Protecting Deceased Individuals and Their Remains

Presented by Alexia Kapsampeli

International humanitarian law has established important principles about dead and missing in armed conflict. These principles protecting dead persons are based on fundamental human values.
The requirements that the dead be treated with respect and dignity existed long before there were any attempts to identify and codify the legislation.¹ In Homer’s Iliad, horror and concern about the dead becoming “prey to dogs and vultures” exist.² According to the Greek Heroic Age standards, when Homer wrote the Iliad, “it is recognised custom for the victor after stripping his dead enemy to throw the body to the dogs and vultures”.³ Similarly, in the Classical period, Sophocles’ Antigone discusses the treatment of Polynice’s dead body. ⁴ As the first Professor of Anthropology at the University of Oxford, Edward B. Tylor, emphasised in his book “Primitive Culture, ii”: “In classic antiquity… it was the most sacred of duties to give the body its funeral rites”.⁵

The government of Israel claims that the Geneva Conventions do not apply to the occupied Palestinian territories. However, human rights law is still applied even in an armed conflict, as a part of international humanitarian law, according to the International Court of Justice and the United Nations Human Rights Committee 19. As for Hamas, it is not a party to the international conventions, but the customary rules of international humanitarian law apply to all parties in an armed conflict. On the other hand, Israel’s actions in the Occupied Palestinian Territories are limited by international humanitarian law and by the customary rules of human rights law.

In a July 2020 report, the United Nations rapporteur on human rights, Michael Lynk, of withholding bodies of killed Palestinians. According to the report, “UN Secretary Ban Ki-Moon observed in 2016 that the withholding of bodies amounts to collective punishment and is also inconsistent with Israel’s obligations as an occupying power under the Fourth Geneva Convention”. It is said collective punishment is a tool of control and domination that is antithetical to the modern rule of law and prohibited by all legal systems across the globe.¹³

18A-Input_for_report_on_protection_of_dead_persons

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Featured Image “Jerusalem, located on a plateau in the Judean Mountains between the Mediterranean and the Dead Sea, is one of the oldest cities in the world. ” by Northern Adventures on Flickr.

¹ Last Rights The Dead, the Missing and the Bereaved at Europe’s International Borders 2 Proposal for a Statement of the International legal obligations of States May 2017 https://www.ohchr.org/sites/default/files/Documents/Issues/Migration/36_42/TheLastRightsProject.pdf Last accessed on January 17, 2024
² Hrvoje Cvijanović “Death and the City: Political corpses and the specters of Antigone” University of Zagreb, 2019, https://hrcak.srce.hr/file/336271 Last accessed on January 19, 2024
³ Basset Samuel Elliot “Achilles’ Treatment of Hector’s Body” Transactions and Proceedings of the American Philological Association, p 41-65, 1933
⁴ Hrvoje Cvijanović “Death and the City: Political corpses and the specters of Antigone” University of Zagreb, 2019, https://hrcak.srce.hr/file/336271 Last accessed on January 19, 2024
⁵ Frank Tarbell “Greek Ideas as to the Effect of Burial on the Future of the Soul” Transactions of the American Philological Association (1869-1896) Vol 15, pp (36-45) https://www.jstor.org/stable/2935798?seq=1 Last accessed on January 19, 2024

¹³ Report of the Special Rapporteur on the situation of human rights in the Palestinian territories occupied since 1967, https://www.ohchr.org/sites/default/files/HRBodies/HRC/RegularSessions/Session44/Documents/A_HRC_44_60.pdf, 2020, Last accessed on January 21, 2024

Confronting Obstacles: Human Rights and Nuclear Testing in the Marshall Islands

Presented by Caren Thomas and Merve Tiregul

The Marshall Islands has faced significant challenges stemming from nuclear legacies, primarily due to the extensive nuclear testing conducted by the United States during the Cold War. One concrete example is the Bikini Atoll, where the US conducted the Castle Bravo test in 1954.

The Marshall Islands has faced significant challenges stemming from nuclear legacies, primarily due to the extensive nuclear testing conducted by the United States during the Cold War. One concrete example is the Bikini Atoll, where the US conducted the Castle Bravo test in 1954.

The Marshall Islands has engaged in legal initiatives to seek compensation and acknowledgement from the United States for the damages caused by nuclear testing. Non-governmental organisations like the Marshall Islands Nuclear Claims Tribunal were established to seek compensation and acknowledgement from the United States for the damages caused by nuclear testing. While the tribunal stopped functioning in 2011, it nevertheless played a crucial role in holding the United States accountable for its nuclear testing and achieving justice for the affected Marshallese. The tribunal’s major cases include the Enewetak Class Action, Utirik and Rongelap, and Bikini.
The Marshall Islands National Nuclear Commission has prepared an action plan to achieve nuclear justice. With this action plan, they focus on five pillars of nuclear justice: compensation, healthcare, environment, national capacity, and education and awareness. The Commission asserts that only after fulfilling these pillars can the Marshallese and their land heal. They demand compensation for property damage and personal injury, the right to quality healthcare, specifically for cancer, the right to live in a safe environment without exposure to radiation, having the national capacity to detect and monitor radiological threats, and the ability to educate and spread awareness about their nuclear history for future generations. In terms of compensation, the focus is on requesting a resolution from the US Congress and launching a public awareness campaign to address the impact of ongoing nuclear testing. Healthcare goals include ensuring nationwide services for all illnesses, facilitating easy referral to overseas facilities, and enhancing understanding of health trends, radiation impacts, and intergenerational effects. Environment objectives involve raising awareness about radiation exposure and addressing challenges related to the nuclear waste storage facility on Runit Island. For nuclear capacity, the emphasis is on developing national capabilities for monitoring and interpreting nuclear-related research. Lastly, in education and awareness, the Commission aims to empower communities with knowledge and leadership skills to address nuclear testing impacts and ensure future generations possess a strong understanding of nuclear history and the capacity to address challenges.

15A_Input_for_report_on_challenges_to_human_rights_stemming_from_the_Marshall_Islands_nuclear_legacy

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Featured Image “US nuclear weapons test at Bikini Atoll in the Marshall Islands in 1946” by International Campaign to Abolish Nuclear Weapons on Flickr.

1 Blancaflor, S., Escobar, A. (2018). Filipino Cultural Schools Helps Bridge Filipino Americans and their Heritage. Available at: https://www.nbcnews.com/news/asian-america/filipino-cultural-schools-help-bridge-filipino-americans-their-heritage-n924381

2 Ibid.

3 Del Rosario,K.A., Inero Valbuena, A. (2020). Unfolding of Filipino School Leadership Experiences in Doha, Qatar. Asian Journal of University Education, 16(1), pp.97-108. Available at: https://eric.ed.gov/?id=EJ1252260

4 Magante, M. C. (2020). The determinants of migration: Italian regional factors and the relationship with Filipino migrant labour supply. World Journal of Applied Economics, 6(1), 21-39.

5 Republic of the Philippines. (2017). PHL Embassy Promotes Phl Culture, Tourism in Huge ‘Barrio Fiesta‘ in Rome. Available at:https://dfa.gov.ph/dfa-news/news-from-our-foreign-service-postsupdate/12618-phl-embassy-promotes-phl-culture-tourism-in-huge-barrio-fiesta-in-rome

6 Yonaha, Y. (2024). Negotiating Leisure Constraints in the Pandemic: The Case of Migrant Domestic Workers in Hong Kong. Int J Sociol Leis. Available at: https://doi.org/10.1007/s41978-024-00150-8

7 Ibid.

8 Smith, D. M., & Gillin, N. (2021). Filipino nurse migration to the UK: understanding migration choices from an ontological security-seeking perspective. Social Science & Medicine, 276, 113881. Available at: https://www.sciencedirect.com/science/article/abs/pii/S0277953621002136

9 Ibid.

10 Magliveras, S., & Al Qurtuby, S. (2023). Connecting worlds: Filipino and Indonesian sojourns to Saudi Arabia. Asian and Pacific Migration Journal, 32(3), 549-571. Available at: https://doi.org/10.1177/01171968231211075

11 Ibid.

Climate change and its impacts on girl’s education

Presented by Ariel Ozdemir, Faith Galgalo, Ioana-Sorina Alexa, Olimpia Guidi, Sterre Merel Krijnen

The barriers to girls’ equal access to education in Ecuador are multifaceted and deeply intertwined with socio-economic disparities and the differential impacts of climate change. Women are at the forefront of paid and unpaid work, representing 34% of unpaid domestic work. In June 2019, 17% of women were engaged in unpaid labour, a decrease from 18% in the previous month.1 Statistics on Ecuador’s female unpaid labour employment rate are updated quarterly, averaging 16% from Dec 2013 to June 2019, reaching an all-time high of 18% in March 2019 and a record low of 11% in June 2014.2

Women often hold the responsibility of caring for the home and family. This burden is exacerbated by household resource scarcity (such as water and services). Women, particularly in rural and indigenous communities, work significantly more extended hours than men, usually around 86 and 62 hours a week for women and men, respectively.3 In turn, this increased workload can restrict girls’ time and opportunities for education, as they may be required to assist with household tasks instead of attending school.

Another barrier that women and girls face is poverty, as 66% of women in Ecuador live in conditions of poverty, as opposed to 11% of men.4 These increased levels of poverty often result in women and girls taking on an increased domestic workload but also attempting to take on additional work outside the home to sustain themselves and their families financially.

Gender-based violence poses an additional obstacle to girls’ education by creating unsafe environments both inside and outside the home, particularly in regions with high rates of violence. In 2022, 332 femicides were documented in Ecuador, the highest number of the study period, a significant increase from the 197 cases in the previous year.5

Disparities in political representation and decision-making exacerbate the challenges faced by both women and girls, limiting their ability to advocate for their rights to education and protection.

This report was submitted to the Office of the Commissioner for Human Rights issued by OHCHR.

Input_to_HRC_report_on_equal_enjoyment_of_the_right_to_education_by_every_girl_pursuant_to_HRC_resolution_54_19

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Featured Image by Robin Erino on Pexels.

1 CEIC. (2019). Ecuador Employment Rate: Unpaid Labour: Female. Available at: https://www.ceicdata.com/en/ecuador/enemdu-employment-rate/employment-rate-unpaid-labor-female

2 CEIC. (2019). Ecuador Employment Rate: Unpaid Labour: Female. Available at: https://www.ceicdata.com/en/ecuador/enemdu-employment-rate/employment-rate-unpaid-labor-female

3 De ser sensibles al compromiso por la igualdad y el clima, CDKN Latin America, 2019. Available at: https://cdkn.org/es/noticia/generoecuador

4 ​​De ser sensibles al compromiso por la igualdad y el clima, CDKN Latin America, 2019. Available at: https://cdkn.org/es/noticia/generoecuador

5 Statista. (2023). Number of Feminicides Victims in Ecuador from 2013 to 2023. Available at:

Flipino migrant’s contributions

Presented by Alexia Kapsampeli, Ariel Ozdemir, Mila Gürün, Olimpia Guidi, Sarah Kuipers

Filipino migrants and their families contribute significantly to socio-cultural interactions through education. For example, in countries like the United States and Canada, Filipino community organisations collaborate with local schools to introduce Filipino culture through language classes, dance workshops, and cultural celebrations.1 In California, the “Filipino Cultural School” offers language courses and cultural immersion programs to both Filipino-American children and other students interested in learning about Filipino heritage.2

Educators also play a crucial role in promoting cultural exchange. In Qatar, Filipino teachers in international schools integrate Filipino literature and history into the curriculum, fostering greater understanding and appreciation among students from diverse backgrounds.3

Civic-Political Engagements:

Filipino migrant families actively engage in civic and political activities to contribute positively to their host societies. For instance, in Italy, Filipino migrant organisations collaborate with local authorities to organise cultural festivals and community events, promoting cross-cultural understanding and integration.4 One such event is the “Barrio Fiesta,” where Filipino migrants showcase their traditions, cuisine, and performing arts to the broader community.5 Moreover, Filipino migrant families participate in grassroots initiatives to address social issues and advocate for their rights.6 In Hong Kong, Filipino domestic workers organise workshops and support groups to raise awareness about labour rights and combat discrimination.7

Economic Contributions:

Filipino migrants make significant contributions to the labour market of their host countries, driving economic growth and innovation. For example, in the healthcare sector of the United Kingdom, Filipino nurses are valued for their professionalism, compassion, and expertise.8 Their dedication and hard work alleviate staffing shortages and enhance the quality of patient care in hospitals and nursing homes.9

Furthermore, Filipino migrant workers in the Middle East, particularly in countries like Saudi Arabia and the United Arab Emirates, contribute to various industries such as construction, hospitality, and information technology.10 Their skills and expertise fill critical gaps in the labour market, supporting infrastructure development and economic diversification efforts.11

25A_Contribution_to_UN_HRC_report_2024

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Featured Image by Jean Martinelle from Pixabay

1 Blancaflor, S., Escobar, A. (2018). Filipino Cultural Schools Helps Bridge Filipino Americans and their Heritage. Available at: https://www.nbcnews.com/news/asian-america/filipino-cultural-schools-help-bridge-filipino-americans-their-heritage-n924381

2 Ibid.

3 Del Rosario,K.A., Inero Valbuena, A. (2020). Unfolding of Filipino School Leadership Experiences in Doha, Qatar. Asian Journal of University Education, 16(1), pp.97-108. Available at: https://eric.ed.gov/?id=EJ1252260

4 Magante, M. C. (2020). The determinants of migration: Italian regional factors and the relationship with Filipino migrant labour supply. World Journal of Applied Economics, 6(1), 21-39.

5 Republic of the Philippines. (2017). PHL Embassy Promotes Phl Culture, Tourism in Huge ‘Barrio Fiesta‘ in Rome. Available at:https://dfa.gov.ph/dfa-news/news-from-our-foreign-service-postsupdate/12618-phl-embassy-promotes-phl-culture-tourism-in-huge-barrio-fiesta-in-rome

6 Yonaha, Y. (2024). Negotiating Leisure Constraints in the Pandemic: The Case of Migrant Domestic Workers in Hong Kong. Int J Sociol Leis. Available at: https://doi.org/10.1007/s41978-024-00150-8

7 Ibid.

8 Smith, D. M., & Gillin, N. (2021). Filipino nurse migration to the UK: understanding migration choices from an ontological security-seeking perspective. Social Science & Medicine, 276, 113881. Available at: https://www.sciencedirect.com/science/article/abs/pii/S0277953621002136

9 Ibid.

10 Magliveras, S., & Al Qurtuby, S. (2023). Connecting worlds: Filipino and Indonesian sojourns to Saudi Arabia. Asian and Pacific Migration Journal, 32(3), 549-571. Available at: https://doi.org/10.1177/01171968231211075

11 Ibid.

Prostitution and violence against women and girls

Presented by Daphne Rein, Ioana-Sorina Alexa, Olimpia Guidi, Sarah Kuipers and Sterre Krijnen

In the Netherlands, where prostitution is legalised, hidden forms of prostitution are characterised under illegal forms of prostitution by Dutch law. The city of Amsterdam is well known for its many districts where prostitution attracts tourists1, and in this city, hidden forms of prostitution are illegal. For example, it is illegal for massage parlours to supply sexual services without a licence2. In addition, it is illegal to supply sexual services in private residences unless it is an individual working alone who holds a licence under the municipality of the city to carry out this activity3.

And even if it is illegal and can be prosecuted, child pornography can be considered a hidden form of prostitution4. In the Netherlands, the production, distribution, exhibition, importation, forwarding, exportation, and possession of child pornography are explicitly outlawed under various sections of the Dutch Penal Code5. Specifically, Article 240b criminalises these activities, making them illegal and subject to prosecution. This legal provision, along with related sections such as Article 240c addressing the grooming of minors and Article 240a concerning engaging in sexual acts with minors, forms the comprehensive legal framework aimed at combating child pornography. However, despite these stringent laws, a significant challenge persists. The Internet Watch Foundation revealed in 2019 that the Netherlands hosted 71% of known URLs containing child pornography content online within the European Union6. This alarming revelation underscores the complexity of tackling the issue, prompting a critical examination of the effectiveness of existing laws and the need for enhanced measures to address the online hosting of such illicit content.

This is a report submitted to the United Nations Office of the High Commissioner for Human Rights.

16A_Input_for_SR_VAWG_s_report_on_violence_against_women_and_prostitution

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Featured Image by PublicDomainPictures from Pixabay

1Julie Bindel, “Amsterdam turns on its sex punters.”. UnHerd. April 2023. https://unherd.com/2023/04/amsterdam-turns-on-its-sex-punters/

2City of Amsterdam, “Policy: Prostitution”, n.d. https://www.amsterdam.nl/en/policy/policy-health-care/policy-prostitution/

3City of Amsterdam, “Policy: Prostitution”, n.d. https://www.amsterdam.nl/en/policy/policy-health-care/policy-prostitution/

4Government of the Netherlands, «Crime and Crime Prevention: Sentencing » n.d. https://www.government.nl/topics/crime-and-crime-prevention/sentencing

5 Government of the Netherlands, «Crime and Crime Prevention: Sentencing » n.d. https://www.government.nl/topics/crime-and-crime-prevention/sentencing

6 European Commission, “Increased amount of child sexual abuse material detected in Europe”. Migration and Home Affairs. April 2020. https://home-affairs.ec.europa.eu/news/increased-amount-child-sexual-abuse-material-detected-europe-2020-04-28_en

Solutions to promote digital education and prevent online threats

Presented by: Olimpia Guidi

The COVID-19 pandemic has exposed significant challenges for young Filipinos adapting to digital education. The abrupt shift to online learning, driven by social distancing measures, revealed inequalities in access, particularly affecting marginalised youth1. Economic disparities contribute to obstacles in acquiring essential devices and stable internet connections, intensifying the existing digital divide2. This transition disrupted traditional learning methods, emphasising the immediate need for inclusive strategies to cater to diverse student needs3. Additionally, the absence of face-to-face interaction exacerbates feelings of isolation among vulnerable groups, impeding their overall educational experience4.

Emerging Threats

The convergence of digital education and online threats introduces a multifaceted challenge for Filipino youth. The increased reliance on online platforms exposes young learners to explicit content and potential hacking risks. Insufficient digital literacy programs compound these issues, leaving students ill-prepared to navigate the complex digital landscape securely5. The prevalence of cyber threats has direct implications for the mental health and well-being of young individuals6. Integrating robust cybersecurity measures and comprehensive digital literacy curricula into educational frameworks is crucial to empower students to navigate the digital world safely.

21A_Inputs_for_study_on_the_solutions_to_promote_digital_education_for_young_people_and_to_ensure_their_protection_from_online_threats.docxA_

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Featured Image by Mircea Iancu from Pixabay

1 Tria, J. Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The new normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), 2-4. Available at: https://www.researchgate.net/profile/Jose-Tria/publication/341981898_The_COVID-19_Pandemic_through_the_Lens_of_Education_in_the_Philippines_The_New_Normal/links/5edde90f92851c9c5e8fa962/The-COVID-19-Pandemic-through-the-Lens-of-Education-in-the-Philippines-The-New-Normal.pdf

2 Ibid.

3 Ibid.

4 Ibid.

5 Medina, V. G., & Todd, R. J. (2019). Young people’s digital safety and wellbeing: findings from Philippines and Qatar. In Information Literacy in Everyday Life: 6th European Conference, ECIL 2018, Oulu, Finland, September 24–27, 2018, Revised Selected Papers 6 (pp. 176-187). Springer International Publishing.

6 Ibid.

Impacts of climate change on human rights

Presented by: Daphne Rein, Gauthier Schoufs, Ioana-Sorina Alexa, Leyang Fu and Luna Plet

Global climate change presents a significant and multifaceted challenge to Taiwan, with anticipated increases in temperatures, heightened frequency of heatwaves, and intensified typhoons and extreme rainfall events across the country. Between 2006 and 2020, Taiwan experienced 384 instances of extreme climate events, underscoring the pressing nature of this issue1. The devastating impact of Typhoon Marakot serves as a perfect illustration of climate change’s profound effects on the human rights of the Taiwanese population. In 2009, this Typhoon resulted in the tragic loss of 699 lives, the destruction of 1766 homes, and the displacement of 4500 residents. As an NGO committed to advancing educational rights, Broken Chalk seeks to highlight the direct and future implications of climate change on human rights in Taiwan, specifically on the right to education.

Drawing from the aftermath of Typhoon Marakot, the Ministry of Foreign Affairs of Taiwan reported that 1273 schools were adversely affected, depriving children of their fundamental right to education. Furthermore, the widespread internal displacement stemming from this event also compounds challenges to educational rights. The financial hardships and administrative obstacles caused by displacement may impede enrollment and hinder school attendance. In addition, linguistic barriers further exacerbate the educational rights violations associated with internal displacement2. This is specifically the case for minorities and indigenous people. It is noteworthy that Taiwan is home to 16 officially recognised indigenous groups, representing a total of 2,4% of its population3.

Moreover, areas managing a large influx of displaced persons may face limitations in providing quality education. The cumulative impact of these challenges, coupled with the trauma experienced by affected individuals, is likely to create additional barriers to effective schooling. Taking an equity-based approach, Broken Chalk underscores the urgent need for comprehensive strategies to address the intersection of climate change and the preservation of human rights. These efforts are crucial to averting future occurrences of a similar nature.

14A_Input_for_analytical_study_on_loss_and_damage

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Featured image by Susan Melkisethian on Flickr.

1 Mucahid Mustafa Bayrak, “Global Climate Change and Indigenous Peoples in Taiwan: A

Critical Bibliometric Analysis and Review”. 2020. Available online: https://www.mdpi.com/2071-

1050/13/1/29

2 UNESCO, « The Impact of Climate Displacemet on the right to education. » 2019. Available online: https://unesdoc.unesco.org/ark:/48223/pf0000374966

3 Council of Indigenous Peoples Council Confirmed Tribe Area. 2020. Available online:

https://www.cip.gov.tw/portal/docList.html?CID=7CDD0E527E32B424

Freedom of Opinion and Expression to the Philippines

Presented by María Núñez Fontán and Olimpia Guidi

This report was presented to the Office of the High Commissioner for Human Rights about the state of freedom of opinion and expression in the Philippines.

The Philippines, deeply committed to upholding human rights, has meticulously crafted a comprehensive national normative framework governing freedom of opinion and expression. This report will thoroughly examine various facets of this framework, particularly emphasising its educational dimensions.

13A_Freedom_of_opinion_and_expression_to_the_Philippines

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Featured image by Rachel Hinman on Flickr.

Universal Periodic Review of North Macedonia

This report drafted by Broken Chalk contributes to the fourth cycle of the Universal Periodic Review (UPR) for the Republic of North Macedonia. This report focuses exclusively on human rights issues in North Macedonia’s education field.

  • The Balkan country of North Macedonia has made remarkable educational progress since gaining independence in 1991. Despite a decade of complicated development in the years following independence, due firstly to the conflicts in former Yugoslavia and Kosovo and then to tensions with Bulgaria and Greece over its own identity, North Macedonia has developed a more proactive policy over the past decade. The country is one of the founders of the Open Balkan Initiative, which aims to bring the countries of the southern Balkans closer together economically and culturally. The improvement in bilateral relations with Greece in 2018, with the Prespa agreements, has raised hopes of reducing regional tensions. This new climate is favourable for creating new initiatives to strengthen cooperation in culture and education. A few Erasmus programs are offered between North Macedonian and other European universities. University exchanges with neighbouring countries, including members of the Open Balkans initiative and the European Union, are the best way to reduce tensions in the Western Balkans by bringing young people together in dialogue.
  • The country’s literacy rate, although below the European Union average (98.7%), is ahead of other developed countries such as Greece (97.7%) and Singapore (96.8%). 2002, the literacy rate was 96%, compared with 98.1% in 2015. The female literacy rate rose from 90.93% in 1994 to 96.70% twenty years later in 2014. In addition to these results, public spending on education fell from 3. 30% in 2002 to 3.7% in 2016. Moreover, in general, the education budget in North Macedonia has systematically lost since it gained independence in 1991 (4.7% of GDP in 1992). Education is compulsory from the age of 6 up to 15, which is lower than in Western European countries, where schooling lasts, on average, until the age of 16 [i]. School dropout rates vary from one category of the population to another. North Macedonia is ethnically diverse: 26% Albanian, 3.41% Turkish-speaking and 2.53% Roma. The Roma are the primary school dropout victims despite forming only a small ethnic minority.
  • The North Macedonian curriculum is similar to that of OECD countries. Higher education and research and development have received little attention from the North Macedonian public authorities: the budget for higher education has fallen from 1.1% in 2010 to 0.8% in 2021. Higher education is neither free nor fully covered by the state. Students are eligible for grants based not on income but on academic performance. Students are categorised into “state-funded” or “self-funded” groups based on their prior academic performance. State-funded students, representing high-achieving individuals, contribute partially to their education costs and pay administrative fees. Special exemptions exist for disadvantaged groups like disabled individuals, unemployed youths, and security force families, and their number is capped. Self-funded students follow a fixed tuition fee model. Similar fees are applied to students in short-cycle higher education programs. So, even if this system is meritocratic in principle, it excludes students whose families do not have the means to pay for private tuition or don’t attach much importance to reading or culture. [ii]

By Camille Boblet-Ledoyen

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46th_Session_UN-UPR_Country_Review_North_Macedonia_S

References

[i] European Commission, “Republic of North Macedonia: Organisation of the education system and structure”, Eurydice Network, 9 June 2022.

[ii] OECD, “The education system in the Republic of North Macedonia”, OECD Reviews of Evaluation and Assessment in Education: North Macedonia, June 2019.

[iii] UPR Database, “Recommendations received by North Macedonia”, Cycle 2 (2012 – 2016). 

[iv] Minority Rights, “Minorities and indigenous peoples in Macedonia: Roma”, October 2020.

[v] World Bank, “North Macedonia Needs to Continue Investing in Education and Health to Improve Its Human Capital”, Press release, September 16th, 2020.

[vi] Staletović, Branimir; Pollozhani, Lura, “To resist or not to resist: “Skopje 2014” and the politics of contention in North Macedonia”, East European Politics, November 2022.

[vii] Eurostat, “Enlargement countries – statistics on research and development”, May 2023.

[viii] European Parliament, “Artificial Intelligence: threats and opportunities”, June 2023.

[ix] Elena Kjosevska and Sanja Proseva, “Mental health in schools in Republic of North Macedonia”, SHE Assembly, June 3rd, 2021.

[x] UNICEF, “Exploring the interplay between wellbeing and academic attainment of children”, conference in Skopje, 9 March 2022.

[xi] Aldrup, Karen; Carstensen, Bastian; Klusmann, Uta, “Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes”, Educational Psychology Review, March 2022.

Cover image by Nato North Atlantic Treaty Organization via flickr

Universal Periodic Review of Eritrea

This report drafted by Broken Chalk contributes to the fourth cycle of the Universal Periodic Review (UPR) for the State of Eritrea. This report focuses exclusively on human rights issues in Eritrea’s education field.

  • During the last decade, Eritrea presented a good evolution in its complex education system. The progress demonstrated in its previous comprehensive evaluation highlighted achievements and improvement areas. The 2012 educational reform, known as the “Education Sector Development Plan (ESDP 2012 – 2017),” made notable strides in equitable access to education, especially for socially disadvantaged groups like nomadic communities and those in rural areas. 
  • Since the end of the civil war 1993, the country has stabilised macro policy objectives for education, and the current National Education Sector Plan of 2018 – 2022 of the Ministry of Education reconfirmed the strategy policies. Focusing on three main areas or pillars for the education system: first, the “development of a population equipped with necessary skills, knowledge and culture for a self-reliant and modern economy”; second, the “development of self-consciousness and self-motivation in the population to fight disease, attendant causes of backwardness and ignorance”; and third “provision of basic education to all, regardless of their ethnic origin, sex and religion”[i].
  • Improvement in various metrics has been reported, such as a 6.6% increase in enrollments in pre-primary schools and an 8.5% rise in the number of such schools. The emphasis on mother-tongue instruction has been pivotal in primary education, with over 349,753 students enrolled nationwide. Eritrea’s educational policy emphasises universal primary education through the mother tongue, promoting language equality and benefiting 349,753 students, 45% of whom are girls. The advances have resulted in a 1.3% rise in rural schools and enhanced opportunities for girls and nomadic communities, with specialised workshops fostering strategy development for these segments.[ii]
  • Among Eritrea’s concerns is enhancing efforts to guarantee girls’ rights to education and provide them with a higher level of education. Expenditure on education has fluctuated over the years, representing 4% of the country’s GDP, underlining the government’s commitment to providing free education at all levels[iii].
  • Concerning gender equality in educational institutions, Eritrea has disclosed a coefficient of 0.91 for gender parity in pre-primary schools, with 1 representing absolute parity. For elementary, middle, and secondary schools, the figures are 0.82, 0.85, and 0.91, respectively, highlighting a pressing need to intensify efforts to secure and enhance girls’ educational rights and access to more advanced academic levels. Nonetheless, challenges remain in gender parity and the quality of education[iv].
  • Eritrea has also made strides in literacy and adult education, realising a 20% decrease in illiteracy facilitated by continual workshops and programs promoting literacy. Based on the data from 2016, the program witnessed participation from over 17 million adults, with a successful 75% completion rate[v].
  • Eritrea recorded enrollments exceeding 81,000 students in secondary education in the 2017-2018 academic year. Within this educational level, three crucial goals have been established: to optimise university entrance opportunities, to foster social cohesion amongst new generations, and to construct a competitive environment conducive to high academic achievement and merit competition. Despite the efforts to increase access to education and improve the opportunities and the quality of the system at all levels for the schools, the country reported in 2016 that over 220,000 children aged 5 to 13 years old remain out of schools, with the rage to 73% of pre-primary school and 27% from middle school[vi].
  • The Early Childhood Development Program enabled extensive reform that got advancements in fostering early intervention, leading to a 6.6% rise in enrollments in pre-primary schools, with the total number of such schools growing by 8.5%. This accounted for 47,196 students, with girls making up 48.7% of enrollees. The initiative also saw an increase in rural coverage from 64.2% to 65%, an 18.5% rise primarily attributed to the pivotal role of the Rural Community Care Givers Scheme. The national workshop on nomadic education has been instrumental in developing and applying strategies in these communities. Eritrea has also established progress for literacy and adult education, achieving a 20% reduction in illiteracy and ongoing workshops to drive the project’s progress[vii][viii].
  • Furthermore, regardless of the country’s advances and progress in education overall since the end of the civil war and the advances in the last decades, the country presents urgent issues on their policies that ensure equity of access to schooling all around the country. The challenges surround wide disparities in the level of participation among the different regions (Zobas) of the country, gender gaps, low level of involvement of children with disabilities, access to education for children that are part of nomadic tribes and for the ones who live geographic areas with difficult access[ix].

By Daniel Ordoñez

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References

[i]  Partnership, Golbal. 2018. “ERITREA EDUCATION SECTOR PLAN.” P. 25

[ii]  Assembly, UN General. 2018. “Universal Periodic Review​ – Third Cycle – Eritrea.” P. 11

[iii] Ibid.

[iv] Ibid.

[v]  Ibid.

[vi] Partnership, Golbal. 2018. “ERITREA EDUCATION SECTOR PLAN.” P. 14

[vii] Assembly, UN General. 2018. “Universal Periodic Review​ – Third Cycle – Eritrea.”  P. 11

[viii] Watch, Human Rights. 2019. “Eritrea: Conscription System’s Toll on Education.” https://www.hrw.org/news/2019/08/08/eritrea-conscription-systems-toll-education.

[ix] Mengesha, Tedros Sium, and Mussie T Tessema. 2019. “Eritrean Education System: A  Critical Analysis and Future Research Directions.” International Journal of Education 11 (1): 1–17. doi:10.5296/ije.v11i1.14471. P. 3

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