction and teacher training initiatives; however, disparities persist, particularly between urban and rural areas. Notably, primary enrolment in rural areas is 27.2%, significantly lower than the 40.7% in urban areas, due to limited infrastructure and teacher shortages in remote regions. [ii]

The education sector has seen notable gains in student enrolment at the primary level and in girls’ access to schooling, thanks to policy reforms aimed at gender inclusivity and reducing dropout rates. However, variability in educational quality and resources continues to affect academic outcomes nationwide. [iii]

A significant step forward has been Liberia’s commitment to global education standards, aligning its goals with Sustainable Development Goal (SDG) 4 for quality and inclusive education. This focus is evident in recent efforts to reform the curriculum and adapt school infrastructure to support inclusive learning environments better. [iv]

The COVID-19 pandemic exposed digital access and resource challenges, impacting learning continuity. The government’s response included remote learning initiatives, but resource gaps revealed the need for further digital investment. [v]

Despite these challenges, Liberia’s dedication to improving educational access and quality is evident in its ongoing reforms. Continued investment and international support are essential to building on this progress and addressing areas where access to education remains limited. [vi]

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References

[i] UNESCO, Education Sector Analysis 2022: Republic of Liberia (Paris: UNESCO, 2022), https://unesdoc.unesco.org/ark:/48223/pf0000383314. 

[ii] International Institute for Educational Planning, Education Sector Analysis: Republic of Liberia (Paris: UNESCO, 2022), https://www.iiep.unesco.org/en/publication/education-sector-analysis-republic-liberia. 

[iii] World Bank. Education Sector Analysis 2022: Republic of Liberia. Washington, DC: World Bank, 2022. https://documents1.worldbank.org/curated/en/edu-liberia-analysis. 

[iv] United Nations, The Sustainable Development Goals Report 2022 (New York: United Nations, 2022), https://unstats.un.org/sdgs/report/2022/. 

[v] Ministry of Education, Republic of Liberia, and World Bank, Education Sector Analysis: Republic of Liberia (Monrovia: Ministry of Education, 2016), https://documents1.worldbank.org/curated/en/481011575583469840/pdf/Liberia-Education-Sector-Analysis.pdf. 

[vi] ibid 

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Housing challenges for international students in the Netherlands (in comparison to Dutch students)

The Netherlands has major challenges in the housing market, mainly because of scarcity. Finding affordable and decent accommodation can be a struggle, especially when not native to the language or common from a different country. International students are particularly vulnerable because of the discrimination and exploitation they face in the current housing market.   

The Problem: 

The main issue is the severe shortage of suitable housing options, especially for (international) students. Exploitation and deception are commonly faced when international students try to find a suitable housing situation.  

Various sources explain why internationals are more vulnerable than Dutch students: 

  • Lack of awareness and cultural differences: 
  • International students often struggle to navigate the local student culture, making it harder for them to recognize warning signs and easier to become victims of exploitation. 
  • Language barriers: 
  • Constantly speaking English at home is often the reason why Dutch students are less likely to select international housemates, contributing to social clustering. 
  • Preference for familiarity: 
  • Dutch students may prioritize living with friends from high school or their student association, making them less likely to welcome new international students. 
  • Shorter stay duration: 
  • International students typically stay for shorter periods. Landlords (and housemates) might prefer tenants with longer commitments. 
  • Practical considerations: 
  • Landlords and housemates may exclude international students from their selection process to manage overwhelming responses to housing advertisements. 

Unveiling Scammer Tactics: 

Scammers take advantage of the housing crisis, employing various (although often similar) tactics to deceive potential renters: 

  • Urgent payment requests: 
  • Scammers pressure individuals to pay immediately by claiming that delaying payment could result in losing the opportunity. 
  • False identification: 
  • To appear trustworthy they often offer false identification, and scammers use stolen or forged identity documents. 
  • Posing as current tenants: 
  • Pretending to be current occupants, scammers assure prospective tenants of the landlord’s reliability, enhancing their credibility. 
  • Emotional manipulation: 
  • Making up sympathetic stories, scammers exploit emotions to facilitate deception. 
  • Flexibility with preferences: 
  • Scammers are often very flexible and easily adapt to tenants’ preferences (regarding lease start dates or furnishing options) to gain trust. 
  • Advance payment requests without viewing: 
  • Scammers demand upfront payments before viewing the property and often request the money to be transferred to foreign accounts or through specific payment links. 

Awareness of these tactics empowers renters to take precautionary measures against scams and safeguard themselves effectively. 

 

Annotated bibliography: 

Everyone in the housing market may be affected by enormous scarcity, but international students are even more vulnerable due to increased desperation in their housing search. 

University of Groningen https://ukrant.nl/magazine/sorry-no-internationals-alleen-nederlanders-krijgen-een-kamer/ 

Reasons for not wanting internationals: 

Language barrier: Dutch students may struggle with the idea of constantly speaking English at home. After a long day of studying or working, they want to relax, which can be made difficult by the need to communicate in another language. 

Cultural differences: It is suggested that international students may not be familiar with the local student culture, such as attending housing interviews and joining student associations. This can lead to a sense of alienation between international and Dutch students. 

Preference for acquaintances: Dutch students sometimes prefer to live with friends from high school, making them less inclined to welcome new people, such as international students. 

Short stays: International students often stay for a shorter period, which some houses prefer to avoid. Landlords often prefer housemates who will stay for a longer period. 

Practical considerations

Due to the large number of responses to advertisements for available rooms, landlords may choose to exclude international students to limit the selection and keep the process manageable. 

Unfamiliarity and prejudice

Dutch students may have a distorted view of international students and may not be aware of the challenges they face in finding housing. Prejudices may exist that hinder the acceptance of international students. 

https://www.parool.nl/nederland/internationale-studenten-slachtoffer-van-oplichting-door-woningnood-er-zitten-schrijnende-gevallen-tussen~ba41b0d6/?referrer=https://www.google.com/ 

The main idea of the article is that international students in the Netherlands often face abuse by landlords and difficulties in finding affordable and decent housing. This is supported by reports to the National Student Union (LSVb) and the Amsterdam Student Union ASVA, which point to discrimination, fraud, and neglect of housing. The shortage of student housing is emphasized, especially in Amsterdam, and calls are made for targeted government investments to address this problem. 

https://nos.nl/artikel/2441000-1620-euro-kwijt-maar-geen-kamer-studenten-extra-kwetsbaar-voor-oplichting-door-kamernood 

The main idea of the article is that students in the Netherlands, especially international students, are particularly vulnerable to fraud due to severe housing shortages. Due to the scarcity of student housing and the increase in the number of students, they easily fall victim to scammers who place fake advertisements for housing. These scammers use various tactics to pressure students and gain their trust, such as providing false identification and telling sad stories. Despite efforts by administrators of Facebook groups and warning groups on the platform, fraud remains a major problem. 

https://www.youtube.com/watch?v=HxfR376lPMs 

Fang Cheung saw so much fraud happening that she started a Facebook group to warn house hunters. 

https://lsvb.nl/2021/10/22/woningnood-maakt-internationale-studenten-slachtoffer-van-misbruik-en-oplichting/ 

International students are victims of abuse and fraud due to the severe shortage of student housing. Many international students search for a room from abroad, so they may not always have the opportunity to physically view the room and struggle to find reliable landlords. Landlords take advantage of the vulnerable position of international students by refusing repairs, asking for excessively high rent, and threatening eviction. International students often have no alternative and must accept poor conditions or risk becoming homeless. Targeted investments in student housing are needed to address the shortage of rooms, but there is still a lack of real action from the national government. 

https://vizieroost.nl/housing-discrimination/ 

The municipality of Nijmegen collaborates with Radboud University and HAN University of Applied Sciences to address housing discrimination against international students. At Vizier, people can report discrimination and receive advice on how to deal with it. Vizier provides support in finding a solution, helps with complaints, and can assist with filing a report with the police if necessary. By reporting discrimination, you not only help yourself but also contribute to making the problem visible to the authorities so that targeted action can be taken. Examples of housing discrimination include charging higher rent, deposit, or mediation fees to international students because of their nationality, which is against the law. 

https://nos.nl/artikel/2246698-internationale-studenten-makkelijke-prooi-kamerzwendelaars 

https://dutchreview.com/expat/rental-housing-scams-netherlands/ 

NOS) 

According to experts, these are tactics that scammers often use: 

  • Scammers put pressure on people. They say: if you wait to pay, then the room will be taken by someone else, so pay quickly. 
  • They often offer to provide identification, making it seem reliable. But they use (hacked) identity cards of others for this purpose. 
  • They often initially pose as the current resident, who then emphasizes that the landlord is really trustworthy. 
  • They say they are abroad, so you cannot view the property. And often accompany this with a sad story, such as their wife being treated there for illness or helping at the border with Ukraine. 
  • The scammers are usually very accommodating to your wishes. Later or earlier in the property? No problem. Preferably unfurnished? That’s also possible. 
  • They ask (in most cases) if the money can be transferred before the property can be viewed. The money must be sent to a foreign account or via a specific payment link. 

 

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